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The purpose of this paper is to investigate the relation between learning engagement (time spent in playing the game) and knowledge attainment (points earned answering questions) and sales performance on the job. Knowledge attainment was also examined as a mediator of the engagement-performance relation.

In this nonexperimental study, travel agent engagement, knowledge, and sales performance data were collected from 309 cruise industry participants. A combination of MANOVA, correlation and regression analyses were used to examine these relations.

Moderate to strong positive and statistically significant relations were found between learning engagement and knowledge attainment, and learning engagement and sales performance. Additional analysis revealed that knowledge attainment mediated the link between learning engagement and sales performance.

Because the study was not designed to examine causal relations among the research variables, its generalizability was limited. Still, moderate to strong relations were found between learning engagement and knowledge attainment, and knowledge attainment and sales performance. Further, while engagement had a direct effect on sales performance, it also had an indirect effect through the knowledge attainment variable. The findings provide preliminary support for further research into how serious computer games motivate learner and engagement and learning best and how each is linked to important organizational outcomes like performance.

Serious computer games are becoming an increasingly useful means for promoting employee learning, development, and performance. This research offers new evidence that computer serious games can enhance learning and performance.

Understanding factors that enhance participants' satisfaction has become critical to developing effective donor retention strategies for charity sport events (CSEs). However, there is a lack of empirical research on participants' satisfaction with CSEs. The purpose of this study is to examine the antecedents and consequences of satisfaction among CSE participants and to empirically test the relationships between the proposed constructs.

Data were collected from 238 participants from four Relay For Life (RFL) events organized by the American Cancer Society, North Central Region in the USA. Confirmatory factor analysis and structural equation modeling were conducted to analyze the measurement model and the structural model.

The results of the structural model indicated that perceived prosocial impact, sense of community and trust in CSE had significant positive effects on CSE satisfaction, while venue quality, knowledge attainment and entertainment value did not positively influence CSE satisfaction. CSE satisfaction had a positive direct effect on participant loyalty to CSE, which had a significant contribution to future participant intent.

The findings of this study provide CSE directors and marketers with valuable insights into the process of how to build long-term relationships with participants by identifying factors that influence participants' satisfaction and its consequences.

By measuring the mediating role of CSE satisfaction, this study provides a deeper understanding of the causal pathways from the antecedents to participant loyalty through CSE satisfaction.

Student engagement is a multifaceted concept that directly impacts students and their education. The purpose of this paper is to discuss student engagement conceptually by offering a framework to better understand the deliverables of engagement in the form of generic and targeted outcomes.

The design of the study is based on a detailed literature review, to identify different types of engagement which graduates are expected to experience during their higher education studies. These types of engagement(s) are mapped with their outcomes.

The findings of this study would be an analysis of relevant studies to create an outcome-oriented conceptual framework for student engagement.

The practical implications of the study would be to provide a guide for enhancing student engagement through which both generic competencies and higher order competencies of students may be augmented.

The available literature suggests that many students lack focus when learning on campus, especially in meeting targeted outcomes, and do not engage in the community. The current study has incorporated generic and targeted outcomes expected as a result of the different types of engagement. The study has put forward certain propositions, suggesting new dimensions of research in the domain of student engagement.

The purpose of this paper is to investigate the relationship between knowledge management (KM) and employee empowerment in institutions of higher education.

The research method in this study was the descriptive-correlative type, and was based on the goal of the method applied. Subjects in this research included the staff members of higher educational institutions in Iran. Descriptive and inferential statistics were used. To analyse research data, descriptive statistics, and for inferential statistics, the Pearson correlation, the Friedman ranking test and stepwise regression, were used. For data analysis, SPSS software was used.

The results from the study show that all alternative hypotheses were confirmed and there was a significant relationship between KM and employee empowerment. In addition, KM predicted the aspects of employee empowerment in institutions of higher education.

Through this study, the positive role of KM in employee empowerment in institutions of higher education has been described, and the importance of considering such studies has been specified for researchers.

This paper seeks to contribute to the management development debate by providing insight on the dynamics of organisational learning and human interaction in the SME firm. The paper sets out to consider how a practice‐based perspective of knowledge is useful in this regard.

The paper is theoretical in its intent and adopts a social constructionist view of knowledge and learning. Using qualitative analysis the paper establishes a review of the current literature by highlighting the centrality of knowledge and learning.

