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Based on the conservation of resources (COR) theory, this paper aims to explore how individual factors, organizational training practices and national values of masculinity and uncertainty avoidance influence workers’ perceived employability.

A hierarchical linear model tested the proposed hypotheses among a sample of 26,555 workers from 29 European countries, obtained through the 6th European Work Conditions Survey.

Results show the influence of individual factors (i.e. level of education, work experience at the current organization, training paid for by employees, etc.), the organization’s training practices and national cultural values on the European workers’ perceived employability. Post hoc analysis also shows that current “person-job fit” moderates the influence of several individual factors, organizational practices and cultural values on perceived employability.

It would be interesting to replicate this study in non-European countries to better understand the effect of national cultural values on perceived employability. Future research should also consider a longitudinal approach to better capture the dynamics of employability over time.

As a complex and increasingly interesting phenomenon in the academic literature on management, this study contributes a deeper understanding of how several factors influence perceived employability. Individuals and organizations should invest in training and development programs that enhance employability, considering individual and cultural factors. Additionally, this research provides insights for policymakers and practitioners aiming to strengthen workforce development and adaptability in Europe.

This study provides a comprehensive framework based on a multilevel approach (individual, organizational and national factors) to understand the antecedents of perceived employability among individuals already employed.

This study aims to determine the degree of knowledge acquired by university professors after receiving virtual training on the sustainable development goals (SDGs) and their relationship with the contents of the subjects taught.

A 40-h virtual course on SGDs and higher education was designed. To evaluate professor knowledge, a questionnaire was administered to professors from different fields of knowledge. The questionnaire consists of 25 questions divided into two sections: Section 1: Q1–Q8 (knowledge and access to information) and Section 2: Q9–Q25 (the relationship of the subjects taught with the 17 SDGs). The virtual classroom was used to do the questionnaire and it lasted 10 min. The internal consistency of the different constructs was analyzed by Cronbach’s alpha, Kaiser–Meyer–Olkim test and Marlett test. Descriptive and inferential analysis were also performed.

Statistical analysis showed a high reliability for the constructs (smallest Cronbach’s alpha = 0.908). Virtual teaching to teachers significantly improves the results of Section 1 (Q1–Q8) (p < 0.001) and Section 2 (Q9–Q25) (p < 0.001) of the questionnaire. Teachers aged 40–50 years significantly associate the contents of their subjects with SDG1 (Q9, p = 0.02), SDG2 (Q10, p = 0.00) and SDG8 (Q16, p = 0.04) previous course. In addition, the area of origin may influence knowledge about the SDGs. At the end of the course, there were no significant differences between teachers by age, field of knowledge or academic category.

Virtual training on SDGs unifies the knowledge of university faculty, promoting academic curricula aligned to sustain-able training, regardless of age, gender, academic category or field of knowledge.

The purpose of this paper is to illuminate an example of current practices and processes that enable transformation in the workplace in a South African multi-unit hospitality and tourism business, affording previously disadvantaged people the opportunity to advance in the organization and participate in the management and ownership of that organization.

A constructivist grounded theory methodological framework is used for the collection of data, analysis and theoretical development, utilizing Charmaz’s (2006, 2011, 2014) approach in both the collection and analysis of data as well as the theoretical perspective that emerged from the research process. Intensive semi-structured recorded interviews were conducted with the owner and managers of the company. Following transcription of the interviews, multi-level data coding allowed the move from an inductive to an abductive process with theoretical sampling allowing the shift toward conceptual and theoretical development.

Study findings provide insight about the processes and practices that enabled previously disadvantaged people to move into management and ownership of a multi-unit South African hospitality and tourism business. Leapfrogging emerged as a theoretical perspective that provides interpretive understanding of atypical upward employment mobility, i.e. “human leapfrogging.”

While this study is limited to a single hospitality and tourism company in South Africa that is not necessarily typical of other South African businesses, it provides a vivid illustration of the impact that visionary leadership and a genuine desire to “level the playing field” can have on individuals, both personally and professionally, and their wider communities.

Leapfrogging theory in the context of “human leapfrogging” suggests innovative business practices for fast-tracking marginalized individuals out of poverty and provides an urgently needed theoretical perspective for this process.

To the authors’ knowledge, the leapfrogging concept has not previously been applied in the context of atypical employment progression within the corporation, nor has its impact on the corporation and the lives of the affected individuals and their communities been examined.

The purpose of this paper is to analyse the internal and external factors related to the disclosure of environmental information in universities which reflect the actions carried out in these universities.

Taking as reference the first 200 universities in the Shanghai ranking, several factors associated with the degree of environmental information disclosure in universities – governance dimension, the relationship and participation of stakeholders, position and prestige as signs of the quality of the institution and cultural concern in the university’s country for the environment – are analysed.

The results obtained show that the size of the leadership team, stakeholder participation, the position of the university in rankings and cultural concern in the university’s country for the environment are determining factors in the university’s environmental actions and, consequently, in their disclosure. Other factors – such as the size of the university, the level of self-financing and financial autonomy – do not affect the disclosure of environmental information.

Scant research exists on the environmental commitments of universities; this paper aims to fill that gap. Their role as the main channel of research and as instructors of future professionals makes them points of reference in society. Research on university ranking has traditionally focussed on teaching and research results, but environmental issues are becoming increasingly important. This paper enumerates the factors that influence the dissemination of environmental information in the most prestigious universities. This research also provides an original approach by considering not only top-down but also bottom-up strategies through communication channels and the incidence of cultural factors.