After the unprecedented changes experienced in higher education due to the Covid-19 pandemic, there is a need to integrate initial thoughts and reflective experience to decide on the way forward. This study aimed to reflect on, and make sense of the events related to South African higher education institutions HEIs at the onset of the COVID-19 pandemic by using the Cynefin framework. Data from a rapid review of online media at the onset of the Covid-19 pandemic and a collaborative autoethnography session 1 year since lockdowns were implemented are used to present perspectives for the sense-making process. This offers insights to both ends of the spectrum as it highlights the evolution of processes taking place at multiple levels from government policies to institutional practices, as well as how this impacted on both staff and students. The Cynefin framework demonstrated sense-making efforts in the disordered, to the chaotic, to the complex, then to the complicated and eventually to the simple domain. Each domain ushered in its peculiarities and highlighted the issues ranging from vulnerabilities experienced in the higher education sector, to trying to reconfigure the academic year, to dealing with wicked problems, to eventually relying on expert assistance to navigate the virtual university space. Trying to establish causality in the simple domain proved challenging as the information available during the time was sparse. Despite these challenges, the lessons learnt include the importance of the sense-making process among all academic staff, the significance of collaboration and team efforts and the need to adapt leadership and self-leadership approaches to the changed ways of working in higher education institutions.

Too many job demands and not enough job resources can negatively influence the well-being of employees. Currently, limited information exists surrounding the job demands and resources as experienced by academic employees in the higher education sector. Therefore, the aim of this study was to identify the job demands and job resources experienced by academic employees using qualitative methods. Semi-structured interviews were conducted with 23 academic employees, using an Interpretative Phenomenological Approach. Thematic analysis, specifically template analysis was used to categorize the themes. Job demands were divided into three categories: quantitative (publication pressure, overburdened with the load, and competing time demands), qualitative (work/home balance, complexity of student support, organizational politics, and lack of mental health support) and organizational demands (using technology-mediated learning and lack of structural resources). Job resources were organized into two categories: organizational (social support) and personal resources (autonomy, meaningful work, and personal support). Participant experiences are highlighted to provide a better understanding of the job demands and job resources encountered. The framework of job demands and job resources gleaned from the study could be used for further research to manage and monitor motivational processes for academic staff, and to reduce strain due to high job demands.

Orientation: Constructs were explored from a positive organisational behaviour (POB)paradigm. The aim of POB constructs is to develop and improve employees’ psychological strengths, well-being and performance.Research purpose: The objective of this research was to investigate the relationships between servant leadership, emotional intelligence and trust in the manager. A model depicting a sequential process of interrelationships amongst the constructs was proposed.Motivation for the study: Organisations worldwide acknowledge the role that leadership and emotions play in psychological and physical well-being, as well as job performance of employees. Therefore, organisations need valid and workable interventions to assist their employees to function optimally in the work environment. By understanding the sequential relationships between servant leadership, emotional intelligence and trust, suggestions for such interventions were put forward.Research approach, design and method: Both survey and statistical modelling methodologies were employed to guide the investigation. Standardised questionnaires were used to measure the three different constructs, based on the responses of 154 employees on a composite questionnaire.Main findings: A high level of reliability was found for all the measurement scales utilised.The results of the structural equation model indicated that emotional intelligence and trust in the manager affected servant leadership.Practical/managerial implications: Emotional intelligence training should form part of a necessary component in the development of servant leaders. Sufficient time should also be given to aspirant servant leaders to build relationships when coaching and mentoring their subordinates in order to build trust.Contribution/value-add: The model of sequential relationships between the constructs assists in understanding the antecedents of servant leadership in the work environment.

The present study investigated authentic leadership, psychological capital, and followership behaviour influences on work engagement of employees . Respondents were 901 South African employees within the healthcare industry organisation (n = 647) and mining industry (n = 254) . The employees completed questionnaires on authentic leadership, psychological capital, and followership behaviour, and work engagement . Results following structural equation modelling and mediation analysis suggest work engagement to be explained by the psychological capital of the employee rather than by authentic leadership qualities . Improving employee psychological capital has the potential to enhance the levels of work engagement of employees .

Orientation: The focus on positive psychology in the workplace includes interest in engagement of employees and the conditions and/or characteristics that explain variance in engagement levels.Research purpose: Psychological capital (PsyCap) can be used as a substitute or enhancer for leadership in the development of work engagement in cases where the individual has a high level of PsyCap.Motivation for the study: With work engagement becoming increasingly critical to the competitiveness of today’s organisations, there is a need to better understand the role of leadership and psychological strengths that support work engagement among employees.Research approach/design and method: In the quantitative study (on the responses of 647 managers from a national private healthcare organisation), the mediating and moderating role of psychological capital (PsyCap) on the relationship between authentic leadership and work engagement was tested.Main findings: Psychological capital partially mediated the relationship between authentic leadership and work engagement. Similarly, PsyCap was also a moderator of the relationship, although the main effects remained significant.Practical/managerial implications: Organisations and leaders should focus on developing a high level of PsyCap within their followers in order to retain high levels of work engagement.Contribution/value-add: The role of PsyCap in the leadership–engagement relationship indicates that individuals can draw from their PsyCap to improve work engagement.