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The COVID-19 pandemic forced organizations across diverse industries to redraw their business models globally. Businesses crumbled, downsized, laid off workers, streamlined and digitalized their workflow, and maintained skeletal staff to support integral business functions. Remote working and flexible schedules were institutionalized to manage service employees globally. The study compared the effects of work-life balance and employee remuneration on employee job satisfaction and loyalty intentions. The study targeted frontline staff at three public universities in Zimbabwe, and 327 valid responses were obtained. Structural Equation Modeling (SEM) revealed that employee remuneration, remote working, and flexible scheduling positively and significantly influenced employee job satisfaction. Further, the analysis indicated employee preference for remote working and flexible work scheduling over more pay and benefits. The positive impact of job satisfaction on employee loyalty intentions was also confirmed. This study flags the significant contribution of work-life balance by bringing new empirical evidence on the relative significance of remote working, flexible working arrangements, and employee remuneration on employee job satisfaction and loyalty intentions in the post-pandemic normal. The study recommends that universities should harness digital technologies to promote sustainable remote working and enhanced employee autonomy.

During the COVID-19 pandemic, student services leaders needed to adapt to working entirely virtually, find creative solutions to adjust their service delivery, and change how they engaged with their teams. Before COVID-19, studies of virtual leadership focused on virtual teams developed because of the geographical distance between team members. This qualitative study investigated virtual leadership and virtual teams developed because of the move to virtual work during the COVID-19 pandemic. It examined how student services leaders changed their leadership behaviours in response to moving to the virtual work environment. Using data gathered through a questionnaire, interviews, and documentation, four themes reflecting how leaders changed their behaviours and practices were identified: reimagining communication, reconstructing work using technology, reframing team support, and reorienting toward hybrid work. Understanding how these leaders managed their virtual teams at a midsized university in southern Ontario provides insight into what practices might be helpful for teams that continue exclusively virtual work and those that transition to a hybrid work approach.

The COVID-19 pandemic has impacted academic labour, with women being disproportionately negatively affected. This scoping review provides an exploratory snapshot into the corpus of literature investigating the impact of the pandemic on academic labour. We used a set of criteria to first identify the 86 titles from which we selected 45 as the data set. We analyzed the data on characteristics of location, investigative methods, publication information, and discipline. The findings showed that most of the data were global in context; used primarily qualitative methodologies; published in a wide variety of journals; and spanned diverse disciplines, including science and health, education, business, sociology, and political sciences. We then analyzed the data thematically. The themes we identified were gender inequity, identities and intersectionality, performing work-home binaries, and invisible labour. We added a fifth theme, lived experiences, consisting of women academics' firsthand accounts. We consider this theme unique, despite its overlap with the other themes, because it is evidence of women academics telling their personal stories. We discuss how our findings show that pandemic conditions worsened existing inequities. The solutions most often cited in the data place emphasis and responsibility on the individual, but we argue that institutions should instead be responsible to redress inequities through improving workplace labour processes. Our research can aid future research on how policy theory can inform socially just policies and practices in the post-pandemic university.

This article will review the impact of COVID-19 on the working environment of organisations by critically analysing the following factors: (a) Employee engagement and recruitment; (b) Talent management; and (c) Organisational culture and employees. Communication was identified as an important feature that had to be adapted because of COVID-19. Numerous organisations have developed creative and innovated practices to ensure employee engagement as they begin to experience the impact of COVID-19. The world economy has reduced substantially because of COVID-19. The pandemic changed the way in which work was done. The value and purpose of the performance management systems goes beyond the typical administrative functions such as personnel decisions, salary and promotions, it also provides critical functions that help organisations reach their goals. To embrace the digital world of work and to build new processes it is important for the organisation to adequately invest and prepare the workforce for the incoming changes. As governments all over the world begin to reduce COVID-19 restrictions and people must now start living with the virus, organisations had to also start thinking about what models of work would work best for their business and their employees.

