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This paper aims to investigate computationally and analytically how different levels of restraint from surrounding structure, via catenary action in beams, affect the survival of steel framed structures in fire. This study focuses on examining the mid-span deflection and the tensile axial force of a non-composite heated steel beam at large deflection that is induced by the catenary action during exposure to fires. The study also considers the effect of the axial horizontal restraints, load-ratio, beam temperature gradient and the span/depth ratio. It was found that these factors influence the heated steel beam within steel construction and its catenary action at large deflection. The study suggests that this may help the beam to hang to the surrounding cold structure and delay the run-away deflection when the tensile axial force of the beam has been overcome.

This paper is part one of the parametric study and discusses both the effect of the axial horizontal restraints and load-ratio on the heated steel-beam. Reliance on the prescriptive standard fire solutions may lead to an unpredicted behaviour of the structure members if the impact of potential real fires is not considered.

Variation of the horizontal end-restraint level has a major effect on the behaviour of the beam at high deflection, and the loading on a beam at large displacement can be carried effectively by catenary behaviour. An increase of axial horizontal stiffness helps the catenary action to prevent run-away at lower deflections. The studies also investigated the influence of varying the load ratio on the behaviour of the heated beam at large deflection and how it affects the efficacy of the catenary action. The study suggests that care should be taken when selecting the load ratio to be used in the design.

In a recent work, the large deflection behaviours of axially restrained corrugated web steel beam (CWSB) at elevated temperatures were investigated using a finite element method (Wang et al., 2014). Parameters that greatly affected behaviours of CWSB at elevated temperatures were the load ratio, the axial restraint stiffness ratio and the span–depth ratio. Other works included numerical studies on large deflection behaviours of restrained castellated steel beams in a fire where the impact of the catenary action is considered (Wang, 2002). The impact of the induced axial forces in the steel beam during cooling stage of a fire when the beam temperature decreases, if thermal shortening of the beam is restrained, large tensile forces may be induced in the beam (Wang, 2005; Allam et al., 2002). A performance-based approach is developed for assessing the fire resistance of restrained beams. The approach is based on equilibrium and compatibility principles, takes into consideration the influence of many factors, including fire scenario, end restraints, thermal gradient, load level and failure criteria, in evaluating fire resistance (Dwaikat and Kodur, 2011; Allam et al., 1998).

The purpose of this paper is to critically address the key issues facing organisations in implementing knowledge management (KM) initiatives and frameworks and how to develop fit-for-purpose an integrated knowledge management framework (KMF) for organisational excellence. In doing so, the paper critically review concepts, frameworks and models of KM to introduce the SMART KM model to support the successful introduction of KM to an organisation through systematic and well-defined steps. In addition to well-founded theories, SMART KM model is also driven by best-in-class KM practices from a number of industries and sectors. SMART KM contains number of business components which supports knowledge flow throughout the organisations which can be tailored to achieve the organisation-specific goals and objectives in alignment with the adopted operating model. Throughout the paper, number of key issues facing organisations in implementing KM initiatives will be introduced and discussed. The readers would also be able to realise the design principles supporting SMART KM model and how it can be used to improve performance and achieve organisational excellence.

The paper provides an in-depth and critical review of the literature and theories on KM. In doing so, several sources have been reviewed and consulted including various mainstream referred journals focussing on KM, change management, management, HR, social science, strategy, etc. as well as books, online databases, governmental reports and statistics, etc.

All organisations are demanding better justification for investments in any KM initiative and expected outcomes. Therefore, we must ensure that KM initiatives are directly linked to the organisation’s business strategy. Moreover, we must also ensure that there are performance measurements in place to evaluate the success of the proposed KMF or KM initiative.

The SMART KMF is unique as it considers a number of paradigms and key organisation facets to assure successful deployment of KM practices and long-term sustainability of the associated benefits.

This article explores the current trends in civic engagement in the Middle East and North Africa (MENA) region after a decade of social media growth in the region.

The methodology is based on a case studies approach. In these case studies, the authors use an exploratory approach to case study research. The authors employ a mixed-method approach to exploring the development of civic engagement in the MENA region.

The study’s finding shows that the MENA region's social media growth has enabled digital natives to play a vital role in enriching and empowering their communities and their lives.

The paper could have explored more examples from around the MENA region.

