Successful organizations need their employees to perform more than their usual job responsibilities and this can be possible if the environment at workplace is supportive and conducive for them. The present study is focused on organizational citizenship behaviour (OCB) and its most influencing antecedent “organizational climate”. The sample consisted of 509 respondents working in a large-scale food processing industry of Punjab. The data were collected through a structured questionnaire and were analyzed using Pearson product–moment correlation and multiple regression analysis. The findings of the study indicated a strong positive correlation between organizational climate and OCB. The results of multiple regression analysis indicated that 67.6 per cent of the variance in OCB is explained by the dimensions of organizational climate. Further, organizational climate dimensions such as supervisory support, performance feedback, clarity of organizational climate, autonomy, pressure to produce, welfare and participation are found to have a significant impact on OCB. The research provides the implications for managers to engross themselves into the activities that improve organizational climate to ensure that the desired extra-role behavioural outcomes can be met.

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This chapter draws from the learning from an Australian transnational higher education provider in enhancing adult students' sense of belonging, engagement, and interactions. The literature suggests that student engagement and motivation could be enabled by fulfilling certain needs such as autonomy, competence, and relatedness or involvement. The chapter also explores some strategies that could be adopted by teachers to promote behavioural, cognitive, emotional, and agentic engagement in online adult learners. It is argued that regular customized communication by online teachers using email and learning management systems can promote teaching presence, as well as student engagement and motivation. This approach is in line with the notion of community of enquiry, a social constructivist model of learning process that suggests that educational experience takes place at the intersection of social, cognitive, and teaching presences. Other strategies, namely the effective use of breakout rooms during an online class, the emphasis on reflective learning, and the use of stories in an online classroom, are also discussed.

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COVID-19 has contributed to global public health and economic crises. While most developed countries have successfully adopted mass vaccination programs, in developing countries, the vaccination rates have remained extremely low. The vaccine divide has further aggravated the economic impacts of the pandemic. This chapter argues that since COVID is a global problem, vaccines should be equally accessible to all countries. A wider availability of vaccines is not achievable unless poor countries develop their capability to produce vaccines locally. The production of generic vaccines requires low level of R&D capability, which is achievable by firms in poor countries if they receive technological support. The chapter discusses the relevance of the open innovation model that focuses on firm- and institution-level collaboration in improving the capability of firms in the developing world. The flexibilities in the TRIPS Agreement could also be used to address the existing vaccine divide.