Abstract
PurposeThis study aims to investigate the relationship between fun at work (FW) and organizational cohesion (OC), using an integrative model where FW acts as a precursor to cohesion. Psychological empowerment (PE) and intrinsic motivation (IM) are examined as potential mediating mechanisms.Design/methodology/approachData was collected through a questionnaire distributed via Google Forms between April and July 2025 to small and medium-sized enterprises (SMEs) identified through Informa D&B. Of the 315 responses, 288 valid cases were retained for analysis. Structural equation modeling was applied to test the proposed integrative model linking FW, PE, IM and OC.FindingsThe results show that FW positively influences PE and OC, both directly and indirectly. PE also significantly enhances cohesion, reinforcing its mediating role. In contrast, IM does not significantly mediate the relationship between FW and cohesion, suggesting that enjoyable workplace practices may strengthen empowerment and collective bonds without necessarily fostering deeper intrinsic drivers.Originality/valueThis study advances knowledge by integrating two previously disconnected domains (i.e. FW and OC) into a single empirical model. The research offers practical value for managers seeking to enhance team dynamics through targeted workplace interventions, highlighting the strategic role of fun in fostering empowerment and collective bonds. In addition, it identifies the nuanced, limited role of IM, opening avenues for further exploration of contextual and cultural factors shaping these relationships.

Abstract
PurposeThis study aims to examine the use of the serious game FLIGBY to recognize and enhance conflict management skills in international business education. It explores how the game's realistic scenarios and embedded conflict resolution frameworks (i.e. Thomas-Kilmann Instrument, Interest-Based Relational approach and Harvard Negotiation Principles) support the development of key competencies through experiential, gamified learning.Design/methodology/approachThis study analyzes data from 16,597 FLIGBY players using multiple regression models to examine how the game facilitates the recognition of conflict situations and the application of resolution strategies. The risk-free, simulated environment of FLIGBY provides a controlled setting to assess players' conflict management competencies.FindingsThe findings demonstrate that serious games like FLIGBY not only enhance students' understanding of conflict management theories but also actively support the development of practical skills and self-awareness. Players are challenged to analyze interpersonal dynamics, make strategic decisions and reflect on the outcomes of their actions, fostering the development of conflict management skills.Originality/valueThe inclusion of FLIGBY in a business education program has the potential to facilitate experiential learning in conflict management, which is a key topic in international business. Furthermore, it offers data-driven insights into how individuals and teams approach conflict resolutions which may be relevant to refine theoretical models based on gameplay analytics.

Abstract
ABSTRACT The study aims to understand how, to what extent, and through what mechanisms startups contribute to the achievement of the sustainable development goals (SDGs), distinguishing between impact-driven initiatives and approaches in which sustainability is used instrumentally. To this end, a mixed-methods methodology was applied, combining quantitative and qualitative analysis on a sample of 1864 startups accelerated by Y Combinator. The results indicate that the most addressed SDGs are SDG 13 (Climate Action) and SDG 3 (Good Health and Well-being), with an emphasis on clean technologies, low-carbon models, data-based climate monitoring, personalized and preventive medicine, mental health, and clinical data management. In contrast, goals related to biodiversity and reducing inequalities are less represented, revealing gaps and areas with potential for expansion. The study's contributions include identifying patterns and gaps in startups' engagement with the SDGs, reinforcing the importance of public policies and incentives to balance efforts in less addressed areas, and demonstrating the central role of digital technologies and data analysis in promoting sustainability.

Abstract
This study aims to investigate how specific graduate attributes relate to university students’ employability and entrepreneurial intentions, with a focus on higher education institutions in the United Arab Emirates (UAE). The research distinguishes between traditional and emerging attributes and examines their predictive value for distinct post-graduation pathways. A quantitative, cross-sectional survey design was adopted. Data were collected from 524 undergraduate students and analysed using multivariate multiple regression to assess the simultaneous effects of nine graduate attributes. The findings reveal that employability intention is significantly are associated with goal-directed behaviour, continuous learning, problem-solving, and the ability to present and apply information. Entrepreneurial intention, on the other hand, is more strongly predicted by enterprising behaviour, analytical thinking, and artificial intelligence literacy. Some attributes, such as ethical responsibility and interactive communication, were not significant predictors. University prestige had a minor but significant effect on employability intention, while the presence of a university incubator showed no significant relation. This study contributes to the theoretical development of graduate attribute frameworks by validating digital-era competencies and empirically distinguishing between employability and entrepreneurial orientations. It offers practical insights for higher education institutions seeking to develop curricula that better prepare graduates for diverse career outcomes.

Abstract
Entrepreneurial ecosystems are key drivers of regional development, yet limited attention has been paid to how startups experience these systems and how their positions within the ecosystem shape those experiences. This article examines the role of startups in the entrepreneurial ecosystem of the Porto Metropolitan Area, through an in-depth qualitative case study based on semi-structured interviews with founders, investors, intermediaries, and higher-education actors, complemented by contextual indicators analysis. The findings show that the ecosystem is experienced in differentiated ways across actors. Founders primarily experience challenges through market uncertainty, access to funding, and scale-up challenges, while academic entrepreneurs emphasize institutional pathways and knowledge translation processes. University actors focus on talent pipelines, graduates' employability, and collaboration with firms. Although the region benefits from strong early-stage support and a dense institutional infrastructure, a persistent scale-up gap and weak political embeddedness constrain startups' longer-term contributions to regional development, despite their economic significance. The article contributes to entrepreneurial ecosystem research by adopting an actor-centered, positional perspective and by highlighting how institutional diversity, within higher-education, shapes differentiated roles, while pointing to the limits of startup creation policies and the need for stronger coordination, improved scale-up finance, and more meaningful channels for startup participation in decision-making.

Abstract
This study addresses a gap in literature by empirically examining the role of FLIGBY in the development of thinking skills and creativity, contributing to a more holistic understanding of the pedagogical value of serious games in higher education. Two research questions guide the study: (i) how FLIGBY assesses and contributes to the development of thinking skills; and (ii) how the pedagogical approach and challenges embedded in FLIGBY foster creativity. A mixed-methods design was adopted. Quantitative methods were first used to assess students' performance in thinking skills, which in FLIGBY are measured continuously through behavior-based analytics using the Master Analytics Profiler (MAP) system. In parallel, qualitative methods were employed to explore the development of creative competencies through thematic analysis of interview data. The results indicate that FLIGBY is an effective tool for the integrated development of thinking skills and creative competencies in higher education. Statistical analysis reveals moderate to high levels of cognitive skills such as emotional intelligence, leadership, and systemic decision-making, with strong and significant interrelationships among these dimensions. The thematic analysis further shows that FLIGBY fosters creativity by providing a safe environment for experimentation, adaptive decision-making, complex problem solving, and metacognitive reflection. Accordingly, the findings suggest that FLIGBY not only strengthens strategic cognitive skills but also stimulates creative and reflective processes transferable to real-world leadership and management contexts, offering important implications for educational practice and policy in higher education.