PurposeThe purpose of this paper is to explore a number of marketing issues, such as consumer buyer behaviour and distribution channels, in relation to buying halal meat (HM) from local shops versus supermarkets in the UK.Design/methodology/approachA consumer survey (300 participants) and observation of three local halal shops and a Morrisons supermarket were successfully undertaken in London, Brighton and Edinburgh.FindingsThe majority of UK Muslims do not trust big supermarkets when buying HM. They will only trust a Muslim selling halal products in their local shops. Most respondents did not know that supermarkets in their local area sold HM.Research limitations/implicationsIn order to increase the sales of HM ranges, supermarkets need to improve their marketing efforts, for example by advertising in Islamic newspapers, mosques and other relevant sources. Supermarkets need to stock other complementary halal products to get a mass response from this market segment, as well as enhancing/improving their services, for example, there should be sales people who are able to advise customers on particular halal products.Originality/valueThe study reveals that the majority of UK Muslims are at odds with most UK shoppers and increasingly prefer to shop at small shops, rather than big supermarkets. The paper helps to emphasise the major issues that frame the current state of marketing HM in the UK; contributes to a better understanding of such an important customer sector; and raises the necessary commitment to restructuring HM business activities in the UK and Europe.

Purpose The purpose of this paper is to provide an in-depth and critical review of the literature and theories on knowledge, knowledge management (KM) as well as the concepts and approaches relating to organizational learning and the knowledge-based economy. The paper also provides more details and definitions of various issues around gamification. Design/methodology/approach Several sources have been reviewed and consulted including various mainstream referred journals focusing on KM and gamification as well as books, online databases, governmental reports, and statistics, etc. Findings Game-based learning (GBL) in business must align with the learning goals and outcomes of training and development, and clearly demonstrate that learning can be evaluated and achieved. Serious game experiences drive personal change and transformation by generating an attitude of acceptance of the challenge, motivation to achieve, and constant innovation through participant commitments. Simulations push the participant into experiencing an immersive environment. Finally, gamification, as a collection of techniques, may be applied to the educational and workplace activities, or used as a wrapper for GBL, serious games, and simulations. Research limitations/implications We are on a unique and unusual path to revitalizing and reinvigorating the educational experience. This new path is not about throwing a LMS at faculty and hoping it sticks. This new path is about creating faculty who are mentors, coaches, and life-long learners who understand the research implications of applying game-based learning in the classroom, as well as the workforce. Practical implications Higher educational teaching as well as corporate LTD (Learning, Training, and Development) are being significantly disrupted. The innovation taking place in teaching requires more experiential learning, the kind of learning stimulated with serious games, simulations, immersive learning environments, and gamification. This issue will help to outline disruptive approaches that work. Originality/value This paper provides a review of the emerging trends and cases where gamification, simulations, serious games, immersive learning environments, virtual reality, and augmented reality are applied to the deployment of knowledge-based initiatives.

There is a consensus that Information and Communication Technologies (ICTs) hold great promise for development by connecting people to more accurate and up-to-date sources of information and knowledge. However, the evidence so far shows that the benefits accrued from the utilization of ICTs have been inequitably distributed with most developing countries (particularly Africa) facing the prospect of being marginalized. Inequality of access to information and technological advantages among scientists becomes a crucial factor in formal science, and Africa can be said to be suffering from a scientific information famine. So the key question addressed in this article is, will open access solve Africa's information famine and help the continent bridge the digital divide? This article aims to assess and evaluate the open access movement as a proposed solution to avoid the restrictions over accessing scientific knowledge in Africa. I find it more important that the article outlines the problems that can be observed and what opportunities for building OA in Africa are available. Finally, the article concludes with a discussion of strategic and policy implications of these findings for bridging the digital divide and building OA in Africa. C 2007 Wiley Periodicals, Inc.

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PurposeThis paper aims at exploring the role of science, technology and innovation (STI) in transforming the United Arab Emirates (UAE) into a knowledge economy (KE) by initially assessing the country's achievements implementing the KE pillars. It further evaluates the country's STI capacity and competence in exercising adoption and diffusion of knowledge.Design/methodology/approachA situational analysis and a comparative approach were exploited to describe the UAE's position in terms of transition to a KE, highlighting weaknesses, strengths and opportunities. Related discussions were supported by data made available from several international sources. The country's worldwide performance was particularly matched against that of the other members of the Gulf Cooperation Council (GCC) together with two more Asian transformation economies and also a few examples from other Arab and Muslim countries.FindingsApparently, the UAE has made important progress in the implementation of the KE pillars and transitioning to the innovation‐driven stage, particularly at the macro‐economic environment and quality of infrastructure levels, notably the ICT sector. However, the county is facing several challenges that require concerted efforts and rigorous follow‐up. For instance, the UAE is lagging behind most transformation economies and some GCC countries when it comes to investment in education and R&D activities. This hurdle impeded the country's ability to absorb, adapt and create new technology and knowledge. As a result, the country's economy is experiencing a negative trade balance in foreign technology transfer. The comparative and situational analysis methodology adopted in the context concluded several lessons and policy remarks.Originality/valueUsing the most updated data, this exercise stems from the country's need to examine the current status, a necessary step for realization of new prospects and adoption and application of future policies and programs.