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The purpose of this study was to determine in what ways the competence frameworks analyzed converge or diverge and whether they are similar enough to be considered equivalent.

This study is based on a comparative analysis of competence frameworks describing sustainability education and foresight and futures education.

This study finds that sustainability education and futures and foresight education differ in significant ways in terms of expected outcomes as described by competence frameworks. The two educational fields cannot be considered equivalent. Rather, we find that they are complementary.

This study is based on an analysis of competence frameworks that have been published in peer-reviewed publications. They do not necessarily reflect what is actually practiced in educational environments. Also, competence frameworks may be in circulation that have not been described in scholarly publications and are therefore not included in this study.

The results of this study can be helpful for further refining and developing both sustainability education and futures and foresight education by clarifying the different roles that they play in promoting the skills needed to address long-term challenges in uncertain futures.

The rapid rise in prominence of sustainability education, in particular, but also foresight and futures education, is indicative of current concerns about the future of our planet and the beings that inhabit it. There is a sense that a key role of education should be to contribute to a pursuit of positive futures for all. By clarifying how current educational practices address this need, this study contributes to the overall goal of education.

Sustainability education and foresight and futures education have been regarded as being at least similar enough that implementing one may preclude the necessity for the other. This study shows that there are significant differences between the two as they have been defined in published competence frameworks. In particular, it shows that sustainability education emphasizes the use of anticipatory intelligence for strategic planning, while foresight and futures education emphasize the generation of anticipatory intelligence. The two fields are found to be complementary in that they address different, but equally necessary, skills needed to address long-term challenges.

The purpose of this study is to demonstrate that Strategic Enterprise Management (SEM) and Business Intelligence (BI) have the potential to integrate management decisions vertically through an organization’s hierarchy. This study also aims to present a design theory framework and build a model dimension using eight principles serving as mid-range theories.

This study uses a design science perspective to posit how organizations can successfully implement SEMBI (a union of SEM and BI). This study then completes the design theory by building the method dimension using two principles. Finally, the study presents testable hypotheses for the theory and an evaluation using stakeholder attitudes and judgments as proxies for objective measures.

In the search for a prescription for SEMBI success, this study finds that the notion of the Capability Maturity Model (CMM) is a good artifact with which to organize the principles the authors are seeking. CMM has since been adapted to suit different contexts by incorporating relevant principles from those domains. Hereafter, this study refers to SEMBI–CMM as the adapted solution for SEMBI's success.

This study coins and uses the term SEMBI to represent the union of SEM and BI. This term retains its distinct identities and principles and forms a holistic and integrated view of SEM and BI implementation strategies. In an effort to advance this line of research, this study employs a design science perspective to address the question of how an organization can successfully implement SEMBI.

This paper aims to investigate the effect of top management’s customer interactions (TMCI) on customer satisfaction. This study argues that TMCI’s overall relationship with customer satisfaction follows an inverted-U shape due to its positive and disruptive effects on the customer relationship efforts of frontline service/sales employees (FSEs). This paper further investigates the frontline competence of both FSEs and the top management team (TMT) as moderators of the impact of TMCI on customer satisfaction.

The conceptual model was tested empirically using data from managers, frontline employees and customers of microfinance firms. A multilevel structural equation modeling approach was used to test the hypothesized model.

The results show that TMCI has a curvilinear relationship with customer satisfaction. The results also show that frontline employees’ collective efficacy attenuates this relationship by shifting the turning point of the curvilinear effect to the right. Furthermore, TMT frontline competence amplifies both the positive and negative effects of TMCI on customer satisfaction.

This study advances knowledge on the effects of TMCI on customer satisfaction and highlights the nuanced relationship between top management involvement and indicators of firm performance.

The findings show the importance of considering the frontline competence of both top management and frontline employees when encouraging TMCI in organizations.

To the best of the author’s knowledge, this study is one of the first to examine TMCI’s direct impact on customer satisfaction and propose the frontline competence of both top management and frontline employees as boundary conditions on this relationship.

The research question is how can a company implement a circular innovation in a supply network context? Leveraging the main conceptual and interpretative models of the industrial marketing and purchasing thinking, this study aims to investigate the interplay between the process of circular innovation development and the changes in the structure and dynamics of the supply network in which innovation takes place.

This research applies a case study design focusing on participant interaction dynamics. The case relates to an industrial company producing an innovative coating solution for compostable packaging. The data used to develop the case study came from multiple sources but primarily from semistructured interviews that cover the implementation of the circular innovation and the configuration of the circular network.

The dynamics of interconnected relationships can configure a circular network that interconnects business and non business actors through vertical, horizontal and heterogeneous relationships. The network configuration is supported by the new mobilizer actor that facilitates the sharing of circular knowledge within the circular network, together with the sharing of a market orientation and entrepreneurial orientation within the supply network, through the educational learning path.

This paper aims to contribute to a new understanding of how circular innovation can be developed, adopted and diffused. In a network, when circular innovation takes place, the focal issue is not the new product or technology in itself but how such innovation is developed and implemented by and through the reconfiguration of the business and non-business relationships into circular network.

