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The purpose of this study is to investigate the complexity of how demands and stress are mitigated to enhance employee performance in remote working arrangements.

A time-lagged snowball sample of 223 full-time remote working adults in the United States participated in an online survey. Data were analyzed using R 4.0.2 and structural equation modeling.

Results suggest remote job resources involving organizational trust and work flexibility increase performance via serial mediation when considering information communication technology (ICT) demands and work–life interference (WLI). The findings provide insights into counterbalancing the negative aspects of specific demands and stress in remote work arrangements.

This study provides insights for managers to understand how basic job resources may shape perspectives on demands and WLI to impact performance. Specific to remote working arrangements, establishing trust with the employees and promoting accountability with their work flexibility can play an important part in people and their performance.

This study contributes theoretically to the literature by evidencing how components of the E-Work Life (EWL) scale can be used with greater versatility beyond the original composite measurement because of the job-demand resource (JD-R) framework and conservation of resources theory (COR). This study answers several calls by research to investigate how ICT demands and WLI play a complex role in work performance.

The purpose of this study is to investigate the factors that affect students’ behavioral intentions to use virtual classrooms at Princess Sumaya University for Technology (PSUT) in Jordan.

A quantitative research approach was adopted, an online survey method was used and the data were collected among students at PSUT in Jordan. A total of 511 responses were usable for analysis. A structural equation modeling partial least squares technique was used to examine the hypothesized model.

The findings reveal that the proposed factors have direct and indirect relationships with behavioral intentions to use virtual classrooms. They show that students’ satisfaction has a direct influence on behavioral intention, while other variables such as instructor characteristics, virtual classroom quality, perceived self-efficacy, perceived organizational support, perceived ease of use and perceived usefulness have an indirect effect on behavioral intentions to use virtual classrooms.

The study was conducted at PSUT in Jordan, which could limit the generalizability of the findings. Furthermore, the present study measured students’ behavioral intentions to use virtual classrooms and future research should consider the actual use of virtual classrooms.

The findings of this study offer significant and useful information to policymakers, instructors, developers and students regarding the use of virtual classrooms in universities. Based on students’ needs and readiness, the findings identify which factors to consider when developing an e-learning system to enhance learning and teaching performance.

This study extends existing knowledge by developing a conceptual model to identify the key factors of virtual classroom adoption in higher education institutions in Arab countries. This study contributes to the literature in the context of e-learning by validating an extended technology acceptance model from an Arab countries perspective and considering the differences in culture, learning style and physical environment compared to developed countries.

The use of teams in the workplace is an accepted facet of current working life. Training is undertaken with a view to equipping students for the eventual transition to a workplace which demands the social scientific skills of being an active, contributing, co‐operative team member. The use of content and process in a practical‐based learning situation is the focus of this study, which assesses a range of learning approaches used to acquire a knowledge of the skills required for team working. The division of the course into content and task‐related aspects on the one hand, and process and subjective experience on the other, is evaluated from the point of view of the skills it transfers to the course participant. The concept of emotional intelligence is measured to ensure the practical application of theory on team working to the experience of team functioning. The results indicate the success of this approach and demonstrate its ease of transfer to the workplace training environment.

This chapter explores how Cypriot lecturers perceive and experience fear while being at work. Drawing on the lens of interpretive inquiry, data were collected through interviews with 19 lecturers. Analysis focused on experiences of workplace fear offering rich insights into characteristics of fear, eliciting events, and coping ways. Findings help to unveil the specific events that lead to fear in the Cypriot universities, and the ways lecturers manage their fearful experiences. The study contributes to the study of discrete emotions, by empirically examining fear’s own storyline through the workers’ own perspectives, within a specific context.

This study aims to test the impact of digital skills on the entrepreneurial intentions of last-year undergraduate students in Jordanian universities, especially after the Coronavirus disease pandemic and the digital transformation in education and business patterns. In addition, it aims to assess the role of entrepreneurial alertness as a mediator and entrepreneurship education as a moderator in the relationship between the independent and dependent variables.

The quantitative study used a questionnaire distributed to 401 students from different Jordanian universities. The data was collected over 2 months and two structural equation models were developed using AMOS 25 to examine the relationship.

A significant negative relationship was found between digital skills and entrepreneurial intentions of last-year undergraduate students in Jordanian universities post-coronavirus disease 2019 (COVID-19) pandemic. A fully mediating role of the alertness variable has appeared in addition to a significant moderating role of entrepreneurship education.

This is the first study that attempts to investigate the impact of digital skills on students' entrepreneurial intentions in Jordan after the COVID-19 pandemic, In addition, it is one of the few studies that assess the mediator's and moderator's effects on the same conditions. Finally, the study provided a review of the definitions and models used as part of the contribution to upcoming reviews.

