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Entrepreneurship educators have recently employed various computer- and game-based teaching methods to develop students’ entrepreneurship knowledge and competencies. However, our understanding of the learning outcomes (LOs) of such methods for students and specifically gamification teaching techniques is fragmented and underdeveloped. This chapter aimed to narrow the gap by systematically analyzing the peer-reviewed empirical studies on gamification and students’ entrepreneurship LOs (ELOs).

This study employed the systematic literature review method to examine the papers on the intersection between gamification and entrepreneurship education (EE). Some of 80 papers were retrieved from Google Scholar, Web of Science and Scopus databases and 16 papers were included in the final analysis. The papers were analyzed based on the key LOs that teaching entrepreneurship using gamification have for students.

This study found limited literature on the interrelationship between gamification and students’ ELOs. The majority of these studies suggested a positive association between gamification and students’ ELOs. These ELOs were classified into four key groups including cognitive, behavioral, social/interpersonal and skill-based LOs. This analysis explored the huge gap in empirical studies on the impact of gamification on students’ ELOs.

This exploratory study is limited to the systematic review of the empirical researches published in scientific journals. Of the numerous game-based and simulation teaching methods, this systematic analysis focused on gamification and its effects on cultivating entrepreneurial knowledge and competencies in students. Future studies should include published and unpublished papers in other sources (such as books, book chapters, working papers and theses) and other types of technology-based entrepreneurship teaching methods.

Educators and computer-based game designers may use the findings of this study to improve the effectiveness of gamified EE and training programs by connecting the objectives and content of the programs to students’ ELOs and examining if the programs create the intended ELOs in students.

This chapter is one of the first attempts that examines students’ LOs of gamification in EE. This chapter contributes to the limited validated knowledge and understanding of the impact of gamification on ELOs of students.

Over the last few years, technological developments have allowed new possibilities for fostering civic participation and engagement, as testified by various smart city experiments. In this framework, game elements are diffusely mobilized in order to develop responsible and active citizens with the aim of tackling urban problems. Gamification may be effective in nudging citizens and promoting various forms of participation, but fundamental ethical and political questions have to be addressed. This chapter develops the argument by interpreting gamification in light of the classic conceptualization of social justice proposed by David Harvey, arguing that participation through gamification potentially implies critical elements of injustice.

The number of business analytics classes and programs has been rapidly increasing over the past 20 years. However, while we are educating students with the knowledge of advanced analytical techniques and tools, we are not providing them with sound problem-solving skills. In an effort to improve student problem-solving skills by increasing their understanding and increasing their engagement, in this chapter we will describe, discuss the implementation of, and discuss the results of employing an experiential learning (EL) exercise in an analytics course.

Today, with the introduction of concepts such as big data, social media, corporate social responsibility and e-commerce have become part of our lives, thus the transition to Marketing 4.0 is accelerating. One of the most vital activities that affect consumers’ purchasing decisions is e-commerce. E-commerce plays a decisive role in purchasing stages and processes. For this reason, e-commerce has become an issue that increases the importance of individuals in the purchasing process and decision every day and needs to be emphasized. In line with all this, the concepts of digital marketing and e-commerce will be handled in a broad framework in this study. Moreover, the digitalization of e-commerce sites will be held in the review of literature beside the environment and techniques that can be used within the scope of digital marketing. New approaches and trends that guide modern marketing are changing day by day. The main reason for this change is based on the rapid transformation in information and communication technologies. For this reason, it is important for marketing managers to adapt to these transformations and to use media and techniques in digital marketing.

This chapter aims to encourage and guide smart industry HRM-related research by addressing upcoming challenges developed using a job design lens.

The challenges are constructed based on a developed overview of the existing body of work related to job design and a description of smart industry.

The challenges are meant as an indication of the issues that arise within job design due to smart industry and, in so doing, suggest directions for future research in this specific field. Additionally, through laying out challenges for this particular example, the chapter encourages scholars to consider the possible impact of smart industry within other HRM areas.

The biomedical paradigm enjoys growing importance in our society. Biomedicine (e.g., Genetics) seems to occupy the position once held by religion and politics. In this context, every trivial problem of daily life is thought to require an appropriate remedy, and perfect health becomes a paramount value, especially within the upper class.

Medicalization is not only promoted by doctors. Today, other engines of medicalization are also available. These include pharmaceutical companies through marketing, advertising, and disease mongering; active consumers who seek a pharmacological solution – a magic bullet – to solve non-organic problems; technology, because highly sensitive diagnostic tools can now detect potential abnormalities even in very low quantities; and the culture of risk, which is connected to the evolution of diagnostic tools, because it is now always possible to be at risk of something.

The parts of life today considered pathological or quasi-pathological are ever increasing shyness, sadness, imperfect blood pressure, or glucose levels. Progressing editions of the Diagnostic and Statistical Manual (DSM) – the text from which diagnoses of mental illnesses are made – reveal a growing number of syndromes. These “diseases” are diagnosed on the grounds of certain symptoms and the number of weeks they last (quantification). Smartphones, with their tremendous capacity for data collection, contribute to a growth in self-diagnoses. For example, invited to log our every moment of sadness through a “trustworthy” avatar from our app (gamification), we can easily make too much of normal moments of discomfort, immediately seeing them – with a simple computation – transformed into something pathological in need of a cure.

The promise of Next Generation Learning Spaces appears to remain unfulfilled. This chapter explores why and how the design of professional learning for academics teaching in such spaces can and should be transformed. It takes a fresh look at why old professional development is failing and proposes a new way to engage academics in their own professional learning. Rather than continuing with traditional professional development that is most often, ad hoc, formal and centrally driven, comprising mandated professional development workshops and a website that may only be visited once, the chapter explores the move from ‘old’ professional development to ‘new’ professional learning. It draws on the fields of organisational theory, cognitive theory and behavioural economics.

New professional learning is characterised by a ‘pull’ rather than a ‘push’ philosophy. Academic staff themselves drive their own learning, choosing what, when and how they want to learn to become better teachers. Multiple and various learning opportunities embedded in day to day work are just-in-time, self-directed, performance-driven and evaluated within an organisational system. In this way the institutional setting influences behaviour by ‘nudging’ habits and setting defaults resulting in academics making the ‘right’ decisions and doing the ‘right’ thing. By addressing the compelling issue of how to enhance academic staff teaching capability, this chapter can help university leaders to think beyond the professional development approaches of yesterday. Aligning with this new direction will result in enhanced learning and teaching in the future.