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This study tests a model of three-dimensional organizational justice (i.e., distributive, procedural, and interactional) and extra-role customer service, with thriving at work as a mediator, based on social exchange theory. We also explore how servant leadership moderates the linkages between these organizational justice dimensions and thriving. Our analysis of data collected from 292 employee-supervisor dyads in the hotel industry affirms that organizational justice dimensions are positively associated with thriving, and thriving is positively related to extra-role customer service. The analysis also corroborates that thriving mediates the associations among distributive, procedural, interactional justice, and extra-role customer service. Moreover, servant leadership strengthens the positive relationships of all three organizational justice dimensions and thriving at work. Building on the analysis results, our study discusses theoretical contributions and practical implications related to the perception of justice in enabling thriving and illustrates how social exchange shapes employee behavior.

The current study aimed at investigating the role of three dimensions of autonomy (work method autonomy, decision-making autonomy, and work scheduling autonomy) in promoting extra-role customer service behavior (ECS) based on social exchange theory. We also propose the mediating role of cognitive trust and affective trust between three-dimensional autonomy and ECS. Dyadic data (supervisor-employee) was collected through the survey method from front-line hotel employees (N = 255) in China. The results through structural equation modeling (SEM) demonstrate that three forms of autonomy have positive effects on two-dimensional trust and ECS. Moreover, two-dimensional trust mediated the relationship between the three dimensions of autonomy and ECS. The results also highlight theoretical and managerial implications for autonomy, trust, and ECS in the hospitality context.

Technology has invaded the field of education and has become a major source of gaining and spreading knowledge. Among the various technological advancements currently facilitating teaching and learning in several educational disciplines, mobile technology is noteworthy. These days, almost all students keep a mobile phone and use its applications for different purposes. With the integration of technology in education, mobile devices are also being incorporated in numerous educational disciplines including language learning. This research was carried out to study students’ perception of the impact of WhatsApp in learning English language. A questionnaire of 27 items was administered to find out the perception of 157 students about the impact of WhatsApp in English language learning. Students’ access to internet was also explored to study the influence of the availability of internet on students’ perception. The findings showed that students have a positive perception of the influence of WhatsApp in English language learning. They believe that using WhatsApp for language learning gives them confidence, improves their English language knowledge and enhances their four language skills. They also gave a positive response about the ubiquitous use of WhatsApp and their preference of using WhatsApp as compared to other teaching and learning pedagogies.