Humanitarian workers face numerous challenges when providing assistance to people affected by natural disasters, armed conflicts, and other crises, which often leads to burnout and psychological distress. This qualitative study investigates the interplay of factors that contribute to burnout among Malaysian employees of a refugee-focused humanitarian organization. Ten staff members participated in focus group discussions, which revealed five themes: positive and meaningful emotions; difficult and negative emotions; vicarious trauma, stress, and burnout; work environment, culture, and managerial policies; and structural and governmental stressors. The study emphasizes the need for improved support and resources for humanitarian workers, as well as enhanced organizational policies and practices to prevent and mitigate burnout. The findings suggest that culturally adapted interventions, such as Acceptance and Commitment Therapy (ACT), can help humanitarian workers address their unique psychological challenges. More research is needed to examine the issues present within humanitarian organizations using qualitative methods and adapt appropriate interventions to prevent the development of psychopathology in these settings.

Lifelong learning (LLL) is progressively recognized as a crucial component of personal and professional development, particularly for adult students. As a heavily populated developing country, China requires profound national education reform to support its economic development and maintain its competitive advantage on the global economic stage. The governmental policy endorses the execution of diverse forms of lifelong learning programs to bolster the national education reform. However, implementing such programs can be challenging for all the stakeholders of the programs, especially for adult students. The weaker foundational knowledge and insufficient online learning abilities of adult students particularly highlight the academic challenges they face. This study explores the academic challenges faced by adult learners in a Chinese vocational college’s LLL program. Focusing on ex-soldiers, unemployed individuals, migrant workers, and new professional farmers (aged 22–44), data were collected from 16 adult students via purposive sampling. Semi-structured interviews and document analysis revealed recurring thematic academic challenges. Additionally, the study found that adult student attributes (highest education level, age) significantly influenced the unique academic challenges they encountered. This research provides practical solutions to improve LLL programs and promote successful lifelong learning experiences for adult students. 

This study investigates the impact of human resource management (HRM) practices on employee retention and job satisfaction within Malaysia’s IT industry. The research centered on middle-management executives from the top 10 IT companies in the Greater Klang Valley and Penang. Using a self-administered questionnaire, the study gathered data on demographic characteristics, HRM practices, and employee retention, with the questionnaire design drawing from established literature and validated measuring scales. The study employed the PLS 4.0 method for analyzing structural relationships and tested various hypotheses regarding HRM practices and employee retention. Key findings revealed that work-life balance did not significantly impact employee retention. Conversely, job security positively influenced employee retention. Notably, rewards, recognition, and training and development were found to be insignificant in predicting employee retention. Additionally, the study explored the mediating role of job satisfaction but found it did not mediate the relationship between work-life balance and employee retention nor between job security and employee retention. The research highlighted that HRM practices have diverse effects on employee retention in Malaysia’s IT sector. Acknowledging limitations like sample size and research design, the study suggests the need for further research to deepen understanding in this area.

This study examines the development and influence of the international anti-corruption regime, utilizing Critical Discourse Analysis (CDA) to dissect the discursive practices that shape perceptions of corruption and the strategies employed to combat it. Our analysis reveals how Western institutional entrepreneurs play a pivotal role in defining corruption predominantly as bribery and governance failures, underpinned by a neoliberal ideology that prescribes societal norms and identifies corrupt practices. By exploring the mechanisms through which this ideology is propagated, the research enriches institutional entrepreneurship theory and highlights the neoliberal foundations of current anti-corruption efforts. This study not only enhances our understanding of the institutional frameworks that govern anti-corruption discourse but also demonstrates how discourse legitimizes certain ideologies while marginalizing others. The findings offer practical tools for altering power dynamics, promoting equitable participation, and addressing the imbalanced North-South power relations. By challenging established perspectives, this research contributes to transformative discourse and action, offering new pathways for understanding and combating corruption. These insights have significant theoretical and practical implications for improving the effectiveness of corruption prevention and counteraction strategies globally.

The employees in academic sector had to face an abrupt change due to Covid-19 pandemic and transformation of education into online and remote learning. This has led to virtual work intensity as an aftermath that negatively influences employees’ job satisfaction. In addition, due to remote working conditions, the lines between work and life had been dimmed and thus, the current situation is important to be addressed for wellbeing of academic staff. This research specifically aims to examine impact of virtual work intensity on job satisfaction among university staff. Furthermore, mediating effect of organizational support and work-life balance on the aforementioned relationship are analyzed to better understand the underlying effects. Through PLS-SEM and using a questionnaire survey, a total of 183 data were collected from teachers and administrative staff of two universities. The results show that virtual work intensity can hinder job satisfaction, while organizational support and work-life balance can improve job satisfaction of academic employees. This is due to the fact that support, and balance act against work intensity that diminishes wellbeing of individuals. This implies the vital role of organizations (e.g., human resource department) in providing support for their staff, and creating an environment, where academic staff can have a better work-life balance, leading to higher rates of job satisfaction as an important factor for psychological wellbeing.