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This article investigates some ongoing issues faced by higher education institutions (HEIs) having to rapidly move their teaching online during the early stages of the coronavirus (COVID-19) pandemic.

The article incorporates a review of academic and policy literature concerning digitalisation and online learning in universities and qualitative interviews with staff involved in online teaching and learning at a university in Scotland.

For most HEIs and organisations across the globe, the COVID-19 pandemic has accelerated the speed at which digitalisation and digital ways of working have been embedded in organisational life and service delivery including new ways of learning and working. This has led to a recognition of the need for practically focused, effective inclusive digital interventions. A range of initiatives that have been developed or accelerated in response to the pandemic are discussed. These should be explicitly designed and implemented to also reach individuals from disadvantaged backgrounds, including those with low-skill levels or qualifications and older age groups. Effort is also needed by policymakers and HEIs to better understand the challenges and unintended consequences that digital learning and working poses.

More research is needed into the methods and implications of increased online teaching. The range of interviewees is limited to one main organisation. A wider range of staff, students, HEIs and other types of organisation would add additional insights.

Insights from interviews highlight a number of institutional responses to digitalisation, which were accelerated by the COVID-19 pandemic. These identify learning and reflection points for HEIs moving to enhanced online teaching provision.

This article provides an analysis of the processes, issues and impacts associated with the rapid shift to digitisation in HEIs at a point in time shortly following the onset of the COVID-19 pandemic in 2020. It raises issues around inclusivity of online learning, pedagogy, unintended consequences of digitalisation and privacy, when moving to online teaching that are relevant both during the pandemic and in the longer term.

The purpose of this paper is to consider the development of “Green” jobs in one region of the European Union, Scotland, where the government has sought to develop renewable and sustainable energy industries and associated employment.

The paper analyses selected secondary data and policy documents and conceptualises issues concerning employment in the renewable energy sector.

It analyses published data and projections on employment in renewable energy sectors, considering the reasons for the lower actual job creation. Many of the jobs in the renewable energy sector are likely to be high skilled, so there is need to support the development of low-skilled workers and job seekers so that they can enter and progress in the industry. Similarly there is a strong gender bias in the industry which may similarly reduce the entry and retention of the best staff and inhibit social equity.

The paper suggests that “Career first” recruitment and development policies are needed which emphasise improving both productivity and the “quality” and attractiveness of sustainable, long-term careers in the sector.

In addition to relying on general labour attraction policies and separate industry-specific skills initiatives for those already in work, more attention needs to be given to developing sustainable employment with career progression for people moving into, or already in, the industry.

The links between support for those moving into jobs and developing the skills of existing workers in sustainable industries have been under researched and this paper adds new conceptual developments, in terms of “Career” first approaches and empirical analysis of employment in renewable industries in Scotland.

Although the coronavirus (COVID-19) pandemic appears to disproportionately affect those in informal employment, they often receive less government support than the formally employed. This paper considers definitions of the informal economy and informal employment, explores the rationale for participating in the informal economy and reflects on some effects of the pandemic on these workers.

The paper presents a narrative literature review with analysis of the selected academic and policy literature.

There are considerable short- and long-term implications of the pandemic for informal employment and the informal economy. This occurs against the background of unresolved tensions arising from informal workers' desire for more employment security and employers' striving for continued labour flexibility while transferring costs to government and workers. The COVID-19 pandemic might accelerate current trends and force new solutions to better protect basic work security while helping organisations to remain competitive. Government policies supporting work safety, income security, moves to formalisation of employment and fairness for informal employees are particularly important.

As statistical and qualitative evidence is currently limited, it is too early to identify the full effects of COVID-19 on employment in the informal economy.

The results suggest that governments need to carefully consider explicit support for those in informal employment to create fair, resilient and ethical structures for workers, businesses, economies and wider societies.

The paper identifies some of the social implications of COVID-19 for the informal sector.

The analysis offers initial insights into the impacts of a major health, economic and social shock on informal working.

This article investigates personal value systems in Iraq, in a sample of managers. The results indicate that the dominant values are those that compose the outward‐directed category: tribalistic, conformist and socio‐centred. In comparison American managers score high on manipulated values and the inner‐directed category is dominant. The results are discussed in relation to changes in Iraqi society and the functions of management.