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The purpose of this study is to address the relation between task and relationship conflicts at work and employee well‐being. It seeks to examine psychological detachment from work during off‐job time as a moderator in the relation between conflicts and well‐being.

In a field study, 291 white‐collar employees completed survey measures of task conflicts, relationship conflicts, psychological detachment from work during off‐job time, and well‐being. Control variables included workload and job control.

Hierarchical regression analyses indicated that employees experiencing high levels of task conflicts and high levels of relationship conflicts report poorer well‐being. As predicted, psychological detachment from work mitigated the negative relation between relationship conflicts and well‐being. Contrary to expectations, psychological detachment failed to moderate the relation between task conflicts and well‐being.

The study suggests that employees should be encouraged to disengage mentally from work during leisure time.

This study links research on workplace conflicts with research on recovery processes. It tests the moderator effect of psychological detachment from work on the association between workplace conflicts and well‐being.

Amidst the turbulent tides of geopolitical uncertainty and pandemic-induced economic disruptions, the information technology industry grapples with alarming attrition and aggravating talent gaps, spurring a surge in demand for specialized digital proficiencies. Leveraging this imperative, firms seek to attract and retain top-tier talent through generous compensation packages. This study introduces a holistic, integrated theoretical framework integrating machine learning models to develop a compensation model, interrogating the multifaceted factors that shape pay determination.

Drawing upon a stratified sample of 2488 observations, this study determines whether compensation can be accurately predicted via constructs derived from the integrated theoretical framework, employing various cutting-edge machine learning models. This study culminates in discovering a random forest model, exhibiting 99.6% accuracy and 0.08° mean absolute error, following a series of comprehensive robustness checks.

The empirical findings of this study have revealed critical determinants of compensation, including but not limited to experience level, educational background, and specialized skill-set. The research also elucidates that gender does not play a role in pay disparity, while company size and type hold no consequential sway over individual compensation determination.

The research underscores the importance of equitable compensation to foster technological innovation and encourage the retention of top talent, emphasizing the significance of human capital. Furthermore, the model presented in this study empowers individuals to negotiate their compensation more effectively and supports enterprises in crafting targeted compensation strategies, thereby facilitating sustainable economic growth and helping to attain various Sustainable Development Goals.

The cardinal contribution of this research lies in the inception of an inclusive theoretical framework that persuasively explicates the intricacies of a machine learning-driven remuneration model, ennobled by the synthesis of diverse management theories to capture the complexity of compensation determination. However, the generalizability of the findings to other sectors is constrained as this study is exclusively limited to the IT sector.

The purpose of this paper is to investigate what are perceived to be the main challenges associated with the integration of social sustainability into engineering education at the KTH Royal Institute of Technology, Stockholm.

Semi-structured interviews were conducted with programme leaders and teachers from four engineering programmes. The paper focuses on how the concept of social sustainability is defined and operationalised in the selected engineering programmes, how social sustainability is integrated and taught, and what resources are required to support teachers and programme leaders as social sustainability educators.

The findings show that programme leaders and teachers at KTH struggle to understand the concept of social sustainability. The vague and value-laden nature of the concept is considered a challenge when operationalising educational policy goals on social sustainability into effective learning outcomes and activities. A consequence is that the responsibility for lesson content ultimately falls on the individual teacher. Study visits and role-play are seen as the most effective tools when integrating social sustainability into the engineering curriculum. Allocation of specific resources including supplementary sustainability training for teachers and economic incentives are considered crucial to successful integration of social sustainability. The findings indicate that social sustainability education needs to be built on a theoretical foundation. It is therefore suggested that a literature canon be established that clarifies the contours of social sustainability.

The findings of the paper can be used as a basis for discussion regarding measures for improving social sustainability training in engineering education, a subject which has attracted relatively little attention, to date.

There is a noticeable lack of empirical research on how technical universities integrate social sustainability into engineering education. The paper provides an account of how actors directly involved in this work – programme leaders and teachers – define and operationalise the social dimension of sustainable development in their engineering curricula, the pedagogical tools they consider effective when teaching social sustainability issues to engineering students, and the resources they believe are needed to strengthen those efforts.

The recognition of indigenous law in the 1991 Colombian Constitution initiated significant social, political, and cultural transformations within indigenous communities. This article explores how the indigenous law of Pijao communities in Tolima is being constructed, imagined and (re)produced by indigenous leaders who are simultaneously staking out their own political position through an engagement with these processes. The article suggests that this new generation of indigenous leaders seeks to ground its political legitimacy by drawing on the (legal) realm of the state; at the same time, challenges to its legitimacy are also increasingly framed in a legal idiom.