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This paper aims to explore how organizations can measure diversity, equity and inclusion, and what are the potential areas where they can take initiatives to meet the diversity, equity and inclusion goals.

This paper explains the distinction among diversity, equity and inclusion. It elaborates on the separate perspectives that organizations need to adopt to define and measure each one of them. It consequently brings attention to their implications for research, practice and society.

This paper reveals that the goals of diversity, equity and inclusion, although related, need to be approached independently. The three concepts need to be measured individually and separate initiatives need to be designed and implemented to attain those goals.

This paper highlights the conceptual differences among diversity, equity and inclusion, and their evaluation. It underscores that diversity itself is not sufficient in ensuring organizational performance. Most of the discussion around implementing diversity pays little attention to steps that need to be taken to ensure equity and inclusion of the diverse workforce. This paper seeks to address this gap.

The paper aims to conceptually identify the organizational conditions and therefore the possible areas of intervention, in the domains of work, growth potential and culture, which would help the Generation Z workforce be more engaged, motivated and committed to the organization.

The paper adopts a typology methodology, taking into account the specific characteristics of Generation Z. It describes a conceptual framework, drawing on three fundamental aspects of social exchange theory in the context of workplace (organizational justice, organizational support and leader-member exchange), and applying them to three dimensions of organizational life (work, growth potential and culture).

The paper suggests certain organizational conditions, in the domains of work, growth potential and culture, which can align Generation Z workforce to the organization. It accordingly indicates desirable interventions in the areas of job design, training, performance and compensation systems, work policies, leadership and communication.

The paper identifies organizational conditions for sustaining Generation Z talent, based on their specific characteristics. There is limited evidence of such studies for Generation Z in the literature. The paper adopts a structured and systematic approach involving typology methodology. By taking a holistic and theoretical perspective on ways to enhance Generation Z engagement, the paper seeks to address an existing gap in the literature.

The paper seeks to understand the implications of partner opportunism for project relationships.

Based on the theoretical literature, the paper presents a conceptual model considering the perspective of the organization impacted by partner opportunism.

The model proposes that partner opportunism lowers willingness to engage by creating perception of loss. The undesirable impact of opportunism on perceived loss is less if the partner has made high relation-specific investments. Also, the negative impact of perceived loss on willingness to engage is less if the partner is difficult to substitute.

The model can be tested in the context of information technology (IT) relationships because of scope for opportunism in IT project relationships. Data can be collected through experimental vignettes.

The model contributes by investigating novel aspects of governance, behavioral consequences of opportunism and relation-specific investments in project relationships. The paper suggests that organizations can protect themselves against the ill effects of partner opportunism by enabling their stakeholders to invest substantial time and effort in the relationship and fortify relational quality and bonding.

Undeniably, the growing influence of technology has had a significant impact on the reading process of undergraduate students and it is thus of priority interest now to understand the factors influencing independent and digital reading. The paper aims to discuss these issues.

In total, 231 questionnaires were administered among undergraduates at the University of Mauritius. A factor analysis was carried out and it was revealed that the attitude toward reading was mainly influenced by six aspects termed “Entertaining and Important,” “Lack of Interest,” “Convenience of Digital Reading,” “Utilitarian Purposes,” “Difficult Access to Reading Materials” and the “Compulsory Aspect.” This paper focuses also on determinants which could influence the behavior of undergraduates toward independent reading. In this sense, a binary logistic regression was performed.

Factors such as gender, the motivation to read and the time spent reading for academic purposes were found to be significant predictors. Also, given the impact of technology on the lifestyle, it was important to determine whether the respondents had adopted digital reading over printed reading by taking into consideration their preferred reading format. This query was taken care by a multinomial regression analysis where gender, faculty belonging and internet connection on mobile were found to influence the preferred method of reading by undergraduates.

The objectives are to analyze the reading habits and attitude of the undergraduates toward reading, evaluate factors which influence a student to engage in independent reading, determine factors that are likely to encourage students to prefer digital reading given the innovation in the e-reading field and to explore a possible relationship between independent reading and digital reading.