This study investigates the evolving landscape of learning and innovation within organisations that are particularly affected by the increasing digitalisation and prevalence of remote work and trainings. Focusing on the police and technology sectors, in this research 20 individuals were interviewed, identifying both real-time and long-term challenges associated with remote learning and innovation. In the police sector, the real-time challenges included one-way efficiency, encompassing impracticality, unidimensional learning situations, and efficiency-driven multitasking. A long-term challenge was individualistic performance orientation, suggesting a shift in learning responsibility from the organisation to the individual. In the technology sector, the real-time challenges involved incomplete detections during remote innovation, encompassing missing artefacts, unlikely coincidences, and narrow observations. A long-term challenge was the weakening of social bonds, with subthemes such as community distancing and a decline in social skills. The study emphasises the critical need for appropriate remote workplace pedagogy, community reinforcement and well-planned training to address these challenges, emphasising that the values guiding remote work and virtual environments play a crucial role in shaping learning outcomes.

The hidden or overlooked nature of many of educators' professional activities complicates the already difficult task of supporting educators' labour--in both K-12 and higher education settings. These efforts can be understood as types of "invisible labour." Following PRISMA standards, we conducted a systematic literature review to answer a single research question: "How have scholars framed educators' professional activities in terms of invisible labour?" This systematic review searched 10 educational databases and identified 16 peer-reviewed journal articles spanning 2011-2021. From thematic analysis of these studies, we developed a model of five types of invisibility that intersect and mask educators' professional efforts: background, care, precarious, identity and remote labour. The review also showed several overall themes related to educators' invisible labour, which we discuss in connection to the literature: effort is often semivisible, invisibility is subjective, effort by marginalised educators is often overlooked, labour in unexpected places often means effort is overlooked, and there are layers of factors masking effort. We then discuss implications for practice, starting with five invisible labour questions to prompt reflection, then how to apply invisible labour as an improvement lens for identifying needs, allocating resources, analysing jobs and tasks, and evaluating performance.

The turbulent environment pushes public administration to its limits, resulting in revolutionary changes. When the pandemic hit the world in early 2020, public administration was faced not only with complex problems, but also tumultuous challenges marked by the emergence of unpredictable events. In the new hybrid world, public administration has evolved into a distinct model that enables organizations to use new and emerging technologies. By redefining the characteristics of speed, ethics, and fusion, this article aims to contribute to the discussion of how a hybrid approach to public administration may contribute to ongoing debates.

The sudden outbreak of COVID-19 and its consequential lockdown led to the closure of tertiary institutions across the globe. The closure had severe implications by stopping academic staff from going to work and performing their jobs. However, to navigate the implication of the closure of tertiary institutions on teaching and learning, ICT and its accessories were leveraged to enable the academic staff to work remotely. Therefore, this study aimed to investigate the adoption of ICT in cushioning the effect of the pandemic on the performance of academic staff in tertiary institutions, using Enugu State as a study base. Technological determinism theory was employed in the analysis. The methodology used is a cross-sectional survey that leveraged qualitative and quantitative approaches. Data were collected using both primary and secondary sources. The population of the study is 8,034, with a sample size of 381. However, 312 questionnaires were used after retrieval from the respondents; sorting, cleaning, and scoring. We coded and analyzed the data using descriptive statistics from the IBM SPSS version 28.0, leveraging tables, percentages, and content analysis. The study adopted a Chi-Square (X[superscript 2]) test of hypotheses. Findings revealed that tertiary institutions leveraged ICT to cushion the effects of COVID-19 on academic staff performance, work-life balance, training and development, and safety during the pandemic. The study recommends full digitization of tertiary institutions, staff training and re-training, adequate funding, constant power supply, and development of indigenous capacity in ICT.

The purpose of this qualitative study was to explore how employees at a midsized public university in the U.S. South experienced working from home during the coronavirus pandemic of 2020-2021. Most employees in higher education settings were affected by the pandemic. Administrative and clerical and support staff had to determine how to provide the university with services while working from home. Now that we have experienced working from home, will that experience change the future of how staff work in higher education? For many, this was a first-time experience working from home, and it created a new set of challenges to completing everyday work tasks. Most participants found that working from home did not increase their overall productivity or job satisfaction, and few participants felt lonely or isolated when working from home. Overall, the negative aspects and benefits seemed to balance out in a series of trade-offs. The majority of participants would want to work from home again or at least be given the option to work from home part-time or on a hybrid schedule. Recommendations for further research include (a) developing scales of productivity and employee satisfaction among at-home employees, (2) interviewing the same participants from this study who were still working from home in the future to determine if their feelings about the experience changed, (c) asking more in-depth questions on the supervisors' style during the work-from-home experience, (d) pursuing questions on worker engagement.

