PurposeGrounding our research in the conservation of resources (COR) theory and the job demands-resources (JD-R) theory, this study addresses the research gap of examining the relationship between meaningful work and dimensions of job burnout with work engagement as the mediator, especially in times of the COVID-19 pandemic. It also attempts to understand if age plays a role in moderating the effect of these relationships.Design/methodology/approachThis study collected data using a questionnaire protocol that was adapted and refined from the original scales in existing studies. The partial least squares structural equation modeling (PLS-SEM) was used to analyze data collected from 530 social workers working in New Zealand nonprofit organizations (NPO).FindingsResults indicated that meaningful work only addressed one dimension of job burnout. Work engagement was found to have mediating effects on the relationships between meaningful work and all the dimensions of job burnout. Age does not have any moderating effect on these relationships.Originality/valueThis study addresses the lack of literature that collectively examines the constructs of meaningful work, dimensions of job burnout and work engagement in the same model. In doing so, this study provides a unique verification of job burnout as a multidimensional construct. At the same time, this study offers insights into the effect of these constructs in NPOs, unraveling the complexities that drive these NPOs' human resources (HR) processes.

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Background: Higher education institutions (HEI) are not spared from the coronavirus disease 2019 (COVID-19) pandemic. The closure of campuses because of the movement control order (MCO) to mitigate the spread of the COVID-19 has forced HEIs to adopt online learning, especially synchronous online learning (SOL). Although teaching and learning can be continued via SOL, retaining students’ interest and sustaining their engagement have not been sufficiently explored. This study presents a systematic review of the research pertaining to SOL associated with students’ interest and engagement in HEIs during the MCO environment. Methods: Five major online databases, i.e., EBSCOhost, Science Direct, Emerald, Scopus and Springer were searched to collect relevant papers published between 1st January 2010 to 15th June 2021 including conference proceedings, peer-reviewed papers and dissertations. Papers written in the English language, based in full-fledged universities, and with these five keywords: (i) synchronous online learning, (ii) engagement, (iii) interest, (iv) MCO/Covid-19 and (v) HEI, were included. Papers focussing on synchronous and asynchronous online learning in schools and colleges were excluded. Each paper was reviewed by two reviewers in order to confirm the eligibility based on the inclusion and exclusion criteria. Results: We found 31 papers of which six papers were related to SOL, engagement and interest in HEIs in the MCO environment. Our review presents three major findings: (i) limited research has been conducted on SOL associated with students’ engagement and interest, (ii) studies related to the context of HEIs in the MCO environment are limited, and (iii) the understanding of the new phenomena through qualitative research is insufficient. We highlight the SOL alignment with students’ engagement, interest, style preference, learner interaction effectiveness, behavior and academic performance. Conclusions: We believe that the findings of this study are timely and require attention from the research community.

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