A happy worker at workplace has a direct impact on the overall quality of his/her life and therefore it's very important to understand what makes us happy or unhappy at work. Also a happy worker is an important factor for all organizations development and to enhance its productivity. A company should focus on workers to be happy because of their own improvement. But, surprisingly, there is an absence of sound framework for understanding such an important issue from both workers' and organization's perspective. This study focus on various kinds of workplaces of Bangladesh and for this purpose a survey is done among 200 employees of six private banks within both male and female employees. The present study focuses on five particular phenomena related to identify the dimensions of a happy worker as psychological wellbeing, peer behavior, work family conciliation, work stress, management cooperation and personal development.

Investigating postgraduate students' experience of peer-topeer interaction (PPI) to promote engagement, across diverse student characteristics and country contexts, is rare, but a task necessary to improve outcomes for increasingly diverse students in higher education. This study implemented a questionnaire survey in an Asian developing (i.e. Bangladesh; n=65) and a Western developed country (i.e., Australia; n=28) to address two research questions: first, is student experience of PPI to promote engagement consistent across developing and developed country contexts? Second, do characteristics of students influence their experience of PPI? In both contexts, PPI facilitated students' discussion of readings from different viewpoints, cognition to apply classroom learning to work and teamwork and practical problem-solving skills. In the developed country, students' age negatively correlated to engagement with readings (r=-.644) and cognition of applying classroom learning to work (r=-.649). In the developing country, age did not impact on the experience of PPI, whereas a lack of adequate technology had a negative impact. Working students in the developed country, unlike that of the developing country, were critical of relying on peers, reflecting the influence of individualism cultural orientation. The study implies PPIs can be a global theme to promote student engagement if developed in alignment with the pedagogy of social constructivism and academic and cognitive student engagement themes.