Work organizations rely on structured relationships between individuals who interact with each other in particular contexts to achieve the desired goals. Formal roles are defined in written contracts agreed upon and signed by management and employees. But the working lives of employees and their relationship with management are also shaped by the less obvious psychological contracts, defined as "individual beliefs in a reciprocal obligation between the individual and the organization" (Rousseau, 1989, p. 121). Psychological contracts are favorable conditions perceived by employees during employment, built on promises, statements, or even attitudes made by management. Research indicates that the breach of a psychological contract may have an adverse effect on the employee-employer relationship (Rousseau, 1995). More than 20 years ago, Robinson (1996) highlighted the need to develop a more thorough understanding of psychological contract breach (PCB), especially in view of the then apparent prevalence of the phenomenon. The link between restructuring exercises and PCB is well known in literature (Turnley & Feldman, 1998). The concept of PCB has become increasingly relevant with the growing pace of globalization and the continuous economic cycles leading to inevitable restructuring exercises and loss of jobs. Among the considerable research that has been carried out on the topic in recent years, some studies 822179S GOXXX10.

This study exploits the rare opportunity of a national representative sample, and explores the attitudes of adults towards trade unions in Malta. Data were gathered through a telephone survey carried out among a sample of 1512 persons, representing the Maltese working-age population. Respondents have an overall positive opinion of trade unions, which are seen to carry out important functions in Maltese society. However, slightly fewer than half of the respondents claimed to be satisfied with the work of trade unions, indicating that they are less confident about the unions’ role in offering individual services to their members. A number of suggestions are given in order to stem or reverse the apparent erosion of confidence in Maltese trade unions.

Introduction: The COVID-19 pandemic resulted in many tertiary institutions switching overnight from taught to online lectures without much preparation. Studies suggest that the sudden change has impacted on students’ satisfaction with online learning in differing ways. Yet, little is known about how this change impacted specifically on adult part-time students, which is the focus of this study. Methods: Part-time adult undergraduate students responded to a mixed methods online questionnaire. Close-ended questions were analysed quantitatively in order to determine levels of satisfaction with online learning during COVID-19 as well as its correlates. Open-ended questions were analysed qualitatively in order to explore the perceived benefits and challenges associated with online learning during this period. Results: Levels of satisfaction with online learning were found to be high, especially among students who were female, those who did not have young children, had partners who worked in excess of 40 hours, were able to follow lectures from locations other than the home, and those following non-technical courses. Several benefits of online learning were identified, including time saved on commuting, the ability to study from the comfort of home and the fact that lectures could now be recorded. Challenges included those related to technology, a lack of interaction amongst students and part-time lecturers who struggled with the sudden switch to online learning. Despite this, most students indicated they would like online lectures to continue to various degrees even after it was safe to return to class. Conclusion and implications: Online lectures were generally rated positively by adult part-time students. In view of the benefits and some of the challenges associated with online learning, it is recommended that future academic programmes adopt a blended approach whilst more support is provided to those who find it challenging to follow lectures from home.

No abstract

No abstract