Search results

Sustainable development must address the challenge of ensuring decent work for all (SDG 8) and promoting good health and well-being (SDG 3). This study aims to assess the relationship between decent and meaningful work and their impact on work engagement and job satisfaction among adult workers. Decent work goes beyond mere employment, encompassing standards for a fulfilling life, including fair compensation and workplace security, while fostering personal development and social integration. Following the psychology of working theory (PWT), decent work is a prerequisite to the attainment of meaningful work, viewed as a positive belief system about one’s work and its potential positive impact on life and the world.

A sample of 276 adult workers, aged 21–70 years (M = 43.55, SD = 11.76), was surveyed to explore the association between decent and meaningful work and the following impact on work engagement and job satisfaction. Structural equation modelling was employed.

The study identified meaningful work as a crucial mediator between decent work and the outcomes of work engagement and job satisfaction.

The findings highlight the importance of cultivating meaningful work experiences to enhance workplace well-being.Organisations should prioritize interventions to promote both decent and meaningful work to align with sustainable development goals and improve employee satisfaction and engagement.

Our findings emphasize the pivotal role of decent work and, consequently, meaningful work in shaping employees’ well-being.

The hoped-for “just recovery” from the COVID-19 pandemic has not occurred. This chapter examines socioeconomic disparities laid bare by the pandemic in the United States. They have left a marked impression, suggesting that the concept of “American exceptionalism” has negative as well as positive connotations especially when compared with other high-income countries. Strikingly, democracy is not delivering for many Americans, and yet that is not a new situation, as much scholarship shows. These findings challenge received wisdom about how this country is in the aggregate labeled “developed” when many Americans live in conditions similar to or worse than those the World Bank categorizes as “developing.” Against this background, the chapter assesses experiential learning models for engaging students on the SDGs to assess these disparities. While researching social justice gaps in Pittsburgh and Atlanta with Carnegie Mellon students, however, the lack of disaggregated data emerged as a human rights issue and major barrier to fulfilling the SDG principle to “leave no one behind” (LNOB). These findings suggest a paradigm shift is needed, using the SDGs to advance human rights, elevating socioeconomic rights, localizing issues, generating disaggregated data to drive policy recommendations, and scaling up the community of practice that is engaged in this paradigm shift. Field building these aspects of sustainable development has the possibility to positively shape policies, outcomes, and help this democracy actually deliver for all, not just for some. For the United States to lead and bolster human rights and democracy around the world, inequalities at home must be addressed.