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Background/purpose: Leadership behaviors correlate with job satisfaction, which is supposed to have impact on overall organizational performance. This study aimed to establish a model to explain organizational performance by determining the relational effect size between transformational and transactional leadership, job satisfaction, and organizational performance, and to examine the moderating effect of educational context. Materials/methods: Meta-analytic structural equation modeling (MASEM) technique was used to determine the effect size of the relationship between transformational and transactional leadership, job satisfaction, and organizational performance. The model-data fit of the models established between these variables was then examined. Correlation coefficients from 25 primary studies were combined according to the random effects model. Results: Analysis showed that significant effect sizes (p < .05) were found between transformational and transactional leadership, job satisfaction, and organizational performance. The model constructed between these variables was found to have a good model-data fit. Transformational and transactional leadership affects employees' job satisfaction, and job satisfaction affects their organizational performance. The primary findings of the study are that employee job satisfaction is a partial mediator of the indirect effect of transformational leadership on organizational performance, and that leadership context does not significantly moderate the effect between these variables. Conclusion: Organizational leaders need to consider the job satisfaction level of their subordinates in order to enhance organizational performance.

Framed by family engagement frameworks, this study presents four types of interactions college access professionals (CAPs) have with the families of underrepresented college-going students - inconsistent communication, transactional exchanges, student-family mediation, and trusting relationships - to explore the nature of family-educator partnerships for students' college access. Drawing from in-depth qualitative interviews with a diverse sample of 20 CAPs, this study demonstrates that the nature of these interactions and their corresponding family engagement practices are influenced by CAPs' job requirements and previous experiences working with families. This ultimately shapes their ability to invest in and develop strong, trusting partnerships with students' families. By understanding these family-educator interactions, college access programming can work towards benefitting from strong and trusting partnerships, which can ultimately lead to successful college acceptance and matriculation for underrepresented college-bound students.

This study aims to examine the self- confidence and self-efficacy levels of soccer referees. It was conducted with relational using survey model quantitative research method. The sample of the study consisted of 100 people working as football referees in Nicosia, Famagusta, Kyrenia, Güzelyurt and Iskele districts in TRNC. As data collection tools, a form containing personal information of the participants, the Self-Confidence Scale developed by Akin (2007) and the Referee Self-Efficacy Scale developed by Myers, Feltz, Gullien, and Dithurbide (2012) and the Turkish validity oath reliability study conducted by Karaçam and Pulur (2017) were used. According to the data obtained, it is seen that soccer referees generally have a high level of self-confidence and self-efficacy. Of particular, it is noteworthy that the average values of general self-confidence and general self-efficacy are quite high. However, there are lower means values in some areas in the subscales, indicating that there is potential for improvement in certain areas. Moreover, a positive oath significant relationship was found between self-efficacy levels of soccer referees oath internal self-confidence. Similar to a positive oath significant relationship was found between external self-confidence and self-efficacy levels (Sertel, Gökbörü & Yinal, 2023). Similar results were obtained by examining self-efficacy in general, and positive oath significant relationships were found between physical self-efficacy, game knowledge, decision making, pressure oath communication and self-efficacy. However, the relationship between external self-confidence and self-efficacy was not statistically significant the effect of general self-confidence on self-efficacy levels are statistically uncertain As a result, it is seen that external self-confidence does not have a significant role in explaining self-efficacy levels, but the The effect of general self-confidence is uncertain. Others variables may need to be taken into consideration to further explain this model.

Previous research has shown that L1-L2 congruency is a facilitative factor in collocation processing. The present study explores the congruency effect between learners' L2 and L3. Thirty-three proficient Norwegian learners with Lithuanian as their L1 and English as their L2 completed a phase acceptability task consisting of three groups of Norwegian collocations: congruent with L2, congruent with both L1 and L2, and incongruent with both. The results revealed that collocation L2-L3 congruency facilitates collocation processing.

The study aims to achieve three primary objectives: (1) To identify essential components for developing an instructional package aimed at enhancing English proficiency among individuals working in the Thai music industry; (2) To design an instructional package specifically tailored to improve the English proficiency of personnel in the Thai music industry; and (3) To implement the developed instructional package and assess its effectiveness in advancing English proficiency among music industry personnel. Employing the principles in developing an ESP course, the study comprises three phases: need analysis, instructional package development, and implementation. The need analysis phase involved surveying 150 individuals employed in the Thai music industry using a structured questionnaire. The instructional package development phase enlisted the expertise of five experts to evaluate the instructional model. Finally, phase three involved administering a pre-posttest study with 30 music professionals. The results highlight the successful creation of an English instructional package based on communicative language teaching (CLT) principles, leading to significant enhancements in participants' English proficiency. The study's significance lies in its identification of English language development needs within the music profession and its provision of a practical methodology for designing specialized English for Specific Purposes (ESP) courses tailored to the unique requirements of music professionals.

