Lernen in Organisationen wird immer wichtiger, um eine ausreichende Qualifikation der Mitarbeitenden und damit eine nachhaltige Wettbewerbsfähigkeit sicherzustellen. Im Gegensatz zu zentralisiert oder extern durchgeführten Trainingsansätzen bietet eine interne Skill-Akademie ein breites und skalierbares Upskilling über alle jobrelevanten Skills hinweg.

Introduction: Gamification can support the practical application of Inclusive Teaching. However, gamification literature reviews to implement Inclusive Teaching are scarce or not existent. Therefore, we conducted a scoping review of gamification literature reviews to identify what themes are covered and specifically if Inclusive Teaching has been explored. Method: The scoping literature review comprises network and content analyses of gamification literature reviews retrieved from the Web of Science. We analyzed a multimode network of papers and keywords and used their eigenvector centrality to identify themes. The content analysis comprised of a human and automatic tagging process to identify each paper’s discipline/context. Results: We mapped the themes explored in 125 gamification literature reviews to answer our first research question, what are the areas of knowledge covered by gamification literature reviews? The central topic is gamification and education to increase motivation, followed by gamification itself and understanding the implementation of gamification in various contexts. We identified 12 contexts and the top five frequent were Education, Business, Gamification, and Political Science. From the year-by-year analysis, we separated the themes into four periods: beginning (2014–2015), understanding (2016–2017), focus 2018 and focus and emergence (2019–2022). Regarding our second research question, how is the topic of Inclusive Teaching explored in gamification literature reviews? We did not find literature reviews about gamification to support Inclusive Teaching in the existing dataset. Discussion: We report on the benefits of organizing central keywords by quartiles and using multimode networks to support scoping reviews; and disadvantages and advantages of using literature reviews as data sources for scoping reviews. We invite researchers to create more gamification literature reviews, to investigate gamification ethics in the light of recent technological developments such as generative models, and to reconnect gamification to the game design elements part of its definition, which goes beyond game elements.

Purpose The purpose of this paper is to examine the applicability of Big Data in higher education institutions. Design/methodology/approach A qualitative research approach using semi-structured interviews was employed to get insights from 23 experts from the Indian higher education sector. Respondents included higher education specialists from information technology, administration and academicians from public and private funded institutions. Findings Based on competitive advantage and data complexity, four major application areas were identified for the use of Big Data in higher education. These application areas are reporting and compliance; analysis and visualization; security and risk mitigation; and predictive analytics. Research limitations/implications Qualitative methodology is suitable to explain constructs and relationships between constructs, but it does not explain the magnitude of the relationships. The lack of Big Data experts in higher education constrained the ability of this research by leading to repeated themes. Finally, including participants from other countries would have assisted further in generalizing the findings. Originality/value As both interest and reluctance persists about Big Data, it calls for the application across industries and cost-benefit analyses. A number of researchers have studied the use of Big Data in various fields associated with the applicability, the data availability, the cost, the competence, the privacy, the relevance and the ownership. Very few publications explicitly address the integrative use of Big Data in higher education. So the current study examines the applicability of Big Data analytics in higher education institutions.

Research on cognitive style has gathered momentum over the past 40 years, especially with respect to learning, problem-solving, and decision-making. This iestigation adapts Tetlock’s hedgehog–fox scale for German-speaking respondents through three large-scale studies (n = 17,072) and examines the influence of cognitive style on employees’ public value assessments of their employing organizations. Our data led us to propose a revised and more economical HedgeFox Scale. In contrast with Tetlock’s findings, our results provide empirical and theoretical arguments for a two-factor structure. This shift in dimensionality affects the nature of the construct and aligns hedgehog–fox research with the latest developments in cognitive style research. Our results contribute to the ongoing interest in the dimensionality of cognitive styles and support the call for a more diverse picture. Finally, we provide recommendations for individuals and organizations.

The principle of differential marginality for cooperative games states that the differential of two players' payoffs does not change when the differential of these players' marginal contributions to coalitions containing neither of them does not change. Together with two standard properties, efficiency and the null player property, differential marginality characterizes the Shapley value. For games that contain more than two players, we show that this characterization can be improved by using a substantially weaker property than differential marginality. Weak differential marginality requires two players' payoffs to change in the same direction when these players' marginal contributions to coalitions containing neither of them change by the same amount.