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Does Emotional Labor Increase Role Stress? An Analysis of Tipped Frontline Restaurant Employees
No full textUnderstanding the antecedents of job satisfaction and employees’ turnover intentions in the restaurant industry is critical due to its high turnover ratio. Among various antecedents, emotional labor and role stress are critical antecedents to turnover intentions. However, prior research has mostly ignored whether a direct relationship exists between emotional labor and role stress for workers in boundary-spanning positions. Hence, this study analyzed the influence of emotional labor (emotive dissonance and emotive effort) on role stress (role stress and role ambiguity). The results found that emotive dissonance significantly increased role stress, while emotive effort decreased role stress. Emotive dissonance exhibited a negative influence on job satisfaction, while emotive effort positively influenced job satisfaction. Role conflict and role ambiguity both decreased job satisfaction, which decreased turnover intentions. Theoretical and empirical implications of these findings are discussed
2025 Commencement
No full text2025 Lynn University graduates pose for photographs at the Palm Beach Convention Center at graduation on May 2, 2025.https://spiral.lynn.edu/commencement-photos-2025/1022/thumbnail.jp
2025 Commencement
No full text2025 Lynn University graduates make last-minute adjustments to their commencement attire at the Palm Beach Convention Center.https://spiral.lynn.edu/commencement-photos-2025/1026/thumbnail.jp
2025 Commencement
No full text2025 Lynn University graduates mill around the Palm Beach Convention Center.https://spiral.lynn.edu/commencement-photos-2025/1029/thumbnail.jp
2025 Commencement
No full text2025 Lynn University graduates embrace.https://spiral.lynn.edu/commencement-photos-2025/1081/thumbnail.jp
2025 Commencement
No full textA 2025 Lynn University graduate poses for a photograph at the Palm Beach Convention Center.https://spiral.lynn.edu/commencement-photos-2025/1097/thumbnail.jp
Bridging the Gap: Enhancing Support for STEM Students With Learning Disabilities in Higher Education and Workforce Transition
No full textStudents with learning disabilities (LDs) represent a significant portion of the U.S. college population, yet they continue to face systemic barriers in STEM education and career transitions. This research examines the historical context, current challenges, and future opportunities for enhancing support for STEM students with LDs in higher education. A review of literature highlights gaps in instructional practices, faculty preparedness, and institutional support that affect both academic success and workforce readiness. The study emphasizes the importance of accessible technologies, inclusive pedagogies, mentorship, and experiential learning opportunities such as internships. Recommendations are provided for improving transition strategies and fostering long-term employability in STEM industries. Continued research and policy innovation are essential to ensuring equitable, inclusive pathways for neurodivergent students entering the STEM workforce
Lynn Minute: August 2025
No full textEditions: August 4, 2025 August 11, 2025 August 18, 2025 August 25, 202
2025-2026 Master Class - Nancy Goeres (Bassoon)
No full texthttps://spiral.lynn.edu/conservatory_masterclasses/1274/thumbnail.jp