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This article aims to examine the related effects between out-of-class activities, mediated by in-class activities, on the perception of course and teacher performance in a flipped classroom institutionalized setting.

The authors argue that institutionalized out-of-class (content) and in-class (learning) activities positively impact course and teaching quality perception. This study used a sample of 978 responses from MBA students to conduct a path model analysis to test four hypotheses developed from literature from flipped classroom proposing the positive relationship of out-of-class activities in in-class activities and its influence on the course and teaching performance.

The findings reported that out-class and in-class activities and educator performance influenced course performance perception. In-class activities mediated the out-of-class activities’ impact and directly impacted educator’s and course performance. Educator performance is positively correlated with course performance. Overall, executives have a positive perception on institutionalized flipped classroom for MBA courses as an effective provision form. The flipped classroom is able to mobilize their experiences and enrich learners’ educational experience.

Only one unit of the higher education organization was studied, and the authors do not consider indirect effects of the environment on variable’s relationships nor the indirect effects whose would be a suggested for future studies.

The present study provides new insights on flipped classroom. This study evidenced that flipped classroom planned and standardized in an institutional level positively impacts the outcome within the context of executive education.

The purpose of this paper is to propose a system dynamic simulated process model for maintenance work management incorporating the Fourth Industrial Revolution (4IR) technologies.

The extant literature in physical assets maintenance depicts that poor maintenance management is predominantly because of a lack of a clearly defined maintenance work management process model, resulting in poor management of maintenance work. This paper solves this complex phenomenon using a combination of conceptual process modeling and system dynamics simulation incorporating 4IR technologies. A process for maintenance work management and its control actions on scheduled maintenance tasks versus unscheduled maintenance tasks is modeled, replicating real-world scenarios with a digital lens (4IR technologies) for predictive maintenance strategy.

A process for maintenance work management is thus modeled and simulated as a dynamic system. Post-model validation, this study reveals that the real-world maintenance work management process can be replicated using system dynamics modeling. The impact analysis of 4IR technologies on maintenance work management systems reveals that the implementation of 4IR technologies intensifies asset performance with an overall gain of 27.46%, yielding the best maintenance index. This study further reveals that the benefits of 4IR technologies positively impact equipment defect predictability before failure, thereby yielding a predictive maintenance strategy.

The study focused on maintenance work management system without the consideration of other subsystems such as cost of maintenance, production dynamics, and supply chain management.

The maintenance real-world quantitative data is retrieved from two maintenance departments from company A, for a period of 24 months, representing years 2017 and 2018. The maintenance quantitative data retrieved represent six various types of equipment used at underground Mines. The maintenance management qualitative data (Organizational documents) in maintenance management are retrieved from company A and company B. Company A is a global mining industry, and company B is a global manufacturing industry. The reliability of the data used in the model validation have practical implications on how maintenance work management system behaves with the benefit of 4IR technologies' implementation.

This research study yields an overall benefit in asset management, thereby intensifying asset performance. The expected learnings are intended to benefit future research in the physical asset management field of study and most important to the industry practitioners in physical asset management.

This paper provides for a model in which maintenance work and its dynamics is systematically managed. Uncontrollable corrective maintenance work increases the complexity of the overall maintenance work management. The use of a system dynamic model and simulation incorporating 4IR technologies adds value on the maintenance work management effectiveness.

The purpose of this paper is to present the transdisciplinary case study (TCS) as a learning framework based on what we call functional socio‐cultural constructivism and project‐based learning (PBL). In doing so, the paper attempts to illustrate the applicability of TCS to learn competencies and skills necessary to research problems of sustainable development.

TCS is considered a learning framework based on the principle of self‐regulated learning; i.e. students must actively deal with the requirements as well as plan and execute their project work within their own worldviews and goals. TCS methods are essential as we tackle complex real‐world problems.

The paper discusses challenges and obstacles of such an approach and present lessons learned since 1994, on both the viewpoints of students and of teachers. It conclude that case study learning is a demanding task, especially in a transdisciplinary context where more challenges emerge than in PBL, since goals of teachers, case agents, and students have to be balanced.

TCS or courses like it are important for universities at the present time. Under present budget restrictions and a wide‐ranging mistrust of society toward universities, there is a necessity for a new contract between society and research: students should learn to take over responsibility in societal contexts and be able to communicate beyond the “ivory tower”.

The learning goals of TCS differ from the goals of most university courses. They are more comprehensive and include complex problem solving, societal context, and group processes. The ambitious goal is that students become enabled to tackle complex, real‐world problems.

This chapter discusses the evolution of business accelerators in Egypt, as a developing country, and how they may be seen as a totally different means for promoting entrepreneurship and not just an extension of the business incubator model. Through exploring the perspectives of six entrepreneurs who were sponsored by the first business accelerator in Egypt and exploring the institutional perspectives of the CEO of the business accelerator and the chairman of a non-governmental organization that supports entrepreneurship, the author will demonstrate the advantages of the business accelerator as an entrepreneurial place. Furthermore, the author will be able to suggest recommendations for policy makers and business accelerators to further develop the model of the business accelerator.

The purpose of this paper is to examine the effect of gamification on students’ e-learning adoption. In addition, this paper examines the effect of two mediations, that is, flow and engagement between gamification and e-learning adoption by using sequential mediation analysis.

The authors used the online survey method to collect the 570 responses through convenience sampling procedure. Sequential mediation analysis technique was used to test the mediation hypothesis.

The findings of this paper revealed that gamification elements are an important feature of flow, engagement in e-learning adoption process. Also, the paper found that engagement in the learning process is a key element for students to adopt e-learning.

This paper makes its contribution to the literature related to gamification and e-learning adoption. The paper signifies the importance of gamification as an educational application in e-learning environment and its contribution in designing an interactive learning environment.

