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The present research aims to understand how and why flexible work arrangement (FWA) policy use by co-workers affects policy non-users by investigating perceived changes to work, fairness and organizational identification as factors that shape policy non-users’ job satisfaction.

A survey was distributed to 300 Canadian respondents solicited from an online panel owned by Qualtrics Inc. Hypotheses were developed and tested using a moderating mediation model. SPSS Macro Process (Hayes) was used to test the hypotheses.

This survey found that perceiving negative changes to work stemming from co-worker FWA use corresponded to policy non-user job satisfaction, fairness dimensions mediated this effect and organizational identification moderated the relationship driven by interactional fairness. Policy non-users who care most about organizations seem to be most vulnerable to the negative consequences associated with co-worker FWA policy use.

FWA use has been linked to many positive outcomes for policy users. However, the workplace adjustments that occur to accommodate policy use by co-workers could also have implications for policy non-users. This study explores the effects of FWA policy use by co-workers on policy non-users job satisfaction.

This study examines how satisfaction with work-life balance (WLB) in combination with satisfaction with organization's COVID-19 responses (SOCV19R) helps to enhance subjective well-being and performance during the lockdown due to COVID-19.

The data of this time-lagged study were gathered through an online survey with three-waves between March and May 2020 in Spain (N = 167). Hierarchical multiple regression and PROCESS were used to test the hypotheses.

Direct relationships between SOCV19R and subjective well-being and performance were not significant. Instead, SOCV19R increased employees' well-being and performance through a higher satisfaction with WLB (full mediation).

The novelty of this study is the evaluation of SOCV19R as a form of organizational support in times of crisis. This study suggests that a good organizational reaction to face a crisis such as the pandemic, encourages employees' WLB and helps them to boost their well-being and performance. It may be concluded that work-life balance (WLB) in Spain was seen as a luxury in good times and turned out to be a necessity in bad times. The present study recommends practical implications and provides lessons for human resource management for future crises or similar work conditions.

Property performance indices have invariably focused upon prime markets with a variety of approaches used to measure investment returns. However, there is relatively little knowledge regarding the investment performance of property in regeneration areas. Indeed, there is a perception that such locations carry increased risk and that the returns achieved may not be sufficient to offset the added risk. The main objective of this paper, therefore, is to construct regeneration property performance indicators consistent with the CBRE rent index and average yield monitor.

Local market experts were asked to estimate rents and yields for hypothetical standardised offerings for a range of regeneration locations throughout the UK, covering the period 1995 to 2002.

The results show that rental growth was similar in regeneration locations compared to the prime market. However, the analysis highlights a major yield shift for property in regeneration areas in the short to medium term. The downward pressure in yields would suggest that once a regeneration area becomes established and rental growth emerges, investor interest is stimulated resulting in increased competition and a shortening of yields.

The significance of this research is the quantification of property investment performance from regeneration areas that previously has not been available to investment institutions and decision makers. From a policy perspective this analysis is of relevance in confirming the maturing of locations that have received high levels of public sector support and indicating the effectiveness of regeneration policy mechanisms in creating sustainable urban environments capable of meeting private sector investment goals.

The paper aims to investigate the importance of leadership – distributed leadership (DL) – for the relationship between organizational learning (OL) and business sustainability (BS).

Extensive literature research was carried out to investigate the relationship among leadership, OL and BS. Two theoretical frameworks of the relationship among DL, OL and BS were formulated and tested on the basis of the empirical studies conducted in 694 Polish and Danish companies. The moderated multiple regression and mediation analysis were used.

In-depth, critical literature analysis has shown that the theoretical foundation of the relationship between leadership and BS is limited and not empirically verified. However, the empirical study has revealed a positive, statistically significant effect of DL on both OL and BS and the mediating role of OL on the relationship between DL and BS (a partial and complimentary mediation).

It would be valuable to simultaneously consider other leadership types (beyond DL) in terms of their impact on OL and BS. Additionally, due to the nature of BS challenges and the specificity of DL, other factors influencing BS should be included for a more profound understanding of the relationships under investigation. Finally, additional contextual factors need to be taken into account.

To the best of the authors’ knowledge, the paper is one of the first studies that present the relationship between OL and BS with reference to factors influencing BS, i.e. leadership. The value of the paper is the development of two alternative models of the relationship among DL, OL and BS and their verification through large-scale empirical cross-country research. Furthermore, the results obtained in the course of the research open up new research directions with respect to the development of the concept of sustainable leadership and deepen the knowledge of the relationship between leadership types and OL.

The purpose of this paper is to explore the views of Scottish schoolchildren on active travel to school and their ideas about promotion strategies for school‐based interventions.

Focus group discussions were conducted with 66 students from four primary and three secondary schools.

