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This study examines the relationship between higher education improvement and tacit knowledge importance. In this context, the scarcity of empirical and theoretical studies on acquiring tacit knowledge to enhance academic performance in higher education suggests that this research area holds significant importance for experts and policymakers. Consequently, this study aims to explore the factors that influence academic research performance at Chinese universities by acquiring tacit knowledge.

To achieve the study aims, the current approach utilizes the research technique based on the socialization, externalization, internalization and combination (SECI) model and knowledge management (KM) theory. To analyze the study objective, the authors collected data from post-graduate students at Chinese universities and analyzed it using structural equation modeling (SEM) to test the model and hypotheses.

The results indicated that social interaction, internalization and self-motivation have a positive impact on academic research performance through the acquisition of tacit knowledge. Furthermore, the findings suggest that academic researchers can acquire more knowledge through social interaction than self-motivation, thereby advancing research progress.

This study addresses the critical issues surrounding the acquisition of tacit knowledge and presents a comprehensive framework and achievements that can contribute to achieving exceptional academic performance.

This study aims to examine the moderated mediation model among self-image congruity, self-brand connection, self-motivation and brand preference and validate that actual and ideal self-image congruity are two distinct constructs. As shown in the conceptual model, actual and ideal self-image congruity toward a brand have direct and indirect positive effects on brand preference through self-brand connection, whereas self-motivation moderates the effect of self-image congruity on self-brand connection.

Data collection was done through mall intercepts in six shopping malls in Guangzhou, Zhuhai and Huizhou in southern China. In total, 461 usable questionnaires were collected with 500 distributed copies. Confirmatory factor analysis using Mplus (v.7) was done to assess the measurement validity for each construct. PROCESS analysis for SPSS (v.19.0.0) was used for hypothesis testing.

Both actual and ideal self-image congruities present significant positive effects on brand preference through self-brand connection. The relationship between self-image congruity and the self-brand connection is also moderated by self-motivation.

This study fills an existing literature gap by distinguishing self-image and ideal self-image congruity as distinct constructs. Self-brand connection is posited as a new way to understand the mechanism of the self-image congruity effect on brand preference. Samples from several shopping malls in southern China are used to justify the important moderating role of self-motivation in consumers’ brand preferences.

The main purpose of this study is to demonstrate and verify the influence of emotional intelligence skills on the performance of teachers in private higher educational institutions.

This quantitative study is based on the positivism research philosophy and the deductive research. Data are collected form Lebanese educational institutions; 304 teachers are surveyed using the convenience sampling technique. Hypotheses are verified through the one-way ANOVA and the multiple linear regression (step-wise) technique with a Sig. value of 0.000 < 0.05.

The study verified that teachers' demographics have a direct impact on their performance. It also proved that emotions have an impact on teachers' behaviors; emotions are important energy re-sources that help them cope with difficult situations. Teachers with a high level of emotional intelligence are in tune with their own emotions. It is demonstrated that self-awareness, self-management, self-motivation and social skill have a positive statistical influence on the teacher's performance. Lebanese Private Educational Institutions system should be endowed with emotional intelligence to provide teachers with more effective abilities which would eventually reflect on the student's cognitive abilities especially attention and memory.

This study contributes to the literature by studying the emotional intelligence in Lebanese educational institutions which was studied in different countries except Lebanon. It is verified that integrating the emotional intelligence into Lebanese educational systems would play a decisive role in optimum academic performance; institutions should establish as a benchmark the skills related to emotional intelligence.

The direct selling model adopted in the beauty and cosmetics industry puts female consumer entrepreneurs at the heart of the business model. A neglected phenomenon in female entrepreneurship, this study aims to focus on female sales agents’ capabilities that are linked to sales performance and examine which capabilities might be shaped and enhanced through coaching and training in an emerging economy context.

Survey data were generated from a sample of 249 female sales agents who agreed to participate in a coaching and training programme run by a focal firm. Data were collected in two phases to investigate the capabilities linked to sales performance pre-intervention and the impact of coaching and training on the relationships between the capabilities and sales performance post-intervention. The time-lag data were analysed using partial least squares structural equation modelling.

For female sales agents, self-efficacy and sales experience have a significant positive effect on adaptive sales performance both before and after the coaching and training intervention. In contrast, intellectual capital and self-motivation had a non-significant relationship with sales performance before the intervention. However, after the intervention, the relationship between these variables became positive and significant.

The study demonstrates the effects of pre- and post-coaching and training on female consumer entrepreneurs’ capabilities and the links to sales performance. These findings add critical empirical knowledge on how female consumer entrepreneurship may be developed and the role of entrepreneurship for female empowerment in the Asian context. Collectively, the findings bring to the fore the female sphere in consumer entrepreneurship research in emerging economies.

Many youths are out-of-school with few having the basic sustainable skills to earn a living. Some of the engaged ones have interpersonal relationship and other problems that can sustain the successes of their business. Therefore, this study is set to investigate the relationship between affective behaviour, emotional intelligence and success of out-of-school youths in cell phone maintenance enterprise.

Purposive sampling technique was used to select the sample. Of the total, 350 out-of-school youths who are engaged in cell phone maintenance enterprise in computer village Ikeja, Lagos State, Nigeria, were used as a sample, but 292 samples with completely filled research instrument were used for the study. Data collected were validated through the principal component analysis and the hypothesis tested through the confirmatory factor analysis using AMOS and SPSS.

