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The purpose of this chapter is to conduct a structured literature review to examine the relationship between entrepreneurship and emotional intelligence in academic settings as well as the current entrepreneurship pedagogy for flexible, innovative and creative graduates. One hundred and twenty-eight peer-reviewed papers were analysed based on Webster’s and Watson’s (2002) methodology. Papers classified into three topics and a content analysis was implemented to discuss about the publication year, journals, authors, frequency of keywords and research method adopted. The contribution of this chapter is twofold. It is a bibliometric study which provides a macropicture of a research field, its evolution and connections among studies, in order to be a starting point for future researchers who are already studying entrepreneurial education or entrepreneurship-related scientific areas. Also, this chapter helps academics to improve educational programmes and curriculum to increase students’ entrepreneurial intention taking into account the factors that affect it.

This chapter explores the local narration of gendered experience of disasters in two iTaukei (Indigenous Fijian) communities, Votua and Navala, both located in the Ba River catchment, Fiji. The methodology consisted of semi-formal interviews, talanoa, mapping sessions and journal entries from community members in Votua and Navala. Local narratives of post-disaster response and recovery in the aftermath of 2016 Tropical Cyclone Winston showed that women were not perceived as embodying a heightened vulnerability to disasters in comparison to men in either Votua or Navala. Rather perceptions of vulnerability were based on the experiences of those who physically struggled, such as people with disabilities, the elderly and those who had lost their homes. While gender roles and responsibilities underlay perceptions and gender relations, the roles and responsibilities were predominantly perceived as changing over time, either to a more shared sense of responsibilities or a shift from male responsibilities to female. This shift may lay the foundations for future changes in vulnerability and experiences towards disasters.

Starting from the premise that lifelong learning is a significant asset when it comes to enjoying an active ageing process and an important resource for exploring new interests and capacities that were not developed in previous life stages, this contribution explores our findings regarding the participation of older women in higher education in Cantabria, a Northern Atlantic Spanish region. Through analyzing secondary data provided by the main higher education institutions and associations involved with the organization of lifelong learning programmes, it identifies gendered patterns of participation in both the formal and informal educational options. Women's greater involvement in these programmes is analyzed in terms of overcoming a patriarchal traditional culture that in past times had not considered women as active participants in educational spaces. This was particularly clear in the context of the years following the end of the Spanish Civil War and during Franco's dictatorship. Through education, for women, ageing becomes a new life opportunity for self-construction and empowerment as well as for their own decision making in relation to their own life chances. Educational changes implemented in Spain in the last decades have opened up many alternatives to formal education at adult educational centres and university levels. These include informal and semi-formal programmes and educational options opened to people independently of their previous educational backgrounds that provide many opportunities for filling educational gaps to generations of women who could not have consistent access to formal, high-quality training in their youth.

Chapter 6 focuses on cultures of collaboration and explains how collaborative cultures are essential to developing networked intelligence in any organization. The authors explain how collaborative cultures relate to three critical business processes: trust, risk, and critical thinking. The chapter addresses how important collaborative cultures are to developing these capabilities in knowledge organizations and the knowledge economy. How collaborative cultures help organizations to become more resilient and adaptable to the hyperdynamic change at the core of the knowledge economy is also explained. And how collaborative cultures help organizations to maintain and sustain their business performance in chaotic environments is also addressed.

This chapter is designed with the aim to determine the influence of sociodemographic variables on the capacity to generate social enterprises, such as sex, the student’s country, if only they study or if they study and work, as well as if they participate or direct a social enterprise in university students of Latin American business schools. This research adopted an inductive quantitative approach using a questionnaire. The participants were university students of business schools from Colombia, Mexico and Peru. Second-generation structural equation method (SEM-PLS) was used to analyse the results, using the SmartPLS 3.2.7 software applied to data on 3,739 university students. The results suggest that the entrepreneur role, labour situation, country and sex have a moderating effect in the relation between entrepreneurial orientation and entrepreneurial intention. Also, by using resampling technique Bootstrapping (5,000 times,p < 0.01), significance of the trajectory coefficients (beta) and effect size of the coefficients (beta) were measured to demonstrate significance. Finally, with this research the authors ascertain that entrepreneurial orientation positively influences entrepreneurial intention. thus explaining 42.4% of its variance. This chapter is the first attempt on investigating in university students of Latin American business schools about factors of entrepreneurship orientation and entrepreneurship intention, and has strong potential to contribute to development of policies and strategies to promote the growth of entrepreneurship activities in the universities.

Inhibitory control (IC) is a central executive function that shows significant development throughout the preschool years. IC is known as a factor that underlies the ability to self-regulate in daily situations. This ability is challenged when a child faces negative emotions; a challenge that is seen in children’s IC performance and brain activity. This chapter elaborates on the effects that negative emotional experiences have on children’s IC functioning. Moreover, previous studies regarding the way emotional experiences are reflected in brain activity are included. Additionally, this chapter will offer a comprehensive review of the factors affecting individual differences in IC, including the role of children’s temperamental effortful control and negative affectivity. Further, the role of parenting behaviors will be discussed, focusing on the way in which maternal self-regulation influences child inhibitory control, including related educational implications.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.