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The purpose of this study is to make an exploratory analysis of the impact of the entrepreneurial ecosystem (EE) as defined by Acs et al. (2014) on opportunity-driven senior entrepreneurial activity in Latin America.

The research uses data from the Global Entrepreneurship Monitor and the Global Entrepreneurship and Development Institute of five Latin America countries (Argentina, Brazil, Chile, Colombia and Mexico), providing a total of 15,019 observations of people that are 50+ years old, between the years 2013 and 2017. A multi-level logistic regression model was used to estimate the relation between the total entrepreneurial activity by opportunity of seniors and some EE indicators. A total of three equations were estimated on the data set described.

This research confirms the relevance of some elements of EE on senior entrepreneurship in Latin America. Entrepreneurial attitudes have a positive relationship with senior entrepreneurs, generating higher levels of entrepreneurial ventures. The combination of institutions that support these attitudes on the EE enhances senior entrepreneurial activity. It also demonstrates that a higher level of entrepreneurial education at postschool stages is relevant to increasing senior entrepreneurial activity.

This research makes some interesting contributions in the field of measuring the impact of EE on senior entrepreneurship by opportunity in developing countries, filling a literature gap. It allows us to glimpse some measures that policymakers could take to improve the entrepreneurial activity of this segment in the region, such as implementing programs that facilitate networking opportunities and mentorship, along with providing training in business and financial literacy.

Postsecondary institutions that purport to build leaders are ubiquitous. Yet, given such ubiquity, the curriculum and co-curriculum dedicated to student leadership development is diffuse as an overall field of practice and lacks firm grounding in matching consensus outcomes for leader development to specific principles of teaching and learning. We propose a conceptual model for leader development of undergraduates that describes what leadership education should strive to accomplish.

Recent scholars (Leroy et al., 2022) suggest such lack of consensus and weak structure stems from a lack of commitment to defining the ultimate goals for leader development programs, matching curriculum and pedagogy to meet these goals, and then rigorously evaluating programs. Our proposed model illustrates a structure of leadership skill mastery founded in adult constructive development theory, applies a range of adult learning principles, and includes several suggestions for specific curricular and pedagogical applications. We describe each aspect of this conceptual model and explain how it might be enacted and assessed across diverse postsecondary contexts.

We have no findings to report.

Numerous scholars have advanced models that seek to define and provide a structure for “leadership.” The novelty of our work is to combine the work of other scholars to provide an explicit framework for the work of leadership education in higher education – how to conceptualize “leader development,” how to combine such development with adult learning principles, and what specific curricular and pedagogical elements should be included to achieve intended ends.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

This paper aims at assessing the impact of a number of behavioral interventions on the willingness of informal businesses, in the Egyptian informal sector, to join the formal sector.

This paper uses an experimental methodology to examine the impact of behavioral interventions on the formalization of the Egyptian informal sector. Specifically, it conducts a survey experiment on a total of 240 informal businesses, operating in the Egyptian informal sector. The primary data collected from the survey experiment is then analyzed using a binary logistic regression to assess the impact of the behavioral primes on the probability of joining the formal market.

The empirical findings of the survey experiment indicate that the biggest obstacle facing informal businesses is finding a formal source of finance that could help them in penetrating the market. Providing informal businesses with information on funding opportunities offered by the ministry of micro, small and medium enterprises (MSME) significantly increased the probability of joining the formal sector to benefit from this opportunity.

This paper is the first to apply behavioral primes, in the form of informational cues, to the Egyptian case of informal business owners. Previous research on the use of behavioral nudges and primes has focused mainly on the western economies.

Indonesia subscribes to rights-based principles of family planning. However, a chasm between principles and practice has long been noted on a global basis, and progress has not been well-documented. This paper aims to assess the extent to which the Indonesian national family planning program has evolved in a manner that is consistent with rights-based principles.

The primary source of data was five Indonesian Demographic Health Surveys undertaken from 1997 to 2017. The analyses were organized around three major categories of family planning-related human rights. Trend analysis and logistic regression were used in analyzing the data.

