One of the many factors that contribute to the success of an organisation is the use of professional information technology (ICT). The pandemic situation of recent years has highlighted the benefits of using state-of-the-art ICT. However, exploring the negative consequences is a less popular topic. The aim of this research is to identify the most significant risks factors of technostress that threaten the balanced performance of employees at work and the possibility of work-life balance. In 2021, statistical correlations between risk factors for technostress were identified using SPSS 26, based on the opinions of 237 Hungarian higher education staff. Using SPSS AMOS 27, a proprietary model was built to test the impact of the most serious risks on personal and work life. The results show that three factors have the greatest impact on work-life balance, which also affect organisational performance. Loss of leisure time due to techno-overload and techno-invasion, and a feeling of techno-uncertainty due to lack of ICT competence cause a sense of threat. These compromise work-life balance and, at the same time, work performance. The mutually reinforcing negative effects influence the sense of well-being (happiness) at work, the feeling of job security and force employees to learn continuously.

This article examines the key factors that determine the quality of life of business students and the extent to which they achieve a learning-life balance, including the individual characteristics that influence them, with a particular focus on the role of the family. The authors conducted a questionnaire survey of 1188 business students and univariate and multivariate analyses, including ANOVA, T-test, correlation, logistic regression, Confirmatory factor analysis (CFA), using SPSS version 28 and AMOS version 28. The results show that the most important factors in business students’ quality of life are physical state, psychological state and family relations. Most of them believe that overload can induce stress and burnout during business higher education. The impact of a greater number of demands is that students are less likely to be able to pay attention to their families and pursue their hobbies. Business students in different grades perceive university workloads, expectations and the possibilities of balancing life and learning differently. The quality of life of business students is strongly influenced by the student’s gender, grade and family ties as independent variables and can be associated with emotional intelligence, conscientiousness, cooperation and innovation as factors. However, gender is the only variable in the perception of the characteristics that facilitate the reconciliation of learning and private life.

Research in recent years has shown that IT-enabled companies have higher productivity than their competitors. The new and latest technological solutions enrich the range of tools available to workers, ensuring that information is always available, communication is easier, and customers are better served. At the same time, these opportunities also create psycho-social pressures that strain workers’ working and private lives and can lead to further problems of techno-addiction. The study aims to investigate the relationships between the characteristics of technostress and their combined impact on trust within the organization between human-human and human-technology relationships. The quantitative study involved 531 respondents. Responses were analyzed using IBM SPSS 28 and IBM AMOS 27. The results show that there is undoubtedly a close relationship and a mutually generating effect between technostress characteristics, which substantially impact trust within the organization. However, trust is still stronger in personal relationships than in human-technology relationships. According to the respondents, the level of preparedness, technological knowledge, and expectations influence trust in the use of technology, which also affects performance and work-life balance. AcknowledgmentThis study is supported by the Research Centre at Faculty of Business and Economics (No. PE-GTK-GSKK A095000000-4) of University of Pannonia (Veszprém, Hungary).

A világ nagyot fordult az elmúlt másfél évben. Magyarországon a koronavírus hamar elérte a felsőoktatást, a veszélyhelyzet kihirdetését követően a felsőoktatási intézmények a személyes jelenlétet nem igénylő oktatási módszertanra tértek át. A szerzők tanulmányukban az átállással kapcsolatos tapasztalatokat, az online oktatás erősségeit és nehézségeit, a felsőoktatásban oktatók helyzetét és jövőbeni elképzeléseit vizsgálták. A kutatásban összesen 681 fő vett részt, 36 felsőoktatási intézményből. Az otthoni munkavégzéssel egybekötött digitális/táv/távolléti online oktatás nagy kihívás elé állította az érintett szereplőket, az egyetemeket, az oktatókat és a hallgatókat is. A részt vevő oktatók több mint fele nem rendelkezett saját korábbi tapasztalattal az online oktatás területén. Kutatási eredményeik tükrében megállapítható, hogy a legfőbb nehézséget a személyes kommunikáció hiánya, az oktatás megszervezése digitális platformon, a home office megteremtése, a digitális elérés biztosítása és az intézményen belüli kommunikáció okozta.