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The purpose of this paper is to introduce the special issue on links between entrepreneurship and resilience.

The authors discuss some key themes in this emerging area of research and reflect on how the papers in the issue contribute to debates in the literature on resilience.

While the papers in the special issue make important contributions, there is still scope for more research.

This is one of the first issues of a journal devoted to investigating this topic.

The purpose of this paper is to understand the processes whereby social entrepreneurs can contribute to community resilience and sustainability.

The study used a qualitative case study approach with 15 island communities located off the north and west coasts of Scotland and who were engaged in the development and implementation of renewable energy initiatives.

Peripheral communities provide an environment where entrepreneurial activities can flourish. Through a model of social enterprise, they were able to develop the necessary mechanisms to increase socio-economic resilience. The study indicates the importance of social capital in this process.

External networks provide part of the framework to overcome market imperfections caused by distance and remoteness so that social entrepreneurs can develop their ability to build resilience and sustainability. More research is needed on how this framework can be utilised.

In spite of the challenges presented in remote areas, these communities have shown the ability to adapt. This is an important component of resilience building.

This paper makes a unique contribution to the knowledge base through the interconnected concepts of social entrepreneurship and social capital. It provides new empirical insights into social enterprises and describes the mechanisms that help to build resilient rural communities in the context of renewable energy endeavours.

This study aims to investigate affective commitment (ACS) and leader–member exchange (LMX) as resources mitigating against burnout and counterproductive work behaviours (CWBs) in the hospitality sector, and examines the effect of zero-hour contracts on these relationships.

Through conservation of resources theory, this study tests a framework exploring ACS and LMX as resources against burnout and CWBs, using a data set of 260 frontline hospitality employees working in Ireland, considering zero-hour contracts as a moderator.

Findings indicate that burnout is associated with CWB, and ACS and LMX are resources against burnout and CWB. Furthermore, zero-hour contract perceptions moderate the resource effect of ACS and LMX. Yet, zero-hour contract perceptions do not moderate the relationship between burnout and CWB, indicating these employees may be caught in a resource-loss spiral.

This study proposes mechanisms to enhance resources against burnout, with specific strategies to support young employees who are more likely to experience burnout. As findings suggest unique negative impacts of burnout for employees on zero-hour contracts, this paper also provides guidance to support these vulnerable employees.

This study provides unique insights into hospitality employees’ ability to harness resources against burnout and CWB consequences of burnout. The results indicate that perceived precarity does not moderate these relationships, suggesting that burnout affects this cohort differently.

By the end of this chapter, you should be able to demonstrate an understanding of:

The impact of increasing competition occurring within the UK retail environment.

Consumers efforts to reduce the disparity between beliefs and behaviours, as conceptualised within cognitive dissonance theory.

The alignment with marketing, the wider economy and the retail sector as a means to identify ways to shape value creation.

Today, as the understanding of diversity is further expanded, the meaning of social justice becomes even more complicated, if not confusing. The purpose of this paper is to explore how school principals with social justice commitment understand and perceive social justice in their leadership practices.

A qualitative research design is used for this study. In total, 22 school principals in Ontario were interviewed. The interviews glean data on principals’ work context, their perceptions of social justice, and anecdotes, stories, and examples concerning social justice in their practices.

The research findings draw attention to the central importance of awareness of the social injustices in schools – in structure, policy, and practices – and open space for debate on what can be considered as leadership for social justice. They also provide a useful starting point in exploring how leadership roles and practices can be improved to reverse injustices associated with the diversity of students based on race, socioeconomic status, gender, sexual orientation, and ability.

What principals perceive may have a significant impact on the actions and practices for social justice. Therefore, it is important to gain insight into principals’ persecutions and perspectives on social justice as they may become norms and criteria that guide their actions.

This study tracked rural network activity among regional stakeholders, including government supported agencies, educational institutes, indigenous business representatives, economic support organizations and rural community groups. It explored the relationships that exist between regional stakeholders in a collaborative rural network environment, offering insights into the relationship dynamic between stakeholder organizations.

A longitudinal case study method was utilized to identify the component elements of regional stakeholder network engagement.

Communication, resource sharing and prolonged social interaction were found to be key elements in promoting stakeholder trust. Furthermore, proactive stakeholders improve commitment to network relationships over time. A cyclical flow of these criteria is necessary for congruent understanding to develop between the stakeholders resulting in collaborative network engagement.

Limitations include stakeholder willingness to participate in the research study, potential participant and researcher bias and the possibility that certain features may be particular to the observed network.

The current research demonstrated that stakeholder engagement cannot be assumed in a rural network environment, thus the implementation of the network paradigm into national strategic plans for rural regional development is recommended.

This research contributes to the under-developed area of regional stakeholder network engagement and provides a basis from which to consider the relationships that exist between regional stakeholders in a rural network. A key outcome is the development of a Framework of Regional Stakeholder Network Engagement, which offers insight into how committed network relationships evolve and highlight the factors that promote and hinder sustainable regional stakeholder engagement.

The purpose of this paper is to mine Black mothers’ stories to highlight the critical literacy work they do for themselves and their daughters, to change stereotypic views of them, and to illuminate how they negotiate intersectional structures such as gender, sexuality, race and class practice, to sustain and uplift them.

To generate a mother’s narrative, the author asked the following research question: What do you think Black girls need in an afterschool club or in education, or in general?

The author found that the mother’s narrative could be productively contextualized within a reproductive justice framework which gave insights into the mother’s experiences of multiple and simultaneous oppressions which aligned with her social identities with regard to race, class, gender and sexuality. These experiences in turn informed her critical literacies of Black motherhood and girlhood. The author found the system of white heteropatriarchal capitalism, through the privatization of public goods and the lack of adequate social services penalizes Black working mothers and obstructs their ability to mother their children adequately.

Critical literacies of Black motherhood and girlhood should be harnessed for holistic approaches to the literacy education of Black girls, with a focus on improving their life outcomes, enhancing potential for them to realize their gifts, and ending the many forms of violence against them.

Centering the voices of Black mothers as critical literacy education has the potential to thwart oppressive reproductive politics and practices and promote social justice.