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In this paper, the authors present the insights and takeaways related to their experience with the design and development of ProblemUp!, a card game focused on helping higher education students develop personal strategies to overcome challenges in college and in life.

This paper presents a case study with analysis of and reflections on the design and development of an educational card game.

The design and development of ProblemUp! has engendered a number of insights to analyze, design and implement games that can help students become successful learners in school and life, beyond subject matter. The authors realized that it is worthwhile to offer different opportunities for players to engage with the game (e.g. alternative sets of rules, face-to-face and online versions), while at the same time keeping the game affordable, accessible and fun to play. Ultimately, ProblemUp! reflects a social and playful approach to learning that can help students become strategic learners and creative problem solvers in a complex and ever-changing world.

The potential contribution of ProblemUp! to students’ academic success in higher education is significant. Often students’ reluctance to face challenges is perceived as a lack of ability when it is actually a lack of knowledge and skills in metacognition and decision-making. If students have a sense of their own competence and control over challenges in academic learning, then they will be motivated to persevere with academic study. ProblemUp! offers the opportunity for students to develop knowledge and skills that are often hidden from them, their teachers and tutors.

In higher education, ProblemUp! has the potential for use in a variety of ways. It can be presented in post-secondary settings as a resource for students, with or without facilitation of tutors and others working to improve student retention. It can also be introduced within courses by a facilitator who can help students understand how the strategies they create can be adapted to overcome challenges within a course or, in general, for succeeding in college. Opportunities can also be created so that students can join an online game as the need arises, with or without support.

By speaking the “language of metacognition” embedded in the Cognitive Enrichment Advantage (CEA) approach (e.g. making comparisons, getting the main idea, connecting events, etc.), students can develop a “problem-solving grammar” which can be applied in a variety of situations to articulate the discourse on problems and the strategies to overcome them.

The paper presents a novel approach to metacognitive learning, strategic thinking and problem-solving by leveraging bizarre problems in a social-constructive environment. It also includes practical and usable insights for educators, teachers and game designers.

The purpose of this paper is to analyze the effect of a bundle of work–family policies on employee’s job satisfaction and (affective) organizational commitment, by using work–family enrichment and conflict as explanatory.

Empirical study is conducted with a sample of 322 employees from 30 Spanish firms that have been granted with the “Flexible Firm Award” or have been certified as “Family Responsible Firms.” Structural equation modeling is used to test hypotheses.

The results show that the higher the use of work–family policies the more positive effects on work–family enrichment and conflict, and that job satisfaction is positively related to (effective) organizational commitment.

This is a cross-sectional study which may limit the establishment of causal relationships.

Work–family policies may constitute a relevant management tool to balance work and family life by making employees more interested in their jobs, enhancing their well-being and reducing the conflicts between work and family domains. The positive role of work–family enrichment contributes to enhance employees’ job satisfaction and, at the same time, to increase their organizational commitment. Managers should pay attention at how work–family policies are justified because they may influence differently on their outcomes on satisfaction and commitment.

There are two main original contributions of the paper. First, the authors study the joint effect of work–family policies on different dimensions of enrichment and conflict. Second, the authors analyze the relationship between different dimensions of enrichment and conflict on job satisfaction and organizational commitment.

The purpose of this paper is to propose alternative ways to develop and leverage organisational knowledge by considering the nexus of data managed by information and communications technologies and the expertise of human capacity. In doing so this paper challenges current understanding of tacit–explicit knowledge boundaries and presents a third dimension of knowledge which can be developed as a strategic organisational resource.

This conceptual paper seeks to extend current understanding of knowledge and presents the organisational knowledge nexus as a confluence of information, knowledge resources and human potential. Knowledge management is explored through the theoretical frameworks of the knowledge nexus and a model of triadic knowledge. Their conceptualisation and development are discussed and illustrated.

This research suggests the potential for organisational knowledge resources to be advanced is greater, if organisations can strategically use the knowledge nexus with a triadic perspective of knowledge. A framework for knowledge development with increasing levels of insight is proposed.

