The rapid and unplanned change to teaching and learning in the online format brought by COVID-19 has likely impacted many, if not all, aspects of university students' lives worldwide. To contribute to the investigation of this change, this study focuses on the impact of the pandemic on student well-being, which has been found to be as important to student lifelong success as their academic achievement. Student well-being has been linked to their engagement and performance in curricular, co-curricular, and extracurricular activities, intrinsic motivation, satisfaction, meaning making, and mental health. The purpose of this study was to examine how student perceptions of their degree completion and future job prospects during the pandemic impact their well-being and what role university support plays in this relationship. We used the conservation of resources theory to frame our study and to develop five hypotheses that were later tested via structural equation modeling. Data were collected from 2,707 university students in France, Germany, Russia, and UK via an online survey. The results showed that university support provided by instructors and administration plays a mediating role in the relationship between the perceived impact of COVID-19 on degree completion and future job prospects and levels of student well-being. Student well-being is decreased by their concerns for their degree completion but not by their concerns for future job prospects. In turn, concerns for future job prospects affect student well-being over time. These results suggest that in a “new normal,” universities could increase student well-being by making support to student studies a priority, especially for undergraduates. Also, universities should be aware of the students' changing emotional responses to crisis and ensure visibility and accessibility of student support.

This paper aims to classify career aspirations by identifying career anchors and self-monitoring for a second-year undergraduates studying at two top of range universities in St. Petersburg. The participants major in strategical professions. The study involved 202 people from the following bachelor programs: «Logistics and Supply chain management» (n=98), «Sociology» (n=92) and «Human Resource Management» (n=22). The findings illustrate that peculiarities of undergraduates’ career aspirations are possible to estimate using career anchors developed by Schein and level of self-monitoring developed by Snyder which are varied for students studying at different educational programs. The results also indicate the significant differences of career aspirations between young girls and young men at each bachelor’s program. The male groups, having the same level of self-monitoring with female ones, demonstrate some differences in career anchors.

Crowdsourcing platforms are a valuable source of information for employees and firms. They have become an essential part of human resource practices, such as recruiting, employee engagement, and the marketing of a company's brand. Crowdsourcing platforms can help enrich an employer's brand, with employee reviews acting as a terra-incognita for the early-stages in the employer branding process. In response to these dynamics, this research explores the employer value proposition preferences and the sentiments of employees in the US banking industry. Approximately 11,000 reviews on the crowdsourcing platform Indeed.com, covering the top 18 banks listed on the Fortune 500, were parsed. The text mining techniques topic modeling and sentiment analysis were carried out using Latent Dirichlet Allocation. The topic modeling analysis revealed work-life balance, management, economic, social, and development values as the most preferred employer value proposition, while brand-image, application, and interest values were the least preferred. Sentiment analysis showed that employees exhibit negative sentiments for management, work stress, work-life balance, and economic values, and show positive sentiments for development, social, and interest values. The paper highlights avenues for future research and discusses the managerial and theoretical implications for managers and HR practitioners.

The purpose of this paper is to identify differences in the measurement of innovation competence among business school students as well as the relationship between their innovation competence and academic performance along with self-monitoring. 247 undergraduate students (18–21 years old) studying in the leading universities in Saint Petersburg, Russia participated in the study. Data were collected using the Snyder’s self-monitoring scale and a new “Innovative competence” scale. The latter was adapted for the Russian audience from the “Framework for Innovation Competencies Development and Assessment” scale by reducing the number of statements by means of a confirmatory factor analysis. The study showed that none of the five components of innovation competence (creativity, critical thinking, teamwork, initiative, and networking) is related to student academic performance. Overall, male participants showed higher levels of self-monitoring than female participants. Also, our regression analysis indicated a positive and statistically significant relationship between student levels of self-monitoring and all five dimensions of their innovation competence. The new “Innovative competence” scale can be used by institutions of higher educations as well as for-profit and non-for-profit organizations. When levels of participants’ innovation competence and self-monitoring are assessed together, approaches to developing innovation potential among employees or students could be identified. The scale should be further tested among participants of other age groups and involved in different levels of education (e.g., graduate students) or types of educational institutions (e.g., professional and career colleges). The new “Innovative competence” scale can be used to measure levels of innovation competence among individuals with or without work experience or employment status.

Purpose The purpose of this study to establish what demographic characteristics (gender, generations and organisational tenure) play a role in employee perceptions of organisational culture, commitment and identification in Russian public organisations. Design/methodology/approach The data were collected electronically from 248 employees of two public organisations. Three questionnaires were used. Findings Organisational tenure plays a central role in the way how employees perceive organisational culture; tenure also shapes the levels of both commitment and identification. The specific finding of Russian settings is that the longer employees work for a company, the lower the levels of psychological attachments they demonstrate, while it is not the case for some existing international results. The other findings correspond with those in international studies, in which women were more psychologically attached to the organisation and showed a higher level of identification and lower rates of negative forms of this concept than men did. The older the employees are, the higher the level of identification they express. Practical implications Managers working in Russian settings can struggle with engaging and retaining employees. Understanding the demographic effects can help alleviate these challenges. Originality/value Based on empirical findings, this paper contributes to the literature on organisational socialisation by providing evidence of the damaging effects of the length of organisational tenure on psychological attachment to the company (in the form of commitment and identification). Additionally, tenure is the shaping factor of employee perception of organisational culture.