Nowadays, the extensive use of e-learning in higher educational institutions in many countries leads us to apprehend the reality, precisely the key success/failure factors of the implementation, of e-learning systems in these institutions. This motivation becomes more and more important, inevitable, and urgent, especially for institutions that have heavily adopted e-learning systems under exceptional conditions without any prior planning, such as the COVID-19 pandemic. From this perspective, this research aimed to provide an e-learning success model in the context of the COVID-19 pandemic by assessing e-learning effectiveness and by investigating the key antecedents of e-learning effectiveness. The literature review led to the identification of four main factors influencing e-learning effectiveness: The e-learning system, e-learning readiness, interactivity, and resistance to change. These four variables constituted the antecedents of an effective e-learning system, which was tested in a KSA context. A structured survey, including a sample of 1202 students from Imam Mohammad Ibn Saud Islamic University was used to examine the linkages among our proposed model. The model, with a total of ten direct and six indirect relationships, was tested by using structural equation modeling. The research findings indicate that effective e-learning is supported by the interactions between four factors: the e-learning system, e-learning readiness, interactivity, and resistance to change.

The aim of this study is to better understand the effect of flexible working arrangements (FWAs) on three academics’ outcomes, which are work pressure, work–life conflict and satisfaction during the ongoing COVID-19 pandemic. A quantitative approach using probability-sampling technique was performed to collect the data. A total of 132 responses were considered in this study. The sample includes academics from Middle East and North Africa region. This research used the method of partial least squares to test the research hypotheses. The findings showed that there are significant effects between flexible working-time arrangements, work pressure, work–life conflict with academics’ satisfaction. Yet, both work pressure and work–life conflict do not have moderator roles on the relationship between FWAs and academics’ satisfaction. The research results could be applied by university human resources’ managers seeking to introduce flexible schedules in the workplace in the context of uncertainty. The study makes a novel contribution to the effect of flexible schedules on the attitude of academics during a health crisis (COVID-19).

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The focus of this paper is on the reality of strategic management in Tunisian companies. More specifically, it is suggested that the leader skills have an effect not only on the choice of the adoption of strategic management, but also on the contribution of strategic management to firm performance. It performs an empirical investigation into the moderating effect of leader skills on the relationship between strategic management and global performance. Data from representative survey of 276 Tunisian SMEs involved in the upgrading program revealed direct effect of managerial and entrepreneurial skills of the leader but no effect of technical skills and management sector on the strategic management. More the leader masters managerial and entrepreneurial skills, the more likely strategic management is to be adopted. It revealed also the absence of moderating effect of leader skills on the relationship between strategic management and global performance. Strategic management does not explain the variation of global performance based on leader skills. However, results show that only strategic management has a direct effect on the global performance, which means that only the strategies defined by strategic management lead to high performance whatever the leader skills.

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