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The importance of employees’ job embeddedness perception in the airline companies has not been given the required attention. To recognise the role of frontline employees’ perception regarding job embeddedness, the present research aims to develop and investigate a model that examines the determinants and consequences of employees’ job embeddedness in airline industry. The current study also aims to enrich the literature on human resources in the fields of transportation service management as the lifeblood of tourism industry as a related service industry by providing a comprehensive framework and measurement scale regarding the social exchange theory.

The study used a survey among a sample representative of frontline employees operating in Egyptian airline industry across Egypt. In total, 870 questionnaires were collected and analysed using structural equation modelling using WarpPLS 6.0.

The results indicate that both supervisors’ support and employees’ advocacy have a significant effect on job embeddedness. In addition, it found out that job embeddedness has a significant effect on organisational commitment and employees’ intention to leave.

This paper is conceptual in nature regarding the social exchange theory in service related industries such as airlines and tourism.

The authors intend to use these considerations as a basis for future research implications for tourism small- and medium-sized enterprises in the Middle-Eastern and North-African region.

This paper contributes to the literature on social exchange theory by measuring factors affecting employees’ job embeddedness in the Egyptian airline industry, notably its related human resources as a service industry.

This study developed and empirically tested a comprehensive model of job embeddedness with its drivers and evaluated its impact on both organisational commitment and intention to leave. Such findings hold important implications for tourism small- and medium-sized enterprises in the Middle-Eastern and North-African region.

The COVID-19 pandemic has resulted in social isolation; nevertheless, universities will proceed throughout this trying period with the assistance of technology. As such, this paper seeks to develop a conceptual framework to investigate the continued intentions of students to use mobile learning during COVID-19 under different cultural contexts expanding upon the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Expectation-Confirmation Model (ECM) under different cultural contexts.

The suggested model is empirically tested with 1,206 students from different universities in three societies (i.e. Saudi Arabia, Egypt and the UK) using SEM/PLS.

Performance expectancy, satisfaction, social influence, facilitating conditions and instructors' competencies positively influence students' continued intentions to use mobile learning. In addition, the findings of the current research indicate that student's isolation negatively impact the continuous usage behavior. Furthermore, the findings indicated that a “one-size-fits-all” approach is insufficient in capturing the heterogeneity of students' intentions to use mobile learning across countries.

To the best of the authors' knowledge, this is the first study that has been conducted to understand the main determinants of students' continued intentions to use mobile learning under different cultural contexts.

Higher education institutions are undergoing a change in their teaching–learning practices, with the core goal of giving students the necessary skills and competencies to succeed in a complex and uncertain society. This study aims to evaluate the effectiveness of business simulation as a pedagogical strategy for teaching 21st-century competencies to undergraduate students. The study looks at students’ self-perception on how business simulation impacts future skills such as entrepreneurship, employability and sustainability.

The research incorporates a one-week workshop for undergraduate business students using AnyLogic business simulation. For this study, a 24-item skills-based survey was used as the instrument for eliciting input about students’ self-perceptions. To measure the impact of business simulation on overall student learning, a theoretical framework was developed and tested using SmartPLS version 4 for construct reliability, validity and hypotheses testing.

Based on the students’ feedback, the finding shows that most of the 24 soft skills were facilitated by the business simulation used. The simulation significantly affects the development of entrepreneurial and employable skills. On the contrary, it has little effect on enhancing sustainability skills. In addition, the study suggests that factors like gender and expertise had little overall impact on the results.

The most apparent practical implication of this study is that business schools should focus more on skill development by stressing on experiential teaching methods like business simulation to help students build various skills and become more prepared for the actual world of business.

The research presents fresh empirical data that add to the continuing discussion on active learning in business education and assist educators in avoiding some potential drawbacks of these innovative teaching techniques. With the right direction and criticism throughout the simulation, this learning experience has shown to be useful for everyone involved.