In the context of an established research-practice partnership with the Hope Resource Center, we piloted The Stories Project, a narrative inquiry study alongside refugee-background youth workers and U.S.-born community members. Our inquiry explored the process by which storytelling could be used to humanize and advocate for refugee-background youth in the United States. Data sources included interviews, dialogue session recordings, participant artifacts, and researcher memos. Findings centered the voices of refugee-background youth workers as they honored each other's unique perspectives and life experiences as well as recognized each other's shared humanity. Collectively, the youth workers identified the importance of being vulnerable, humanizing the refugee experience, and building advocacy as ways to promote social change.

This study examines the correlation between job descriptions and salaries at Immaculate Conception College of Balayan Inc. (ICCBI), a private Catholic institution devoted to faith-based education. Using qualitative research, a single-case study was conducted with ten (10) participants selected through purposive sampling based on specific criteria. Through face-to-face interviews, data was collected and analyzed using a narrative approach. Thus, it was found out that job descriptions at ICCBI are established through methods like job analysis, role and responsibility approaches, qualifications, and the school manual-based method. Salary determination involves factors such as tenure, educational attainment, performance, teaching loads, experience, and collegial care. Key factors influencing job descriptions include salary differentiation, aligned job descriptions, career development opportunities, and increased duties and responsibilities. Variations in the salary structure are affected by teaching loads, department designations, and educational qualifications. The findings indicate that job descriptions impact employee salaries at the institution, and future research is encouraged to explore identified factors for insights into developing more efficient roles and contributing to organizational effectiveness. With this, the study proposed a strategic plan for future use and implementation.

The most recent data on the labor force participation rate of individuals who identify as being blind or having vision loss in the United States indicate it is approximately 44%. In 2014, the Office of Federal Contract Compliance Programs promulgated regulations pertaining to Section 503 of the Rehabilitation Act of 1973 to address the continued lack of employment opportunities for individuals with disabilities. These reforms had the potential to expand individuals with disabilities' employment horizons as it was estimated that the number of employees who work directly under a federal contract number in the millions. Five years later, it is unclear how federal contractors are implementing these alterations to recruit and retain legally blind individuals. Using quantitative analysis of responses from 140 current/former legally blind employees and job applicants, this research measured the current employment outcomes of the legally blind community in relation to the Section 503 regulations update. Gaps in employment for legally blind individuals existed, especially in regards to the job classifications in which they found the most success and whether the position held was disability-oriented. These results will inform HR professionals, policymakers, and blind advocates on how to proceed in developing effective disability-conscious workplace laws and policies.

This study contributes to the comparative analysis of outcomes between gamified and traditional training systems in the banking sector. On-the-job training is a vital aspect of the process of enhancing work performance within organizations. Thus, by employing a case-based asymmetric configural approach rooted in nonlinear and contrarian case analysis, this research investigates the impact of gamified training on human resource development. A global empirical survey of 388 banking employees revealed that a combination of complexity theory and configural analysis provides valuable insights into the outcomes of both gamified and conventional training methods. In the face of increasing competition, banks are compelled to enhance their professionalism by boosting employee motivation. It becomes apparent that there is no straightforward, necessary and sufficient path available to guarantee high levels of engagement and job satisfaction. Notably, some of these results challenge the expectations of self-determination theory (SDT), which posits the satisfaction of three basic psychological needs during training. These findings contribute to an enriched understanding of the nuanced application of complexity theory in the context of SDT research, particularly regarding the training and development of gamified systems for banking organizations and other service-oriented sectors that can benefit from such innovative training approaches.

Despite the widespread promotion of inclusive environments within higher education, social barriers and a lack of understanding among university staff continue to hinder students with disabilities in their goals of graduating and finding employment. Using ableism as a theoretical framework, this study aimed to explore attitudes among higher education institution employees towards students with disabilities and their feasibility in different types of education and employment positions. "Employees" in this study included teaching staff, student support, and administration. We conducted a factorial survey experiment in which respondents were invited to evaluate vignettes describing fictional students with and without disabilities. Other factors such as age, gender, ethnicity, and motivation were also included in the vignettes. A total of 2157 higher education employees across Norway participated in the survey and answered four questions regarding the likelihood of the student described in the vignette graduating, finding employment, and being suitable for relevant work tasks. Additionally, respondents were asked to rate how likely it was that they could make arrangements for the student during their studies. Results from multilevel regression analyses suggest that higher education employees are generally positive towards making arrangements for students with disabilities. However, despite this, students with disabilities were considered less likely to graduate, find employment, and less suitable in performing relevant work tasks in comparison to students without disabilities. We argue that ableist expectations continue to dominate perceptions of students within academia, and until ableism is addressed at an institutional level, higher education will remain far from inclusive.

