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The question of how work motivation affects team members' tacit and explicit knowledge sharing has long puzzled organizational scholars. In this chapter, the quality of team–member exchange (TMX) is presented as one potential mechanism.

Key variables in the model are intrinsic and extrinsic work motivation, interactional and distributive organizational justice, tacit and explicit knowledge sharing, relationship-oriented and task-oriented TMX, organizational rules, organizational climate for trust. Separate models are developed for intrinsic versus tacit knowledge sharing.

While explicit knowledge sharing depends upon extrinsic factors such as extrinsic work motivation, task oriented TMX, distributive justice perceptions, and organizational rules, tacit knowledge sharing is dependent upon intrinsic factors such as intrinsic work motivation, relationship-oriented TMX, interactive justice perceptions, and perceptions of an organizational climate for trust.

This is the first model to provide a useful framework that should enable scholars to research the factors underlying the relationships between individual employee motivation and both explicit and tacit organizational knowledge sharing.

Like every generation before them, Gen Zers possess a specific set of attributes. For example, they identify as loyal, thoughtful, compassionate, and responsible. They share their sense of ingenuity and resourcefulness with their Gen X parental generation and embrace diversity and inclusion like their older millennial counterparts. And, they connect with their baby boomer grandparents with their shared sense of responsibility. Generation Z is motivated by achievement and making a difference. Although some believe others will let them down, the majority are optimistic about their futures and believe good things will happen for them.

Some educators and teachers, when seeking to adopt a new pedagogy or technology, neglect to search for motivation. What will motivate the learner to accept and participate in any new method or technology offered by others? Based on personal experience, realistic observations, and literature reviews, we find that many educators and teachers suggest new pedagogy or technology for different purposes without consulting the ultimate beneficiary, who is the learner. Such behavior often creates resistance on the part of learners that negatively affects the desired outcomes.

From the lessons learned, for teachers in higher education (HE) to succeed in introducing or adopting a new pedagogy, such as active learning or modern technology, the learners' opinions must be explored, their points of view recognized, and their involvement in decision-making encouraged. We start by telling them what they should learn (curriculum, objectives, and content), then suggesting new pedagogy and technology and searching for consensus with the majority to get the required motivation. Active learning pedagogy is no exception here.

This chapter contributes to highlighting the importance of motivation for the success of active learning practices. Aiming to encourage educators and teachers to search for motivation before adopting a new project, pedagogy, or technology. This study offers a strategy to guide active learning practices in HE. We expect a positive impact of active learning practices in (HE) when such strategy (i.e., seeking motivation) is not neglected. The content analysis approach was adopted to collect data, and the data was analyzed by Excel. Finally, some recommendations were made.

Online, distance, and eLearning (ODeL) continue to gain recognition as a mandatory component of delivery of education in institutions of higher learning (IHL) around the world following the outbreak of coronavirus disease (COVID-19). This paradigm shift is informed by the need to ensure uninterrupted, valuable, and safe learning experiences for learners during the pandemic. However, governments ordered the closure of schools and colleges following the declaration of COVID-19 as a world pandemic by the World Health Organization (WHO). A report by United Nations Educational, Scientific and Cultural Organization revealed that there was a significant loss of schooling time following the closure of educational facilities which affected over 1.5 billion learners in 194 nations globally. This study explored the use of online approaches to intensify online learning efficacy in IHL. Data collection was conducted using qualitative methods and data analysis done using themes and sub-themes. Findings from this study indicate that students’ engagements on discussion forums are consistent with collaborative learning. Results further support the view that regular, prompt, and meaningful feedback is critical in promoting constructive learning and reflection among students. Based on the findings of this study, practical implications are discussed for stakeholders interested in establishing and strengthening effective delivery of online learning content to enhance students’ learning experiences.

This chapter flips innovation on its head. Instead of validating our ideas in the market, why not facilitate a market already motivated to change to do so. Theoretical and empirical evidence is presented to support this theory, along with tools and techniques enabling Innovation Leaders to deliver radical change. Three case studies are shared showing how successful innovation leaders have researched and developed opportunities for radical innovation.

Ports and port cities play a pivotal role toward the sustainable development of coastal ecosystems. These ecosystems provide their natural capital by offering favorable locations for industry and accessibility to world markets. While port industrial activities have been reactive to pressure from stakeholders, in more recent years ports have adapted inclusive strategies and seek to align their strategic intentions with stakeholders. Around the world, port authorities are aligning their ambitions toward their contribution to the sustainable development goals (SDGs), such as the World Port Sustainability Program (WPSP) for port authorities and AIVP2030 for port cities. The aim of this chapter is to assess to what extent ports have contributed to the implementation of the SDGs. The analysis is based on a content analysis on a portfolio of 212 projects in which port authorities demonstrate leadership in sustainable development. The results indicate that the contributions of port and port city authorities are generally motivated to “do no harm.” Port authorities also have “do good” intentions for their ecosystems, which are mainly focused on reenforcing connections with communities and less to restore their impact on the biosphere. Furthermore, the findings show that linkages between WPSP projects with the SDGs are rather ambiguous. Directions are given toward a methodology for port authorities (PAs) to establish a stronger link between (monitoring) business strategies with the implementation of inclusive port development strategies to prevent using SDG reporting for greenwashing purposes.

Relying on Social Identity Theory (SIT), Relative Deprivation Theory (RDT) and System Justification Theory (SJT), this study aims at examining identity enhancement strategies of blue-collar workers who might be described as members of low-status groups having negative social identity. In the scope of this study, individual and collective strategies for identity enhancement of blue-collar workers have been proposed with the support of above mentioned theories. First of all, factors determining identity enhancement strategies have been described. Then, individual mobility conditions were explained and informal workplace learning was suggested as an individual mobility strategy for blue-collar workers to enhance social identity. In addition, it was argued that high self-monitoring blue collars are more likely than low self-monitoring blue collars to use individual mobility strategy. It was also emphasized that through union membership, high identifier blue collars will adopt a collective identity enhancement strategy. Finally, acceptance of low-status strategy was proposed for blue-collar workers in case they perceive their group’s low status as stable and legitimate.

Tourist guides undertake many versatile roles as a requirement of their profession. The realisation of these roles also affects the performance of the guide. Findings obtained from empirical evidence on the effects of the tour guide's performance on memorable tourism experiences and the intention to revisit the Cappadocia region shed light on the importance of these elements on each other. Accordingly, the primary purposes of this research are to measure the effect of tourist guides' performance on memorable tourism experiences and the impact of memorable tourism experiences on revisit intention (RVI). For these purposes, the survey technique obtained data from 569 domestic and foreign tourists who participated in guided tours in the Cappadocia region. According to the results of the research, it has been observed that the performance of the tourist guide influences the memorable tourism experience, and the memorable tourism experience affects RVI. In light of the results, suggestions to tourism stakeholders and researchers are listed.