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In line with the theory of planned behavior, this study aims to examine the mediating effect of cultural identity and role identity between relational capital and adaptive behavior, and the moderating effect of willingness to learn.

Data were collected from 241 Chinese expatriates in Latin America through a two-wave survey.

The findings indicate that expatriates’ perceived relational capital can promote adaptive behaviors by enhancing their cultural identity and role identity. Willingness to learn positively moderates the indirect effects of relational capital on adaptive behaviors through cultural identity and role identity. For expatriates with a high willingness to learn, the impact of relational capital on their adaptive behaviors through cultural identity and role identity is stronger.

This study extends empirical research on expatriate adaptation. Organizations should promote the accumulation of expatriates’ relational capital while they are working abroad. Meanwhile, willingness to learn should be considered as a criterion when selecting expatriates.

The issue of educational activity of elderly people is very important. It is an area not only closely related to the productivity of the employees in the company and their retention but also to the broadly understood quality of life of the elderly. The purpose of this study was to develop a model of conditions for the willingness to learn in the case of older employees.

The study group consisted of employees aged 50+, the so-called older employees. The selection of the group was intentional. The questionnaires were completed by employees of companies that agreed to participate in the survey.

To identify the direct predictors of the willingness to participate in training, a logistic regression analysis was carried out. The model allows to explain 19.1% of the variance of the dependent variable. Higher age value reduces the chance that a person will want to participate in training, while higher number of employees in the company, the need to learn new things at work, greater emotional demands and a greater sense of effectiveness increase these chances.

Research on training and the willingness to learn is more often carried out among younger employees than the group of employees 50+. Defining what influences the willingness to learn among this group allows to design activities aimed on development and satisfying needs of older employees in this area.

Given the significance of willingness to communicate and its integral role in the field of foreign/second language acquisition (F/SLA), this quantitative study intends to examine the relationship between sensory emotioncy types and teacher immediacy with second language learners' willingness to communicate (WTC).

A total number of 280 students majoring in teaching English as a Foreign Language (TEFL), and English Language and Literature completed three scales of Sensory Emotioncy Type (SET), Willingness to Communicate and Teacher Immediacy (TI). For data analysis, Pearson correlation coefficient, multiple regression analysis and structural equation modeling (SEM) were employed.

The results of SEM showed that learners' WTC was significantly predicted by emotioncy and teacher immediacy. Further, reports from correlational and regression analyses revealed a significantly positive correlation, first, between teacher immediacy and learners' WTC, secondly, between emotioncy and learners' WTC.

The main limitation of this study was that the participants were selected from one context with relatively a small sample which might restrict the generalization. Nonetheless, the present study findings might extend ancillary horizons and provided worthwhile insights into the perception of teacher immediacy and emotioncy on students' willingness to communicate.

The significance of the current study lies in its theoretical contribution to the notion of WTC and its pedagogical implications and suggestions to the benefits of rejuvenating second language teaching and learning. Findings of this study help pre-service and in-service teachers in providing them more robust picture of learners' individual differences; and hence exert the most appropriate tasks which learners have the most degree of familiarity and better to say, emotioncy.

In the current study notable results were obtained which would be efficacious to the present literature on the EFL teacher immediacy, emotioncy and willingness to communicate. First and foremost, the findings added to a growing body of literature on emotioncy as a relatively novel concept in academic settings and teacher immediacy , and willingness to communicate which have gained scant attention in the field.

Incorporating flipped learning (FL) into teaching English as a foreign language may improve student learning outcomes. This study gathered information on Saudi EFL teachers' readiness and willingness to apply FL. So, it aims to describe Saudi EFL teachers' readiness and willingness to apply FL in language classrooms and to find suitable guidelines for Saudi EFL professional development (PD) designers to follow.

This descriptive study involved 153 male and female Saudi EFL teachers as participants, investigating the perspectives and perceptions of these teachers within the context of foreign language teaching in Saudi Arabia. Surveys in Qualtrics were employed as the primary data collection tool for the study.

Results showed that teachers' self-efficacy of their current teaching was high. Most participants had positive attitudes and abilities related to FL, although they also identified potential challenges related to its engagement and assessment. Teachers expressed a strong willingness to participate in PD in this area, with a preference for online videos and group workshops.

The study emphasizes the importance of PD for Saudi EFL teachers. In addition, it offers guidelines for planning effective PD.

This study aims to focus on the Artificial Intelligence of Things (AIoT) course. As AIoT has many theoretical theories and students usually have little interest in learning the protocols, the experiments can help stimulate their curiosity. Due to the environmental factor, the teaching requires assistive videos and Problem-Based Learning (PBL) to understand students' learning conditions.

The experimental design generally follows the course theories going from easy to complex, and students can extend the acquired concepts to other project development, yet, without in-depth knowledge about the experiment, resulting in limited creativity.

The assessment analysis can reveal whether students have grown from the teaching. The final analysis at the end of the term can show learners' conditions; meanwhile, students can deliver their level of satisfaction. The click-and-mortar teaching environment provided in this research can improve learning setting and quality, solidifying learners' proficiency.

The research result has proved the feasibility of the proposed method. Apart from showing the experimental steps, the video also explains the corresponding theories, helping students reinforce experimental knowledge and boost learning willingness.

