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Emotional intelligence (EI) has been known to play an important role in teaching for long. Interactions, teaching environment, and emotional responses of students and instructors all have a demonstrable, complex interplay which spills over to behaviour. Particularly predictive and powerfully pattern-inducing in this regard, are emotional responses to events in the external environment. COVID-19 was a critical disruption in the teaching environment on account of its far-reaching effects over the modes and contents of instruction. Thus, there is a clear and present need to connect the emotional responses among students and instructors due to COVID-19 with the practice and interactions occurring during teaching. The authors present a narrative analysis based on qualitative inputs from instructors in a graduate course setting to find the effects of emotional responses to COVID-19 on teaching virtually. The authors bring in the concept of EI to explain the observations made from the analysis. The conclusions drawn are of direct and immediate importance for the future of teaching and learning in times of disruptions such as COVID-19. The study contributes by updating the knowledge base on emotion management in the classroom on the one hand, while adding to newer streams of research on virtual classroom settings and disruption-induced changes in teaching on the other hand. Some significant directions for praxis of business are also included.

Among the various global options for self-employment, venturing into the micro-enterprise sector has been recognized as an important way for employment generation and poverty alleviation in many developing/emerging economies. In this context, women-owned businesses at the grassroots play a vital role in developing countries like India far beyond contributing to job creation and economic growth. The informal sector is a sizeable and expanding feature of the contemporary global economy.

However, the informal economy operates at the cusp of the institutional framework, which makes them susceptible to many risks like lack of formal financing options, legal aid or increasing margin through access to formal markets. Non-Profit Development Agencies (NPDAs) have emerged as a viable and essential middle ground support in promoting women entrepreneurship in their capacity to contribute beyond governmental institutions.

The study adopted an inductive qualitative option through a case study design to explore the approaches adopted by NPDAs in promoting micro-entrepreneurship among women at the base of the pyramid (BoP) in the urban informal sector in India. The findings suggest that the NPDAs created an impact through the services, which translated into monetary earnings for the entrepreneurs. They could make financial contributions to their families, which boosted their self-confidence and overall personality. The findings also indicate positive changes like increased self-confidence, self-dependence, and inner strength as reported by the entrepreneurs.

This chapter identifies assumptions, conceptual issues and challenges in the literature on hybrid organizations that draws on the institutional logics perspective. The authors build on the existing literature reviews as well as on an analysis of the 10 most cited and 10 most recently published articles at the intersection of hybrid organizations and institutional logics. The authors further draw from the literature on theory construction and theory development and growth to strengthen our analysis of this body of work and reflect upon future theoretical developments. From this analysis, the authors highlight four challenges to current research on organizational hybridity with an institutional logics lens and develop four suggestions to inspire future research. In doing so, they aim at seeding a more nuanced use of the institutional logics perspective and thereby foster the development of innovative and cumulative theory and empirical research on organizational hybridity.