Evaluating other people's moral character is a crucial social cognitive task. However, the cognitive processes by which people seek out, prioritize, and integrate multiple pieces of character-relevant information have not been studied empirically. The first aim of this research was to examine which character traits are considered most important when forming an impression of a person's overall moral character. The second aim was to understand how differing levels of trait expression affect overall character judgments. Four preregistered studies and one supplemental study (total N = 720), using five different measures of importance and sampling undergraduates, online workers, and community members, found that our participants placed the most importance on the traits "honest, helpful, compassionate, loyal," and "responsible." Also, when integrating the information that they have learned, our participants seemed to engage in a simple averaging process in which all available, relevant information is combined in a linear fashion to form an overall evaluation of moral character. This research provides new insights into the cognitive processes by which evaluations of moral character are formed.

As most academic libraries closed in March 2020 to help slow the spread of COVID-19, practitioners started working from home for the first time. After observing impacts on their own work, the authors sought to study the broader effects of remote work on practitioners' professional and personal life by conducting a longitudinal study between July 2020 and June 2021. The authors identified successful and unsuccessful practices and, based on this data, developed recommendations for how employers can support their employees as whole persons to ensure more productive professional performance and healthier personal lives.

Like many services globally, the sudden work-from-home mandate due to the COVID-19 pandemic in 2020 disrupted research at Canadian post-secondary and affiliated organizations. Research administration professionals, who are an integral part of the research enterprise at these organizations, and who support and manage research activities were no exception and struggled to keep up with this challenging and unexpected situation. Not only adjusting in-house policies and procedures but research administrators were also swamped with distilling information received from external funders who were likewise adjusting their guidelines and policies for current and future funding programs. Moreover, the priority was to keep up with the COVID-19 special calls for funding that usually provided shorter response times. At the same time, research administrators were grappling with adapting to new online communication technology and finding the best ways to maintain work-life synergy. In this chaotic period of uncertainty, emotions were high, and communication was key. This study explores how research administration professionals in Canada adapted to this new reality and what lessons were learned. Through a national survey, the research administration community reflected on the following themes: i) Challenges experienced in setting up the new working environment; ii) Technostress; iii) Workload, productivity, and work-life balance; iv) Relationships among colleagues and with faculty, and v) Adaptability to the reality and future work culture desire. Results of the survey indicate that although Canadian research administration professionals experienced challenges due to abrupt shifts in their workplace, they were creative, resilient, and flexible enough to steer through this testing period. The inherent/acquired technological capabilities, efficient communications among coworkers and with faculty, and strategies they used during this time to stay productive and efficient helped most of them to adapt well to this situation. Some of them struggled to keep a work-life balance, especially those with young children, however, flexibility, control over their time, and proven productivity during this time inspired them to desire a remote and/or hybrid work culture even after the pandemic is over.

This study investigated the effects of work from home (WFH) on language educators in Malaysian universities gauging specifically their perceptions on its advantages and disadvantages during the COVID-19 pandemic. A mixed-methods research design was employed involving 152 language educators. The results revealed that although the overall mean scores were rather neutral, language educators were more inclined toward positive effects of WFH, most notably in terms of saving communing time and being closer to family. However, the negative effects were missing colleagues and feeling glued to the computer. The results also shed interesting insights into Malaysian language educators' high confidence in focusing on their tasks and using tools to fulfill their teaching and work-related responsibilities. The outcome from this study is a guiding model that not only informs the literature on the feasibility of WFH in the higher education context but also highlights pertinent areas of concern for its future planning and implementation.

Workplace friendships have been linked to important employment outcomes. With the rise in remote work-integrated learning (WIL) experiences, there is concern about the implications of work mode for students' workplace relationships. Using a survey of co-operative education students, this study explored differences in the development of workplace friendships between work modes and the consequences of those friendships. Results suggest that students are more likely to develop friendships when they work in-person rather than remotely. Informal socialization occurred less in remote work, which partially explained why remote workers reported fewer friendships. Workplace friendships with organization members--but not fellow students--were positively associated with job satisfaction, career development, organizational commitment, and conversion intention. These findings indicate that remote work has implications for friendship development and the quality of a WIL experience. WIL stakeholders offering remote work should consider informal socialization opportunities to strengthen workplace friendships and improve the quality of WIL experiences. [Note: The page range (505-521) shown on the PDF is incorrect. The correct page range is 505-520.]