The most common perceived barriers to active school travel were personal safety, weather conditions and time/distance. To a lesser extent, image, physical discomfort and aspects of the physical environment also prevented children from walking or cycling to school. Perceived benefits centred on health and fitness, environmental and social factors. Enjoyment, confidence and social influences were all discussed, with the latter appearing to have the most significant impact on active travel behaviour. Students suggested a number of potential promotion strategies, including incentives and reward schemes to enhance motivation. Practical exercises such as a group walk or cycle were more popular than classroom‐based activities.

Findings are limited to Scottish schoolchildren aged 10‐13 in rural and semi‐rural locations. Further research covering younger and older children, as well as more urban locations will broaden understanding of the impact of age and geographical location.

The findings identify a number of influences on active travel behaviour among young people. Advancing understanding of determinants of context‐specific physical activity is important for the development of effective interventions.

This paper draws on students' own ideas about the ways in which active travel should be promoted and, as such, has important implications for the development of appropriate and acceptable school‐based active travel programmes.

After comprehensive review of discourse surrounding school-banking programmes and marketing to children, the authors develop evidence-based guidelines for such programmes. Guidance for organisations is provided to ensure they understand these products' impact on children and other vulnerable consumers.

A comprehensive, systematised review of literature related to school-banking programmes was undertaken during 2019, 22 Boolean searches were collated, appraised using a five-step quality appraisal framework and analysed against selection criteria. To accommodate literature across disciplines, quality appraisal combined two existing hierarchies of evidence and peer-review status.

Searches returned over 375,000 articles; 149 were relevant and met quality thresholds. Evidence supports the role of financial education in producing positive financial outcomes. However, education should involve communities and families to enhance consumer socialisation and limit negative consequences. From this, guidelines are presented accounting for students' and parents' ability to understand marketing messages and the impact of in-school marketing on students – including on longer-term perceptions, attitudes and behaviours.

Guidelines are to assist financial institutions, policymakers and schools balance the benefits of financial literacy and education with potentially negative consequences of school-banking programmes. Classifying programmes as marketing rather than CSR also benefits organisations contributing corporate resources and voluntarily engaging practices underpinned by commitment to community well-being.

Avoiding moral panic, the authors instead outline evidence-based guidelines on school-banking programmes. The quality appraisal process used in this review offers a new approach to synthesising inter-disciplinary evidence.

Organizational researchers studying well-being – as well as organizations themselves – often place much of the burden on employees to manage and preserve their own well-being. Missing from this discussion is how – from a human resources management (HRM) perspective – organizations and managers can directly and positively shape the well-being of their employees. The authors use this review to paint a picture of what organizations could be like if they valued people holistically and embraced the full experience of employees’ lives to promote well-being at work. In so doing, the authors tackle five challenges that managers may have to help their employees navigate, but to date have received more limited empirical and theoretical attention from an HRM perspective: (1) recovery at work; (2) women’s health; (3) concealable stigmas; (4) caregiving; and (5) coping with socio-environmental jolts. In each section, the authors highlight how past research has treated managerial or organizational support on these topics, and pave the way for where research needs to advance from an HRM perspective. The authors conclude with ideas for tackling these issues methodologically and analytically, highlighting ways to recruit and support more vulnerable samples that are encapsulated within these topics, as well as analytic approaches to study employee experiences more holistically. In sum, this review represents a call for organizations to now – more than ever – build thriving organizations.

The literature demonstrates how the environment for and value of research is changing. The purpose of this paper is to explore the narratives of 30 UK researchers and academics to consider how they learned about the nature and value of research through the researcher development process and within this broader context of change.

A biographical‐narrative approach is adopted, emphasising subjective experience and meaning and how this is shaped by wider social structures.

Respondents' stories highlight the continued informality of much of the development process and how a lack of systematic support can leave much to chance, potentially undermining future views of professional development. Data from respondents across generations also enable examination of some of the changes that have taken place over time in the higher education (HE) environment and the impact this has had on individuals' understanding of research. In particular, changes such as the introduction of the Research Assessment Exercise/Research Excellence Framework appear to have had a significant – and not entirely positive – shaping influence on how individuals perceive, and experience, research and its aims, leading to an emphasis on outputs over knowledge building.

A biographical‐narrative approach necessarily involves a smaller sample, nevertheless, shared themes were generated by this size of sample and inferences can be drawn.

Despite increased emphasis on research and publishing in the UK, these stories across generations suggest that training and development for researchers often remain very informal, with much left to chance. A more overt approach to researcher development, such as through a “scaffolded” learning process, in which an experienced colleague guides development activities, could help to avoid negative early experiences and increase the likelihood that individuals will develop their own sense of a “culture of developmentalism”.

Focusing on what individuals learn about the nature and value of research as they go through the development process adds to our understanding of researcher development and how this is situated within the wider HE context. Data from respondents across generations equally enable examination of some of the changes that have taken place over time, and how these re‐shape researcher development.