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The past decade has seen growth in the number of businesswomen/mothers, known in the literature as mumpreneurs. As this is a recent, fragmented topic, no systematic literature review (SLR) has been carried out, justifying the objective defined here: scientific and bibliometric mapping of mumpreneurs.

To fulfil this aim, this SLR was supported by bibliometrics (performance analysis and scientific mapping) and the use of VosViewer software. A survey was conducted in Web of Science, and several documents were obtained dated between 2011 and 2021.

The results of this study show the existence of two clusters: Dilemma – motherhood and mumpreneurs, and the rise of the mumpreneur concept. The evidence obtained showed it is very important to address entrepreneurship from the perspective of entrepreneur-mothers, as at this stage of their lives, these women often find it difficult to reach a harmonious balance between work and family.

This study contributes to developing research in the area of entrepreneurship in general, and mumpreneurship in particular, through mapping the research done on the latter topic, as well as identifying its main contributions to theory and practice.

This study is innovative in underlining the relevance of mumpreneurship in the context of research in the area of entrepreneurship, and how this topic can be crucial to release women’s entrepreneurial potential.

The present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.

The study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.

Our study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.

Several limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.

The study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.

The study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.

This study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

This study assesses the effects of junior enterprises (JEs) on the entrepreneurial attitudes and intentions of engineering higher education students, compared to a group of social sciences students.

This research analyses a sample of 132 students enrolled in engineering higher education courses in Portugal and Brazil, while 83 of the respondents being involved in a JE and 49 not. The authors compare this group to another group of 176 social sciences students from several higher education courses, while 93 being enrolled in JE and 83 not.

The results show that students enrolled in JEs show higher levels of entrepreneurial intention (EI), as well as their antecedents such as attitude towards the behaviour (ATB), perceived behavioural control (PBC) and social norms (SN) , and the impact of this extracurricular activity is higher on engineering students than on social sciences students. Also, country and gender differences were found in some variables.

Further studies are needed to confirm the results in a broader population and in other countries. Also, the study addressed attitudes and intentions but not actual behaviour due to the time lag problem. There is also the risk of self-reported bias on the answers due to social desirability bias, for example. Finally, because JEs have their own recruitment process, there is a possible “self-selection problem” of students who might have previously developed some of entrepreneurial attitudes and skills assessed by the questionnaire.

The results have important implications for engineering higher education institutions. Despite many of them provide entrepreneurship training courses, they should also encourage students to join extracurricular activities or even create their own at their institution to complement their skills' development. Also, teachers should be encouraged to integrate these activities into their subjects, avoiding a major barrier to the participation in extracurricular activities which is the students' time constraints. Finally, participation in extracurricular activities can be promoted by institutions in many ways, such as allowing students to obtain academic credits or through supporting financially or logistically the organisations that promote these activities.

This study contributes to the discussion on how to promote the development of entrepreneurial competences in young people that soon will enter the labour market.

This study contributes to the discussions on the value of extracurricular activities, such as the enrolment in JEs, to the development of entrepreneurial attitudes and intention on the training of the next generation of engineers capable of facing future worlds' challenges.

Design thinking (DT) is still a relatively new methodology in the context of entrepreneurial education, which presents itself as an important tool for the development of entrepreneurial skills when inserted into the educational system. This research aimed to analyze studies about DT related to the entrepreneurial mindset in international journals over a period of ten years (2009–2019). Entrepreneurial education has been a constant in academic debates as well as practices and methodologies to apply this education, and such context has moved educational institutions to adopt practices and initiatives focused on the theme.

The tool used in the present study was the bibliometric database of the Web of Science through the words “Design Thinking” (DT) and “Entrepreneurial Education”. The research is characterized as descriptive and quantitative, and 146 publications were investigated in the period from 2009 to 2019, in the respective database.

The study also highlighted the new generation of young students forcing a change in education with an approach centered on the individual. Speech does not prevail in the teachers but in the students, and the teacher educator starts to collaborate for this new educational demand with didactics relevant to the world in this way preparing these young people and delivering society to critical, proactive and participatory individuals.

In the course of the study, we observed practices and examples of schools and universities that have adapted ways to allow new interactions in the school environment by promoting and encouraging innovative education.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

The incompatibility between the sphere of work and the family is a reality that plagues many workers today. The difficult articulation of these two domains leads to the experience of the phenomenon called work–family conflict (WFC). This paper aims to assess the impact that WFC may have on employee engagement and performance, as well as on their turnover intention. It is also intended to test the mediating effect of engagement on the relationship between WFC and performance, and between WFC and the turnover intention.

One hundred and sixty-seven employees from various Portuguese organizations were surveyed. Respondents reported their perceptions of own WFC, engagement, performance and turnover intention.

The results revealed that employees who feel a higher WFC have lower levels of engagement and greater intention to leave the organization. The WFC showed no relation to performance. Engagement takes on the mediating role in the relationship between WFC and the turnover intention.

