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This study examined whether job and personal resources could buffer the negative effects of technostrain and information and communication technology (ICT) availability demands on employee well-being.

The data were collected among Finnish comprehensive school teachers (n = 323) between December 2020 and February 2021 through an online questionnaire. Hierarchical multiple regression analyses were employed to analyse the main and moderating effects.

The results indicated that technostrain was positively associated with burnout and negatively associated with work engagement. These associations were stronger than those of ICT availability demands. The moderated regression analyses revealed that psychological detachment buffered the negative effects of technostrain on cynicism and a sense of inadequacy. School support acted as a moderator by buffering the negative impact of technostrain on emotional exhaustion and cynicism. Furthermore, school support was found to be an important job resource in terms of boosting work engagement when ICT availability demands were high.

This study provides insights into the role of resources in buffering possible burdening effects of technology on teacher well-being when adopting online teaching in the context of the Covid-19 pandemic.

This study aims to provide insight into the relationship between job resources (job control and possibilities for development at work) and employee performance, measured as employee productivity and technology-enabled performance, by examining the role of employee well-being (work engagement and emotional exhaustion).

The data comprised two overlapping data sets collected from a large financial institution; Study 1 employed survey data (N = 636), whereas study 2 employed register data on job performance collected over a one-year period combined with survey data (N = 143). The data were analysed through structural equation modelling.

Study 1 indicated that job resources were positively associated with technology-enabled performance more strongly through work engagement than emotional exhaustion. Study 2 revealed that emotional exhaustion was associated with lower employee productivity, whereas work engagement was not. Furthermore, the results indicated that job control was related to higher productivity through a lower level of emotional exhaustion.

The study's findings point to the importance of developing interventions that decrease emotional exhaustion.

This is one of the first studies to measure employee productivity longitudinally as a ratio of inputs (working time) to outputs (relevant job outcomes) over one year. This study contributes to the job demands–resources model (JD-R) literature by showing the importance of job control in fostering both employee productivity and more positive perceptions of technology.

The purpose of this paper is to create an organized picture of the current understanding of social media-based value creation and business models.

Following the process model presented by Fink (2005), a systematic literature review of academic journal articles published between 2005 and 2014 was conducted. The research was grounded on the theoretical foundations of service-dominant logic.

This study offers detailed descriptions and analyses of the major social media mechanisms affecting how value is created in social media-based value networks and the kinds of impact social media can have on present and future business models.

The study is limited to academic research literature on business organizations, excluding all studies related to public and non-profit organizations.

Attention is given to developing an in-depth understanding of the functions and concrete value creation mechanisms of social media-based co-creation within the different organizational processes (e.g. in product and service development and customer services) and to updating the related practices and knowledge.

This study provides new insight into the challenges related to research models and frameworks commonly used for observing value creation, thus highlighting the need for further studies and updates.

This paper reports on part of a dissertation project on the relationships between learning methods and students’ information behavior in Finland. In this qualitative study, information behavior is studied in the contexts of a problem-based learning curriculum and a traditional curriculum. In 1998, 16 theme interviews were conducted at the Tampere University Medical School, which applied the problem-based learning curriculum and 15 interviews at the Turku University Medical School, in which the traditional curriculum with an early patient contact program was implemented. The focus of this paper is on the concept of information literacy as a part of the students’ information behavior and its relationships with students’ conceptions of learning. The findings indicate that students’ information literacy is developed, on the one hand, through active use of information and sources in connection with real information needs, and, on the other hand, through an educational context which offers opportunities to get different viewpoints on issues. Following the same tendency, the more developed conceptions of learning were mostly held by the students belonging to the problem-based group with simple or developed skills in information literacy, although there were exceptions from this pattern.