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Purpose: This purpose of this chapter is to present several theories of financial inclusion. Financial inclusion is the ease of access to, and the availability of, basic financial services to all members of the population. Financial inclusion means that individuals and businesses have access to useful and affordable financial products and services that meet their needs in a responsible and sustainable way. Financial inclusion practices vary from country to country, and there is need to identify the underlying principles or propositions that can explain the observed variation in financial inclusion practices. These set of principles or propositions are called theories.

Methods: The chapter uses conceptual discussions to formulate alternative theories of financial inclusion.

Findings: The study shows that financial inclusion theories are explanations for observed financial inclusion practices. It also shows that the ideas and perspectives on financial inclusion can be grouped into theories to facilitate meaningful discussions in the literature.

Originality/value: Currently, there are no observed or elaborate theories of financial inclusion in the policy or academic literature. This chapter is the first attempt to develop theories of financial inclusion. The theories are intended to be useful to researchers, academics and practitioners. The resulting contributions to theory development are useful to the problem-solving process in the global financial inclusion agenda.

This paper aims to empirically examine the influence of macroeconomic and socioeconomic factors on improving financial inclusion in India, with a specific focus on two distinct indicators of financial inclusion.

This study has used a time-series data set covering the years 1996 to 2022, using a nonlinear autoregressive distributed lag methodology. This approach allows for the examination of both short- and long-run effects of key macroeconomic and socio-economic indicators, including GDP per capita growth, remittance inflows and the income share held by the lowest 20% of the population on the growth of two financial inclusion indicators: the number of commercial bank branches and ATMs per 100,000 adults.

Model-1 investigates how commercial bank branch growth affects financial inclusion. Positive remittance inflow growth and a rise in the income share of the bottom 20% both lead to increased financial inclusion in both the short and long term, with the effects being more pronounced in the long run. Conversely, negative effects of remittance inflow growth and a decline in GDP per capita growth lead to reduced financial inclusion, primarily affecting the long run. Focusing on ATM growth, Model-2 reveals that positive remittance inflow growth has the strongest impact on financial inclusion in the short term. While income share growth for the bottom 20% and GDP growth also positively influence financial inclusion, their effects become significant only in the long run. Conversely, a decline in GDP per capita growth hinders financial inclusion, primarily affecting the short run.

This study fills a gap in research on macroeconomic and socioeconomic factors influencing financial inclusion in India by examining the impact of GDP per capita growth, remittance inflows and the income share held by the lowest 20% of the population, an area relatively unexplored in the Indian context. Second, the study provides comprehensive distinct results for different financial inclusion indicators, offering valuable insights for policymakers. These findings are particularly relevant for policymakers working toward Sustainable Development Goal 8.10.1, as they can use the results to tailor policies that align with SDG objectives. Additionally, policymakers in other developing nations can benefit from this study’s findings to enhance financial inclusion in their respective countries.

This study aims to investigate the relationship between financial inclusion and risk-taking by Chinese banks.

It uses the panel data from Chinese banks ranging from 2011 to 2019 and applies system generalized method of moments to measure coefficients. To get in-depth understanding of the relationship between above-mentioned variables, the analysis for commercial, cooperative, listed, unlisted, small and large banks has been done. Financial inclusion index has been measured based on demographic and geographic aspects by using the principal component analysis, and bank risk-taking has been proxied by z-score.

The findings reveal an inverse relationship between financial inclusion and bank risk-taking which implies that an increase in financial inclusion results in lesser risk for the banks, i.e. diversification hypothesis applies. However, the results for unlisted and large banks show a different story where an increase in financial inclusion results in higher bank risk and vice versa.

The present study offers several valid and convincing implications for consumers, policymakers and banking sector regulators.

