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More pluralistic approaches have recently emerged in entrepreneurship, yet the discipline remains disinterested in the ideological influences underpinning its research and teaching practices. Following Louis Althusser’s work on interpellation, the process by which ideology enrols and consummates its subjects, the chapter examines the interpellation of entrepreneurship-as-practice researchers and draws attention to the powerful nature of ideology. Critical reflexivity is put forward as an exercise to explore the researchers’ beliefs and identity and to tease out their relationship with the discipline. Finally, using three autoethnographic accounts, the chapter argues that the boundaries of the entrepreneurship discipline can only be shifted if and when researchers learn to recognise themselves as ‘the person in the mirror’. The reflexive spotlight also allows researchers to spot ideological breaks and engage in acts of ‘ideological resistance’.

With the advent of digital platforms, entrepreneurs have been able to communicate and share information in visible environments. By focusing on the visibility aspect of digital platform in a resource-constrained economy, this study aims to propose a conceptual model for exploring entrepreneurial opportunity identification. Furthermore, this study delves into the moderating influence of entrepreneurial alertness on opportunity recognition.

A research model is constructed using the theory of communication visibility to investigate how message transparency and network translucence affect the identification and development of entrepreneurial opportunities, with additional exploration of the moderating influence of entrepreneurial alertness. A questionnaire survey is conducted with 152 Iranian founder-entrepreneurs to test the proposed conceptual model. The research model’s constructs are analyzed using the partial least squares structural equation modeling method.

The results confirm that communication visibility impacts both aspects of entrepreneurial opportunity identification. In addition, this study reveals the distinctive moderating effects of entrepreneurial alertness on the relationship between message transparency and the creation and discovery of entrepreneurial opportunities, while finding no significant effect on network transparency and opportunity identification.

This paper stands out for its originality in collecting data from an emerging market. Besides, it explores the association between entrepreneurs’ communication dimensions and the recognition of new opportunities at the intersection of digital platforms and entrepreneurship literature. Furthermore, it empirically illustrates the moderating role of entrepreneurial alertness in the relationships between communication visibility and opportunity identification, contributing significantly to existing research.

This paper aims to provide strategies for individuals with limited work capacity (LWC) to build workplace friendships and foster inclusion, which can benefit their mental health.

The paper integrates key theories such as social exchange theory and the similarity-attraction paradigm to analyze the dynamics of relationships. Practical tips grounded in the existing literature are outlined.

Effective communication, building trust, showing mutual respect and discovering common interests can facilitate friendship development for employees with LWC. Supportive organizational policies and culture are also critical.

By building workplace bonds and inclusion, individuals with LWC may experience greater social support, more engagement and better mental well-being. This also helps to diminish stigma and marginalization.

This viewpoint provides practical guidance specifically designed for individuals with Limited Work Capacity (LWC) to overcome workplace obstacles and build social relationships. It addresses an existing gap in the interpersonal facets of disability inclusion.

This study analyzed the state of broiler production in Senegal after nearly two decades of poultry import restrictions. It provides a synopsis of the Senegalese broiler value chain and evaluates the performance and economics of different broiler farm types.

A multi-stakeholder workshop and interviews were conducted with key informants to investigate the structure and activities of the Senegalese broiler value chain. The typical farm approach (TFA) was used to construct and analyze “typical” farms that represent the most common broiler production systems in Senegal.

The current situation in the Senegalese broiler value chain is favorable for hatcheries, feed mills, producers and poultry traders. However, the slaughterhouses are not faring well. The farm economic analysis demonstrates that typical medium-scale broiler farms are performing well, due to the use of high-quality feed, chicks and good husbandry. Additionally, the analysis revealed that feed and day-old chick (DOC) costs are the most significant in conventional broiler production in Senegal. Despite the high costs of feed and DOCs, broiler production is profitable for typical farms.