The paper's practical significance is the understanding that the ground is shifting around Internet access and how digital natives in the MENA region are employing it for their civic engagement initiative. It is an important indication that the MENA region's next innovation could be in the civic engagement arena. Unlike their parents, who are digital immigrants, these young and energetic digital natives are out to shape all aspects of their lives. Paving the way for more innovative and creative ways of civic engagement in the MENA region.

The paper explores civic engagement development in the MENA region, shedding light on the issues concerning MENA region youth such as cleaning the environment, waste and food recycling, combating extremism, developing education curricula and even promoting peace. The paper's value is that it gives an update on civic engagement in the MENA region.

The purpose of this paper is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organizational learning and the knowledge-based economy. The paper also provides more details and definitions of various issues around gamification.

Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification as well as books, online databases, governmental reports, and statistics, etc.

Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations.

We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners who understand the research implications of applying game-based learning in the classroom, as well as the workforce.

Higher educational teaching as well as corporate LTD (Learning, Training, and Development) are being significantly disrupted. The innovation taking place in teaching requires more experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning environments, and gamification. This issue will help to outline disruptive approaches that work.

This paper provides a review of the emerging trends and cases where gamification, simulations, serious games, immersive learning environments, virtual reality, and augmented reality are applied to the deployment of knowledge-based initiatives.

Various technology-enhanced learning software and tools exist where technology becomes the main driver for these developments at the expense of pedagogy. The literature reveals the missing balance between technology and pedagogy in the continuously evolving technology-enhanced learning domain. Consequently, e-learners struggle to realise the pedagogical value of such e-learning artefacts. This paper aims to understand the different pedagogical theories, models and frameworks underpinning current technology-enhanced learning artefacts to pave the way for designing more effective e-learning artefacts.

To achieve this goal, a review is conducted to survey the most influential pedagogical theories, models and frameworks. To carry out this review, five major bibliographic databases have been searched, which has led to identifying a large number of articles. The authors selected 34 of them for further analysis based on their relevance to our research scope. The authors critically analysed the selected sources qualitatively to identify the most dominant learning theories, classify them and map them onto the key characteristics, criticism, approaches, models and e-learning artefacts.

The authors highlighted the significance of pedagogies underpinning e-learning artefacts. Furthermore, the authors presented the common and special aspects of each theory to support our claim, which is developing a hybrid pedagogical approach. Such a hybrid approach remains a necessity to effectively guide learners and allow them to achieve their learning outcomes using e-learning artefacts.

The authors found that different pedagogical approaches complement rather than compete with each other. This affirms our recommended approach to adopt a hybrid approach for learning to meet learners' requirements. The authors also found that a substantive consideration for context is inevitable to test our evolving understanding of pedagogy.

This paper aims to provide an over view of the different key factors that are influencing and influenced by the entrepreneurship environment in Africa.

The paper represents the outcome of many comprehensive research programmes undertaken in different countries in Africa and other parts of the world adopting various research methods and approaches.

The most profound and encouraging change in African economies over the past decade has been the rapid advancement towards integration into the global economy. Many of the countries have undertaken significant economic reforms; improving macroeconomic management, instigating conducive private investment climate, liberalizing markets and widening the space for entrepreneurship to drive strong and inclusive growth. However understanding the nature of problems, challenges and opportunities in Africa is a very difficult task for many people outside its territories.

Despite the regional coverage of the various issues relating to entrepreneurship development on Africa, it is not possible to have contributions from few countries in the region such as Chad, Somalia, etc., due to the current situation is these countries.

The emergence of “knowledge economies” brings along new lenses to organizational management and behaviour. One of the key concepts at the heart of this new wave is knowledge management (KM). The purpose of this paper is to scrutinize how KM is taught and discussed within the context of business schools around the UK.

The general research question is: how do top 40 business schools in the UK understand, teach and implement KM in their teaching? To answer this question, the author reviewed the curriculums of leading schools and contacted all schools to collect more information and data.

The study reveals that KM has yet to carve a self-standing place for itself within taught programmes in UK business schools.

The study’s methodological design can explore the relevance of KM as a term, but it can only provide limited perspective into how this complex and multidimensional concept is operationalized in business schools’ curriculums. Moreover, the capacity of business schools to frame KM holistically is beyond the scope of this research.

Framing KM discourse within the relevant academic literature, this paper outlines that, while KM is being scrutinized as a research topic, interest in KM has yet to be translated into a widespread integration of KM as a taught skill within business schools.

The study is considered as one of the first attempts to investigate how KM is understood, taught and implemented in teaching and curriculum design within the UK business schools.