Concept maps are popularly used within academic development spaces, especially to teach new concepts at beginner levels for undergraduate students. Their popularity is partly based on the fact that they employ visual tools such as charts, diagrams, pictures, tables, etc., to simplify concepts that students would otherwise consider dense. This paper reports on the findings of an extended orientation project conducted between February and June of 2022 with a small cohort of 15 first-year students registered in an entrepreneurship course at a vocational higher education institution in South Africa. The research question guiding this study is: How can concept maps inspire entrepreneurial thinking for first-year ECP students at a vocational institution in South Africa? Using Cultural-Historical Activity Theory (CHAT), I analysed the two iterations of the students' concept maps together with selected data from the focus group interviews. Key findings reported include the students' fuzzy knowledge of what entrepreneurship as a discipline entails, the planned career trajectories for most of the participating students, as well as indecisiveness as to whether the students will be pursuing entrepreneurship after graduation. In the language of CHAT, the above findings are described as presenting tensions between the subject, tool and object. This layer of analysis calls for an urgent re-think of how the students are recruited and orientated into the programme and how the curriculum is delivered at the first-year level.

This paper aims to examine whether high levels of financial inclusion is associated with greater financial risk.

The study uses regression methodology to estimate the effect of financial inclusion on financial risk.

The findings reveal that higher account ownership is associated with greater financial risk through high non-performing loans and high-cost inefficiency in the financial sector of developed countries, advanced countries and transition economies. Increased use of debit cards, credit cards and digital finance products reduced risk in the financial sector of advanced countries and developed countries but not for transition economies and developing countries. The findings also show that the combined use of digital finance products with increased formal account ownership improves financial sector efficiency in developing countries while the combined use of credit cards with increased formal account ownership reduces insolvency risk and improves financial sector efficiency in developing countries.

The paper offers several implications for policy and financial regulation. It suggests policies that would reduce the financial risk that financial inclusion poses to the financial sector.

The recent interest in financial inclusion and the unintended consequences of policy-driven financial inclusion in some parts of the world is raising concern about the risks that financial inclusion may introduce to the formal financial sector. Little is known about the risks that financial inclusion may pose to the financial sector.

Drawing on the experience of the Observatories, a set of interconnected research centers in Italy, this chapter explains why academics are in one of the best positions to orchestrate interorganizational initiatives of change and development, and highlights two prerequisites that appear necessary to render salient this orchestrator role of academics: (i) the extensive use of multiple approaches of collaborative research and (ii) the creation and maintenance of a platform allowing the management and diffusion of the network-based learning mechanisms underlying each change and development effort. The contributions extend existing knowledge on organization development and collaborative research.

Organizational cultures that facilitate collaboration are valuable, but little is known about how to create them. The authors investigate the microfoundations of this problem using computational models of dyadic coupled learning. The authors find that merely altering initial beliefs about the consequence of actions (without altering the consequences themselves) can under some conditions create cultures that promote collaboration. The results of this study show why the right initial “framing” of a situation – established for instance through persuasive rhetoric, an inspiring vision, or careful recruitment choices – may under the right conditions be self-reinforcing, instead of becoming empty symbolism.

Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions.

We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics.

In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students.

This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

The purpose of this paper is to reveal the underlying principles of knowledge processing in a new era of mass collaboration and provide an integrated guideline for organizational knowledge management (KM) based on identifying the gaps between the existing KM theories and emerging knowledge initiatives such as Web 2.0, Pro-Am, Crowdsourcing, as well as Open Innovation.

This research mainly employs three types of research methodologies: Literature study was conducted to connect this study with conventional theories in KM and propose the main principles of Mass Collaborative Knowledge Management (MCKM). Object-oriented modeling was used for designing its interaction model. The case study method was employed to discuss the two typical practices carried out by Goldcorp Inc. as well as the Defence Advanced Research Projects Agency.

This paper proposes the novel KM paradigm called MCKM and also provides its main principles and the interaction model. First, it identifies the gaps between emerging practices and existing KM theories. Second, it embraces the long tails into the scope of organizational KM and extends the scope of prevailing KM studies. Third, it falls back on Pro-Ams to save the costs of and to reduce the risk to organizational KM as well. Fourth, it highlights the advantages of opening organizational internal knowledge and transforms the core beliefs in conventional KM. Finally, it classifies organizational knowledge into two types, domain knowledge and non-domain knowledge, and provides some managing policies, respectively.

Introducing MCKM into organizational KM will not only enhance the organizational knowledge creation and sharing, but also help an organization build its open knowledge ecosystem.

This is a paper to introduce a new direction of KM studies, which guides an organization to build an open knowledge ecosystem by implementing mass collaborations and taking advantages of the complementary advantages of men and machines in knowledge processing.