As a novel conceptual work this research has limitations of newness. It presents a challenge to conventional thinking because of the subliminal nature of latent knowledge and the causal ambiguity of its development process in the knowledge nexus. The potential of latent knowledge and its transition process in the organisational knowledge nexus has significant implications for organisational knowledge development.

The concepts of latent knowledge, the knowledge nexus and their potential ability to develop and leverage organisational knowledge resources presents a paradigm shift to currently accepted understanding of knowledge systems and organisational knowledge management. The originality and value of this work comes through its contribution to broadening our understanding of the scope and potential of organisational knowledge resources and their processes of transition and development.

In part 1 of this paper we used the concept of the occupational role to illustrate some of the contributions social scientists make to the better understanding of the problems confronting members of work organisations. The problem we were particularly interested in commenting upon was the difficulties surrounding the inter and intra‐organisational mobility of labour, and we used an analysis of the structure of the occupational role to examine the processes which result in the inability and/or unwillingness of employees to change their job.

We propose a model of multidomain leadership and explain how it drives leader and follower well-being and stress. Multidomain leadership engagement, or the application of leader knowledge, skills, and abilities across domains, results in either an enriching or impairing experience for the leader. The result is influenced by the leader’s self-regulatory strength and self-awareness, as well as the amount of social support and domain similarity. An enriching experience leads to increased self-efficacy, self-regulatory strength, and self-awareness, which in turn leads to increased leader (and subsequently follower) well-being and reduced leader (and subsequently follower) stress. Enriching experiences also tend to drive further engagement and enriching experiences, while impairing experiences do the opposite. Implications and directions for future research are discussed.

Drawing on social capital theory, this study investigated the effects of structural, cognitive and relational family social capital on employees' career advancement through the mechanism of family-to-work enrichment (FWE), taking perceived organizational politics (POP) as a moderator.

Survey data were collected from 252 full-time employees working in public institutions and government departments in China, a collectivist cultural context. Hierarchical regression and path analysis were conducted to test the hypotheses.

FWE significantly mediated the positive relationships between the three subtypes of family social capital and career advancement. The effects of structural and cognitive family social capital, but not relational family social capital (RFSC), on FWE were stronger when POP was low (vs high).

FWE is arguably a promising mechanism for explaining the links between family social capital and career outcomes. However, due to the cross-sectional nature of the data, conclusions regarding causality remain limited.

Family social capital may enrich the careers of employees in collectivist cultures. Managers should mitigate their organization's political climate to promote employees' career advancement.

This study contributes to career research by linking family social capital to career outcomes through the lens of FWE for the first time and by identifying organizational politics as an important moderator that can influence the dynamics of resource enrichment in a collectivist culture.

Drawing upon work-home resources model, this study aims to investigate how and when humble leadership influences followers’ work–family enrichment. Specifically, this study focuses on the mediating role of thriving at work and moderating role of promotion focus.

Data were collected from 292 employees of science and technology enterprises in China through a three-wave questionnaire survey. Hierarchical regression analysis and bootstrapping approach were employed to test hypotheses.

This study found that thriving at work significantly mediated the relationship between humble leadership and work–family enrichment. Promotion focus strengthened the positive relationship between humble leadership and thriving at work and the indirect effect of humble leadership on work–family enrichment through thriving at work.

The findings of this study offer guidance for managers to enhance thriving at work and improve employees’ work–family experiences.

First, this study explores the work-to family spillover effects of humble leadership by examining the family outcomes of humble leadership. Second, this study further uncovers the underlying mechanism between humble leadership and work–family enrichment by demonstrating the mediating role of thriving at work. Third, by exploring the moderating role of promotion focus, this study provides insight into the boundary conditions of the impact of humble leadership.

Work-family researchers examining work-family enrichment (WFE) have used a cross-domain model (Frone et al., 2003) to explain relationships between enrichment experienced and the satisfaction reported in the same domain. Recent research points out inconsistencies in this approach, arguing for a source attribution model in which increased satisfaction is reported in the domain where the source of enrichment resides. This study looks at bi-directional WFE and both forms of domain satisfaction, job and family, to explore relative strengths of these relationships in an Indian context, thereby extending theory on source vs cross-domain effects of enrichment.

