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This article assesses how the human management practices of recruitment, selection, orientation, training and recognition enacted by the Gold Coast 2018 Commonwealth Games impacted volunteers' experiences and their likelihood of volunteering in the future.

Qualitative data from 30 volunteers, involved in various stages (including selected and not selected) of the selection process for the Gold Coast 2018 Commonwealth Games, was collected through focus group interviews.

The findings offer important insights for mega sport event managers and their organisations around utilising a traditional human resource management approach for their volunteer workforce.

The findings of the study point to a number of important opportunities for mega event organisers: ensuring there is a personal and consistent approach for all volunteers (even volunteers who are not successful in the application), flexibility in the way volunteers are provided training and support (online, self-paced and tailored to specific roles) and ensuring that organising committees have a strong strategy and direction for host cities to engage in a volunteer legacy.

The post-pandemic recognises changes are required; universities need to rethink their e-servicescapes strategies by offering different approaches to enhance students’ learning. This study aims to draw on learning self-efficacy trajectories and propose a conceptual model for exploring the predictive validity of satisfaction. In addition, it explores the mediating role of e-servicescapes and the moderating relationship effect of mature and younger students.

Learning self-efficacies is incorporated into the design of the model in an attempt to understand student cognition. The influences of e-servicescape on adopting online preferences and satisfaction are also examined. The model was empirically validated by surveying 266 respondents. Structural equation modelling and multi-group analysis were used to analyse the data.

The results of this study show learning self-efficacies has no significant influence on satisfaction. Yet, they showed a significant influence on e-servicescapes. E-servicescapes positively influenced satisfaction and preference for adopting online learning. E-servicescapes also had a mediating effect between self-efficacy to complete a course and satisfaction, as well as self-efficacy to interact with instructors and satisfaction. It had a negative suppressed effect on social interaction.

The research makes the following contributions. Firstly, the conceptualised model identifies an association between learning self-efficacies and e-servicescapes, suggesting universities as service providers can maximise the value offerings of their customer assets. Secondly, e-servicescapes demonstrate a full mediating effect between self-efficacies and satisfaction, indicating that if universities are to compete successfully in dynamic markets, they should co-create value in their e-servicescapes domain to increase satisfaction. Thirdly, the study recognises the need for a hybrid system of both face-to-face and online delivery because the multi-group analysis shows mature age preference for online learning is required to make this transformation successful.