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This study attempts to list and rank the necessary skills required of a global logistics professional based on objective evaluations from industry.

This paper adopts a novel mixed‐methods approach using elements of concept mapping (brainstorming, multi‐dimensional scaling, cluster analysis), and link analysis. Concept mapping through repeated brainstorming by industry practitioners helps to summarize the key skill required of an effective global logistician. The multidimensional scaling method and cluster analysis support the classification and weighting of the capabilities into nine clusters. Link analysis helps to evaluate the significance of the results and addresses the gap between industry and academic perceptions of the existing global logistics curriculum in Taiwan.

In dealing with globalization, a logistician needs to be able to integrate, communicate, and analyze from an international perspective, perform financial analysis, maintain good industry and customer relations, exhibit strong people skills, stay healthy, and understand laws and regulations. Significant differences exist between industry practitioners and educators. The former believe that cross‐functional marketing skills are critical and emphasize the importance of risk and financial management. In contrast, logistics educators consider the traditional logistics management skills, such as demand forecasting, sourcing, planning, and system integration, as key priorities.

There is room for research and theory on how to narrow the mismatch between the current logistics curricula in academia and practical requirements. Different pedagogical strategies and techniques can be further investigated to orchestrate an effective and balanced global logistics management course. One research limitation arises from the sample which is confined to Taiwan. Thus, the authors' findings may be constrained by local and cultural influences. Future research could extend to a large‐scale multi‐country data collection and analysis to reduce the possibility of cultural and context bias.

Arming students with such important but diverse global logistics skills presents a challenge for logistics educators who need to find the right balance between breadth and depth of the modules. Educators and practitioners need to work closely together to co‐design and adapt the logistics curricula for a rapidly changing global environment. This will help to shorten the last stage from the classroom to the workplace by keeping abreast of the changes in industry and produce relevant logisticians without compromising on rigour.

The results provide a reference for educators keen on blending logistics education course design with practitioner inputs, to better develop global logistics capabilities. It also provides a reference to help prioritize what skills are important to be taught jointly in a module.

This paper aims to explore the factors affecting consumers' loyalty toward online games based on the uses and gratifications theory and the flow theory.

The research employed two approaches to collect data: personal interview and online survey. Each data collection approach consists of two phases to overcome method bias. This study adopted structural equation modeling to analyze the data.

The results focusing on popular massively multiplayer online role‐playing games reveal that players' sense of control, perceived entertainment, and challenge affect their loyalty toward an online game. Conversely, sociality and interactivity produce negligible effects on loyalty.

First, game designers may strengthen gamers' sense of control and challenge by adding more status information, gaming options, or through the designed system of goals and achievements. Second, the entertaining nature of online gaming suggests greater demand for content design, and points to the direction of mobile gaming. Third, considering the recent growth of online social network services, consumers regard online games as lower priority when prompted by socially related motives. Additionally, people mostly reckon online relationships as virtual and not gratifying real‐world social needs.

In view of the prevalence of computer and Internet usage, online gaming research should shift more focus toward the non‐technological aspects of gaming. This paper is one of the few studies that examine online game loyalty from the non‐technological aspects while adopting a multi‐disciplinary approach based on theoretical parsimony.

The purpose of this study is to explore how the “New type of industry and research chain value creation project” promoted by the Ministry of Science and Technology in Taiwan can help universities to achieve university social responsibility (USR), promote social innovation, and achieve sustainable development. The university social responsibility defined in this study is proposed through literature analysis. The study interviewed three professionals who actually participated in the project and served as core positions. Semi-structured in-depth interviews were conducted. Key findings are drawn as follows. First, the term USR is multifaceted and needs further refinement in light of the changing and dynamic roles of universities. Second, the value creation plan helps universities achieve social responsibility. Third, the value creation team incorporates the concept of university social responsibility into the consideration of development factors, which contributes to the sustainability of the project. Fourth, the value creation plan faces the willingness of participants and the public's unclear understanding of university social responsibility. Finally, practical benefits include the joy of team members, the cultivation of talents and the dream of having a business.

Over the past few decades, the higher education landscape underwent dramatic changes, causing strain on higher education institutions (HEI) worldwide. The academic debate is filled with very well-argued accounts of these developments. Advances in information and communication technology (ICT) add an additional layer to this already complex reality. Against this backdrop, it is necessary that the question of managing and administering HEI today be rethought. Emerging technologies such as artificial intelligence (AI) and cognitive computing, augmented, virtual and mixed reality (R+), Internet of Things (IoT), blockchain, bear the promise to effectively assisting HEI administrators in navigating their institutions through the period of profound change. This chapter offers a brief account of that.