The literature has suggested that critical aspects of learning within the SME firm are based on contextualised action, critical reflection and social interaction. A limited number of studies account for how practice is configured and influenced, in terms of value, uniqueness and scope of what is known, and how these influences can vary depending on the contexts in which knowledge is being used, and potentially used.

There is a strong recognition in many of the empirical studies of learning and its use in the SME firm that knowledge is gained through practice as opposed to formal instruction. What current research does not reflect is the changing nature of knowledge research in the wider organisational community, which has focused its attention on the situated nature of knowledgeable activity or knowing in practice.

The paper argues that learning through practice, with its focus on real world issues and lived experiences, which are contextually embedded in the owner‐manager's environment, may provide a better means of successfully developing practitioner‐focused owner/managers.

This research examines how knowledge management (KM) enablers, i.e. trust, knowledge-oriented leadership, environmental uncertainty and KM processes will impact knowledge worker productivity (KWP). Various formations of the KM enablers and KM processes are also examined within terms of their abilities to enhance KWP.

The research sample is taken from 248 faculty and administrators of Pakistan Higher Educational Institutes (HEIs). The relationships are tested via SmartPLS and fsQCA 3.0.

The results show that there are significant impacts of the KM enablers on KM processes and KWP. Constructed upon fuzzy qualitative comparative analysis (fsQCA), the outcomes exposed various combinations, which can be identified to enhance KWP.

The research supports to methodology by merging two methods to advance the understanding of institutional concerns about workers' productivity. The asymmetric method assists to distinguish the connections that might not be directly clear via traditional symmetric approaches. By uncovering asymmetric relationships, the study identifies a variety of approaches that can be used by HEIs to improve their KWP.

Information and communications technology (ICT) is the driving force and key enabler of a knowledge economy. The purpose of this study is to identify the critical ICT indicators that foster the development of the knowledge economy and its main pillars (education, innovation and economic and institutional regimes) in Oman.

The study used a qualitative approach and conducted four Delphi studies on four groups of experts (ICT experts, educators, innovation experts and economists) in Oman.

The results indicated that the most commonly top-listed ICT indicators of a boost in the country’s knowledge economy are related to the national level (total research and development expenditure on ICT, ICT patents as a percentage of national total and ICT as an overall priority for the government), firm level (the proportion of businesses using the internet, the proportion of businesses using computers and the proportion of businesses with a Web presence), and inhabitant level (mobile phone subscribers per 100 inhabitants, internet subscribers per 100 inhabitants and personal computers per 100 inhabitants).

ICT is the driving pillar of a knowledge economy. The literature indicated that most of the ICTs for development studies are conducted in developed countries; hence, there is a great need for investigations in the context of less developed economies such as Oman. This study can provide insights for the country on how to develop and exploit ICT to boost the development of the overall knowledge economy and its pillars and to provide guidance for exploiting ICT to gain economic value. Oman’s vision for 2020 and 2040 aims at economic diversification; the knowledge economy is a critical aspect of the country’s economic diversification. In addition, the literature indicated that the relationship between ICT and development is still not clear; hence, this study provided some insights into the context of knowledge economy development.

The purpose of this paper is to explore how the delivery of an accounting information system (AIS) course affects the perceptions of accounting and non-accounting students, and whether these differences are important enough to suggest the separate the delivery of this course.

A questionnaire was distributed during the last teaching weeks of the AIS course in a Cypriot University. A comparative analysis between the two study groups, i.e. accounting and non-accounting students, followed.

The findings suggest that the successful delivery of the course reinforces the positive perceptions of the accounting group, and increases the interests and the positive perceptions of the non-accountants.

Following the development of the enterprise resource planning and the hybridization of the accountants’ role, non-accountants are increasingly engaged in practices traditionally performed by financial or management accountants. That market development may motivate business schools to offer AIS courses to non-accounting students. This study addresses this unexplored topic.

This chapter examines the relationship between community educational attainment and Fourth Amendment legal principles being implemented in public schools. Using education attainment data obtained from the U.S. Census, this study examined the influence of educational attainment on how searches of students were conducted and the relative legal and judicial outcomes. The results of this study offer insight on issues related to forms of discipline in public schools and contribute to knowledge bases in the fields of economics, law, social theory, and educational leadership and administration.

Prior studies regarding the Fourth Amendment in schools focused largely on administrative decisions, judgments, and practices, but the aspect of educational attainment has been minimally investigated. Findings suggest community educational attainment has little to no predictive influence on aspects related to student searches examined in the study, which include the intrusiveness level of the search and the number of searches occurring during a single search event. Implications for future research and leadership are discussed.