Organizations must dramatically pivot in a post COVID environment. Social pressures and changing work habits will shift corporate directives and strategies. The demands and challenges of this increasingly important corporate initiative (Diversity, Equity, Inclusivity) has been elevated and accelerated post COVID. Organizations and subsequently, leaders are in search of strategies and tactics to instill DEI as a core value in their enterprises. This is deemed critical for internal operations but also for external relationships. Increasingly, the best and the brightest will align with organizations that value the virtues of Diversity, Equity, and Inclusion. This research interviewed key executives to discuss their strategies for the future. Relevant research on the topic has been presented to provide a comprehensive view on DEI imperatives for organizations with employees. The findings of this research indicate it is a priority and there are core elements to be considered by every leader. The research specifically explores three core concepts: Culture, Communication, and Courage.

This study investigates employees' intentions to telecommute post-pandemic based on IT employees' present work experiences. Perceived utility, contentment, and confirmation of expectations are proposed as factors of continuing intention to telecommute, according to the expectation-confirmation theory. The integration of work-life balance into the expectation confirmation theory was investigated to see if work-life balance influences employees' continued intention to telecommute. Data from 131 Malaysian IT workers was used to test the hypothesised model. The findings backed up the theory that perceived usefulness, satisfaction, confirmation of expectations, and work-life balance all play a role in employees' desire to continue telecommuting post-pandemic. Work-life balance was also found to be a significant mediator of the effect of expectation confirmation on job satisfaction. As a result, this research adds to the idea by including work-life balance literature to demonstrate that the behaviour of IT professionals is associated with their quality of work-life harmony. This study can assist businesses that plan to transition to hybrid work environments. With the needs of the emerging workplace still being uncharted territory for everyone, hybrid work models can be built and customized based on the findings of this study. This is imperative to fit the needs of employees and help organisations sustain their businesses.

This study describes what higher education professionals perceived as positive workplace adaptations in response to the COVID-19 pandemic. Two surveys were administered to groups of professionals in the field of higher education to obtain information about their perception of positive changes experienced in their work during COVID-19 pandemic. The results of this investigation describe positive changes including work from home options, schedule flexibility, and increased sustainability. While not ignoring the negative aspects of COVID-19, it was concluded that many professionals were able to create positive change within their institution for themselves and their students.

The recent pandemic resulted in significant changes in workplaces that saw people come to live and work differently. What was previously experienced and understood to be the 'workplace', along with associated work practices, has shifted and the construct of the workplace has become multiple as more people work remotely. We propose that these changes have also shifted practices of working, providing significant insights into how learning may be happening, not in 'workplaces' but rather in reformed 'sites' of work. To explore changed work and learning practices in sites of work, we adopt the Theory of Practice Architectures to explore how workers in managing roles learned to practise their work differently in newly formed sites of work. This article provides evidence from semi-structured interviews with 12 managers during the changes wrought during the pandemic in Australia using the 'Interview to the double' approach. We highlight how the managers understood their changes in work and shows empirically how the concept of 'workplace learning' requires a reconceptualization of learning that rejects a focus on learning as defined by process and instead adopts a practice-based definition of learning as 'coming to practice differently'.

The COVID-19 pandemic has had a marked influence on the nature of psychotherapy in the transition from predominantly in-person services to predominantly remote, telemental health services, to an intermediary hybrid model. Increased availability of telehealth services has been denoted a point of equity in meeting service needs of diverse groups of people across the United States. However, some University and College Counseling Centers (UCCCs) have rapidly rolled back telemental health provisions in favor of in-person or hybrid models of practice, even amidst increased use of counseling services, pressure to expand service availability, and difficulties with clinical staff retention. To explore this phenomenon, 75 UCCC administrators in the U.S. were surveyed to elucidate the nature of remote staffing in UCCCs, including administrative perspectives regarding barriers to hiring permanently remote staff (PRS). Five thematic barriers to hiring PRS were identified: Institutional Roadblocks, Team Ethos, Equity in Clinical Duties, Student Demand, and Service Quality Concerns. A majority of these barriers coded into categories that were chronic and autonomy-limiting in nature. Implications and recommendations for UCCCs and college student wellness are discussed.