Indonesian women have considerable autonomy in family planning decision, reporting that family planning decisions were mainly made by themselves or jointly with their spouse. Although contraceptive method awareness and demand for family planning are high, Indonesia fares poorly with regard to informed choice in contraceptive method selection. Access to family planning services is comparatively high as judged by contraceptive prevalence, family planning demand satisfaction and unmet need for family planning. However, significant geographic and socioeconomic inequity were observed on many indicators, with eastern Indonesian provinces consistently lagging behind.

This paper focuses on married couple, as Indonesia has a restrictive policy to limiting access and information of family planning for other groups, unmarried youth in particular.

This paper makes an important contribution to document how effectively the prohuman rights policy orientation toward family planning has been translated into services.

One impediment of e-government implementation is the lack of e-(government) competences among public officials, especially because foundational education programs fail to teach them. Therefore, this study suggests massive open online course (MOOC)-based continuous education. This study aims to design and evaluate a MOOC and MOOC platform for acquiring e-competence in the public sector and principles for such platforms to capture their inherent design knowledge.

This study uses design science research incorporating qualitative and quantitative methods and draws on established patterns of formulating design principles (DPs).

The core results are a physically instantiated MOOC platform and six DPs: DP of 1) easy access and easy use, 2) professional exchange, 3) protected space, 4) domain focus, 5) cooperation with higher education institutions and 6) promotion from higher government level.

This study contributes to e-government research by extending the design knowledge for the construction of domain-specific MOOC platforms. Moreover, the study contributes to platform economics by discussing existing theses and outlining new opportunities. The research also entails limitations, as the authors have solely considered MOOCs and neglected complimentary offers to sustain learning success.

This study provides practitioners with design principles they can use in their efforts to construct education platforms for the public sector. Moreover, the study presents a working MOOC platform instantiating these DPs, and thus provides an exemplary reference.

Not fulfilling expectations regarding digital public services comes with a risk of decreasing trust in public organizations and the overall government. The results of this study contribute to enabling public officials fulfilling stakeholders’ expectations and generating public value.

By linking e-government competence education with MOOC platform design, this research approximates an important research gap. Scholars previously investigated e-competences and focused on alone-standing MOOCs to convey those. The results of this study offer the potential to construct platforms to centralize such fragmented solutions, maximizing their impact among public officials.

To know the digital competence of rural teachers to carry out the tutoring process with members of the educational community through digital resources (teacher-student, teacher-families and teacher-teaching team). As specific objectives, gender, teaching specialties, interaction between gender*teaching speciality, and significant predictors were analysed.

The research was quantitative, with a non-experimental, cross-sectional, descriptive and inferential design.

The results showed an explorer-expert teacher, where the generalist teachers had a superior competence compared to the rest of the specialties. Gender and teaching speciality were significant predictors in the communication that the teacher has with all the agents involved, while the interaction of both predictors was only significant between the teacher-teaching team and teacher-families.

Another issue worth considering relates to the development of the classification tree for the use of digital resources in tutorial action. Due to lack of space, the proposal has focused on gender and particular subjects, but it would be interesting to focus on the dimensions of the instrument with regard to tutorial action with the different agents (students, teaching staff and families).

After reviewing the literature, the authors can conclude that very little quantitative research is focused on the level of self-perception of digital competence of teachers in rural schools. Furthermore, the teaching speciality of teachers has up until now hardly been taken into account as a variable that can determine the levels of digital competence. Not many studies have analysed the use of digital resources to communicate with the different members of the educational community.

First-generation students (FGS) experience numerous challenges during their studies because of their background attributes and lack of social capital required to navigate institutions of higher learning. The purpose of this study was to investigate the influence of perceived social support and a sense of belonging on academic persistence among FGS at a distance e-learning institution in South Africa.

A cross-sectional quantitative research approach was employed. The sample comprised 240 undergraduate students. While multiple linear regression analysis was used to assess the influence of perceived social support and sense of belonging on academic persistence, mediation analysis was used to test for the mediating effect of sense of belonging on the relationship between perceived social support and academic persistence.

