Niagara University (NU) is a private Catholic university in the Vincentian tradition in Lewiston in Niagara County, New York. It is run by the Congregation of the Mission and has 3,300 undergraduate students in 50 academic programs. Approximately half of the students are residents while the other half commute from the surrounding area. The college is known as a liberal arts school but offers programs in technical and pre-professional disciplines as well. It was listed as a census-designated place in 2020.
AI-powered ChatGPT has significantly influenced the learning process among college students, including those in hospitality and tourism programs. While it offers substantial benefits for students, its misuse and unethical practices in academic settings present considerable challenges and concerns. This study examines the role of responsible ChatGPT use in influencing academic buoyancy and academic grit and, in turn, enhancing academic well-being among hospitality and tourism college students. The SmartPLS program was used to test hypothesized relationships based on data from 273 undergraduate students enrolled in seven hospitality and tourism college programs. The findings highlight an important direct and indirect role of responsible ChatGPT use in promoting academic well-being. These insights provide valuable implications for hospitality administrators and faculty members, emphasizing the need for clear and practical guidelines on the ethical and effective use of ChatGPT in academic environments.
PurposeThis study aims to examine how digital transformation leadership enhances business performance through digital transformation capability. It extends transformational leadership theory to the digital era by investigating key mechanisms that drive performance in the retail banking sector. Design/methodology/approachA moderated mediation model is proposed to examine the direct and indirect effects of digital transformation leadership on performance via digital transformation capability. Primary data were collected through a web-based survey of retail banks and credit unions in Canada, and the model was empirically tested using Hayes' PROCESS analysis with bootstrapping analysis. FindingsThe results indicate that digital transformation leadership indirectly improves performance by strengthening digital transformation capability. However, this indirect effect varies across different levels of digital transformation leadership – being positive and significant at low and moderate levels but diminishing at higher levels. These findings reveal a threshold condition that delineates the limits of leadership effectiveness and underscores the potential dark side of excessive leadership in the digital age. Practical implicationsThis study offers actionable insights for practitioners, regulators, policymakers and educators seeking to lead digital transformation responsibly and effectively. It underscores that digital transformation leadership matters most when balanced with strong internal capability development. Excessive or overly dominant leadership could suppress innovation and ultimately limit performance gains. Recognizing the dark side of over-reliance on digital leaders, organizations should pursue a balanced approach between proactive leadership and intrinsic capability development. Policymakers, regulators and educators should likewise promote governance frameworks and leadership development programs that foster responsible, transparent and sustainable digital transformation leadership. Originality/valueThis study contributes to the leadership literature by empirically defining, measuring and testing a new construct – digital transformation leadership. It advances to transformational leadership theory by identifying a moderated mediation mechanism that explains how and under what conditions digital transformation leadership enhances performance while also revealing its potential dark side as a boundary condition for leadership effectiveness in the digital age.
COVID-19 caused considerable disruptions in student mental health, yet little research has explored school psychologists’ experiences during the early months of the pandemic. This study examined the extent to which school-community (e.g., community setting, household income) and personal factors (e.g., degree obtained, years employed) predicted school psychologists’ perceptions of whether they were called on to provide mental health support to students during the first four months of the pandemic. Data from 652 school psychologists were analyzed using hierarchical regression models. The first model assessed school-community and personal factors associated with school psychologists being called on to provide mental health support. The second model examined predictors of whether school psychologists provided mental health support directly to students who had been personally affected by COVID-19 (e.g., illness or loss of a loved one). School-community and personal factors accounted for 6.6
School psychology has long experienced a shortage of professionals, greatly impacting the effectiveness of the profession in fully utilizing its training. However, research has yet to examine factors contributing to school psychologists considering leaving the profession in both school and non-school settings. Using survey data collected from 290 school psychologists across school and non-school settings, the current study sought to determine what demographic factors, graduate training and job factors, and job-related perceptions were related to whether school psychologists seriously considered leaving the profession in the past five years. A hierarchical binary logistic regression analysis was conducted with the model accounting for 34.8% of the variance in participants' likelihood of seriously considering leaving the profession. Results showed that 52.4% of participants had seriously considered leaving the profession, with age, school psychologist-to-student ratio, years employed, and work climate emerging as significant predictors for considering leaving the field. Conversely, employment setting and administrative pressure were not significant predictors. Findings highlight the need for considerable changes in workload for school psychologists, paired with organizational support and strategic methods to recruit more professionals to improve retention across both school and non-school settings.
We explore career narratives of immigrant academics in Canada and the UK, using the lens of the sustainable careers framework, which is characterised by three indicators: happiness, health and productivity. Academic careers are unique in several ways: academic freedom allows scholars to research topics that are meaningful to them, thereby aligning work with individual values. Another aspect is the long-term orientation of academic jobs, which may offer permanent contracts that guarantee job security, supporting wellbeing. For immigrant academics, these issues are even more salient, as they have to adjust to a new country while managing their careers. We identify that there is a complex interplay between the three sustainable careers indicators, such that it is unlikely to have multiple indicators satisfied concurrently, and there are tradeoffs that are typical to this specific population. These findings raise awareness of unique issues that characterise the career sustainability of immigrant academics.