Aim/Purpose: The purpose of this research is to evaluate the available literature on Collaborative Virtual Environments (CVEs). It aims to investigate the impacts, guiding principles, and problems of CVEs, giving light to their revolutionary potential in a variety of sectors, such as education, healthcare, and gaming. Background: CVEs have received a lot of interest in recent years because of their potential to change how people interact and cooperate in virtual settings. It has the potential to increase collaboration, learning experiences, and productivity across numerous areas. Methodology: This study comprehensively analyzes existing literature on CVEs, highlighting their ability to significantly change several fields, such as education, healthcare, and gaming. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards were followed to ensure a clear and methodical approach to the literature review. The search technique targeted the SCOPUS database for articles published from 2009 to 2022, utilizing specific keywords about CVEs. This was followed by a thorough two-stage screening procedure based on specified inclusion and exclusion criteria, ensuring only relevant research was evaluated. Contribution: This literature review contributes by providing a thorough review of the current state of the art in the field of CVEs. It synthesizes previous research and offers insights into the consequences, guiding principles, and problems of CVEs in different domains. Findings: The research results demonstrate the wide range of uses for CVEs and their ability to promote enhanced cooperation, learning, and productivity. Current obstacles have been identified, and a set of guiding principles for implementing CVEs has been provided. A clear and reproducible foundation for future research in this area was found through a detailed explanation of the search approach and criteria used to select studies. The literature review concludes with practical suggestions for practitioners in many fields, emphasizing the need to consider CVEs to improve cooperation and productivity. Recommendations for Practitioners: To improve cooperation and productivity, CVEs should be considered by practitioners in education, healthcare, gaming, and industry. Best practices and recommendations for the successful usage of CVEs in various areas must be established. End-user training and assistance are critical for maximizing the benefits of CVE technology. Recommendation for Researchers: Additional study is required to investigate the long-term consequences and durability of CVE solutions, the creation of new technologies and methods to overcome the stated CVE adoption problems, and multidisciplinary collaboration to harness CVEs in innovative ways. Impact on Society: The review emphasizes CVEs' potential social benefit in fostering cooperation, improving learning experiences, and increasing productivity. The widespread use of CVE technology may result in more efficient and productive ways of communicating and working in virtual worlds. Future Research: Future studies in this field should concentrate beyond the study's period (2022), investigating the changing environment of CVEs, examining the effects of developing technologies and trends on CVEs, and evaluating CVE technology's scalability and accessibility for greater societal usage.

This study examined the effect of e-mentoring on vocational identity during teleworking; it clarified the relationship between teleworkers' vocational identity and e-mentoring compared with that of non-teleworkers according to career stage. An online survey was conducted and measured vocational identity and mentoring function (career function and psychosocial function). Collected data from 419 clerical workers (211 teleworkers, 208 non-teleworkers) who had a mentor or a protégé were analyzed. The results of multiple-group structural equation model suggested that in the early career stage, it was especially important for teleworkers to receive psychosocial functions from mentors as protégés. At the late career stage, it was necessary for teleworkers to provide psychosocial functions to protégés as mentors; at that stage, it was important for non-teleworkers to offer career functions. The results also suggested that toward developing vocational identity, the mentoring relationship was more important for teleworkers, who easily become isolated, than for non-teleworkers.

During the COVID-19 pandemic lockdown, teachers who are accustomed to teaching and preparing lessons through traditional ways have been forced to move the workplace from school to home and to shift their traditional working method to telecommuting. To understand how teachers are affected by the mandatory telecommuting, this study examined the association between telecommuting and teacher burnout and investigated the mediating role of harmonious passion and the moderating role of housing size in this relationship. Using data from 168 teachers, we tested our model and found that the extent of mandatory telecommuting not only has a direct positive effect on teachers' burnout but also positively affects burnout by decreasing their harmonious passion for work. Housing size, the physical work environment during the quarantine lockdown, moderates this indirect effect. Future research can be carried out from perspectives of considering cross-cultural contexts, exploring different moderators, such as other physical conditions or individuals' subjective feelings engendered by the pandemic situation, and investigating the impact of teachers' telecommuting on students' individual outcomes. Implications for theory and practice are discussed.

