The role of organizational resilience is important in an era of the new normal after COVID-19. The purpose of this study is to examine the effect of organizational resilience and psychological resilience on perceived well-being and employee resilience in the workplace from the internal stakeholder perspective. A new research framework has been proposed. Cross-sectional research design was employed to collect responses from 115 employees from various organizations. Structural equation modeling was used to analyze the data. Organizational resilience is associated with perceived well-being and employee resilience. Psychological resilience is associated with perceived well-being and employee resilience. Employee resilience and perceived well-being are associated with work engagement. Complex mediation models are proposed. Theoretical contributions and managerial implications are discussed.

This study investigates factors affecting university student-to-student interaction within online learning platforms. A new model was proposed based on the United Theory of Acceptance and Use of Technology (UTAUT). The single-stage cluster-sampling method was employed, and 113 university students in Hong Kong were respondents. It was found that Information Quality, Social Influence, and Facilitating Conditions affect students’ intention to interact with each other. A quasi-full mediation model was established of the mechanism from Facilitating Conditions to students’ interaction behavior. The direct effect of Facilitating Conditions on students’ interaction and the effect of System Quality on the intention of student interaction were not significant. A fast network, computing facilities, and mobile-friendly software are possible candidates of the virtual environment conditions affecting the intention of student-interaction behavior within online learning platforms.

Although we have entered the new normal created by the COVID-19 crisis, few studies have offered guidance for the future of hospitality and tourism education. This study attempts to fill this gap by adopting two theories – curriculum theory and stakeholder theory. Thirty participants, consisting of hospitality and tourism students, faculty members, and industry professionals, were interviewed in focus groups. The results demonstrate curricula with a heavy emphasis on technology (artificial intelligence, virtual reality, or big data), marketing, culture/diversity, safety/crisis management, and entrepreneurship; and soft competencies focusing on creativity, self-confidence/positivity, self-care/wellness, critical thinking, leadership and teamwork. Many of these hard and soft skills reflect a greater need for new innovative business ideas and safety/health concerns in the post-COVID era. We hope these results serve as a foundation for educators and other stakeholders involved in setting plans and strategies for hospitality and tourism education in the years to come.

The flipped classroom teaching method has existed for many years. Past research indicates that students could have better self-directed learning skills, more in-depth learning, higher satisfaction, and motivation to study through flipped classroom learning. However, some challenges arise for students and teachers, such as student capability; lack of preparation; low motivation to watch pre-recorded videos; and low interaction. During the pandemic period, students began engaging in online or hybrid learning. Fortunately, instructors are familiar with technology. Our study aims to investigate the flipped classroom learning readiness of university students during the pandemic era, both in face-to-face and online mode. The classes were conducted in a hybrid manner, with two groups of students under the same treatment. The results indicate that the intention to participate in the flipped classroom setting is associated with readiness and perceived control. Such an intention is also the same regardless of learning mode. Perceived behavioral control is a partial mediator between student readiness and intention to participate in flipped classroom.

We analyze the benefits of simultaneous transmitting and reflecting intelligent reflecting surfaces (STAR-IRSs) for short-packet communications (SPC) with non-orthogonal multiple access (NOMA) and statistical channel state information towards ultra-reliable and low-latency communications. Considering Rician fading and energy splitting protocol, we analyze the performance of STAR-IRS aided NOMA SPC systems with continuous and discrete phase shifts. We first derive new closed-form expressions for the average block error rate (BLER) and diversity order in the finite signal-to-noise ratio (SNR) regime. We then determine the relationship among the average BLER, power allocation, blocklength, and transmission and reflection coefficients. Finally, Monte Carlo simulations are used to verify our theoretical analysis and examine the optimal transmission and reflection coefficients that minimize the common blocklength in the considered system under reliability constraints.