This initiative examined systematically the extent to which a large set of archival research findings generalizes across contexts. We repeated the key analyses for 29 original strategic management effects in the same context (direct reproduction) as well as in 52 novel time periods and geographies; 45% of the reproductions returned results matching the original reports together with 55% of tests in different spans of years and 40% of tests in novel geographies. Some original findings were associated with multiple new tests. Reproducibility was the best predictor of generalizability—for the findings that proved directly reproducible, 84% emerged in other available time periods and 57% emerged in other geographies. Overall, only limited empirical evidence emerged for context sensitivity. In a forecasting survey, independent scientists were able to anticipate which effects would find support in tests in new samples.

Happiness is often equated with a form of mood or emotion. The term is often confused with the word satisfaction; both these terms are used simultaneously by many authors. The Psychologists attribute happiness as positive emotions in psychology. The factors of happiness and satisfaction at the workplace are a debatable issue. The happiness is the outcome of workplace practices or policies.The present study was conducted with the objective of testing the level and influence of intrinsic, extrinsic and work life issues of happiness on faculty with three years experience drawn from STEM branches in a NAAC graded private higher education institute. The happiness factors were categorized into intrinsic factors with items associated with self-esteem, self-actualization which derives happiness to the individual from inner self, extrinsic factors with items as compensation, work environment, health and work-life issues with connected with flexibility, adjustment and counseling between work and family which derive happiness to the individual at the work place. The three factors of happiness i.e. intrinsic, extrinsic and work-life issues were analyzed with profile and employment factors by applying mean analysis and ANOVA statistical techniques.The happiness at workplace is derived from all the three factors i.e. extrinsic, intrinsic and work life. The age as a factor of happiness at the work place is a significant factor. The work-life issues are important during the early period of employment and extrinsic are more important at advancing age. The choice of faculty as a profession is due to flexibility and happiness of faculty can be improved by providing flexible timings in the Organization.

Learning of skill and knowledge are differentiated and acknowledged as the outcomes of education. The COVID-19 pandemic phase has disturbed the teaching in classroom, curriculum and academic calendar of educational institutes across the world. Blended learning is an integration of offline and online approaches of sharing subject resources online after classroom learning. Students pursuing professional management course at the university campus and a reputed private college were considered for sample selection. Only those sample respondents with attendance for both modes of learning were considered. The whole population of 360 was invited to participate in the survey, and 294 student participants’ responses were shortlisted for analysis. The instrument was standardized after conducting a pilot study. Descriptive tools, correlation, regression and ANOVA were applied for analysis. The learning in classroom shows strong preference with all the variables having a positive opinion. Furthermore, preference for classroom learning had not changed during the COVID-19 pandemic phase. The classroom learning variables were significant with the COVID-19 effect except for flexibility. The learning of skills with labs or workplace place exposure was preferred over skill learning with an online demonstration. In future, educational institutes should focus on training faculty in the techniques and delivery of online learning, implementing changes in the curriculum that are suitable for online mode of teaching and employing emerging information and communication technologies. JEL Classification: I230

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