This paper focuses on our experiences as higher education workers and the changing work culture that has resulted in the move to online digital labour. The shift to online and remote teaching has had disastrous impacts on academics' ability to both pursue research, and maintain a work-life balance. Examined in this paper is an understanding of how online digital labour has created an ontological shift that has inexorably blurred the boundaries between home and work. We theorize how forms of psychosocial risk in the academy has been normalized in both an intensification of digital labour and in part, an entire sector transformation away from physical campuses. Through a nomenclature of "postdigital presence" we discuss how there has been a fundamental change in how we experience academic work, and narrate how it has (re)formed our working worlds. As future projections, we situate notions of the Slow University and Quiet Quitting as counter hegemonic tactics for policy makers to consider, by reflecting on three "interruptions" around Remote and Isolated work, Job Demands, and Digital Fatigue. We conclude that there is a need to engage in critical questioning around digital labour as an emergent social, anthropological and technological phenomena, not only for improved academic well-being, but also due to the financial risk to institutions of academics being always 'on standby'.

E-leadership as one of the new leadership paradigms is located in a wide field of different leadership theories and titles like remote leadership, virtual leadership, digital or distance leadership mean. However, all new leadership styles are mainly influenced by their environment above all by the organisational infrastructure of their companies as well as the individual competencies actual leaders have or need to have in dealing with new media. The following paper shows statistically proven, that the main competencies of e-leadership are e-trust, e-communication and e-technologies and that they are mainly influenced by the organisational infrastructure. The final result of the study contains the finding that information symmetry plays a crucial role in the whole e-leader-follower cooperation, which could be further explored in future research.

Purpose: This study aims to find out if organizations are still practicing a hybrid workplace arrangement after COVID-19 ease of restrictions, determine the positive and negative sides of a hybrid workplace, ascertain the challenges organizations are currently facing in implementing a hybrid workplace and examine how successful team learning has been in hybrid workplaces. Design/methodology/approach: This study adopted a mixed approach. Two sets of data (quantitative and qualitative) were used to answer the research questions. Findings: This study found that most organizations within professional service firms are still implementing hybrid workplaces even though COVID-19 restrictions have been eased. This study also found that one of the advantages of implementing a hybrid work arrangement includes employees' opportunity to spend more time with their families. On the other hand, the disadvantages discovered were gradual loss of corporate identity, a feeling of loneliness and others. One of the challenges organizations are facing in implementing this working system is the lack of an ergonomic workplace and appropriate technology for remote working. With evidence, this study ends with finding out that companies are not successful as expected in terms of team learning in a hybrid workplace. Originality/value: To the best of the author's knowledge, this is among the first to look at hybrid workplace in the African setting where COVID restrictions which highlights the practice has not really been an issue. This study also combines its findings with those done on the subject before to firmly clarify attributes as they exist.

Purpose: This paper aims to discuss innovations in the training and development practices of companies and delineate a new approach to training and development in the context of the hybrid workplace using the ADDIE and Kirkpatrick training models. Design/methodology/approach: This paper discusses innovations in training and development in modern times and builds on the instructional training design approach or the ADDIE Model and the Kirkpatrick Model of training evaluation. Findings: The paper presents new approaches to training and development in the context of the hybrid work model applying the ADDIE Model and the Kirkpatrick Model. These new approaches are both necessitated and also made possible due to the technological advancements of modern times. Originality/value: With the rapid transition of companies to the hybrid model of work in recent times, several human resource management practices need to be transformed to suit the requirements of the new work model. Training and development is one function that needs to change in the hybrid work model to ensure its effectiveness. This paper analyses innovations in the training and development practices of companies and discusses new approaches while applying existing training models, the ADDIE and Kirkpatrick Models, to adapt to the changes associated with the hybrid work model.