This chapter explores the meanings that human service workers employed in the airline industry and in higher education give to workplace fear, the ways it is expressed, and perceptions of its consequences. The findings reveal that fear is not a wholly “negative” emotion, as it can contribute to the achievement of desirable outcomes when openly expressed, suggesting that simplistic evaluations of discrete emotions (i.e. positive or negative) and prescriptive organizational norms of emotional expression may block positive as well as negative outcomes (organizationally and personally). This chapter concludes that permitting a greater range of emotional displays at work could significantly improve workers’ wellbeing and the effectiveness of their organizations.

Many Black women continue to negotiate their way within higher education institutions, which are influenced by social class, race, and gender biases. Several scholars contend that Black women’s objectification as the “other” and “outsider within” (Collins, 2000; Fitzgerald, 2014; Jean-Marie, 2014) is still apparent in today’s institutions yet many persist to ascend to top leadership positions (Bates, 2007; Epps, 2008; Evans, 2007; Hamilton, 2004; Jean-Marie, 2006, 2008). In particular, the inroads made by Black women administrators in both predominantly white colleges (PWIs) as well as historically black colleges and universities (HBCUs) depict a rich and enduring history of providing leadership to effect social change in the African American community (i.e., uplift the race) and at large (Bates, 2007; Dede & Poats, 2008; Evans, 2007; Hine, 1994; Miller & Vaughn, 1997). There is a growing body of literature exploring Black women’s leadership in higher education, and most research have focused on their experiences in predominantly white institutions (Bower & Wolverton, 2009; Dixon, 2005; Harris, Wright, & Msengi, 2011; Jordan, 1994; Rusher, 1996; Turner, 2008). A review of the literature points to the paucity of research on their experiences and issues of race and gender continue to have an effect on the advancement of Black women in the academy. In this chapter, we examine factors that create hindrance to the transformation of the composition, structure, and power of leadership paradigm with a particular focus on Black women administrators and those at the presidency at HBCUs. From a review of the literature, our synthesis is based on major themes and subthemes that emerged and guide our analysis in this chapter. The chapter concludes with recommendations for identifying and developing Black women leaders to diversify the leadership pipeline at HBCUs and other institutions for the future.

Although the commodification of black bodies amid state violence and widespread racism is nothing new, considering the histories of Hollywood, jazz, minstrelsy, or even athletes enslaved on plantations (Rhoden, 2006), the hyper commodification of the contemporary black athlete, alongside expansive processes of globalization, growth in the profitability of black bodies, and their importance within colorblind discourse, demonstrates the importance of commodification within our new racist moment. Likewise, the shrinking opportunities afforded to African American youth, alongside clear messages about the path to desired black masculinity (Neal, 2005; Watkins, 1998; West, 1994), push black youth into a sports world where the possibility of striking it rich leads to a “win at all costs” attitude. Robin Kelley argues that African American youth participate in sports or engage in other cultural practices as an attempt to resist or negotiate the inherent contradictions of post-industrial American capitalism (Kelley, 1998). Patricia Hill Collins describes this process in the following terms: “Recognizing that black culture was a marketable commodity, they put it up for sale, selling an essentialized black culture that white youth could emulate yet never own. These message was clear – ‘the world may be against us, but we are here and we intend to get paid’” (Collins, 2006, p. 298). Celia Lury concurs, noting that heightened levels of commodification embody a shift from a racial logic defined by scientific racism to one centering on cultural difference. She argues that commodity racism “has contributed to shifts in how racism operates, specifically to the shift from a racism tied to biological understandings of ‘race’ in which identity is fixed or naturalized to a racism in which ‘race’ is a cultural category in which racial identity is represented as a matter of style, and is the subject of choice” (Lury, 1996, p. 169; as quoted in Spencer, 2004, p. 123). In the context of new racism, as manifested in heightened levels of commodification of Othered bodies, racial identity is simply a choice, but a cultural marker that can be celebrated and sold, policed, or demonized with little questions about racial implications (Spencer, 2004, pp. 123–125). Blackness, thus, becomes little more than a culture style, something that can be sold on Ebay and tried on at the ball or some something that needs to be policed or driven out-of-existence. Race is conceptualized “as a matter of style, something that can be put on or taken off at will” (Willis as quoted in Spencer, 2004, p. 123). Collins notes further that the process of commodification is not simply about selling “an essentialized black culture,” but rather a particular construction of blackness that has proven beneficial to white owners. “Athletes and criminals alike are profitable, not for the vast majority of African American men, but for people who own the teams, control the media, provide food, clothing and telephone services, and who consume seemingly endless images of pimps, hustlers, rapists, and felons” (2006, p. 311). bell hooks, who describes this process as “eating the other,” sees profit and ideology as crucial to understanding the commodification of black bodies. “When race and ethnicity become commodified as resources for pleasure, the culture of specific groups, as well as the bodies of individuals, can be seen as constituting an alternative playground where members of dominating races…affirm their power-over in intimate relations with the other” (Hooks, 1992, p. 23). She, along with Collins, emphasizes the importance of sex and sexuality, within this processes of commodification, arguing that commodification of black male (and female) bodies emanates from and reproduces longstanding mythologies regarding black sexual power.