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
Purpose: This study aims to present an innovative sandbox platform that implements a decision support system (DSS) to assess the sustainable development goals (SDGs) addressed at the municipal level. It intends to determine the relative importance of each SDG in municipalities and explore the synergies that can be discovered among them. Design/methodology/approach: Participatory action research is used to develop a DSS and an algorithm designated as discrete heavy fuzzy was also developed, which extends the Apriori algorithm to include discrete quantitative assessments of the level of SDG compliance by each project. A scenario consisting of three municipalities in Portugal (i.e. Porto, Loulé and Castelo de Vide) was chosen to demonstrate the implementation of the sandbox platform and to interpret the observed results. Findings: The results reveal significant differences in the typology of SDGs addressed by each municipality. It was found that municipal sustainable projects are strongly influenced by the contextual factors of each municipality. Porto has projects that address the first five SDGs. Loulé appears projects that promote innovation, the fight against climate change and the development of sustainable cities. Castelo de Vida has initiatives related to innovation and infrastructure and decent work and economic growth. Research limitations/implications: This study provides knowledge about the relative importance of the SDGs in Portuguese municipalities and explores the synergies among them. The proposed sandbox platform fills the gaps of the ODSlocal Webtool by proposing a dynamic and interactive approach for the exploration of quantitative indicators regarding the implementation status of the SDGs established in the 2030 Agenda. Originality/value: This study provides knowledge about the relative importance of the SDGs and the various synergies that exist between them considering the Portuguese municipalities. The sandbox platform presented and developed within this study allows filling the gaps of the ODSlocal Webtool that gathers essentially qualitative information about each project and offers a dynamic and interactive exploration with quantitative indicators of the implementation status of the SDGs established in the 2030 Agenda.

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.