Search results

This study intends to analyze the trend of walkability research over two years (2021–2022) in several aspects, including the research problem, gap and aim underlying walkability issues, research setting, the scale of analysis, the type of data, the data collection tool, the analysis method and contribution.

Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) is employed to conduct a systematic literature review from three leading databases including Web of Science (WoS), Scopus and Sage.

From the review, it can be concluded that the research focuses on two aspects, namely, the built environment and people. The studies in this field are conducted at different scales of the built environment, from macroscale to microscale, including region, city, neighborhood and street-level studies that are conducted around the world including Asia, Europe and America which receive high attention from researchers. Meanwhile, the study of walkability in Australia and Africa gains less attention. It is revealed that there are four factors of walkability including land use and accessibility for macroscale which cover region, city and neighborhood, while street network and pedestrian infrastructure and facility are mainly analyzed for street-level. Most of the studies widely utilize a quantitative approach for analyzing physical walkability factors in a measurement-based approach by using certain tools/software, and a perception-based approach by using questionnaires.

The findings can assist to keep up with the rapid pace of scientific publications and help accelerate the understanding of particular ideas in the field of walkability for the planning and design practice and policy that can be used by researchers/academia, urban designers, urban planners, architects, engineers and policymakers. Also, this study hopefully could assist further research direction for the future and could add value to a more advanced way of understanding the research on walkability.

This research provides a robust framework for walkability trend analysis and a comprehensive understanding of the main ideas from the existing research on walkability worldwide.

This paper aims to systematically review and synthesize existing research on learning-driven strategic renewal and examines the findings to elucidate the dimensions, antecedents, mechanisms and consequences associated with learning-driven strategic renewal, thereby addressing gaps in the existing literature.

This research covers learning-driven strategic renewal from 1992 to 2022, using hybrid snowball sampling techniques and Boolean searches on the Scopus and Web of Science databases to extract 49 papers.

This review proposes an organizing framework for learning-driven strategic renewal, building upon existing literature. The framework identifies various dimensions of the process, including antecedents, mechanisms and consequences. The antecedents are categorized into individual, organizational and external factors. The mechanisms for learning-driven strategic renewal were explored within the context of Crossan’s established 4I framework, which serves as a lens for emphasizing the balance between exploratory and exploitative learning. Within this framework, intuiting, interpreting, integrating and institutionalizing are the four “Is” that guide the renewal process. These mechanisms require a robust system to enforce the prescribed processes effectively, thereby contributing to long-term firm performance and sustainability.

Despite using search terms similar to those in existing literature on strategic renewal, the scope and depth of this study may be limited. Further research may benefit from bibliometric screening or more refined inclusion criteria.

While there has been extensive research into both organizational learning and strategic renewal, no coherent framework links them. This study fills this gap by building a framework that identifies connections between these two concepts, providing valuable insights that may be used to foster successful strategic renewal efforts. The review offers valuable knowledge and understanding of the subject matter, serving as useful guidance for effectively driving renewal initiatives within organizations.

The purpose of this study is to address a critical gap in the existing literature on business excellence implementation. While various studies have examined different aspects of business excellence, there is still a lack of comprehensive research on the optimal organizational excellence architecture (OEA) for an award-winning business excellence journey. The absence of a unified framework has led to inconsistent practices across organizations. The aim of this research based on data collected from 50 organizations across 17 countries is to address this gap and present a refined OEA model.

This study employed quantitative and qualitative data collection methods. Member organizations from the Global Excellence Model (GEM) Council participated through an online survey administered via the Qualtrics software platform. Quantitative data were analyzed using the SPSS and Microsoft Excel software tools, while content analysis techniques were applied to the qualitative data to gain detailed insights.

The findings refine and extend the OEA model. These contributions lead to a refined OEA definition and open avenues for future research, enriching the current understanding of BE implementation.

This study introduces a novel concept of OEA to the literature on business excellence implementation. The refined OEA model provides a fresh perspective on the critical components necessary for an award-winning business excellence journey. This research offers significant value to both practitioners and academics by presenting a unified approach to BE implementation, effectively addressing the previously identified gap in BE research.

The aim of the study is to identify best practices from Business Excellence (BE) award-winning organizations on the use of their BE self-assessment (internal assessment) and third-party assessment (external assessment including BE award assessments) for organizational improvement.

An explanatory sequential mixed methods approach was used to gather data from 50 organizations across 17 countries with varying degrees of BE maturity. Twenty of these, representing 40% of the sample, then participated in semi-structured interviews through which their understanding of the impacts of various practices was explored in more detail. From this sub-sample, three (3) emerged as exemplars used as the case studies reported here.

The findings from the first and broader study of the 50 organizations demonstrate a diverse approach to BE assessments, much of which is tailored to the maturity level of each organization. BE organizations with a high BE maturity level are more likely to conduct regular self-assessments and certificate assessment. Key practices identified in the case study organizations were their unique approach to preparing the organization for assessments irrespective of the BE award criteria, the use of mock assessments to prepare for award assessments, the use of customer-led assessments, thorough action plan review process, the use of internal assessments to grow internal capabilities, participation in regular award assessments, the use of external BE assessors and experts for assessments, increased use of technology to support the assessment process, and varying assessment types by organizational BE maturity.

