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Work engagement is one of the critical factors at an organization, so considering some factors such as leadership styles and organizational support is important. Lack of attention to these factors can lead to undesirable environments for workers. The purpose of this study is to conduct a systematic review based on these variables. Data for this research were gathered from databases of Web of Knowledge, psycarticles, Scopus, psycinfo, Web of Science, and Google Scholar. A total of 165 records were identified in databases. 15 records were discovered in other sources. 149 records remained after deleting duplicates. 117 of these records were examined, 52 registers excluded. 65 complete articles were chosen to be evaluated, and after 10 completed articles had been excluded, 55 studies ultimately remained for inclusion in the synthesis. Overall, leadership styles (transformational leadership and transactional leadership) and organizational support were found as two imperative organizational factors to access better outcomes at the workplace.

This study presents a review of the Quality of Higher Education through the incidence of learning styles. The quality is important l element the private sector, as well as for the public sector since it evaluates services, supply and working conditions, and the relationship with the environment where they carry out their activities. Therefore, higher education organizations cannot be exempt from the importance of quality. However, there are several factors that affect the quality of education, being one of the most important learning styles. Generally, from this background, the main objective of this study to define the role and quality concepts of higher education the analysis of the key aspects of quality assurance and its relationship with student learning styles, by briefly reviewing the literature in this regard that allows for defining this relationship and its importance. The results showed through these studies that there is no single style of learning, and that this must be flexible within the classroom to improve the educational experience of students, but that this cannot lead to the choice of a single style considered as suitable.