Despite the studies on protean career attitude in the career management literature, career sustainability and its potential outcomes have been subjected to study with limited empirical evidence. With this context, this study propounds a conceptual model connecting protean career orientation and perceived employability with career sustainability. Besides, sequentially, we posit that lifelong learning and proactive skill development mediate the relationship between protean career orientation and perceived employability. To establish the relationship, this study gathered data from Italy and Cyprus. Structural equation modelling was performed using the data collected. The results indicated serial mediation paths through which protean orientation impacts career sustainability.

Building on cognitive schema theory, this study investigates the relationship between experienced and observed harassment in a university setting. It also examines two moderators--organizational identification and perceived justice. Using a cross sectional survey, data were gathered from 276 academics and staff in a private university with approximately 9000 students located in the southeastern United States. The results suggest that employees who personally experience workplace harassment are more likely to observe others as being targets of harassment. They also suggest that organizational identification and perceptions of organizational justice moderate the relationship between experienced harassment and observed harassment. Overall, the findings support the important role of schemas in understanding how pre-organized cognitive templates can impact perceptions of observed harassment in an academic context, and also stress the central roles of organizational identification and perceived justice in managing harassment. With respect to practical implications for higher educational institutions, human resource managers must work hard at making sure that faculty, staff and students perceive their universities to have fair systems in place so they can have trust in their institutions, thus increasing the likelihood that individuals will more likely disassociate their own negative experiences from the harassment schema. Managers should also implement programmes to build positive organizational cultures or school spirit.

Service-learning, especially from a critical perspective, is a method of education that aims to bring students into relationships with community members to foster mutual understanding and give opportunity for shared learning and service. Universities that are compelled by their faith to seek justice may be the most effective at implementing service-learning programs when they are grounded in the justice and love of God. Herein, I report on a service-learning program that aims to advance the Christian mission by serving the least of these. I discuss lessons learned along the way and give examples from our partners.

Background: Speech and language therapists (SLTs) and care home activities staff play key roles in managing and supporting the communication needs of older residents in care homes. However, the current practice and perspectives of these two professions in the United Kingdom has not been examined. Aims: To investigate the practice patterns and views of SLTs and activities staff working in UK care homes for older adults in relation to residents' communication needs. Methods and Procedures: Two online surveys, with 63 questions (SLT survey) and 46 questions (activities staff survey) in total, were created using the online platform Qualtrics. Participants were asked to consider their routine practice before COVID-19. Results were analysed using descriptive statistics and qualitative content analysis. Outcomes and Results: A total of 116 valid responses were received from SLTs and 29 valid responses from activities staff. A high level of communication needs in care homes was reported by both participant groups, as was insufficient time and resources and lack of managerial encouragement in this area. SLTs reported that the majority of referrals to their service from care homes was for swallowing needs (70%). Cognitive communication difficulty was the most commonly reported communication need by SLTs (65%). Most SLTs (73%-87%) provided some level of communication intervention and considered management of residents' communication needs to be both part of the SLT role and a good investment of their time. Lack of confidence setting goals and providing direct intervention for communication needs was reported, with 25% feeling stressed at the thought of this. The main themes from free text responses about SLT service improvement were increased staff training, funding (of resources and specialist posts) and changes to service provision (referral criteria and accessibility/awareness of SLT service). Hearing impairment was the communication need most commonly reported by activities staff (43%). Participants demonstrated relatively high awareness of communication difficulty in residents and reported high levels of knowledge and confidence identifying and supporting residents' communication. Most (79%-89%) considered identifying and supporting the communication needs of residents to be part of their role and expressed interest in receiving further training in communication support. The reported activities staff data set may be positively biased. Conclusions and Implications: SLTs and activities staff were highly motivated to support the communication needs of care home residents. Increased training, time and resources dedicated to managing the communication needs of residents emerged as opportunities for service improvement across both data sets.

Background: Group norms in engineering education groupwork are usually negotiated in an implicit and often unequal manner. Although it is regularly suggested that student groups can function better if norm negotiations are, instead, made explicit, the social dynamics of group norm exercises have remained underexplored. Purpose: We investigate how students negotiate group norms in group norm exercises, including the different understandings of groupwork that they construct and draw from to facilitate their negotiations. Method: We recorded and analyzed a sequence of three group norm exercises focused on developing a team charter, with seven participating student groups. Drawing on framing theory, we study negotiation sequences in terms of framing practices, and understandings of groupwork in terms of activity frames. Results: Our findings suggest that group norm exercises can help students to coordinate their expectations and transform previously established norms. However, they may also be approached in such a way that students are discouraged from questioning established group norms, instead resolving disagreement by simply rejecting alternative perspectives. We introduce the term "group development norms" to explain these dynamics, showing that the question of how to develop group norms is in itself a subject for negotiation. Conclusions: Providing a forum and process is neither enough to ensure reflective and equitable negotiations nor transparent and inclusive group norms. To avoid that group norm exercises simply reaffirm dominant norms, students should be provided with explicit negotiation strategies and, ideally, direct facilitation.

