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This paper problematises student support in higher education during the Covid-19 crisis and proposes an original approach of social network analysis for developing effective support for students from different socio-economic backgrounds.

In this forward-thinking essay, the authors draw on theoretical ideas from Hannah Arendt in conceptualising the destructive and productive nature of societal crises such as the Covid-19 pandemic. We also draw on literature on social network analysis in exploring student support.

The authors propose a number of recommendations for university staff to consider when developing effective student support, ranging from nurturing their own professional capital to mapping student support networks and the role of faculty within these.

This paper emphasises the importance of developing effective student support that works for students from different socio-economic backgrounds. This is essential to avoid regression in widening participation policies and practices, and to promote inclusive university environments.

In organisational and innovation research, the term “open innovation” refers to the inflow and outflow of knowledge to and from organisations: with open innovation theory suggesting active exchanges of knowledge with external actors leads to the development of exploitable new ideas. In the field of education, however, the exchange of knowledge with external parties represents a paradigm shift. In response, this article presents findings from research design to explore the nature and composition of school innovation networks, and the effects of such these networks on knowledge mobilisation.

The study draws on data from a representative random sample of 411 German school leaders. Respondents were asked to detail their engagement in open and closed innovation activity and their school's external collaborations during the last 12 months. A latent class distal outcome model was developed to examine whether different types of collaboration associate with different knowledge mobilisation processes.

The study findings suggest that schools in Germany mainly use internal knowledge for innovation, with external knowledge exchange taking place on a very limited basis. Knowledge mobilisation varies depending on the innovation network. The authors use the findings to indicate new insights for how schools can further innovate learning and teaching in future.

Although there is increasing discussion on Professional Learning Networks in schools, the discourse on knowledge mobilisation within educational networks is limited, making concept of open innovation so far completely absent from discourses on school improvement. This paper initiates the population of this new research space.

There is currently a focus on using networks to drive school and school system improvement. To achieve such benefits, however, requires school leaders actively support the mobilisation of networked-driven innovations. One promising yet under-researched approach to mobilisation is enabling distributed leadership to flourish. To provide further insight in this area, this paper explores how the leaders involved in one professional learning network (the Hampshire Research Learning Network) employed a distributed approach to mobilise networked learning activity in order to build professional capital.

A mixed methods approach was used to develop a case study of the Hampshire RLN . Fieldwork commenced with in-depth semi-structured interviews with all school leaders of schools participating in the network and other key participating teachers (12 interviews in total). A bespoke social network survey was then administered to schools (41 responses). The purpose of the survey was to explore types of RLN-related interaction undertaken by teachers and how teachers were using the innovations emerging from the RLN within their practice.

Data indicate that models of distributed leadership that actively involves staff in decisions about what innovations to adopt and how to adopt them are more successful in ensuring teachers across networks: (1) engage with innovations; (2) explore how new practices can be used to improve teaching and learning and (3) continue to use/refine practices in an ongoing way.

Correspondingly we argue these findings point to a promising approach to system improvement and add valuable insight to a relatively understudied area.

Richard Cantillon (168?–173?) is known as the first economic theorist and the founder of entrepreneurship theory. Few would describe him as engaged in policy issues, but he did write about policy issues of interest to scholars interested in entrepreneurship and economic development. He has long been classified as a mercantilist of a bygone day, even as many believe he was resolute in not commenting on policy matters at all. His views could be a key to pursuing the policy goals of entrepreneurship scholars.

The authors look at several topics in Cantillon's Essay on the Nature of Commerce in General (1755), read in its historical/political context, to better understand Cantillon's views. The authors then relate Cantillon's views to recent interventions in the economy.

The authors found that Cantillon held clearly antimercantilist, or free market, views. The authors also recognize that his views, given his status as the founder of entrepreneurship theory, can contribute to modern economics. As in Cantillon's day, institutional uncertainty has negative economic consequences and often leads to unproductive entrepreneurship, which is only made worse by the increased complexity of the modern economy.

The authors clarify Cantillon's views against modern-day interpretations and offer a clearer understanding of Cantillon's writings in the context of his Essay on the Nature of Commerce in General (1755). The authors also show the importance of the proper role of institutions for productive entrepreneurship—and the danger of unproductive or destructive entrepreneurship when such institutions do not have policies favorable to entrepreneurship.

This paper aims to examine if (and how), enterprise social media (ESM) can be understood as a strategic knowledge management phenomenon to improve organizational performance.

This paper uses intellectual capital theory and its functional building blocks to organize different types of the ESM platforms, based on secondary data. It then connects these findings to the underling intellectual capital tenets to introduce a conceptual model that explicates how ESM impacts strategic knowledge management, and vice versa.

This paper concludes that ESM provides a unique complement to traditional strategic knowledge management. The authors argue that ESM differs substantially from other contexts in which intellectual capital has been applied, and extend intellectual capital with three appropriate dimensions (human, social and structural capital). Given the potentially disruptive nature of ESM, this framework helps firms understand the nature of the changes that are needed.

The paper provides the first review of the business needs that are served by the software functions and management processes under the ESM banner. This original contribution takes the intellectual capital and strategic knowledge management discussions from their usual high levels of abstraction and relates them to the real world of ESM, focusing on outcomes. Its unique “Intellectual Capital Framework for the Socially Oriented Enterprise” includes distinct, testable propositions that provide a practical approach to strategically planning, implementing and optimizing ESM.

Acquiring “Likes” for a political party or candidate’s Facebook pages is important for political marketers. For consumers, these “Likes” are conspicuous, making their political affiliation visible to their network. This paper aims to examine the roles of the undesired social-self and visibility (conspicuous vs inconspicuous) in predicting consumers’ intention to “Like” political brands. The authors extend knowledge on the undesired social-self and transference of theory from general marketing to a political domain and provide practical advice for political marketers engaging social network sites.

The authors gather data from two surveys run with Facebook using electorates in the run up to the UK 2015 and US 2016 elections (n = 1,205) on their intention to “Like” political brands under different visibility conditions.

Data support the theorized relationship of the undesired social-self with social anxiety intention to “Like” when “Liking” is conspicuous. However, data also indicate that all users – irrespective of proximity to the undesired social-self – prefer to “Like” inconspicuously.

The research is limited by the generalizability of the specific context and the use of self-report measures.

Political marketers should reconsider promoting conspicuous consumption for that which is more inconspicuous.

The authors provide the first examination of the undesired social-self in driving behaviour under different visibility conditions. Furthermore, the authors challenge the extension of existing knowledge of the self-concept within political marketing, based on the “norm” for consumers’ to avoid disclosing political views publically.