The purpose of this paper is to investigate the responses of employees, who are identified as talents by their multinational enterprises, in regards to leadership development activities. By applying social exchange and expectancy theories, the authors examine the association between talent identification, perceived effectiveness of leadership development activities, willingness to participate in those activities and actual participation in them.

The data were collected through a web-based questionnaire entitled “Leadership2020 Talent Survey”. Eight multinational enterprises joined the survey and delivered a sample based on the target group definition.

The analysis shows that perceived effectiveness of leadership development activities is positively associated with willingness of employees to undertake those activities. The results also reveal that there is no significant association between the employees’ willingness to participate in leadership development activities and their actual participation in those activities.

Given its cross-sectional nature, the authors cannot completely exclude the possibility of common method bias having impact on the results of this study. The authors thus call for longitudinal research to examine the nature of causality within the relationships analyzed in this study.

Managers and practitioners should keep in mind that willingness to participate in leadership development activities does not always result in actual participation of employees in those activities. Symbolic representations may be very different from representations in real-life situations. Investigations that rely on the willingness as a proxy for actual behaviour must thus be interpreted with caution.

The authors found that employees often fail to act in accordance with their stated eagerness. According to the findings, there is a clear discrepancy between expressed willingness to implement certain behaviour and its actual implementation. This study poses a strong bias in overestimating the likelihood that an employee will engage in a desirable behaviour based on his/her willingness to do so.

Study used 357 Singaporean managers to document their availability for international assignments and their international aspiration. To understand factors that affect their international aspiration, we investigated the impact of family, career, culture and host country factors and personal entrepreneurial characteristics on mangers’ international aspiration and willingness to accept international assignment. Overall, results show that family, spouse and children and personal characteristics influence both the degree of willingness travel and determinants of managers’ attitude toward international assignments. Career and attitudes of spouses will likely have a significant impact on managers’ willingness to accept international assignments. Prior cross‐cultural international experience and personal entrepreneurial characteristics are also important factors that influence managers’ willingness to accept international assignments. Implications for research and practice are also discussed.

Every day thousands of academic institutes suspend their classes and students are staying in their home maintaining social distancing due to the fear of COVID-19 pandemic and Nepal is no exception. Realizing these facts, this study aims to explore the factors for the effectiveness of online mode of classes to on-class course-based students and analyzes the perception of faculties and students toward online mode during the COVID-19 pandemic.

It is based on exploratory research design, following mixed methods of qualitative and quantitative procedure. To build a rich understanding of the phenomenon, three-stage data collection procedure: preliminary interview, structural survey and validation were used.

This study revealed triplet factors: infrastructure, student and teacher as antecedents of effectiveness of online classes during a pandemic. Technological support, infrastructure availability, faculty and students' perception have a significant relationship for the effectiveness of the online mode of the teaching-learning process. Students faced anxiety during the COVID-19 pandemic, but a higher willingness to learn reduces the level of anxiety.

This study significantly contributes to the future management of higher education and digs the future path of online and on-class teaching-learning practices.

The purpose of the study is to analyse the perception of students toward a computer-based exam on a custom-made digital device and their willingness to adopt the same for high-stake summative assessment.

This study followed an analytical methodology using survey design. A modified version of students’ perception of e-assessment questionnaire (SPEAQ) was used to elicit information from the subjects, who were drawn from a first-year post-graduate course in management and commerce, soliciting voluntary participation in the survey. SmartPLS 2.0 was the major analytical tool used to understand the theoretical robustness of observed and latent variables through structural equation modelling. The final model was retained based on the structural significance of the path coefficients.

The results of the study offer ample evidence to establish the proposed theoretical relationship. It was found that the subjects of the study maintained a positive attitude toward e-assessment. Hence, the introduction of e-exams for high-stake assessment is suitable to current generation students.

Findings of the study may be irrelevant to students who are not subject to e-learning processes, as an e-assessment can only be effective when students have ample exposure to working on computers.

A major practical implication of the study is that e-exams will positively influence the outcome of education and effectiveness of the teaching–learning process. Technology, as an eclectic paradigm, can amplify the educational outcome by boosting the competency of students to meet challenges of any emerging situations.

The idea of an e-exam, using a custom-made device, is unprecedented. This paper offers a convincing empirical evidence to academic administrators to integrate e-assessment with e-learning programs.

The purpose of this study is to examine learning and employee-driven innovation (EDI) in the public sector, with a particular focus on the interplay between employee engagement and organisational conditions.

The material consists of qualitative interviews with 23 participants from three municipal sites of innovation support that participated in a national programme aiming to strengthen municipalities’ innovation work.

The study found numerous constraining organisational conditions resulting in consequential loss of employee engagement for EDI. The conclusion drawn is that employee engagement and enabling organisational conditions are central to EDI in public sector workplaces, and that incorporating EDI into municipal daily operations requires paying attention to the interplay between organisational conditions and employee engagement.

This paper provides important guidance for supporting EDI in the public sector. Implementing EDI into operations requires employee engagement to be successful. However, employees’ engagement should not be overlooked or taken for granted. A practical implication of this study is that EDI in the workplace must be encouraged by creating a learning environment that supports innovative learning in the workplace. In practice, measures should be taken to support employee engagement by creating organisational conditions that provide a more expansive learning environment to ensure the continuity and perpetuation of EDI in public sector organisations.