School buses facilitate access to education for many children. This research aimed to systematically review factors associated with safe school bus transportation for children with neurodevelopmental disorders (NDDs). Searches of 5 databases, combining terms denoting NDDs and school buses, for English publications since 2000, yielded only 12 relevant articles among 1524 records. Literature was limited to parent-based studies, guidelines, reviews or commentaries. There was scant attention to the immediate roles of bus drivers and aides. Literature recommendations included increased attention to the needs of children with NDDs and improved communication, collaboration, support and training across all key stakeholders, particularly to improve implementation of individual child safety plans. Further research is needed on this critical support service for many families.

This paper evaluates the effectiveness of an educational intervention based on the transtheoretical model aimed at increasing physical activity (PA) participation among female employees in Bandar Abbas city (Iran) healthcare centers in December 2017 and August 2018. Using a semi-experimental interventional study design with a randomized and multi-stage method, 100 participants were included in both the intervention (n = 50) and control groups (n = 50). Data collection involved questionnaires assessing demographic information (age, gender, marital status and education), stages of change in PA behavior, Perceived Benefits, Barriers and Self-efficacy. The data were analyzed using SPSS-16, employing both descriptive (mean, SD, frequency, percentage) and inferential statistics (t-tests, chi-squared tests, etc.). Prior to the educational intervention, 19 participants (0.38%) in the intervention group engaged consistently in PA (stages 4-5). After 3 and 6 months of intervention, these numbers increased to 29 (0.58%) and 25 (0.50%), respectively. This improvement was statistically significant compared to the pre-intervention stage (P < 0.001). The findings highlight the importance of theory-based behavior change models and health education programs in promoting PA and combating sedentary lifestyles. Although focused on a specific population in Bandar Abbas, the intervention can serve as a model for similar programs targeting diverse social classes and populations.

Background: We explored the experiences of staff working in Norwegian community-based living facilities, caring for people with intellectual disabilities during the Covid-19 pandemic, and what self-regulatory strategies staff used to maintain health and care service delivery and contribute to organisational resilience. Methods: A qualitative design was utilized. Data were collected from September 2021 to April 2022 with individual and focus group interviews. In this study, 25 staff members participated. Thematic analysis was conducted. Findings: Five main themes were identified regarding the experiences of staff during the pandemic: Lockdown of facilities, social isolation of residents, lack of health follow-up, high sick leave rates and communication challenges. Only some of the strategies to mitigate pandemic-related challenges were based on current Norwegian infection control guidelines. Some strategies were successful while others were not and some were negligent and challenged the delivery of health and care services for the residents. Conclusions: Our study shows that people with intellectual disabilities living in the community-based living facilities were subjected to human rights violations and violations of the Norwegian infection control law. This was caused by a lack of several important organisational qualities in the facilities.

The main purpose of the article is to demonstrate the need for multidimensional professional training of employees for challenges related to the rapidly-developing digitalization, which consequently translate into the competitiveness of the economy. The theses presented in the article have been verified using: literature review, critical literature analysis, document research and comparative analysis. Based on this article, we can discuss a future in which man and the surrounding reality will depend on the rapidly-developing digitalization. This phenomenon may lead to a fading of the known world and the transition to a new one defined by technologies based on the flow of data and its analysis. However, knowledge will still remain important for such a change. It seems that the ongoing education system should be better connected with competencies allowing for changes that are taking place in the economic environment. The article demonstrates the importance of knowledge and provides an opportunity to exchange ideas in the vigorously-developing digitalization. Through the knowledge presented in the article, it can be concluded that the digitalization of the education system and labour market means revolutionary changes, incomparable with the objectives and scope of the existing measures.

In the context of Industry 4.0, research on lifelong learning intention (LLI) and adoption is valuable for developing a learning society. However, prior studies on LLI of adults have primarily focused on the impact of individual characteristics or environment sporadically. There is a lack of research approaching LLI of adults. In emerging markets like Vietnam, although lifelong learning is an essential competence, scholars have not focused on this issue. Therefore, this study has built a path model to explain factors affecting the LLI of Vietnamese adults in the business sector by integrating individual and social antecedents forming LLI. We empirically analyse the data obtained through a survey of 417 adults. The findings that are established using SmartPLS certify that attitude, social influence, perceived behavioural control, voluntariness and self-efficacy are significant determinants of both the perceived usefulness of lifelong learning (PUoLL) and LLI of adults. While jobs relevant in the business sector have impacted PUoLL, it is not directly the relation to LLI. The study establishes a strong positive influence of PUoLL on the LLI of adults in the business sector. The results provide important insights for policymakers, educators, scholars and learners to develop strategies for lifelong learning for adults.

