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The purpose of this paper is to review the concepts of “fun and play” and propose a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university game-based learning (GBL).

A relevant literature review was executed to locate significant references to fun and play, assessment of GBL, and the pattern for integrating those elements with knowledge mobilization (KMb). A repertory grid method (RGM) was used to propose a preliminary model.

The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of GBL environments.

Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model.

A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a KMb model for acquiring, codifying, disseminating, and making knowledge actionable, either within academic, corporate, or public sector environments.

The range of assessment models for GBL is evident from the literature review, and value could be derived in building an evaluation model based upon the RGM to identify a FUNIFICATION Factor for serious games and simulations.

The purpose of this paper is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organizational learning and the knowledge-based economy. The paper also provides more details and definitions of various issues around gamification.

Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification as well as books, online databases, governmental reports, and statistics, etc.

Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations.

We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners who understand the research implications of applying game-based learning in the classroom, as well as the workforce.

Higher educational teaching as well as corporate LTD (Learning, Training, and Development) are being significantly disrupted. The innovation taking place in teaching requires more experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning environments, and gamification. This issue will help to outline disruptive approaches that work.

This paper provides a review of the emerging trends and cases where gamification, simulations, serious games, immersive learning environments, virtual reality, and augmented reality are applied to the deployment of knowledge-based initiatives.

This literature review explores the academic material comprising applications, cases, courses, and classroom-based research in higher education where wiki tools appeared as an instructional technology. The authors define and describe the wiki concept, outlining a framework for wikis deployed as instructional technology tools. Additionally, analyses and syntheses of the findings are described from an interdisciplinary research literature search across many fields, along with a number of illustrative, exemplary cases demonstrating the application of this tool to teaching and learning. The authors also identify research evidence that outlines the benefits and strengths offered by new wiki technologies, while highlighting challenges, weaknesses, and issues encompassing their application in courses. The authors also outline numerous theories of learning that can be associated with wiki work; new forms of wiki-based learning; patterns of wiki technology use; characteristics of learners using wikis; and the changing role of teaching and teachers who instruct with wikis. Finally, we conclude with a summary of the findings and suggested future directions for studying wikis in higher education (HE). Although no broad, definitive prognosis yet exists that can point to a cause–effect relationship between the application of wikis and increases in learning, a significant body of evidence has emerged that suggests that wikis positively stimulate the learning environment and increase the collaborative capabilities of learners when applied to course work.

This chapter provides a broad overview of the practical applications of three technology-based teaching and learning tool: wikis, blogs, and WebQuests. These Web-based communication tools allow teachers and students to increase student engagement by enhancing experiential type learning. A variety of studies is presented to demonstrate how these three types of collaborative technologies can be used as inquiry-based and reflection-based active learning tools to foster higher levels of effort and participation by students. This chapter presents a variety of perspectives about how to make the learning process for both instructors and teachers more engaging, more gratifying, and more personally meaningful. In doing so, these technologies serve as enabling technologies by promising new ways to increase academic engagement and motivation. The ultimate goal in using these technologies is to develop students as lifelong learners and to foster a high value for learning and the development of higher order thinking skills that grows over time. The experiential nature and authenticity of the activities that these technologies can be used for helps achieve this purpose. Of course, technology involves a constant evolution and new technologies will always appear in the future but this does not mean that they should be viewed as passing fads or not worthy of implementing. These tools can be viewed as opportunities to expand our definition and concept of teaching and learning in the modern, post-industrial era. To that end, this chapter explores the innovative use of these technological tools to better engage students and enhance the learning process.

Liliana Alzate-Pérez is a fifth semester student in the Bachelor's in English-Spanish Education (Licenciatura Inglés-Español) at Universidad Pontificia Bolivariana in Medellín, Colombia. She serves as a Research Assistant at the Research Group on Pedagogies and Didactics of Subject Knowledge (Pedagogías y Didácticas de los Saberes). She has helped with data collection and analysis procedures on two research studies: An exploratory study about teacher education policies in Medellín and a study regarding school violence. She is also a member of the Student Research Group on Second Language (SRG-L2), currently drafting a project about impact of teacher education programs. In addition, she works at a partnership project between UPB and local newspaper El Colombiano for the inclusion of the newspaper as a pedagogical tool. She has also been teaching a biology preparation course for the Colombian ICFES High School standardized test at UPB High School for four years. Her first research presentation was about her study (along with Mr. Gómez-Yepes) on teacher education practices in the new curricular proposal at the Faculty of Education at a research symposium at UPB. Her primary research interest is in the field of teacher education, specifically in the area of teacher education policies. Additional research interests include issues of technology and literacy in the high school setting, working in the inclusion of different educational needs in the curriculum, and the development of creative strategies for teaching improvement.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

The goal of this exploratory study is to establish an explanatory model and corresponding instrument to help further understand, and conduct research in the area of supply chain management (SCM). Constructs pertaining to SCM assimilation, SCM outcomes, and overall firm performance are operationally defined in terms of their dimensions and items. The business literature is utilized to help define the constructs and to generate potential measurement items. The scales are then purified and a preliminary test for predictive validity is performed.

Volumes 70 and 71 of Research in the Sociology of Organizations combine to comprise cutting edge theory and empirical scholarship at the interface of practice and institution in organization studies. As we highlight, this interface has spurred particularly generative conversations with many open questions, and much to explore. We provide a review of scholarly developments in practice theory and organizational institutionalism that have given rise to this interest in building a bridge between scholarly communities. As signaled by recent efforts to construct a practice-driven institutionalism, we highlight how connecting practice theory with the institutional logics perspective provides a particularly attractive focal point for scholarship at this interface due to a variety of shared ontological and epistemological commitments, including the constitution of actors and their behavior. Collectively, the papers assembled unlock exciting opportunities to connect distinct, but related scholarly communities on practice and institution, seeding scholarship that can advance our understanding of organizational and societal dynamics.