Given the pressing global challenges underpinning the United Nations’ Sustainable Development Goals, marketing managers can no longer focus only on purely economic outcomes but must simultaneously respond to social and environmental concerns. This requires the teaching of new competencies in marketing education, as also reflected in today’s accreditation requirements for business schools. Therefore, this paper aims to explore how current research into marketing education incorporates sustainable development.

Through a bibliometric literature review – examining 71 publications using the bibliographic coupling method – the current research front in marketing education is analysed.

This paper identifies seven trending topics in marketing education research that both highlight a currently prevalent sustainability gap in marketing education research and – when combined into a framework – help marketing education researchers and educators to address this gap.

This paper extends the already established concept of education for sustainable development to include the concept of marketing education for sustainable development (MESD) for the first time. The MESD framework combines its raison d’être with guidance on how sustainable development should be taught and what the learning objectives should be for future marketing managers.

Dados los apremiantes retos mundiales que sustentan los Objetivos de Desarrollo Sostenible (ODS) de las Naciones Unidas, los directores de marketing ya no pueden centrarse únicamente en los resultados puramente económicos, sino que deben responder simultáneamente a las preocupaciones sociales y medioambientales. Esto requiere la enseñanza de nuevas competencias en la educación de marketing, como también se refleja en los requisitos de acreditación actuales para las escuelas de negocios. Por lo tanto, este documento explorará cómo la investigación actual sobre la educación en marketing incorpora el desarrollo sostenible.

A través de una revisión bibliométrica de la literatura -examinando 71 publicaciones mediante el método de acoplamiento bibliográfico- se analiza el frente actual de la investigación en educación en marketing.

En este artículo se identifican siete temas de tendencia en la investigación sobre educación en marketing que ponen de manifiesto una laguna en materia de sostenibilidad que prevalece actualmente en la investigación sobre educación en marketing y que, combinados en un marco, ayudan a los investigadores y educadores en educación en marketing a abordar esta laguna.

Este artículo amplía el concepto ya establecido de Educación para el Desarrollo Sostenible (EDS) para incluir por primera vez el concepto de Educación en Marketing para el Desarrollo Sostenible (EMDS). El marco EMDS combina su razón de ser con orientaciones sobre cómo debe enseñarse el desarrollo sostenible y cuáles deben ser los objetivos de aprendizaje para los futuros directores de marketing.

鉴于联合国可持续发展目标（SDG）所依据的紧迫的全球挑战, 营销经理不能再只关注纯粹的经济成果, 而必须同时应对社会和环境问题。这就要求在营销教育中教授新的能力, 这也反映在当今商学院的认证要求中。因此, 本文将探讨目前对市场营销教育的研究是如何纳入可持续发展的。

通过文献计量学文献综述–使用文献耦合法对71份出版物进行研究–分析了当前市场营销教育的研究前沿。

本文确定了营销教育研究中的七个趋势性课题, 这些课题既突出了当前营销教育研究中普遍存在的可持续发展差距, 又–当结合成一个框架–帮助营销教育研究者和教育者解决这一差距。

本文扩展了已经建立的可持续发展教育（ESD）的概念, 首次将可持续发展的营销教育（MESD）的概念纳入其中。MESD框架将其存在的理由与指导如何教授可持续发展以及未来营销经理的学习目标相结合。

The purpose of this study is to explore growth models based on “industry-based capabilities”, “resources-based capabilities” and “institution-based capabilities” in the context of the determinants of micro, small and medium enterprises’ (MSMEs) actors’ intention to grow.

This study involved 188 owners/managers of MSMEs. The analysis was conducted using partial least squares structural equation modelling. Moreover, the importance-performance map analysis package is used to complement the study findings.

This study uses the framework of the resource-based view (entrepreneurial knowledge), industrial-based view (industrial linkage) and institutional-based view (government support and access to finance) as proxies of the tripod-based view framework. The findings show that entrepreneurial knowledge (skills, competencies and functional), government support, access to finance and industrial linkage (vertical and horizontal) significantly encourage MSMEs’ owner/manager growth intention.

Firstly, this study suggests that MSMEs actors focus on developing entrepreneurial knowledge to boost the skills, competencies and functionalities needed to improve their business capabilities, directly affecting their growth intention. Secondly, this study indicates that the growth intention of MSME players, besides increasing internal capacity, must also be supported by the external environment, such as financial institutions, government and industrial linkage.

This study offers a tripod-based view as a framework for MSMEs’ actors’ intention to grow, where the constructs in the model used so far have not been explored comprehensively in the context of MSMEs. So, the built model brings more relevant factors to explain this topic from various perspectives.

This study aims to investigate the effect of leadership integrity on employees’ success. In this regard, the mediating role of ethical leadership and the moderating role of psychological capital and psychological empowerment were considered as well.

This study is an applied research and a descriptive-correlation survey that used quantitative data. Data were collected from 302 employees of a large factory in Iran who was selected randomly. The research questionnaire consisted of 54 statements and was distributed among the sample. Data was analyzed through confirmatory factor analysis and structural equation modeling.

