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This study aims to understand differences in perceptions of CEO compensation between working adults and business students in the USA before and after reading CEO pay information.

Participants completed a survey about their perceptions of chief executive officer (CEO) compensation before and after reading CEO compensation information that included the median CEO-to-employee ratio and salary in 2021.

Working adults and business students had similar levels of concern about CEO compensation. Participants were more concerned with CEO compensation after reading information about CEO pay but also believed CEO pay was more justified, contrary to equity theory (Adams, 1965). Among the student and adult samples, women and noninvestors were more likely to have concerns about CEO compensation than other participants.

Individuals may not understand the components of CEO compensation, and the size of CEO salaries may be difficult to comprehend. Educators and the media should consider presenting CEO compensation information in a different way, for example, how long it takes a CEO to earn as much as an average employee does annually, for the public to understand how much more CEOs are paid than their employees.

Little research exists on CEO compensation understanding and concerns. This research opens the opportunity for future studies on CEO compensation, for example, that consider variables other than CEO pay (e.g. equity and other forms of compensation) and what individuals believe CEOs do that justifies their high compensation.

Climate change poses risks to society and the demand for carbon literacy within small and medium-sized enterprises is increasing. Skills and knowledge are required for organizational greenhouse gas accounting and science-based decisions to help businesses reduce transitional risks. At the University of Copenhagen and the University of Northern British Columbia, two carbon management courses have been developed to respond to this growing need. Using an action-based co-learning model, students and business are paired to quantify and report emissions and develop climate plans and communication strategies.

This paper draws on surveys of businesses that have partnered with the co-learning model, designed to provide insight on carbon reductions and the impacts of co-learning. Data collected from 12 respondents in Denmark and 19 respondents in Canada allow for cross-institutional and international comparison in a Global North context.

Results show that while co-learning for carbon literacy is welcomed, companies identify limitations: time and resources; solution feasibility; governance and reporting structures; and communication methods. Findings reveal a need for extension, both forwards and backwards in time, indicating that the collaborations need to be lengthened and/or intensified. Balancing academic requirements detracts from usability for businesses, and while municipal and national policy and emission targets help generate a general societal understanding of the issue, there is no concrete guidance on how businesses can implement operational changes based on inventory results.

The research brings new knowledge to the field of transitional climate risks and does so with a focus on both small businesses and universities as important co-learning actors in low-carbon transitions. The comparison across geographies and institutions contributes an international solution perspective to climate change mitigation and adaptation strategies.

Technological advancements and global societal changes reshapes manufacturing industry emphasizing needs for competence development of industrial professionals. The purpose of this paper is to study how organizational learning supports the development of academic structures, creating agile and sustainable formal educational models meeting novel competence needs.

The qualitative case study, part of a longitudinal research study, focuses on internal academic processes supporting a new formal educational model. Qualitative data was collected through five focus groups, incorporating 32 informants from different HEI function categories.

Changing traditional academic structures requires joint engagement between all HEI functions, emphasizing organizational learning with subprocesses of searching, creating, sustaining and exchanging knowledge in a learning loop. Results show a consensus among the different HEI functions regarding the value of the HEI’s coproduction with society; however, bureaucracy and academic structure hinder flexibility. Cross-functional teams building a “chain-of-trust” throughout the HEI coupled with full management support show opportunities to progress into a learning organization.

Organizational learning within HEIs requires trustful and open communication, multifunction knowledge exchange, holistic views of processes and system thinking, achieved through cross-functional teams and continuous improvement through learning loops.

Industry-academic collaboration on formal education for lifelong learning needs to become both agile and resilience to meet technological advancement and sustainability.

Novel technology, digitalization and sustainability gain ground and require that society and organizations, including academia, change and learn. This means that academia is meeting new challenges and needs to develop internal processes.

Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

Higher education institutions and their lecturers are strategic agents and main drivers that contribute to circular economy transition. This requires them to understand the key circular economy competencies and how to integrate circular economy holistically into their curricula with the suitable teaching and learning approaches. This study aims to support them by providing an overview on the characteristics of education for the circular economy (ECE) and suggestions to lecturers to further develop their curricula.

The data consisted of scientific articles (n = 22) describing circular economy courses in higher education. Qualitative content analysis with quantitative features was performed on the selected articles to answer the research question.

The findings confirm that the system’s focus is the key issue in ECE. However, to integrate circular economy holistically into the curricula, ECE should be implemented more widely in the context of different industries and market contexts to find innovative teaching and learning approaches. The demand side needs to be incorporated in the courses, as systemic transformation is also about transforming consumption. All levels of implementation and circular economy objectives should be included in courses to promote systems thinking. In addition, innovative forms of real workplace interaction should be increased.

As ECE has started to emerge as a new field of study, this article provides the first integrated overview of the topic.

The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence.

A total of 391 survey responses were collected from employees using convenient and snowball sampling methods.

Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI.

This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions.

The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.

This manuscript explores the evolving roles of HR professionals amidst global megatrends and organizational transitions, focusing on the Italian context, which has experienced disruptive adoption of new forms of work such as remote and hybrid work. In this challenging scenario, our research aims to uncover if and how HR professionals are transforming their roles or maintaining the status quo in navigating organizational changes, dealing with the upcoming working scenario, and challenging conventional perceptions of HR practitioners.

The study employs the social-symbolic work lens, that contributes to a deeper understanding of how HR professionals work to construct organizational life, the identities of employees, and the societal norms and assumptions that provide the context for organizational action. This perspective highlights HR professionals’ personal efforts, consisting of the emotional labor entailed in steering organizational transformations and, eventually, maintenance in a context where remote work has become prevalent. Data was collected through 16 online focus groups involving 76 HR professionals from Italian organizations.

Our research offers two interrelated contributions to HR literature. First, we provide pieces of evidence on how HR practitioners act as agents of change in two emerging roles: the “Wannabe Hero” and the “Ordinary Hero”. This challenges the prevailing rhetorical discourse about the so-called HR business partner. Secondly, we delve into the persistent obstacles that hinder HR professionals from making a substantial impact in addressing radical changes. These findings will provide useful insights into effectively engaging HR practitioners as agents of change in organizational transformation, shedding light on praxis, structures, and their emotional work.

The paper analyzes HR professionals’ social-symbolic work, which offers an original contribution to the comprehension of the activities they carry on in practice and the emotions they have been experiencing. These influence both the way HR professionals play their role and the organizational and institutional environment.