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The purpose of this study is to analyze the impact of teachers’ performance expectancy, teachers’ effort expectancy, teachers’ performance anxiety, teachers’ engagement, perceived student engagement, teachers’ digital competence, teachers’ normalization ease and perceived organizational support as predictors of teachers’ satisfaction with online teaching-learning, especially during a pandemic in the context of hospitality, tourism and travel education.

Conceptually, this study is grounded in the normalization process theory and examines teachers’ satisfaction by applying the unified theory of acceptance and use of technology model. To test the proposed model, 374 complete survey forms were received for data analysis from teachers engaged with higher education institutes offering courses in the field of hospitality, travel and tourism. Minor modifications were made to the survey instrument based on inputs received after a pilot study.

The model was tested using confirmatory factor analysis and structural equation modeling. Of the eight constructs predicting teachers’ satisfaction in the online teaching-learning environment, two constructs, that is, teachers’ effort expectancy and teachers’ digital competence, were found to have an insignificant relationship. This finding hints at the emergence of a “new normal.”

This study contributes to the literature by presenting and validating a theory-driven framework that accentuates the factors influencing online teaching during the outbreak of a pandemic. This study further extends the unified theory of acceptance and integrates it with the normalization process theory to test and validate the model in the unique context of hospitality education which is considered to be highly practice oriented.

The COVID-19 pandemic compelled educational institutions to shift to online learning modes. This is unprecedented for students and teachers of hospitality, travel and tourism, especially in a developing country like India, and it has brought with it a new set of challenges and opportunities. With the extension of the pandemic-induced lockdown in educational institutions, teachers – and other stakeholders – must adapt to this new normal of reliance on remote education.

The chapter examines the employment status of women in the power loom sector by assessing their participation in this sector as well as in different major activities aside from power loom activities. The objective is to understand the time allocation of individuals who are related to the power loom sector and to evaluate the factors that affect the time spent in the sector. It has focused on women’s contribution to the power loom sector and discusses gender inequality in unpaid domestic chores. The study is based on primary data collected through in-depth interviews in the rural area of Benipur, Varanasi, Uttar Pradesh. This study found that women participate less than men across all age groups in the power-loom sector in the rural area of Benipur. Women have lower education qualifications than men at each level; however, they are more involved in education than men in their initial years of schooling. Women’s involvement in education declines with age, while men’s involvement does not. Due to low educational attainment, they face many difficulties in understanding this new technology of power loom. Domestic involvement of women might be a major reason behind their low participation in education as well as the power loom sector. Even today, ‘farming or agriculture’ is the most important major alternate activity for the livelihood of the people who are related to the power-loom sector. The key contribution of this chapter is to understand the employment status of women and evaluate the women’s contributions to the power loom sector.

Grounding on the goal-setting theory and flow theory, this study explored the mechanism underlying the association between transfer design (TD); identical elements and training transfer (TT). Specifically, the authors explored a moderated mediation process of trainer performance and motivation to improve work through learning (MTIWL) that has received less consideration in the TT literature.

Data were collected using the retro-perspective survey method. The first survey was administered offline (t1: the day when leadership intervention was completed. Subsequently, trainees were requested to participate in an online survey (t2: 12–14 weeks later). In all, 355 executives participated.

The results of structural equation modeling (SEM) analyses suggested that trainees’ MTIWL mediational impact between leadership intervention triggers (transfer design and identical elements), and TT was supported. In addition, the indirect impact of these variables on TT was found to be significant when the trainer had high performance than when it was low. This confirmed the trainer’s performance as a potential moderator in the TT process.

This study is limited to the exploration of leadership intervention variables on TT. The findings have implications for leadership professionals and scholars who use leadership intervention and motivation metrics to predict TT.

This study offers a moderated mediation mechanism for enhancing TT through leadership intervention triggers. The proposed conceptual model included MTIWL as mediator and trainer performance during leadership intervention as moderator.