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As the developing nations grow and experience rapid institutional transformation, research has begun to investigate the roles of culture, cognition and institutional context on entrepreneurship and innovation. This chapter aims to advance the entrepreneurial cognition literature by juxtaposing entrepreneurial effectuation, domain-specific expertise and ambiguity. By conducting a qualitative study of Chinese high-tech domestic and returnee entrepreneurs, the authors propose a spectrum between causation and effectuation and argue that the entrepreneur’s perceived level of ambiguity may better explain differing logic orientations among entrepreneurs, contributing to our understanding of entrepreneurial cognition. The authors theorize that (1) individual actors and the level of institutional development jointly comprise the entrepreneur’s logic orientation; (2) the level of perceived ambiguity mediates the strategy adopted by high-tech entrepreneurs; (3) the entrepreneur’s logic orientation can be regarded as a continual spectrum from effectuation to causation. Finally, the logic orientation concept is applied to the context of cross-border mergers and acquisitions (M&A) from a process perspective and the implications and fit of logic orientation with the stages of cross-border M&A are discussed.

The attempt to establish a common European framework for core platforms' duties and responsibilities toward other actors in the digital environment is at the core of the recent scholarly debate surrounding the Digital Markets Act (DMA) proposal. In particular, the everlasting juxtaposition between the “data power” – as emerging from recent cases (Section 2) – that dominant tech companies enjoy and the concept of consumer sovereignty (Section 3) lies at the core of the proposal's attempt to identify digital core platforms as market gatekeepers. Accordingly, this chapter critically investigates the divide between power imbalance and consumer sovereignty in light of the architecture designed by the DMA, with a specific focus on its effectiveness in identifying gatekeepers' power drivers (Section 4). After highlighting the main critical aspects of the pertinent rules, opportunities for fruitful developments are then identified through the reframing of some of the notions considered in the proposal, and namely the role of “lock-in” effects and “data accumulation” (Section 5). Lastly, this chapter suggests that the DMA advancements – while desirable – are bound to be fragmentary in the absence of a wider appraisal of the nature of data power imbalance dynamics in the modern digital markets (Section 6).

This study had the following general goals: (a) map some of the political and social factors that prompted the establishment of two-year Technological Universities in Mexico; (b) describe the main features of the model and how it differs from other models; (c) discuss Neoliberal Human Capital Theory as one of the main theoretical backdrop for expanding this kind of institutions; and finally (d) assess the model's strengths and weaknesses. To accomplish these goals, the study drew data from existing policies and from a set of six interviews to human resources directors in Monterrey area, Northern Mexico. These recruiters belonged to the most important areas of production and services in the region. Findings show that graduates with two-year degrees have higher chances of getting hired. Thus, poor students may have better opportunities, one of the basic purposes of this type of degree. However, data evidenced some level of negative stratification for key positions that goes against general belief of continuous improvements for people with diplomas. Also, some of the Human Capital Theory's central assumptions seemed to be challenged by the way jobs develop in Mexico. In addition, the Mexican Technological University System faces several challenges and competition with existing forms of tertiary institutions. This chapter is a significant contribution for policymakers who need to understand what employers expect from the Technological University and its graduates. Policy alternatives are discussed.

Specialised literature on democratisation has generally presented the Spanish case as the model of an elite-led political settlement. This approach forms the basis of the most widespread interpretation of Spain's transition to democracy as a work of top-down political engineering. However, this scholarship fails to pay sufficient attention to the capacity for agency of civil society and both “old” and “new” social movements. In fact, although there is no doubt that democracy arrived in Spain by means of a negotiated transition, it must not be forgotten that the pacts among elites were influenced, as is demonstrated here, by relentless social pressure among highly organised collective actors, including the Communist Party. This paper shows that protests by this organisation and other collective actors in the most socioeconomically underdeveloped provinces of Spain, most of which have been ignored by the most influential scholarship on the transition, were vitally important in the negotiated path to democracy. As such, it investigates the relationship between social unrest and political change through the study of provinces which, a priori, were considered to be socially and politically inactive. This analysis of popular mobilisation in poor and politically marginalised provinces enables a deeper theoretical and empirical understanding of the dynamics from below, which were fundamental in Spain's transition process.

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.

Success in research – or ‘mastery’ as we call it – can lead to interdisciplinarity arising among the increasingly fragmented disciplines of science: researchers in molecular biology can be assisted by advances in the physics of atomic imaging, when they become aware of a development's potential and feel motivated to take advantage of it. The unpredictability of advances in scientific research makes the location and nature of interdisciplinarity largely unpredictable. This unpredictability means that organisational structures in which scientific research takes place – and in which our students are trained – are likely to lag behind interdisciplinary synergies developing in the laboratory. The lag time suggested by our model explains the challenges faced by leaders of interdisciplinary programmes in higher education. One can conclude that opportunities for interdisciplinarity in science are held back by discipline-bound institutions.

Research conducted on refugees and their learning abilities has generally been myopic in nature, highlighting only the challenges and barriers faced, and less focus has been given to the enormous work and achievements accomplished both by non-profit bodies, educational institutions, and refugees themselves. Research has been conducted in the past where learning has been studied from a psychological perspective, as opposed to drawing on the learner theory. Refugees and asylum seekers have been lumped together as a homogenous group, and studies of single language groups have made conclusions that may not apply to others. This chapter, which serves as the introductory chapter to the book, speaks about the inflow of refugees and the growing need of education for an entire generation displaced from their home countries. The chapter highlights educational access, policies, and the importance of language learning. The last section of this chapter is dedicated to present an overview of the chapters in this book which speaks about some exemplary work done by individuals and institutions from Africa to Germany.