This study uses a single-source cross-sectional study of 508 married individuals working in the services sector in India, each with at least one child in the family. Structural equation modeling is used to test the hypotheses.

The results support the source attribution perspective of enrichment where WFE shows stronger links to job satisfaction, and family-work enrichment (FEW) shows stronger links to family satisfaction. Our study revealed that dual-earners report higher satisfaction levels compared to those from single-earner households.

In addition to advancing theory on source attribution for WFE, this is the first study to focus exclusively on married individuals with children to further help accentuate inter-domain resource transfer. In addition, this is one of the few studies to test out the theory of enrichment through service sector knowledge workers in a developing economy like India, where the service sector contributes to 60% of the GDP.

The purpose of this paper is to study the nature of work-family interface for urban Indian women entrepreneurs (WEs), in terms of not only conflict but also enrichment. It also endeavours to examine the coping and support mechanisms that are used by the WEs.

This paper has adopted a qualitative design, employing in-depth interviews to gain an insight into the research questions.

Though seen to experience work-family conflict extensively, WEs effectively utilized various flexible work and time management techniques as coping mechanisms. More importantly, they were seen to establish a “buy-in” for their work, thereby eliciting support from diverse sources in the home environment. Furthermore, work-to-family enrichment (WFE) was seen to facilitate a stronger bond with family members as well as increase the subjective well-being of the WE. Finally, family-to-work enrichment (FWE) enabled the WEs to obtain various kinds of resources from the family domain to benefit their businesses, thereby affecting venture-level outcomes positively.

As the findings of the study map reasonably well to prior theoretical research, the present study serves as a starting point for future research examining the relevance of work-family dynamics for WEs across cultures.

The results of the study positively contribute to the discussion on work-family interface for WEs in the cultural context of India.

The study offers qualitative insights into the work-family dynamics of Indian WEs, especially focusing on the key advantages that they derive by capitalizing on positive spill-over from one domain to the other.

The purpose of this paper is to describe a support system to the selection of enrichment activities in educational environment called RunayaySoft, where Runayay comes from the word Quechua that means develop and Soft as it is an informatics tool that supports the educational institutions and their students, in the selection of activities that allow foster some of their skills based on their interests, learning styles, aptitudes, multiple intelligences, preferences and so on. Moreover, it suggests institutions about the activities that they should make in their building considering student´s characteristics and the agreements that they have.

It does a diagnostic for identifying which characteristics are going to be considered to students and institutions. Then, it generates adaptive profiles with the aim of generating suggestions of enrichment activities that allow to boost some of their skills. For the students were considered their preferences, learning style, aptitude, multiple intelligences and interests. In the case of institutions were the agreements, resources and activities that they develop. Based on this information, it defines the relations for the generation of suggestions of activities toward students, where it does the prioritization of which activities should be considered.

For validating the system, it was done as a functional prototype that generates suggestions to students, as well as educative institutions, through a satisfaction test student assess if they agree or disagree with the suggestions given. With that assessment, it is validated the relationship between student’s characteristics, activity and institution are related for generating activities suggestions.

RunayaySoft generates adaptive profiles for the students, activity and institution. Each profile has information that allows adapt an advice toward students and institutions.

RunayaySoft considers student’s characteristics, activities and educational institutions for generating suggestions for enrichment activities that allow to boost some of their skills. Many times, when activities are generated in educative institutions, they are not considered a learner’s needs and characteristics. For that reason, the system helps institutions to identify activities that should be done in their facilities or with those institutions which they have agreements when the institutions that students come from do not have the required resources.

RunayaySoft suggests enrichment activities to students as well as educative institutions. For students, it suggests disciplinary areas where they can boost their skills; for each disciplinary area are recommended activities based on their preferences. Once students select the disciplinary area and activities, the system suggests educative institutions activities that they can do. If the institutions do not have the necessary facilities, the system shows with which other institutions they can set agreements. Moreover, it supports educative institutions to identify enrichment clusters, where it clusters students based on similar interest, allowing institutions to identify the activities that they should focus on.