Knowledge management has been a proven tool to foster organizational performance, innovations, and individual knowledge workers' productivity. A stream of empirical studies has demonstrated with contradictory results that each single organizational knowledge management process -- knowledge creation, knowledge sharing and utilization -- can enhance the knowledge workers' productivity in isolation. In contrast, our study argues with the support of Nonaka's theory and alignment theory that knowledge utilization is the only frontline and primary knowledge management process which can enhance knowledge workers' productivity while other knowledge management processes (knowledge creation and knowledge sharing) support and supplement each other as well as improve knowledge utilization. This means that shared and created knowledge will not enhance the productivity of knowledge workers until organizations strive for knowledge utilization. This study used data collected from 336 knowledge workers in the Telecom industry of Pakistan and examined it using partial least squares modelling. The findings indicated that knowledge utilization is the sole frontline and primary knowledge management to enhance the productivity of knowledge workers. Hence, knowledge utilization can only influence productivity indirectly by increasing the utilization of knowledge created and/or shared.

This study examined the economic benefits of higher education in Ethiopia. It utilized a quantitative research approach. The study revealed that the benefit-cost ratio (BCR) for secondary and higher education is 1.97 and 1.84 respectively. This implies that both levels of education provide benefits outweighing their costs. Regarding the private and social rate of return, they were 68% and 23% respectively. These figures reveal that both the private and social benefits are higher than the those found in any previous studies. Lastly, higher education has the highest rate of return for employees of three key sectors-that is, teacher education, agriculture, and health sciences-with an estimated value of 23, 15.3, 16.3 per cent increases to earnings compared to 3.8 for secondary education. In conclusion, the increasing pattern of high private rates of return to higher education shows that a shift of the education cost burden from the social to the private might be accomplished through loan schemes in higher education.

Network marketing's growth is plagued by ethical concerns, emphasizing the importance of implementing training programs that prioritize integrity. This study aims to analyze how different forms of network marketing training play a role in shaping the marketing ethics of trainees with different identities. It examines how network marketing training shapes ethical proneness of the trainees. Differences in trainee identity (college students vs. incumbent marketers) and training form (college course vs. online training) are also explored. Structural equation model (SEM) is established amongst adaptability, class cooperation, motivation, self-efficacy, and ethical proneness. Through textual analysis, questionnaires, and sim-structural interview, this research conducts three studies to empirically analyze the relationship between factors of marketing training and ethical proneness. It explores the influencing mechanisms of network marketing training on marketing ethics. The relationship between network marketing training and ethical propensity is partially confirmed. The shaping mechanism of marketing ethics is different under different trainee identities and training forms. Positive learning motivation and self-efficacy do not constantly improve trainees' marketing ethics. Informal online training plays a more significant role in shaping market ethics than college courses in network marketing. Lastly, college students are less likely to have their marketing ethics shaped by training than in-job marketers.

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.

Continuing vocational training benefits from the employees' ability to share individual experience and expertise with their co-workers, as these assets constitute competitive advantages for companies. IT-supported systems can facilitate processes of knowledge elicitation (e. g. as part of collaborative co-creation) to ensure retainment of preferred qualitative characteristics of the resulting knowledge artifacts and provide ample opportunities to manage and configure a growing number of such artifacts in a company's repository. It remains unclear however, how such collaborative and digital co-creation processes can benefit the individual co-creators' expertise development. To address this gap in research and practice, an IT-supported co-creation system for microlearnings is designed and evaluated with master craftsman trainees of an inter-company vocational training center. With the deployment of the co-creation system, knowledge elaboration was examined via a qualitative evaluation of concept maps. By applying categories of the maps' semantic properties and comparing features of expert knowledge derived from expertise research and concept mapping literature, we evaluate the process' function to support expert knowledge elaboration as a desirable learning outcome for co-creators of shared digital artifacts. Analysis of the concept maps shows an absence of theoretical reasoning and an emphasis on contextual factors with minute details of work processes, indicating more practical than expert knowledge formation when co-creating shared digital artifacts. To improve the IT system's effective support for expert knowledge elicitation, adjustments to the structured procedure are discussed and future research directions and limitations of this study are addressed.