The findings of this study show that leader integrity and ethical leadership have a positive effect on employees’ success and psychological capital and psychological empowerment moderate these effects. Moreover, leader integrity has an indirect effect on employees` success through employees’ perception of ethical leadership.

This study mainly contributes by explaining two sets of variables related to leaders’ behavior and employees’ cognitive competence which are complementary in improving employees’ potential success. The results highlight that leaders’ behavioral integrity can amplify ethical leadership which can ultimately leads to employees’ success if they have a high psychological empowerment and psychological capital.

Corporate responsibility and sustainability (CRS) have emerged as an important topic today. At the same time, alliances and coopetition arrangements, as vehicles for inter-firm collaboration have been shown to support firm performance. Still, there has been a lack of research into how coopetition (collaboration with competing firms) in this area may support firm performance.

This study aims to untangle the relationship between coopetition arrangements including CRS and firm performance. The model permits garnering social performance, which is a key to CRS, and to move beyond the traditional view of the coopetition–firm–economic–performance relationship. This study is based on a survey and primary data from 215 firms in Australia. This study uses multiple indicators for the concepts. Relationships are estimated by multiple regression analyses.

Using survey data from 215 firms in Australia, the research findings confirm that coopetition in CRS can lead to improved firm performance, both in relation to financial and social performances. However, the association between coopetition in CRS and financial performance loses its significance when social performances is introduced as an additional control variable. Further, stakeholder attributes (i.e., effective power and legitimate stake) moderate the relationship between coopetition in CRS and firm financial performance. However, there was no evidence of moderation for the coopetition in CRS – firm social performance relationship.

This study contributes to both coopetition and corporate social responsibility research. This study demonstrates that improved firm performance may be achieved through the promotion of CRS initiatives when a coopetitive approach is adopted, particularly where an understanding of stakeholder attributes is also evident. Firms do not need to shoulder corporate social responsibility alone. They need to find well-fitting partners. There are new ways to improve sustainability in terms of nature and human relationships.

Firms do not need to shoulder Corporate Social Responsibility (CSR) alone. They need to find well-fitting partners.

This study provides very novel insights by having integrated the literature on coopetition, corporate social responsibility and sustainability resulting in a new conceptual framework that combines coopetition in CRS and performance. The new conceptual framework has both practical and research implications for coopetition in CRS and firm performance.

As good as existing measurements of entrepreneurial potential (EP) may appear in the literature, they are fragmented, suffer from the lack of theory integration and clarity, are inadequately specified and assessed and the dimensions are unordered by importance. These limitations of EP metrics have hindered entrepreneurial practice and theory advancement. There is a risk of atomistic evolution of the topic among “siloed” scholars and room for repetitions without real progress. The purpose of this paper was to take stock of existing measurements from which the authors developed a new instrument that is brief and inclusive.

The authors followed several steps to develop and validate the new instrument, including construct domain name specification, literature review, structured interviews with entrepreneurs, face validation by experts, semantic validation and statistical validation after two waves of data collected on employee and entrepreneur samples.

A clear operational definition of EP is proposed and serves as a starting point towards a unified EP theory. The new EP instrument is made up of 34 items classified into seven dimensions, which in order of importance are proactive innovativeness, management skill, calculated risk-taking, social skill, financial literacy, entrepreneurial competencies prone to cognitive and heuristic biases and bricolage. The authors provide evidence for reliability and validity of the new instrument.

Although a model is not the model, the authors discuss several ways in which the new measurement model can be used by different stakeholders to promote entrepreneurship.

The authors discuss the domain representativeness of the new scale and argue that the literature can meaningfully benefit from a non-fuzzy approach to what makes the EP of an individual. By developing a new EP instrument, the authors set an important pre-condition for advancing entrepreneurial theory and practice.

The ten principles of good business process management (BPM) support organizations in planning and scoping the organizations' BPM approach. Derived from literature and expert panels, the principles received much attention both in research and practice. This article develops a measurement instrument to operationalize the principles and to support organizations in measuring the degree to which they incorporate the principles in their BPM approach, that way advancing their BPM capabilities.

The authors applied the scale-development methodology, because this methodology is an established approach consisting of various techniques to develop measurement instruments. First, the authors used established techniques to develop such an instrument. Then, the authors assessed the validity and reliability of the developed instrument through a field survey with 345 participants.

The authors developed a valid and reliable measurement instrument for the ten principles of good BPM. The field survey's results reveal that the measurement instrument meets all required methodological standards. The instrument, thus, can be applied to help process owners and managers to evaluate their BPM approach and plan future actions based on potential shortcomings. Future research can both use and further develop the instrument, which serves as a conceptualization of the principles.

This study is the first to provide a measurement instrument for assessing an organizations' BPM practice against the ten principles of good BPM, which have become established as a much-considered and widely-used source of reference both in academia and practice. The authors also discuss how the instrument compares to and distinguishes from existing approaches to qualify BPM approaches, thus communicating the significance of the instrument.