Purpose: Drawing on the job demands-resources (JD-R) model, the authors examine how working in the hybrid workplace model (telework and flexible work) affects job performance via the intervening role of work engagement. Design/methodology/approach: The authors adopted a quantitative approach and collected data from 277 employees working in universities in Nigeria. Partial least square structural equation modelling was used to analyse the data and test the hypotheses. Findings: The findings reveal that flexible work, not telework, has a significant and positive effect on job performance. It also emerges that flexible work positively affects work engagement, and work engagement significantly mediates the relationship between flexible work and job performance. However, the findings do not support the effect of telework on work engagement and the mediating role of work engagement in the proposed relation between telework and job performance. Originality/value: The paper provides fresh insights by linking the components of the hybrid workplace model with job performance and employee work engagement and extending the JD-R model to the hybrid workplace setting. The practitioners can benefit from the findings of this study by factoring in the importance of the hybrid workplace model in designing policies and procedures to promote job performance.

Purpose: The purpose of this paper is to examine the nexus of social support (SS), work-life balance (WLB) and satisfaction with life (SWL) in hybrid work (HW) scenario in learning organizations. Design/methodology/approach: The data were collected via questionnaire method from 531 employees working in learning organizations (IT/ITES sector) in India. The hypotheses were tested using hierarchical regression. Findings: The findings of the study showed that HW was positively related to SS dimensions, WLB and SWL. Further, the study established the mediating role of SS between HW and WLB as well as WLB as a mediator between HW-SWL relationships. Research limitations/implications: This study has certain limitations owing to the cross-sectional nature of the data and the specific sector under study. The findings have significant implications for policy making to determine the conditions under which both employees and organizations can benefit from HW. Further, the study has implications for uncertain and volatile environments as had been created by COVID-19 pandemic, where HW arrangements may not be a choice but become necessity. Originality/value: This study contributes to the conservation of resources theory. It identifies the importance of true autonomy and flexibility for employees.

Purpose: The study aims to examine how organizational socialization occurs for interns transitioning from onsite to telecommuting work, particularly in a context where traditional supports have been reduced due to the pandemic. Design/methodology/approach: Drawing from interviews (n = 22) of undergraduates interning at advertorial and marketing firms, the study conducted a thematic analysis of workplace learning experiences of undergraduate interns - newcomers at the workplace when disruption of traditional ways of performing work activities occurred. In particular, the enforced telecommuting work-from-home arrangements due to the pandemic provided a unique setting for this study of internship learning in changing contexts. The analyses reveal differences in undergraduate interns' experiences of organizational socialization when they were at the physical workplace as compared to when they had to work remotely. Findings: Interns reported benefitting from structured onboarding, supportive peer systems, and regular face-to-face meetings with supervisors, which facilitated their socialization and understanding of workplace culture before the pandemic. However, as telecommuting became the norm during the pandemic, these experiences shifted. Interns adapted by engaging in digital interactions to mirror office dynamics, extending work hours due to blurred work-life boundaries, and independently seeking information in the absence of direct guidance. When adapting to digital communication and independent learning, interns faced challenges like longer working hours and reduced spontaneous interactions, indicating a preference for the traditional, in-person socialization methods of the pre-pandemic workplace. Originality/value: This study provides insight into interns' experiences during the global shift to hybrid work as a result of the pandemic, contributing fresh insights into organizational socialization processes amidst workplace disruptions. The conclusions offer valuable implications for future adaptive onboarding practices in educational and professional settings.

SARS-CoV-2, a global pandemic, continues to impact the planet. In response to this epidemic, lockdowns were enforced in several nations, resulting in job losses and changes to the education system. To address these challenges, the implementation of tele-education and remote work was adopted. This study's objective is to address uncertainties about the nations that conducted extensive research on remote activities during the COVID-19 pandemic and their implementation results. Additionally, the study examined research findings that highlighted the benefits of using information and communication technologies (ICTs) tools, such as greater acceptance of remote activities, and found negative effects, like the emergence of new inequalities, providing insights for the accurate implementation of these services. Lastly, the results of the analysis led to a discussion on the prevalence of studies focused on medical sciences and tele-education.

COVID-19 has led many to question how education and schooling are supposed to continue in a world of uncertainty. This case follows the journey of Mariam, an Ontario elementary school principal, as she pivoted her leadership while transitioning between in-person and virtual schooling during the COVID-19 pandemic. The case narrative describes the events that turned Mariam's leadership upside-down and required her to adapt to meet the needs of the school community; in the process, however, she forgot about her own needs. Crisis leadership forced her to learn, unlearn, and relearn her beliefs about her leadership choices and purpose. The case includes teaching notes and two activities: (a) using a crisis leadership framework for reflecting on the learning, unlearning, and relearning of education, schooling, and the purpose of educational leadership during a pandemic, and (b) strategies to help leaders refocus from the outside in using self-care. Instructors can use this case in graduate-level leadership courses and for professional development.