Empirically, to the best of the authors’ knowledge, it is the first paper to examine the sequential mediation model of gamification in the education sector in a developing nation like India. Furthermore, this paper also extends engagement and flow theory related to e-learning process by showing how students’ engagement and flow impact the e-learning adoption in the gamified environment.

The confidence placed in the use of technology and other computing resources is an important support for the deep transformation toward processes of very high quality teaching-learning based on active learning. This paper aims to present and describe a higher education experience with Flipped Learning before and during the transformation of education due to the COVID-19 pandemic. In addition, the study analyzes the effectiveness perceived by university students of Flipped Learning for the development of competencies for the 21st century.

For this study, a quantitative methodology is used in which 376 university students fill out a questionnaire after experiencing several sessions with an inverted classroom under both onsite and online instructions.

On average, the results show a high agreement among students on the benefits or effectiveness that learning designs with Flipped Classroom have on the development of skills that will be useful for their personal and professional future. These competencies include character building, collaboration, communication, citizenship, critical thinking and creativity. At the same time, and depending on some control variables such as the modality of teaching (onsite or online), the course, the predisposition to innovate or previous experience with innovation, significant differences are also observed.

Education and learning have the need to respond to the different educational and training needs for the future. In this sense, the Flipped Classroom methodology allows the development of skills for the 21st century. In turn, this approach also makes it possible to approach blended learning. Experiences such as the one described in this study will characterize the future of education.

Business-to-government corruption has destroyed many businesses and debilitated numerous countries. The paradox of plenty, or the curse of resources, is exacerbated in emerging oil and gas economies, where corruption is rampant. Corruption most frequently occurs within the tendering stage of construction projects and the current debate fails to arrest this ubiquitous boundless construct in small island developing states (SIDSs). The purpose of this study is to explain how the unique features of SIDS contributes to an understanding of B2G corruption during construction tendering.

This study elucidates corruption in the tendering process through the lens of collective action and principal–agent theories. Interviews with three experts and a questionnaire survey with 115 practitioners evaluated corruption in Trinidad’s construction industry. Principal component analysis reduced 33 corruption variables to 5 primary causes. In addition, the relative importance of potential solutions for curtailing corruption was assessed.

The derived factors highlight that governance within SID oil and gas economies, inadequate tender procedures and practices, reprehensible business growth strategies, unethical misconduct and the social networking context characterise public infrastructure tendering. The recommendations for minimising corruption in tendering are grounded in behaviour and deterrence theories and infused with technological advances.

Using surveys and interviews circumvents the limitation of the inability to measure corruption because of the confines of respondents’ recall triggers. However, corruption is mediated by cultural norms, which limits the generalisation of the findings.

The study concludes that corruption results from a lack of transparency in the construction supply chain. It leads to an awareness gap between project stakeholders, which is a major risk factor and source of mistrust. The result is a lack of traceable processes and coordination among stakeholders. Consequently, the study fills the gap in responsible socio-economic consumption in SIDSs.

Research in tourism and hospitality industry marketing has identified many highly effective applications of social media. However, studies in the existing literature do not enable a comprehensive understanding of this phenomenon because they lack a theoretical foundation. Therefore, this study systematically reviewed the literature from the perspective of the task-technology fit (TTF) theory. The purpose of this paper is to map out what is known about social media use in tourism and hospitality marketing and what areas need further exploration.

A descriptive cumulative review of the literature obtained 99 articles published in tourism and hospitality journals from 2010 to 2019.

The analysis suggests that to understand social media use in tourism marketing, researchers and practitioners in the industry must clarify the following four issues: the control variables, longitudinal analyzes and TTF concepts that should be used in future studies; the fitness of social media platforms for tourism marketing; how various social media platforms differ in terms of performance outcome; and the digital divide in the use of social media for tourism.

An integrated framework was developed to identify constructs and to understand their relationships. Recent studies in this domain are discussed; theoretical and practical suggestions and implications for future research are given.

The purpose of this paper is to explore undergraduate international students’ experiences in a flipped classroom environment in an Australian university.

In total, 32 in-depth interviews were conducted with undergraduate international students at one Australian university by three researchers.

The learning experiences of international students in a flipped classroom environment include increased flexibility in learning; enhanced engagement with content and; more confident participation in face-to-face workshops. In addition, the analysis further illustrates that international students intrinsically develop soft skills (e.g. increased confidence and communication skills), learning skills (e.g. research and critical thinking) and employability skills (e.g. time management and accountability).

These findings focus only on the positive learning experiences of undergraduate international students in one Australian university.

The study contributes to the literature by identifying learning experiences of undergraduate international students in a flipped classroom environment and the connection with their development of soft skills, learning skills and employability skills.

The pandemic COVID-19 brought in large challenges globally among the workforce. There were reports of how employee layoffs and pay-cuts were gradually becoming prominent across industries based on media reports. However, there were no attempts to develop a typology of challenges faced by the workforce.

This study mined user-generated content from Twitter to bring out a typology of challenges due to the sudden turbulence that is faced from the pandemic. A case study has also been conducted by taking in-depth interviews in the academic sector to deep dive into the nature of these problems.

The study findings indicate that these challenges are basically stemming from challenges surrounding infrastructure readiness, digital readiness, changing nature of deliverables, workforce demand versus supply problems and challenges surrounding job losses.

There is a need to explore the linkages through inferential research infrastructure readiness, digital readiness, changing nature of deliverables, workforce demand versus supply problems and challenges surrounding job losses on employee welfare during pandemics.

The authors provide inductive insights based on a data-driven research methodology surrounding the sudden challenges faced and possible mechanisms to address these issues faced by a stressed workforce catering to multiple stakeholders.