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This research investigates the challenges and benefits of working from home and the needs that organisations should understand when adopting working from home practices.

Self-determination theory was used to understand the drivers of motivation when working from home, to provide a deep understanding of how organisations may support employees working from home. A cross-sectional qualitative survey design was used to collect data from 511 office workers during May and June of 2020.

Employees' needs for competence were thwarted by a lack of direction and focus, unsuitable work environment, work extensification and negative work culture. Employees' experiences and needs for relatedness were more diverse, identifying that they enjoyed spending more time with family and having a greater connection to the outdoors, but felt more isolated and suffered from a lack of interaction. Employees' experiences of autonomy whilst working from home were also mixed, having less autonomy from blurred boundaries between home and work, as well as childcare responsibilities. Conversely, there was more freedom to be able to concentrate on physical health.

Employee’s needs for competence should be prioritised. Organisations must be conscious of this and provide the support that enables direction and focus when working at home.

Swathes of research were conducted during the COVID-19 pandemic, but overwhelmingly focused on quantitative methods. A qualitative survey design enabled participants to answer meaningful open-ended questions, better suited to explain the complexity of their experiences, which allowed for understanding and richness not gained through previous studies.

The time-varying equivalent linear temperature gradient (ELTG) significantly affects the development of faulting and must therefore be accounted for in pavement design. The same is true for faulting of bonded concrete overlays of asphalt (BCOA) with slabs larger than 3 x 3 m. However, the evaluation of ELTG in Mechanistic-Empirical (ME) BCOA design is highly time-consuming. The use of an effective ELTG (EELTG) is an efficient alternative to calculating ELTG. In this study, a model to quickly evaluate EELTG was developed for faulting in BCOA for panels 3 m or longer in size, whose faulting is sensitive to ELTG.

A database of EELTG responses was generated for 144 BCOAs at 169 locations throughout the continental United States, which was used to develop a series of prediction models. Three methods were evaluated: multiple linear regression (MLR), artificial neural networks (ANNs), and multi-gene genetic programming (MGGP). The performance of each method was compared, considering both accuracy and model complexity.

It was shown that ANNs display the highest accuracy, with an R² of 0.90 on the validation dataset. MLR and MGGP models achieved R² of 0.73 and 0.71, respectively. However, these models consisted of far fewer free parameters as compared to the ANNs. The model comparison performed in this study highlights the need for researchers to consider the complexity of models so that their direct implementation is feasible.

This research produced a rapid EELTG prediction model for BCOAs that can be incorporated into the existing faulting model framework.

Negotiation as a communication process is most prevalent in the business world. So, most research and work to date has focused on exploring the specifics of this area. The fundamental difference between business or everyday negotiation and crisis negotiation is that a crisis creates special environmental conditions in which it is impossible to continue normal operations and the problem that has arisen must be resolved. Therefore, the focus of this chapter is on negotiations in crisis situations, which carry greater potential responsibility than ordinary business negotiations. This study looks at strategies and tactics for negotiating in crisis situations, examines specific strategies and tactics, and determines whether there are certain regularities in negotiating in crisis situations. Crisis situations also require an urgent solution to the problem, as the cost of not reaching an agreement is high. The phenomenon of negotiation is seen as a communication process. The specific objective is to investigate the importance of communication in the negotiation process in different crisis situations. The research was conducted through semi-structured interviews with 15 interviewees from different countries in Europe and the Middle East who have experience in crisis negotiations. Each of them had a specific negotiation situation and the only thing they have in common is the experience of negotiating in a crisis. The results indicate that in the different areas of negotiation, the focus is on building long-term relationships, an integrative negotiation strategy and attention to ethical negotiation tactics.

Historically, graduate education’s goal was to prepare academics; now most science, technology, engineering and/or mathematics (STEM) graduate students (GSs) go on to nonacademic careers. STEM GSs must be equipped for success regardless of career aspirations, which can be done by strengthening GSs’ professional identities. This study aims to explore an interdisciplinary partnership designed to strengthen STEM GS professional identity.

The STEM Partnership Project (SPP), asked STEM GSs to serve as disciplinary experts and teach STEM content to elementary teacher candidates (TCs) so the TCs could design and teach an elementary science lesson. GSs also enrolled in a one-credit course to support SPP participation and activities. Over five semesters, the authors collected data from 28 STEM GSs across different disciplines and degree programs in the form of course assignments, surveys and interviews.

The SPP supported the development of a professional identity by having GSs serve as and feel like experts; increasing GSs’ sense of belonging in their field; increasing GSs’ self-confidence that they could (learn to) teach a wide variety of audiences; and raising GSs’ awareness of their ability to serve others via their field.

The SPP’s outcomes were consistent across STEM disciplines, did not require GSs to take on large amounts of coursework, nor did it cost much beyond materials for the various lessons. Furthermore, the key components that strengthened GSs’ professional identities could be adapted for different contexts and institutions.