Online learning is one form of distance education mediated through information and communications technology. We used a descriptive research design to develop and validate a multidimensional instrument to assess readiness and motivations for online learning. We provided a theoretical framework to better understand the concept of readiness for online learning and motivations to learn online. We assessed the need for a professional online Master's degree in Agricultural Education from Clemson University and participants' experience with online learning. Participants in this study included 531 Cooperative Extension agents, Natural Resource Conservation Agency, Farm Service Agency employees, and School-based agricultural educators from South Carolina, North Carolina, and Georgia. Of those, 96 participants completed the open-ended question. The study findings revealed that the survey instrument is a valid and reliable tool. Most participants reported a tendency for self-directed learning as they indicated having higher learning expectations performances. Individuals who perceive themselves as capable of performing a specific task or behavior have high levels of self-efficacy. Participants expressed that distance from campus--no need to relocate, and flexibility were their primary motivators to enroll in online learning. Many prefer using asynchronous technologies since they provide a more convenient environment where they can work at their own pace and better balance their work and school responsibilities. Results may also suggest that participants who are motivated to pursue an online degree place a high value on being self-directed learners since they can plan, monitor, and evaluate their own learning process.

The current content analysis examines work-family conflict (work-to-family conflict and family-to-work conflict) research published between January 2010 and December 2018. The bioecological theory was used as a conceptual framework to deductively develop and guide the content-coding of hypotheses/research questions. Fifty-eight empirical articles containing 196 hypotheses/research questions were included in the sample. Results indicate that the microsystem was examined more than other ecological systems, and demand characteristics were assessed more than resource or force characteristics of work-family conflict. In addition, among individuals' demand characteristics, age and gender were studied more than race in relation to understanding work-family conflict experiences. Taken together, these findings suggest that future work should focus on studying resource characteristics, demand characteristics, and and the influences of the exo-, macro-, and chronosystems that may better explain work-family conflict among employees in the United States.

The fact that digital technologies have become an integral part of daily life and the widespread use of smartphones bring different problems with them. Fear of Missing Out (FoMO) and No Mobile Phone Phobia (Nomophobia) are among these problems. It is noteworthy that these interrelated concepts are considered as digital diseases of the 21st century and in recent years, research on the variables explaining these concepts has increased. It should be noted, however, that these studies generally focus on adolescents known as Generation Z. However, Nomophobia and FoMO are important sources of risk not only for young people, but also for adults called Generation Y, who spend most of their lives at workplaces. For employees, factors such as workplace loneliness and the need to belong can influence the risk of FoMO as much as Nomophobia. However, these influences that lead employees to FoMO syndromes are still under-researched. For this reason, the current study aims to examine the direct effects of workplace loneliness on FoMO and its indirect effects through general belongingness (GB) and Nomofobia (NMP). For this purpose, 204 people working in different sectors were reached and the data obtained from the voluntary participants were analyzed by structural regression analysis. The results indicate that the independent variables GB and NMP have a statistically significant direct effect on the dependent variable FoMO, with coefficients of [beta]=-0.207 (p<0.001) and [beta]=0.578 (p<0.001), respectively." Additionally, the test model reveals that only the independent variable Loneliness at Work (LAW) has an indirect impact on the dependent variable FoMO, with a coefficient of [beta]=0.160 (p>0.05). However, it is possible to say that while the direct effect of LAW is not significant on FoMO (p>0.05); there is an observed indirect effect of GA and NMP (B=0.16) on FoMO. Lastly, it was observed that workplace loneliness had an indirect effect on the acceptance ([beta]=-0.138, p<0.001) sub-dimension of general belongingness and all components of nomophobia, including not being able to access information ([beta]=0.103, p<0.001), giving up convenience ([beta]=0.145, p<0.001), losing connectedness ([beta]=0.132, p<0.001), and not being able to communicate ([beta]=0.110, p<0.001). In conclusion, all indirect effects were statistically significant except for the "rejection sub-dimension of GB ([beta]=0.344, p>0.05). These results indicate that a low level of general belongingness has a negative effect on employees' FoMO levels, while a high level of belongingness has a positive effect. Similarly, it has been observed that employees' levels of nomophobia have a direct and positive impact on their FoMO (Fear of Missing Out) levels. Lastly, the acceptance dimension of general belongingness and all sub-dimensions of nomophobia indirectly influence the relationship between workplace loneliness and FoMO.

Institutions have tended to provide online training and in-service training by using today's technologies due to the increasing number of employees and the increase in the number of in-service trainings to be given. While the number of trainings held in online environments is increasing day by day, it has gained importance to help learners learn and understand their e-learning styles to organize online learning environments according to their learning styles. The purpose of this research is to investigate the e-learning styles of employees who receive in-service training in corporate companies in online learning environment. The e-learning styles of the employees in this research investigated by gender, generation, education level, occupational experience period, occupational class, occupational lane, e-learning experience duration, and education category they have experienced. The data for the research were collected by the survey method. To determine the e-learning styles of the employees, the e-Learning Styles Questionnaire was applied. Data were collected by e-mail, and 2.796 people participated in the survey. Differences in e-learning styles were found in a sample of 2.796 people according to the variables of gender, generation, education level, occupational experience period, occupational class, occupational lane, e-learning experience duration, and education category they have experienced. As a result of this research, in order to create more learner-centered education environment, it is important to consider learners' e-learning styles. Also, establishing online training and development activities that appeal to the target audience or various learning styles by evaluating the learner profile in educational environments will serve the purpose of improving the competencies of the employees.

