Abstract-With increasing levels of stress, competition and insecurities in life, work-life balance issues have become extremely important. Employees are looking for ways that will help them balance between work and personal life effectively. Researchers have also identified that work-life balance leads to positive organizational outcomes.Although work-life balance has been a frequent subject of inquiry in the Western world, there have been no studies on work-life balance in the Sultanate of Oman. Human resources are being considered as vital for the realization of the 'Vision for Oman's National Economy: Oman 2020' laid by the Sultanate, and hence, a study on work-life balance is both timely and relevant. It needs to be understood that teachers are the cornerstone of the development of any society and hence their well-being is important. Therefore, the present study seeks to explore work-life balance and its relation to job satisfaction of teachers in the higher education sector in the Sultanate of Oman.Findings of the study revealed that while work interference with personal life and personal life interference with work had a negative relationship with job satisfaction, work and personal life enhancement had a positive relationship with job satisfaction. Thus, the findings of the present study corroborate with previous research evidence. Thus, we can safely conclude that work and personal life needs to be integrated and balanced by organizations through work-life balance initiatives.Index Terms-Work-life balance, job satisfaction, teacher satisfaction, sultanate of Oman, higher education. I. INTRODUCTIONWork-life balance (WLB) is about finding the right balance between work and life, and about feeling comfortable with both work and family commitments. Work-life balance is essentially the balance between three components, namely, paid work, unpaid work and personal time. There is no one accepted definition of what constitutes a WLB practice, the term usually refers to one of the following factors: organizational support for dependent care, flexible work options and family or personal leave [1].Reference
PurposeThe issue of female economic empowerment in the Middle East and the North Africa region (MENA) has attracted significant attention; however, its potential in the tourism sector has not been fully explored. This study aims to identify the steps involved in conceptualizing, designing, and conducting a customized tourism training program to economically empower women in the United Arab Emirates (UAE).Design/methodology/approachGrounded in stakeholder theory and using a triangulation method of data analysis, the study is an outcome of mixed-method research. The data were collected through focus group interviews, personal interviews and a survey involving women stakeholders from public and private sectors.FindingsThe study revealed that the desired components for tourist guide training among Emirati women include career paths, ways to seek support from family, entrepreneurial and leadership skills development, and destination knowledge.Originality/valueThe study provides theoretical and practical implications for a systematic training approach undertaken by a destination management organization (DMO) in liaison with other stakeholders. The study recommends a series of phases to scientifically design and conduct tourism training in order to empower women.
The pandemic has brought in unprecedented changes in societies across the globe. It has altered the equilibrium and forced individuals to move out of their comfort zone, leading to disturbance in psychological well-being in the new normal (Kuster, 2021). This empirical study examines the effect of psychological well-being (PWB) on subjective happiness (SH) of students of higher educational institutions (HEIs) during the global pandemic. Total of 290 students of HEIs were administered with the PWB questionnaire and SH questionnaire. The relationship between the variables was examined using multiple regression. The results indicated that the SH levels of the sample were above average (M = 19.76). SH was found to be more in women. No gender difference was found in PWB levels. The findings also revealed that improving PWB will positively influence the SH (r = 0.581) of the students. PWB can explain 32% variation of SH. Self-acceptance (p = .01), autonomy (p = .01), positive relationships with others (p = .03), and personal growth (p = .002) increases the feeling of SH. The findings validate the set point theory that while recent life events influence SH, individuals tend to return to natural set point over a period in time. The findings add to the repertoire of research on PWB and SH in the context of Set point theory. Study findings can help in strategizing the student counselling process as well as curriculum design of HEIs to ensure greater SH of its stakeholders.
This chapter discusses the USA and UAE approaches in looking at generational diversity in today's workplaces. The focus in this chapter is on the realities of the day and a look ahead at what that means for the future of the world of work. Before the pandemic, almost all countries had different situations. The pandemic has enabled a paradigm shift in organizations across the globe. The USA was on the verge of full employment, and there was a significant gap in the numbers of available skilled and talented potential staffers. On the other hand, UAE was able to attract talent from across the world and hence the demand is able to meet the supply. The pandemic propelled all businesses and society headlong into fully accepting technology as an essential component of every workplace. In researching DEI issues in the workplace and the future, with advanced medical and wellness approaches and the American workplace being unique given that the USA prohibits discrimination based on age, the reality of five generations in the workplace presents new DEI challenges.
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