Purpose: This study aims to test the extent to which current coercive control strategies receive research support in controlling deviant workplace Internet behavior, also called cyberloafing. Consequently, it examines the relationship between cyberloafing and three classic coercive variables: perceived organizational control (POC), fear of formal punishment (FFP) and physical leadership proximity (LPP) as sensed by the employee. The model tested suggests that perceptions of leader physical proximity (LPP) antecede both the organizational amount of control (POC) and FFP and these both ones, in turn, affect cyberloafing. Additionally, the model suggests that POC increases FFP.Design/methodology/approach: Data were collected from 147 (19.4 percent) of the 758 non‐teaching staff at a Spanish public university. Accessibility of individual e‐mail accounts was similar for all employees. E‐mails asking for collaboration were sent in two phases. A questionnaire was posted on the university intranet and could be accessed by clicking on a link in the e‐mails.Findings: Structural equation modeling results show that LPP is a significant positively associated antecedent of POC and FFP. Moreover, POC, in turn, decreases cyberloafing, while FFP increases it.Research limitations/implications: The researched employees have job conditions inherent to the peculiarities of the public sector which may limit the ability to extrapolate the findings in the private sector. The fear construct was assessed by a self‐supplied scale, and thus the presence of shades of other similar emotions could not be discounted. Findings provide a more understandable mechanism of the influence of supervisor proximity on cyberloafing.Practical implications: These findings contribute to an understanding of the ways in which organizations can control cyberloafing and provide reservations about the intimidator strategy efficiency. Supervisor proximity through the employee's control senses appear as an effective strategy.Originality/value: The study of the joint interaction of the cited coercive variables against cyberloafing is unprecedented.

This study investigates the role of technology‐related anxiety in shaping university teachers’ behavioral intention to adopt ChatGPT. Three distinct types of anxiety are examined: (a) anxiety about the future of the academic profession, (b) anxiety regarding the personal misuse of ChatGPT, and (c) anxiety concerning negative impacts on student learning. A structured questionnaire was administered to 249 faculty members from Spanish public universities. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to assess both the direct effects of each type of anxiety on behavioral intention and the mediating roles of effort expectancy (EE) and performance expectancy (PE). Results indicate that anxiety about student learning exhibits a significant negative direct effect on behavioral intention and an indirect effect through performance expectancy. Similarly, anxiety related to the misuse of ChatGPT is negatively associated with behavioral intention, with significant mediation through both EE and PE. In contrast, anxiety concerning the future of the academic profession does not show a statistically significant relationship with behavioral intention. The findings underscore the importance of addressing specific psychological barriers—particularly those linked to concerns over student learning and technology misuse—to facilitate ChatGPT integration in higher education. The study suggests that effective implementation strategies should combine technical training with targeted interventions aimed at managing technology-related anxiety, enhancing ethical practices, and improving perceptions of the tool’s utility and ease of use.

Self-assessment activities are increasingly popular in the classrooms. But regarding self-assessment accuracy, mixed results are reported without clear reasons for this. This article addresses the impact of gender and performance on self-assessment accuracy. To evaluate self-assessment accuracy, peer and professor assessments are used as reference. A research project, relating to the assessment of oral presentations using scoring rubrics, is conducted in two university degrees. Data from 155 self-assessments and more than 12,000 peer and professor assessments are gathered. The analysis differentiates by degree, gender and level of performance in the assessed competency. The results show that self-assessment accuracy is low and related to the student’s gender, that men rate themselves higher than women do, and that even using a scoring rubric, students receiving higher marks from professors are more accurate than students receiving lower marks.

The emergence of ChatGPT and other AI-based tools has revolutionized the professional and educational world. This paper aims to analyze the factors that may lead university teachers to consider adopting ChatGPT in their work. This study examines how some relevant Unified Theory of Acceptance and Use of Technology (UTAUT) model variables (effort expectancy, facilitating conditions, and performance expectancy), technology-related anxiety and gender influence teachers’ intentions to use ChatGPT. A questionnaire was developed and sent to professors at Spanish public universities, resulting in a sample of 249 valid responses. The results indicate that performance expectancy, facilitating conditions, anxiety related to student learning and gender are the main determinants of the intention to use ChatGPT by teachers. After conducting an exploratory analysis segmented by gender, it was found that men and women analyze the possibility of adopting ChatGPT through different variables. For male teachers, performance expectancy and facilitating conditions are the variables that affect the intention to use ChatGPT. In contrast, female teachers’ intention is influenced by anxiety related to student learning and anxiety related to technology use, in addition to performance expectancy and facilitating conditions. Therefore, these results suggest that it is crucial to consider individual perceptions, gender as well as contextual factors when promoting the adoption of tools such as ChatGPT among university teachers. Educational institutions should provide teachers with the skills needed to create, adapt and use information and communication technologies, especially those based on generative AI. This training should adopt new strategies that take gender differences into account.

It is a known fact that the best practices approach proposes a series of HR practices that are beneficial to all companies. We, like other authors, believe that contingency factors exist that determine human resource management, and therefore do not agree with the universality of best practices. To be specific, we believe that these are used in companies, not in an exclusive manner, but rather with certain variations or in conjunction with other HR practices. The results of this work demonstrate that a set of companies does not use HR practices in the same way with all their employees, but rather that these vary in accordance with the value and uniqueness of the jobs to the companies in question.

RESUMEN El nuevo modelo formativo de enseñanza universitaria promueve dotar a los estudiantes de las competencias adecuadas. La competencia de comunicación oral es una de las más importantes para la empleabilidad de los titulados universitarios. Hay varios criterios para evaluar esta competencia, por lo que es importante unificarlos. Por tanto, es crucial desarrollar rúbricas validadas. Las rúbricas permiten valorar la calidad de las contribuciones de los estudiantes, así como orientarlos en su desempeño al especificar los factores que serán evaluados. Para alcanzar el objetivo principal de este trabajo se describe el proceso de elaboración de una rúbrica y se analiza su validez y fiabilidad mediante su implementación. Para ello se lleva a cabo una experiencia en la asignatura “organización industrial y administración de empresas” de la titulación de ingeniería industrial. Como consecuencia, los resultados revelan que la rúbrica diseñada es una herramienta válida y fiable para evaluar la competencia de comunicación oral.