Athough this study provides detailed insights into broiler farm economics in Senegal, it does not include typical integrated large-scale broiler farm-types. Based on our findings, we can predict that such farm types may be more efficient and have lower production costs due to the use of high-quality inputs (chicks and feed), and economies of scale. However, future studies will need to verify this prediction.

To the best of the authors’ knowledge, only a few unpublished studies on broiler farm economics in Senegal exist. These studies only provide a basic analysis of the cost of production and profitability, with little consideration of various production systems. Contrastingly, this study provides a detailed economic analysis of different types of conventional broiler farms in key production regions.

In this chapter, we explore the ways in which media postpandemic responses communicate clearly the excessive entitlement reflected in the public discourse about teachers. During the pandemic, we noted many parent posts on social media lauding teachers. They expressed gratitude for the challenges teachers faced in teaching students on distance platforms and moving learning forward. Yet, we noted that the media reports following the pandemic were noticed a shift in the discourse following the pandemic. Thus, we became interested in exploring how teachers were represented in public discourse following the pandemic. Since the public discourse on teachers has consistently reflected a deficit orientation, given the praise of teachers during the pandemic, we wondered if this acknowledgment of teachers' sacrifice and service might shift the discourse after the pandemic to more positively represent teachers. To pursue this inquiry, we collected and analyzed narratives and examples from postpandemic media representations where teachers and teacher educators were represented as nonpersons. We also collected anecdotes and research and media reports to examine the ways in which teachers were represented. We identified three themes: lack of teachers' voices, the teacher shortage, and loss of learning. Our analysis identifies how teachers and teacher educators are positioned within society and the impact of treating teachers as nonpersons on teachers and the teaching profession. Such depictions fail to represent the vital role of teachers in the progress of society.

This chapter traces one student teacher's (Joan) experiences of learning to teach English as a second language in a cross-cultural context during a teaching practicum in Hong Kong. The school-based practicum is a core component of many initial teacher education programmes. During this induction period, usually an 8-week block, student teachers are placed in local schools to learn how to integrate theories into practice in real teaching situations. Specifically, I uncover how Joan grappled with the tensions and complexities of teaching young learners from a different cultural and linguistic background, in a small elementary school situated in the borderland between Hong Kong (an autonomous region of China) and Shenzhen (a province of Mainland China).

Critical incidents from Joan's practicum experiences were analysed to uncover how she dealt with the tensions and dilemmas in confronting difference and marginalising practices while learning to teach English as a second language (ESL) in the practicum school. Implications on how to develop initial teacher education programmes so that student teachers learning to teach across cultural contexts can be encouraged to explore, confront and ‘deal with the emotional terrain of understanding difference’ will be discussed (Boler & Zembylas, 2003, p. 123; Zembylas, 2010).

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.

Drawing on the elaboration likelihood model (ELM), the authors examine the influence of perceived professor teaching qualities, as central cues, on online professor ratings. Also, our study investigates how the volume and period of reviews, as peripheral cues, affect online professor ratings.

Leveraging stratified random sampling, the authors collect reviews of 892 Information Systems professors from 250 American universities. The authors employ regression models while conducting robustness tests through multi-level logistic regression and causal inference methods.

Our results suggest that the central route from perceived professor qualities to online professor ratings is significant, including most qualitative pedagogical factors except positive assessment. In addition to course difficulty, the effect of the peripheral route is limited due to deficient diagnosticity.

Our primary concern about the data validity is a lack of a competing and complementary dataset. However, an institutional evaluation survey or an experimental study can corroborate our findings in future research.

Online professor review sites can enhance their perceived diagnosticity and credibility by increasing review vividness and promoting site interactivity. In addition to traditional institutional evaluations, professors can obtain insightful feedback from review sites to improve their teaching effectiveness.

To our best knowledge, this study is the first attempt to employ the ELM and accessibility-diagnosticity theory in explicating the information processing of online professor reviews. It also sheds light on various determinants and routes to persuasion, thus providing a novel theoretical perspective on online professor reviews.