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This research sought to propose a theoretical model that analyzes the factors associated with unlearning (individual and organizational) and contributes to generating and realizing ideas among young people at the beginning of their careers based on the predominant type of structure.

The study had a sample (n = 971) and used the multivariate data analysis partial least squares - Structural Equation Modeling (PLS-SEM regular) and multigroup analysis (PLS-MGA) to identify significant differences between the estimates of the specific parameters of each group (a- Organic/b- Mechanistic).

All the direct relationships and formulated mediations were found to be supported, except for H6 (ET→EO) within the group that had a primarily mechanistic organizational structure. Thus, the more turbulent the environmental, the more initiative-taking, innovative and risk-taking a company tends to be. However, it remains to be seen whether the organizational structure plays a role in facilitating or hindering this relationship. H1 (IG→IR) indicates that predominantly organic organizations have a stronger and more consistent relationship with the knowledge developed through individual and organizational unlearning process. This knowledge contributes to the idea-generation process and ultimately leads to realizing those ideas.

The article contributes to literature by proposing an original and integrated theoretical model incorporating individual and organizational approaches to unlearning to understand the effect on idea generation and realization.

Education is undergoing digital transformation intensified by COVID-19. In this context, gamification is an attractive alternative based on the use of elements of the games with educational purposes. However, it keeps the educational content to be learned as a central element without neglecting the “fun,” which contributing to engaging students. Therefore, this study aims to analyze the factors that affect students' engagement in an undergraduate course of Business Administration with gamified activities in remote education.

The authors collected data through a survey available to students of the administration course at a private university in São Paulo (n = 671). This study used a quantitative approach, using SEM with PLS estimation and with the support of other analytical techniques.

The results support all the hypotheses formulated. Those with the associated construct “competition” obtained the most robust relationships, which denotes that competition is an essential element in gamification. Despite being supported by the results, “network exposure” influencing engagement is one point of attention to improving teaching strategies.

Graduate schools could implement this type of gamified activity, evaluating whether students enrolled in higher degrees would willingly engage in a learning activity considered “less serious.”

Higher education institutions can benefit from this study by understanding that gamification is presented as an active methodology that increases students' engagement in teaching.

This research addressed gaps in the factors that affect students' engagement with gamified activities, proposing an alternative theoretical model to those present in the literature.

This study aims to investigate the effects of nomophobia in the organizational environment, and the authors developed a research model consisting of the construct's loneliness, depression and anxiety. The growing competitiveness of the market and the need of many companies regarding the availability of employees demand attention.

The authors surveyed 454 Brazilian respondents and used covariance-based structural equation modeling to analyze the survey results. The model’s hypotheses proved significant, confirming the relationships proposed by the theoretical model.

Loneliness and depression, rather than anxiety, explained the influence of nomophobia on individuals’ ability to communicate when inserted in the professional context. Individuals were most likely to have high nomophobia incorporate psychological traits that involve emotional instability, and could benefit from the connection between people in a social group.

This study confirms that nomophobia can be a situational phobia evoked by the unavailability of a smartphone or by the idea of not having it, not being able to use it or losing it, even within the business context.

The increase in loneliness and depression indicates a deficiency in the face of the smartphone’s benefits.

This paper provides contributions that seek to understand the effect of symptoms from smartphones in the workplace, also indicating that users may cause vulnerability. Companies can prevent vulnerability by creating policies prohibiting their use in the organization’s context and developing healthy habits that do not lead to addiction.