This research provides a specific and valuable contribution to the existing BE literature by presenting contemporary, real-world examples of best practices in BE assessment. It offers a unique perspective on how award-winning organizations tailor their strategies to meet diverse business needs and strategic objectives.

The development of inclusive education, characterised by both universal momentum and geopolitical differences, has largely omitted children and young people with profound intellectual and multiple disabilities. For this group, access to educational opportunities at all has been slow to be won, and separation for ‘special care’ for their very high support needs is the norm. There have been advances in recognising the human rights and indeed humanity of people with the most profound intellectual disabilities, but the focus of educationalists has often been on how to foster and document fine-grained learning gains and on the specialist nature of the teaching they need. In this chapter, in contrast, the emphasis is on how the spirit of ‘Nothing about us without us’ can extend to children and young people with profound intellectual disabilities such that they are at the heart rather than periphery of the education and research process. The potential for belonging in education and research is illustrated through exploratory work on doing research inclusively with children with profound intellectual and multiple disabilities in two English special school classes. The starting point is seeking to know them from being with them in a particular way. The knowledge shared in the chapter is a mix of big picture state of the art overview and deep intersubjective knowledge/feeling created together with children with profound intellectual and multiple disabilities. The implications for future research in inclusion include the need to start from a different mindset in which belonging and reciprocity inform an asset-based approach.

The purpose of this paper is to explicate how the processual third context learning approach provides new understandings and dimensions to the well-established terminology within the fields of inter-organizational learning and university–industry collaboration. These understandings and dimensions are empirically informed by an analysis of a collaboration between Aalborg University and Bang & Olufsen, a Danish loudspeaker manufacturer.

To fulfill the research purpose, a case study based on a participatory data collection strategy was applied in the collaboration between Aalborg University and Bang & Olufsen. Data were collected through a qualitative multimethod approach, comprising semi-structured interviews, field observations and field notes. Phenomenologically inspired content analysis revealed the themes outlined and discussed.

The third context framework was useful in outlining the complexity of a bidirectional collaboration. The inter-organizational learning processes were, for example, influenced by the actors’ recurrent inquiry of perplexities regarding the purpose and content of the collaboration. The extracted empirical findings are discussed and related to the fields of inter-organizational learning and university–industry collaboration, thereby explicating how a processual learning perspective provides new understandings and dimensions to collaboration across organizations.

The paper contributes empirically informed processual-learning dimensions to the literature on inter-organizational learning and university–industry collaboration.

In this chapter, I assert that the material, gesturing, dancing voices of people labelled as disabled, and that the aesthetic languages developed by these people and their voicings on both the sonic and haptic planes, constructively challenge us to consider the inclusion and integration of these voices into educational environments and cultural discourse in new ways. They motivate us to question not only who, indeed, gets heard in social space but also what kinds of utterances, and by extension, what kinds of bodily configurations and touch qualities, wider society considers to ‘matter’, and beyond this, to celebrate as being ‘beautiful’. To do so, I draw from an experience developing vocal artwork with adults with mild to moderate learning disability in Cork, Ireland. Given that most of us project large and often deeply prejudicial identities and suppositions onto the voices we hear (Bonenfant, 2018c), the chapter shows how the incredibly interesting utterances produced by groups involved in developing the resulting Loop Love project throw up delightful new educational territories for adventurous artists to explore while also deeply challenging our assumptions about how ‘teaching’ should work.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

This paper aims to provide a systematic review of the academic literature on the determinants, processes and impacts of indigenous entrepreneurship (IE), highlights its contribution to current knowledge and identifies research gaps to guide future research.

Databases used in this study included Scopus, ABI, Business Source Complete, ProQuest and Emerald Insight. In total, 84 articles were included in the review.

The findings revealed that 33 studies were qualitative, 12 used a survey-based approach, 25 were conceptual and 14 used mixed approaches. The focus on theory-building research underlines the fact that more theory-testing research is needed in the future. In total, 38 studies were conducted in developed countries and 43 in developing countries. The findings indicated that IE was driven by many determinants such as family and clan ties, patriarchy and social stratification, government support and conducive entrepreneurial ecosystems. Processes related to policies, IE development programs, partnerships, expenditure mechanisms, equitable distribution of benefits and resource mobilization. The outcomes of IE included economic development, sustainability, increased indigenous economic participation, enhanced quality of life, self-determination and preserving cultural heritage.

The current paper has some limitations. Firstly, it focuses only on academic journals and excludes conferences, books and working papers. Secondly, it includes only English language academic articles. However, while the current systematic literature review (SLR) has these limitations, it presents a thorough view of the determinants, processes and impacts of IE. Future studies may consider other sources beyond academic journals and also include non-English publications, and this approach may identify interesting areas for future research.

Existing reviews of IE take a narrow perspective and fail to present a comprehensive view of the IE phenomenon. The current study aims to fill this gap in the literature and provides a SLR pertaining to IE’s determinants, processes and impacts. The review is both timely and relevant because it identifies gaps and serves as a springboard to guide future research.