The results revealed that while perceived family support, perceived friendship support and perceived support from others did not significantly predict academic persistence, a sense of belonging significantly predicted academic persistence. The results also demonstrated that a sense of belonging significantly mediated the relationship between perceived family support and academic persistence. Further, the sense of belonging significantly mediated the relationship between perceived support from others and academic persistence.

The results of the study imply that distance learning institutions should strengthen student support mechanisms and institute steps to create learning environments that engender belongingness to enable students to persist academically and reach their academic goals.

This study outlines practical strategies that distance learning institutions could use to enhance support and bolster belongingness among students to help them complete their studies.

This paper examines why farmers self-select out of formal credit markets even though they need external funds.

We use probit and Bayesian probit estimators to detect the determinants of self-selection behavior based on a primary dataset of 2,212 rice farmers in Vietnam. After that, we use the multinomial probit (MNP) and Bayesian MNP estimators to reveal the impact of relevant factors on the decision to self-select for farmers belonging to each self-selection category.

The probit and Bayesian probit estimators show that the decision to self-select depends on household head age, income per capita, farm size, whether or not to have relatives or friends working for banks, the number of previous borrowings, risks related to natural disasters, diseases, and rice price, and the number of banks with which the farmer has relationships. The MNP and Bayesian MNP estimators give further insights into the decision of farmers to self-select in that determinants of the self-selection behavior depend on the reasons to self-select. In concrete, farm size and the number of previous borrowings mitigate the self-selection of farmers who did not apply for loans due to having access to other preferred sources of credit. The self-selection of farmers not applying for loans because of unfavorable loan terms is conditional on household head age, farming experience, income, farm size, the number of previous borrowings, natural disaster risk, and the number of banks the farmer has relationships with. Several factors, including education, income, the distance to the nearest bank, whether or not having relatives or friends working for banks, the number of previous borrowings, risks, and the number of banks the farmer has relationships with, affect the self-selection of farmers not applying for loans because of high borrowing costs. The self-selection of farmers not applying for loans because of complex application procedures depends on income and the number of previous borrowings. Finally, the household head’s age, gender, experience, income, farm size, the amount of trade credit granted, the number of previous borrowings, natural disaster risk, and the number of banks the farmer has relationships with are the determinants of the self-selection of farmers not applying for loans because of a fear not being able to repay.

This paper fills the knowledge gap by investigating why farmers self-select out of formal credit markets. It provides evidence of how the farmers’ subjective perceptions of rural credit markets contribute to their self-selection.

This paper shows that demand-side constraints are also vital for farmers’ access to bank credit. Improving credit access via easing supply-side constraints may not increase credit uptake without addressing demand-side factors. Given that finding, it recommends policies to improve access to bank credit for farmers regarding the demand side.

The purpose of this study was to explore the leadership competencies of the National Collegiate Athletic Association (NCAA) college athletes and assess the potential differences between domestic and international college athletes.

A quantitative, non-experimental research design was employed, including the use of an electronic survey to collect data. Survey research allows for extensive data management and a quick data collection method (Creswell & Creswell, 2018). The survey was conducted using online Qualtrics software, which allowed convenience in administration, maintenance, nationwide distribution and data export and analysis.

The findings of this study suggest that domestic college athletes develop greater leadership competencies than their international peers.

The study implications include both practical and academic contributions. The research in the area of leadership development in college athletes has been growing. Previous research has focused on the benefits of the leadership development (Lewis, 2023); however, minimal research has been dedicated to exploring actual leadership constructs within the college athlete population. Moreover, this study focused on the differences between domestic and international college athletes’ leadership constructs. International college athletes go through additional challenges while balancing the academic part of being college athletes (Ridpath, Rudd, & Stokowski, 2020).

Minimal research has been dedicated to exploring actual leadership constructs within the student-athlete population. This study is the first study that explored leadership constructs from the quantitative lens and focusing on both domestic and international student-athletes. The literature on international student-athletes mainly focuses on the motivation arriving to the United States of America (Love & Kim, 2011) and their transitional experiences (Popp, Pierce, & Hums, 2011; Jolly, Stokowski, Paule-Koba, Arthur-Banning, & Fridley, 2022). However, limited literature focuses on the preparation of international student-athlete for life beyond their sport.