The result of the study showed that affective behaviour and social skills do not necessarily predict but self-motivation predicts the career success of out-of-school youths in cell phone maintenance enterprise. Self-awareness, emotional regulation, social awareness and emotional receptivity significantly influence affective behaviour towards success in their chosen career.

This study enhances the cell phone maintenance association or group to adopt the participation of on-the-job training of their members to help them build good relationship and self-esteem. The training will improve their emotional intelligence and further enhance the creation of a formidable emotional intelligent workplace team.

The study affirms that the constructs of emotional intelligence are predictors of career success among out-of-school cell phone maintenance. It boosts their moral and psychological behaviours towards building good customer relationship which culminates into success in their career area. This study also motivates the out-of-school youths that success is multifaceted that involves building adequate personal and social relationship within the circle of their co-maintenance personnel and customers.

This study showed that success in any chosen career involves adequate training, inter- and intra-personal relationship and building adequate emotional intelligence to overcome the varying challenges that may be encountered. Also it indicated that personal development in a chosen career is essential and career successes can be built around personal goal orientation rather than building it in circle of people around. The study does not totally neglect social relationship because no man can live and succeed in isolation.

The purpose of this paper is to investigate the relationship between social learning constructs and perceived learning performance in corporate informal Web-based learning environments. The study aims at providing significant implications for corporate educators who have worked on designing social learning environments in the workplace.

To identify the casual relationship of the proposed research model, data collected from 523 South Koreans who were corporate employees and social media users were analyzed using structural equation modeling.

The results indicate that self-motivation, learning community and social media usage were significantly related to perceived learning performance. In addition, social media usage mediated the relationship between the other social learning constructs and the learning performance.

Given that corporate personnel typically gain job-related knowledge and skills through social learning, corporate educators need to provide learners with social learning environments that are conducive to self-motivation and learning community. Social media, when used as a learning tool, might not sufficiently improve learning performance without the help of other social learning constructs. Findings shed light on which social learning constructs are essential to effective social learning environment design in the workplace.

The purpose of this paper is to present an exploratory study of EI in the Lebanese context, investigating empirically variations in EI competency scores (self‐awareness, self‐regulation, self‐motivation, social awareness and social skills) in a sample of 225 Lebanese employees/managers. The study provides preliminary feedback on the possibility of detection of systematic variations in EI levels across demographic variables in the workplace and highlights relevant implications accordingly.

A questionnaire‐based measure was developed to capture the basic competencies on a self‐report basis.

The findings suggest differences in EI scores across different EI competencies for males and females, with males scoring higher on self‐regulation and self‐motivation, and females scoring higher on self‐awareness, empathy and social skills, and that EI levels increase significantly with managerial position.

The value added of this research is to revisit the salience of EI in the workplace and to highlight relevant implications. The research supports the business case for integrating EI valuation into traditional organizational functions (e.g. selection, promotion, and training).

The purpose of this paper is to present a framework integrating theoretical insights, empirical research and practical advice emerging from public service motivation (PSM) and self-determination theory (SDT). It aims at demonstrating that, while PSM shows the relevance of public values for motivation, SDT explains how context affects it. Taking the two theoretical approaches as complementary to one another and by pointing out their “static” and “dynamic” features, the framework provides a theoretical foundation for organizational practices aimed at enhancing motivation in the public services.

The framework is based on a review of PSM and SDT theoretical concepts and empirical studies; the analysis examines the implications and contributions of each approach to the understanding of motivation in the public services.

The paper demonstrates that PSM and SDT are complementary theoretical approaches and that this complementarity can provide clearer guidance to practitioners and widen the understanding of motivation in the public services.

The framework considers only a few features pertaining motivation in the public services, such as public values, basic needs satisfaction, prosocial behaviour and socialization. Further research should explore additional factors.

The framework provides an explanation of why some practices are likely to enhance motivation in the public services, while others are likely to deplete it.

The framework does not limit itself to proposing the theoretical integration of PSM and SDT, but connects this integration to organizational practices.

This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies.

The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations.

In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced.

The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.

High-quality employee motivation can contribute to an organization’s long-term success by supporting employees’ well-being and performance. Nevertheless, there is a paucity of research concerning how organizations motivate workers in non-traditional work contexts. In the algocratic context of the gig-economy, the purpose of this paper is to understand the role that technology can play in motivating workers.

Drawing on the self-determination theory, job-characteristic theory and enterprise social media research, this conceptual paper explores how the architecture of the digital labor platforms underlying the gig-economy (and the characteristics of jobs mediated through these IT artifacts) can impact key antecedents of self-motivation.

Combining theory and empirical evidence, this paper develops a mid-range theory demonstrating how organizations can support the self-motivation of gig-workers through the thoughtful design of their digital labor platforms and the integration of two social media tools (namely, social networking and social badging).

This paper answers calls for psychologically-based research exploring the consequences of gig-work as well as research studying the impacts of advanced technologies in interaction with work contexts on motivation. In theorizing around a large set of social-contextual variables operating at different levels of analysis, this paper demonstrates that individual-level motivation can be influenced by both task-based and organizational-level factors, in addition to individual-level factors.

The proposed theory provides novel insight into how gig-organizations can leverage widely accessible social media technology to motivate platform workers in the absence of human supervision and support. Theoretical and practical implications are discussed.