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This paper compares three business excellence models (BEMs): Baldrige criteria for performance excellence (BCPE), European Foundation for Quality Management (EFQM) model and Deming Prize (DP) model, representing American, European and Japanese excellence models, respectively. These models are compared in terms of contents, scope, orientation, emphasis and administration.

Using an inductive-deductive approach, the paper identifies and compares the contents, core values, unique features, points of emphasis and the overall approach of these models.

Significant differences exist in these models, and that none of these models is perfect. Overall, the BCPE is results-oriented, mainly economic-focused, explicit in presenting requirements and better structured. The EFQM model provides an augmented focus on sustainability, stakeholder engagement and inclusivity. The DP model is an internally oriented TQM model that focuses on processes improvement as a means to excellence.

The findings can guide managers regarding what they should expect from the application of excellence models and make better decisions regarding the choice of excellence models. Further, these findings can provide a foundation for updating the excellence models.

This paper stands alone as a qualitative comparison of BEMs in terms of contents, scope, administration and emphasis on excellence related matters.

Previous studies have mainly discussed the impact of student engagement on different facets of academic performance. Research on the approaches to promote student engagement in a classroom setting (i.e., micro-level practices) is relatively sparse. This paper provides a framework for enhancing student engagement in a university undergraduate classroom setting.

This study builds on action research. At the core of this approach is making interventions through a set of pedagogical approaches, derived from the literature. The impact of these interventions was measured, followed by reflections on the outcomes and developing a future improvement strategy.

Student engagement can be enhanced by using heterogeneous pedagogical approaches that positively influence student performance. Further, the use of mixed pedagogical approaches helps students and teachers acquire meta-cognitive knowledge (i.e., knowledge of their learning preferences) and sets the direction for learning.

The key contribution of this study is providing a student engagement framework applicable in a sophomore-level classroom setting. The framework discusses a set of techniques, their theoretical underpinnings, the course of their execution and the challenges faced in this process. The framework can be used to guide enhancing student engagement.

Contrary to the macro-level measures, research on micro-level measures for promoting student engagement approaches is scarce. This study discusses not only different strategies but also details the dynamic course of their deployment. The study, therefore, is unique in its contribution.

The purpose of this study is to know the perceptions of university librarians in Pakistan about the benefits of electronic learning for continuing professional development (CPD), to identify the motivating factors to engage librarians in electronic learning programmes for CPD and to investigate the challenges of adopting electronic learning faced by university librarians in Pakistan for CPD.

A quantitative research method followed by a survey research design was applied to address the study’s objectives. Quantitative data was gathered from the target population through a questionnaire. The target population of the study was consisted of all library professionals working in the Higher Education Commission (HEC)-recognized public and private sector universities of Pakistan.

The findings of the study showed that respondents positively realized the benefits of electronic learning for CPD. According to the results, organizational support is a prominent motivational factor for librarians to attend electronic learning programmes and develop their professional skills. Findings revealed that lack of technical support is identified as the most prominent problem in the effective adoption of electronic learning technologies. Technical challenges, such as inadequate infrastructure, poor networks, broadband access issues and low bandwidth, create obstacles for librarians in implementing electronic learning for their CPD.

This study is fruitful for library leadership to apply the emerging technologies to benefit from electronic learning for career development to deliver value-added services to the end users of university libraries.