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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.

This study aimed to investigate the effects of internal stickiness (IS) on the success of projects through the perception of managers involved in projects.

This study collected 253 valid responses from project managers, using a validated IS scale and project success scale. The results were analyzed using nonparametric correlation due to the nature of the data.

The dimensions of success are interrelated, and IS, considering the barriers to knowledge transfer, is negatively related to all of these dimensions. This confirms the importance of the behavior of the individual and the team, rather than only formal processes to avoid IS and positively impact the success of projects.

The tacit and behavioral component of knowledge management needs to be further explored in practice. Project management activities need to pay greater attention to knowledge development, knowledge transfer and learning between those involved in the project and within a company.

The study provides a better understanding of knowledge transfer barriers, represented by the IS construct, to the success of projects. The success of projects depends on the relationship with teams that include members of organizational sectors not related to the existence of permanent project management teams. The relationship contributes to the successful transfer of knowledge between the recipient and the source of knowledge according to the recipient's needs.

The authors investigated how emotional intelligence (EI) affects the relationship between project managers' (PMgs) expertise and experience and project success for both the team and client.

This study collected 290 valid responses from IT project managers. The results were analyzed using an ordinary least squares (OLS) regression, with Process v4.0 procedure and the Johnson-Neyman (JN) technique to assess the moderating effect of the level of EI.

Results showed that moderate levels of EI can enhance the impact of PMgs' experience on the project client, while higher levels of EI are necessary to positively impact the team. Moderate levels of EI can improve PMgs' expertise impact on the project team, increasing their effectiveness in interactions with clients and other stakeholders.

It is recommended to consider emotional intelligence alongside technical skills when selecting project managers to address emotional labor, stress, stakeholder management and agility. Providing EI training and experiential learning opportunities internally can improve project managers' emotional intelligence.

This study contributes to the literature on emotional intelligence and project management, highlighting the relationship between technical skills and emotional intelligence levels of PMgs. This research emphasizes the significance of experience and EI in project management, particularly in overseeing complex projects. Additionally, moderate levels of EI enhance PMgs' effectiveness in engaging with stakeholders closely involved in projects.

Mission statements are usually related to strategic management and elements related to the organization's identity. Catholic higher education organizations (CHEOs) identity is based on the Charisma of the founder of the Catholic order or congregation. If in contradiction, it puts their organizational legitimacy at risk. If organizations deviate from their identity, it means a mission drift. Even more severe is when mission statements are misaligned with the identity. In this study, the authors seek better understand the mission drift by the misalignment between the mission statement and the organizational identity of the CHEOs.

The authors examine the mission statements of 112 Catholic CHEOs in Brazil. They used lexical analysis based on descending hierarchical classification and post-factorial analysis. They analyzed the vocabularies of each class extracted from the descending hierarchical classification and determine the presence or absence of the Charisma.

The results indicate that aspects of Catholic identity through the Charisma are manifested in the organizational mission but are not predominant. There is a variation of the mission statements relative to the Charisma of the orders and congregations. A significant part manifests generically. They respond in a similar and isomorphic way or to internal institutional pressures of CHEOs.

The authors empirically identified a mission drift, considering the mismatch between the mission statement and the Charisma. The authors emphasize that for organizational identity to manifest, it should consider the identity that emerges from the founder's Charisma. This influence must appear in central elements of the organizational identity, such as the mission statements.