This study focuses on the impact of managerial competencies upon employee performance within the context of managing technology incubators and science parks in Iran, Western Asia. Set during the pandemic in Iran, it contributes to management studies by exploring the mediating role of entrepreneurship and social capital. Data were collected by survey and analyzed using Amos software. Findings show that, firstly, managerial attention to macro issues (including systems approach, strategic management, participatory management, and resource management) has considerable impact on organizational performance. Secondly, that social capital plays a prominent role in improving the performance of the organization. Third, that disruption in intra-organizational relationships reduces the quality and efficiency of the organization, and has the effect of weakening the organization in times of crisis or in the face of forced unprecedented changes that are out of control, including the pandemic. This research serves as a reminder to alert managers of the importance of employee participation and creativity in teamwork. [The publication year (2022) shown on the PDF is incorrect. The correct publication year is 2023.]

Camps provide a substantial opportunity for youth to develop important life skills. Identifying and training staff on critical competencies are essential to achieving the desired outcomes for camp participants. The purpose of this study was to determine the most critical competencies of the 4-H residential camp staff for achieving high staff performance. The modified Delphi technique was used to achieve study objectives. The Delphi panel of this study consisted of 23 4-H camping experts from across the United States. This three-round Delphi study led to identify 15 critical competencies that will be useful in standardizing 4-H camp staff training programs.

Local tour guides' English speaking competence determines inbound international tourists' travel experiences. This study investigated student tour guides' English learning by adopting role-play tasks. The communicative tasks were designed to explore how real interactions prepared English as Foreign Language (EFL) learners to become cultural ambassadors who introduce Taiwanese features to the world. Twenty-nine students were recruited from an "English for Tourism Purposes" course to interact with international students who acted as tourists. The student tour guides took turns introducing a topic unique to Taiwan. Data included recorded conversational interactions between the international and local students, comments on tour-guiding performances, and reflective notes. Adopting conversation and thematic analysis, the researcher analyzed the objective learning outcomes by observing how students performed in the tour-guiding tasks and examined the subjective viewpoints from the participants' reflective notes. The results revealed distinctive spoken features for communicative competence and the benefits of gaining a deeper intercultural understanding of how to communicate Taiwanese culture in English and developing various communication skills for interacting with foreigners. Pedagogical implications are discussed in terms of the design of English for Tourism teaching.

Despite the fact that prison officers are close to the incarcerated persons in everyday life in prison, and therefore will have great impact and influence on the incarcerated persons' understanding of and motivation for education and training in prison, we still know little about prison officers understanding of their professional role regarding incarcerated persons' education. This article will investigate how Norwegian prison officers understand their importance as educational actors through the following research question: How do Norwegian prison officers understand their role as actors in incarcerated persons' education? Building on qualitative interviews with 16 Norwegian prison officers' the article analyses the role of prison officers from a broad educational perspective (Biesta, 2009; 2014; 2015; OECD, 2005; 2019). The analysis reveals that prison officers conduct work that enables incarcerated persons to master their own lives during the execution of and after completing their sentences. Although prison officers play a significant role in incarcerated persons' education in prison, they are partly unaware of this role, and find that their own role is not in a collaborative relationship with other actors who facilitate incarcerated persons' education.

This study has two purposes: To clarify how industrial design relates to electronics knowledge and to determine whether industrial design education is sufficient for teaching it. As digital product design is frequently focused on the design of virtual interfaces until recently, less attention was paid to the design of physical interactions and electronic interfaces. There is increasing interest in electronics education in industrial design, yet electronics is still a bottleneck for many industrial designers. What electronics knowledge industrial designers should have and whether they know it is debatable. Therefore, the study presents a literature review and thematically analyzed interviews to determine its scope. Then, a survey is planned based on the concepts which interviewees remark on. The survey aims to determine whether senior-grade and fresh-graduate industrial designers use correct reasoning in design cases based on electronics. Findings remark that two-thirds of the participants failed in the critical electronics domains and their reasoning scores are distributed equally depending on whether they took electronics courses. Therefore, it is discussed that there is a need for developing a common understanding of the role of electronics in design education. And it is recommended that the approach may focus more on a hands-on terminology education.