This mixed methods research design focuses on post-secondary institutions in Saskatchewan, Canada, its employees' experiences of working remotely, and the impact of the global COVID-19 pandemic on school leadership. Presented are the perceived challenges as well as the benefits of the "new" workplace since the COVID-19 crisis. Administrative and instructional leadership had changed dramatically. Most identified their quality of work as better or the same because of having fewer distractions, interruptions, and less wasted time at the workplace. The participants' interviews and survey responses describe the necessary adaptation, flexibility, mental health and wellness, accountability, workload intensification, and future expectations of the workplace and leadership once the pandemic is over.

Compared to urban counties, Utah's rural counties experienced high levels of unemployment. Informed by a statewide needs assessment, Utah State University Extension developed a remote work leadership course to equip business leaders with knowledge and skills to create remote jobs as a solution to rural unemployment. This descriptive evaluation study collected data from course participants (N = 62). Findings showed short-term outcomes were achieved; participants experienced increases in knowledge and skills and had more positive intentions toward creating remote jobs and hiring employees from rural counties. Extension professionals can design and evaluate their programs using the framework in this study.

This study draws from personality psychology and linguistics of written communication to explore the characteristics of self-selected well-written email communications (N=273) solicited from Polish managers who organized and supervised the (remote) work of their units during the COVID-19 period. The focus is on the writing of managers with above-average levels of conscientiousness and agreeableness, as these personality factors are predictors of efficacy in the completion of two work-related goals, Achievement and Communion, according to the Theory of Purposeful Work Behavior. The linguistic patterns responsible for effective email communication are identified through both automated and qualitative textual analyses of the email sample. The study has implications for management training via the assumption that linguistic patterns that a reflexive manager uses in writing are subjected to monitoring and can be modeled and adapted to. Specific recommendations for managerial writing styles concern informational, instructional, explanatory, feedback, and query messages.

The COVID-19 pandemic has been the source of large-scale disruption to the work practices of university staff, across the UK and globally. This article reports the experiences of n = 4731 professional services staff (PSS) working in UK universities and their experiences of pandemic-related work disruption. It specifically focuses on a transition to remote-working as a consequence of social restrictions and campus closures, presenting both quantitative and qualitative findings that speak to the various spatio-relational impacts of PSS working at distance from university campuses. These survey findings contribute to a new narrative of work organisation in higher education which addresses the potential of remote-working as a means for boundary crossing, social connectedness and trust relationships in universities in the immediate context and strongly anticipated post-pandemic future.

With the ongoing challenges of COVID-19, global economies continue to face uncertainties, widespread workforce volatility and employment challenges. During a sustained crisis such as the COVID-19 pandemic, university students' self-perceptions about their employability and future career choices in their chosen industry sectors may be affected. Therefore, this study investigates graduate employability concerns and the perceptions of undergraduate students regarding employment prospects and future job security confidence in their disciplines' industry sectors in light of this global crisis. Through the employment of a mixed methods design, the study investigates the perceptions of graduating students from three disciplines in Singapore: Tourism, Communications and Information Technology. The findings indicate that COVID-19 had a positive impact on perceptions of jobs that could be performed from home and those in essential services. Concurrently, there were notable variances in the students' perceptions regarding career prospects and job security confidence across the three disciplines with regard to the impact of the crisis on their industry sectors in general and themselves individually.

Higher education institutions have evolved into a more stressful environment. Women have been experiencing higher levels of stress than their male counterparts. With higher education adopting to the onset of the pandemic, this brief report studied women's perceived stress in relation to perceived organizational and supervisory support, and age during times of crisis. In an era of social distancing, quarantines, and lockdowns, the findings suggest that women's perceived stress is negatively related to age, perceived organizational support, and perceived supervisory support. Society as we once knew it pre-pandemic will never be the same. Higher education is inevitably going to have to manage the aftermath, a new normal that can only be as effective as the employees that help keep the organization running.