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Purpose Increasing use of information and communication technology (ICT) in education has, along with other consequences, shifted the context from teacher-centric to student-centric. These changes pose fresh challenges to the prevalent education systems all over the world, which already have fallen short of the expectations. The purpose of this study is to show that e-learning is not only about ICT following a holistic approach to learning which embeds systemic approach and learning loops but also about students and teacher’s actions in ICT-enabled learning environment. This study investigates the importance of engagement of students and teachers in blended learning with a focus on factors which affect this engagement. Design/methodology/approach Based on systems theory and socio-technological approach to e-learning, the paper documents an experiment which was carried out in a higher education institution. Postgraduate students of one course were divided into two groups. Instructor of the first group was not required to engage with the online content and had to deliver his course in a traditional face-to-face format. Instructor of the second group continuously spent time on the learning management system (LMS), developing more content, participating in online discussions and responding to students. LMS tracked the online activity of both the instructors, and semi-structured interviews of students were conducted. Findings Based on behaviour of 152 students of a postgraduate programme, students’ time spent online is directly proportional to the instructor’s online time, promptness of instructor’s response to online activities queries of students increased student engagement, the students’ engagement increases if the online content is related to the syllabus but engagement is not the same as the face-to-face lectures in the class. Research limitations/implications The research was conducted in India and is based on the behaviour of instructors and students in India. It was focussed on engagement issues of blended learning, while other issues of blended learning have not been in the focus of the research. Practical implications The research is important for the practice of higher education, and the result of the study can be taken into consideration while developing online courses for students enrolled in higher education. Social implications If higher education institutions take a strategic decision to use ICT in e-learning, engagements of participants and factors affecting engagement are crucial for the better quality of education. In such a way, blended learning fulfils requirements of a holistic approach to learning. Originality/value Despite the fact that e-learning as a way to deliver academic content has been extensively researched, there are not many studies focussed on engagement issues in blended learning, and even fewer studies have been conducted in an experimental way which allow in-depth research.

The COVID-19 pandemic and the resultant lockdown has caused massive economic disruption, leading businesses to make a rapid transition and take a new approach to business strategy. Therefore, the aim of the paper is to examine if there are statistically significant gender differences in work satisfaction, work engagement, and work efficiency among employees who work from home during the COVID-19 pandemic. Further, the paper aims to identify the importance of individual dimensions of work satisfaction, work engagement, and work efficiency, and gender differences perspective. The research is based on a survey of 785 employees in Slovenian companies. The factor analysis and the t-test for two independent samples were used to test the research hypotheses. Findings: The results show significant gender differences in work satisfaction, work engagement, and work efficiency among employees who work from home during the COVID-19 pandemic. The paper provides change management insights and recommendations to assist companies in minimizing the negative impact of the COVID-19 pandemic on their employees.

This paper uses the technology acceptance model (TAM) framework for the research of economic and geography students’ attitudes towards interdisciplinary knowledge. Based on the SmartPLS Structural equation modelling SEM variance-based method, research results were gained through analysis of survey data of economic and geography students. They participated in the Spationomy project in the period of 2017–2019. Online questionnaires were fulfilled before and after students’ participation in the project and their future behavioural intention to use interdisciplinary knowledge was analysed. Based on the research, we can confirm that the Spationomy project has achieved its purpose, as both groups of students (economic and geography students) have acquired interdisciplinary knowledge and students intend to use it also in the future. Therefore, we can argue that the students included in the project in practice gained recognition of systems thinking about the importance of mutual interdisciplinary cooperation towards achieving synergies. The results also show that TAM can be successfully implemented to analyse how students of economics and geography accept the use of interdisciplinary knowledge in the learning process, which is an important implication for management and education as well as from the theoretical implications viewpoint. While effective analysis using TAM has been used successfully and relatively frequently in economics and business field, we have not found relevant examples of its implementation in the broader field of geography. However, the acceptance of geographic information system (GIS) or other information technologies/information software (IT/IS) tool-based approaches of analysis in the geography field may be of most importance. Therefore, also, this represents an important implication for the research area.

Growing importance of sustainable development, corporate social responsibility and business ethics requires various types of contemporary organisations innovation. This research assesses the problem related to business policy innovation (BPI), which represents organisational governance determination. The main purpose of the paper is to qualitatively and quantitatively present a new, requisitely holistic strategic model of the soft factors influencing BPI, which interdependently incorporates changes in organisational values, culture and business ethics, as well as stakeholders’ interests reconciliation, thus determine soft possibilities for more sustainable business policy, management and practice. While the relevance of these factors for business policy is in the literature widely recognized, there is a small amount of empirical research on their influence on BPI. To mitigate this research gap, advanced structural equation modelling (SEM) based partial least squares (PLS) method was used for analysing data of 734 organisations in Slovenia, the EU state. The research results show that researched soft factors organisational values, culture and stakeholders’ interests reconciliation statistically confirmed influence BPI. Thus, these recognitions can be used as the basis for strategic managerial decision making towards social responsibility and sustainability of an organisation. Reasons why it has not been statistically confirmed that business ethics influence BPI needs to be investigated in future research.