The relevance of this study is related to the implications that it may bring to companies in the context of implementing work–family balance strategies to reduce the referred conflict.

This study contributes to WFC literature by attempting to integrate in the same model four concepts in a single study to provide a model that depicts the chain of effects between WFC, engagement, individual performance and turnover intention, which has never been done in the Portuguese context.

This study aims to broaden the understanding of the mechanisms through which workplace bullying might affect employees’ intention to leave the organisation, as well as the mediating role of burnout in the relationship between workplace bullying and turnover intention.

The sample included 884 employees from different Portuguese organisations operating in the tertiary sector and industry. This study uses structural equation modelling to evaluate the hypothesised model.

The results suggest that workplace bullying causes high levels of burnout in victims and increases their turnover intentions. The results further suggest that burnout fully mediates the effect of workplace bullying on turnover intentions.

Organisations should work to reduce these problems in workplace environments, focusing on HRM models that prevent the precursors of workplace bullying, particularly those associated with low determination of HR practices and the emphasis on employee participation. Implementing workplace ethical guidelines as part of an annual action plan can contribute to cultivating organisational cultures that reject any form of devaluation of human worth within the organisation.

There is little knowledge on the mediating role of burnout in the relationship between workplace bullying and turnover intention. This study answers the call for further empirical research from those who have argued that more information is needed and contributes to the growing debate on this topic and its effects on Portuguese employees. This study seeks to fill these gaps by developing a model of workplace bullying and its consequences and exploring burnout’s potential mediating role.

Authentic leadership (AL) as a style can influence, directly or indirectly, employees’ attitudes and behaviors. In this perspective, the purpose of this study is to investigate how AL predicts affective well-being (AWB) and employees’ creativity. The mediating role of AWB and the moderating role of satisfaction with management will be analyzed.

The researchers have analyzed the data from a questionnaire administered to a sample of 543 employees belonging to various public and private organizations in Cape Verde. Structural equation modelling was used to test the proposed hypotheses and a multi-group analysis was performed to identify how the level of satisfaction with the management may impact the proposed relationships.

The results of this study reveal that perceptions of AL predict employees’ creativity both directly and through the mediating role of AWB. Satisfaction with the management seems to moderate the relationship between AL, AWB and creativity.

The research outcomes suggest that organizations should focus on training leaders who value self-awareness and transparency in their relationships with others, who display an internal moral perspective and demonstrate balanced processing of information, to guarantee good results at the individual level and, consequently, at the organizational level. This study provides practitioners with possible routes to act in favor of a much happier and more creative workforce.

The originality of this study is because of the integration of these four concepts in a single study, providing evidence of the relationship between AL and creativity through the mediating role of AWB and moderating role of satisfaction with the management.

This paper explores Lean Six Sigma principles and the DMAIC (define, measure, analyze, improve, control) methodology to propose a new Lean Six Sigma 4.0 (LSS 4.0) framework for employee occupational exams and address the real-world issue of high-variability exams that may arise.

This study uses mixed methods, combining qualitative and quantitative data collection. A detailed case study assesses the impact of LSS interventions on the exam management process and tests the applicability of the proposed LSS 4.0 framework for employee occupational exams.

The results reveal that changing the health service supplier in the explored organization caused a substantial raise in occupational exams, leading to increased costs. By using syntactic interoperability, lean, six sigma and DMAIC approaches, improvements were identified, addressing process deviations and information requirements. Implementing corrective actions improved the exam process, reducing the number of exams and associated expenses.

It is important to acknowledge certain limitations, such as the specific context of the case study and the exclusion of certain exam categories.

The practical implications of this research are substantial, providing organizations with valuable managerial insights into improving efficiency, reducing costs and ensuring regulatory compliance while managing occupational exams.

This study fills a research gap by applying LSS 4.0 to occupational exam management, offering a practical framework for organizations. It contributes to the existing knowledge base by addressing a relatively novel context and providing a detailed roadmap for process optimization.

The study aims to analyze the effect of the previous preparation and the work carried out in the field during a study trip on the development of competencies in agribusiness students.

The destination was the pineapple area of the Papaloapan Lower Basin in Mexico, and 42 students from 6 different semester levels participated. The students answered a test prior to the trip, received an evaluation for their activities in the field and prepared reports and posters as products of the experience. The relationship between the scores obtained was examined through a comparative analysis.

The findings are framed in the cyclical model of experiential learning with four stages (feeling, watching, thinking and doing) by Kolb (1984). It is found that the acquisition of specific knowledge about what the experience will entail leads to better preparation, motivation and confidence to live the experience (potentiation of feeling and watching). In turn, specific knowledge and better use of experience promote the development of problem solving, interpersonal and communication skills (potentiation of thinking and doing).

Statistical representativeness is not a quality of the study since it is based on a comparative analysis.

The study analyzes an educational component of great value in the business area, about which little is known in the agribusiness subarea.