Leadership and personality traits of leaders always remained a hot debate among researchers and practitioners. However, there is still limited literature in the context of higher education. Thus, this research aimed to identify the most important personality traits in the workplace from the perspectives of higher education system leaders in four countries. The data were gathered by interviewing six participants from different nations, and those participants identified six personality traits that they considered positive at work. These traits include integrity, passion, adaptability, positivity, creativity, and compassion. Moreover, the findings revealed how program leaders can modify their recruitment and placement strategies to promote positive workplace practices and what methods can be used to reduce bad practices and their elimination, leading to higher business prospects. The results of this study can serve as guidelines for managers, program administrators, or intermediaries who want to improve their organizational performance. Moreover, the propositions developed by the findings can be investigated empirically.

The rapid shift to online learning during COVID-19 posed challenges for students. This investigation explored these hurdles and suggested effective solutions using mixed methods. By combining a literature review, interviews, surveys, and the analytic hierarchy process (AHP), the study identified five key challenges: lack of practical experience, disruptions in learning environments, condensed assessments, technology and financial constraints, and health and mental well-being concerns. Notably, it found differences in priorities among students across academic years. Freshmen struggled with the absence of hands-on courses, sophomores with workload demands, and upperclassmen with mental health challenges. The research also discussed preferred strategies for resolution, emphasizing independent learning methods, managing distractions, and adjusting assessments. By providing tailored insights, this study aimed to enhance online learning. Governments and universities should support practical work, prioritize student well-being, improve digital infrastructure, adapt assessments, foster innovation, and ensure resilience.

The primary objective of this research is to investigate how non-financial incentives impact employee motivation within the Small and Medium Enterprises (SMEs) operating in Saudi Arabia. Employing a positivist research approach, we employed a carefully crafted survey to collect data from 365 employees employed by SMEs situated in Jeddah. The study explores various aspects, including the most common non-monetary motivators, the interplay between non-monetary and monetary incentives, and the effects of non-financial incentives on employee engagement, job satisfaction, and commitment. The results of the study indicate that employees working in small and medium-sized enterprises (SMEs) in Saudi Arabia place a significant emphasis on a good work environment, recognition, possibilities for personal and professional development, and career growth as prevalent non-monetary motivators. Additionally, the research illustrates a notable difference in the perceived efficacy of non-financial and financial incentives, whereby non-financial incentives are seen to have an equal, if not greater, impact on both motivation and work satisfaction. Moreover, the study reveals robust positive correlations between non-financial incentives and employee outcomes, underscoring the significance of these incentives in augmenting work satisfaction, job engagement, and commitment. The consequences of employee motivation are influenced by control factors, which have diverse influences, highlighting the complex nature of this phenomenon.

Despite Cameroon’s immense sand reserves, several enterprises continue to import standardized sands to investigate the properties of concretes and mortars and to guarantee the durability of built structures. The present work not only falls within the scope of import substitution but also aims to characterize and improve the properties of local sand (Sanaga) and compare them with those of imported standardized sand widely used in laboratories. Sanaga sand was treated with HCl and then characterized in the laboratory. The constituent minerals of Sanaga sand are quartz, albite, biotite, and kaolinite. The silica content (SiO₂) of this untreated sand is 93.48 wt.%. After treatment, it rose 97.5 wt.% for 0.5 M and 97.3 wt.% for 1 M HCl concentration. The sand is clean (ES, 97.67%–98.87%), with fineness moduli of 2.45, 2.48, and 2.63 for untreated sand and sand treated with HCl concentrations of 0.5 and 1 M respectively. The mechanical strengths (39.59–42.4 MPa) obtained on mortars made with untreated Sanaga sand are unsatisfactory compared with those obtained on mortars made with standardized sand and with the expected strengths. The HCl treatment used in this study significantly improved these strengths (41.12–52.36 MPa), resulting in strength deficiencies of less than 10% after 28 curing days compared with expected values. Thus, the treatment of Sanaga sand with a 0.5 M HCl concentration offers better results for use as standardized sand.