The purpose of this study is to investigate the relationship between Arabic Language Proficiency (ALP) and expatriate adjustment (EA), and job performance (JP) in Saudi Arabia. In addition, the moderating role of personal and environmental factors is investigated. This investigation employs a mixed-methods research design. The intended audience is the personnel of Saudi Arabia's Higher Educational Institutions (HEIs). A survey was conducted for quantitative data, while interviews were used for qualitative data. CFA and SEM were used for quantitative data analysis, while thematic analysis was used for qualitative data analysis. The results of this study indicate that Arabic language proficiency significantly affects job performance and expatriate adaptation. It was also discovered that several personal and environmental factors contribute to the impact, including language barriers, the workplace environment, training, and support. This study is novel because it examines the effects of ALP on EA and JP in Saudi Arabia, in addition to personal and environmental factors; no prior study of this nature has been conducted in Saudi Arabia. The study is limited to Higher Education Institutions (HEIs); thus, its generalizability is restricted. The study is significant for Saudi Arabia's Higher Education Institutions (HEIs) because it emphasizes the significance of training and support, which would aid in adapting foreign employees, and enhancing their job performance.

This community-based project explored levels of father-friendliness across local organizations, agencies, and schools. A community coalition of individuals from diverse backgrounds and roles created a community survey to gather quantitative and qualitative information from individuals who worked with children or families. An analysis of survey responses (N=122) led to descriptive and thematic results of how the community served or marginalized fathers. Results were used to guide efforts in father engagement across various professional sectors.

Background: This study identifies potential assets of the minibus taxi industry space and alerts taxi drivers to the expectations of various role-players in education, through understanding the views of various role-players about minibus taxi drivers and their role in supporting education. Aim: Viewing the minibus taxi industry through alternative lenses may lead to development which may ultimately lead to an improvement in the attitudes of the taxi industry towards the education sector and perceived negative behaviour of taxi drivers. Setting: The study took place at three schools in Gauteng, South Africa. Methods: The study followed an interpretive, qualitative research approach for exploring and understanding various views. A case study design using Lefebvre's, 'Production of Space' theory and asset-based theory, were used as a theoretical framework in conjunction with the Johari Window model. Convenient sampling was applied. Focus group interviews, semi-structured questionnaires, fieldnotes, and observation were used for data collection and construction. Results: The results indicated that views which are embedded in individuals have many facets; hence, it is important to be aware of them to be able to identify the assets of minibus taxi drivers. Conclusion: Minibus taxi drivers are key role players, valuable facilitators and role models for learners, although educational development is needed. Contribution: Very little work has been done on the educational value of spaces such as taxis and transport vehicles; this research adds considerable value to this research lacuna.

As life course research has long recognized, work and careers are what Pearlin (1988; p.259) describes as "durable arrangements" that serve to "organize experience over time." However, understanding (a) the specific impacts of the alienations and contradictions of work and society under capitalism as well as (b) the analytic details of how the processes of learning are involved in the relationship of work experience and life course remain less well understood. An approached referred to as Mind in Political Economy is explained. It is based on a synthesis of several socio-cultural learning theories which allows the effective use of the concept of dramatic perezhivanie. This approach is then applied to a study of workplace learning in the context of a chemical production plant in Canada with a focus on the life history of one subject. It concludes that, based upon evidence of the realization of dramatic perezhivanie in relation to the contradictory object-motives of occupational autonomy/control as well as labour autonomy/control more generally, work-life learning in activity affected the quality of work experiences, the nature of development across employment history, and had carry-over effects beyond work. Moreover, it is shown that work-life learning could play a role in retrieving, reconstructing and making use of early life experience iteratively in the course of biographical meaning-making through the creation and refinement of biographical artefacts across the life course by a process of double stimulation.

The COVID-19 pandemic has put the airline business in a challenging position. It is one of the leading businesses with tremendous impacts from the pandemic. Although international airlines confront difficulties returning to typical situations, they still need to provide their cabin crew the training courses because they must always be ready to return to work. This study aimed to explore international airline cabin crew's needs, problems, and experiences of training platforms during the pandemic of COVID-19. The key informant of five cabin crew was selected from the international airlines in Thailand. An interview approach was used to collect the data using an in-depth interview form which was then analyzed using content analysis. The findings revealed 1) the organization should identify the characteristics of trainers when conducting during the pandemic, 2) the organization should set the appropriate climate for online training classes during the pandemic, 3) the organization should clarify the differences between theoretical class and practical class during the pandemics, 4) the organization should learn from the difficulties in conducting the online training class during the pandemics, 5) the organization should identifying the difference between conducting theoretical class and practical class, 6) the organization should take it to the next level, and 7) everyone in the organization should consider it as the new normal in life as the cabin crew. The study summarized, then proposed the findings of the overall cabin crew's needs, problems, and experiences of training platforms during the pandemic of COVID-19.