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Purpose – The study examines the roles of external facilitation in the internationalization process of high-tech firms.

Methodology/approach – The study elaborates on the roles of external facilitation through a case study of two small high-tech firms that took part in a partly governmentally financed facilitation program.

Findings – The study illustrates the internationalization of a high-tech firm as a process that includes actions of both the facilitating actors and the high-tech firm. It defines the primary roles of external facilitation over the facilitated internationalization process of firms.

Research limitations/implications – The internationalization was followed only during the time that the firms participated in a facilitation program. The external facilitation under study is of a program type; therefore the process followed is not a spontaneous one but the facilitation has certain planned phases. Future research should be conducted on the entire internationalization processes of these firms and on the utilization of various types of external facilitation.

Practical implications – The study shows how high-tech firms can benefit from external facilitation in their internationalization. It gives insight into how the type of the company and its background are related to the roles of external facilitation.

Originality/value – The study extends the existing research on the internationalization of small high-tech firms by focusing on the roles of external facilitation in their internationalization. There are numerous institutions and actors who aim to facilitate the internationalization of small firms, but there is a limited amount of research on the roles of these facilitators.

The need for developing new entrepreneurial ways of thinking and acting has been in the agenda for the Organisation for Economic Co-operation and Development and the European Union countries. In line with their agenda, the Nordic Council of Ministers has been preoccupied with the development of entrepreneurial mindsets among the adult population. Seeking to meet the urgent need for developing entrepreneurial thinking, the Nordic Network for Adult Learning, together with the Nordic Council of Ministers, has elaborated and tested a Scandinavian model for stimulating entrepreneurial mindsets through the transformative learning circles. Based on the study of the TLC pilot project, this chapter explores the process of facilitation of entrepreneurial learning. The literature on entrepreneurial learning and education emphasises on the importance of facilitation; however, this issue is yet to be addressed in-depth. This chapter seeks to fill in this gap and contribute to our understanding of the role that facilitators play in the entrepreneurial and transformative learning processes. Drawing on the social constructionist approach to learning, this chapter discusses how facilitators and learners (entrepreneurs) become co-creators of knowledge and learning experiences.

This paper aims to clarify the meaning of children’s participation in the relationship between children’s individual action and the social treatment and consequences of this action. For this purpose, the paper explores the integration of different theoretical approaches that can shape research on children’s participation, looking at interactions, complex social systems that include interactions, and narratives that are produced in these complex social systems. This integration allows the understanding of the ways in which children actively participate in communication processes, social structures condition children’s active participation, and children’s active participation can enhance structural change in social systems, through the implementation of promotional communication systems. The paper highlights the following paradox: the relevance of children’s action for social change depends on the relevance of adults’ action in promoting children’s actions. This theoretical perspective is exemplified in the case of promotion of children’s active participation in the education system through the empirical analysis of cases of videotaped and transcribed interactions, highlighting facilitation systems of classroom communication. The analyzed data are based on a field research in Italian classrooms regarding a specific methodology of facilitation of communication. The analysis of these data shows the ways in which the facilitation system creates the paradoxical relationship between structures that condition children’s active participation and children’s active participation that enhances structural change. The paper highlights a new way of dealing with children’s participation, based on a social constructionist, systemic, and interactionist approach.

If institutions of higher education are to remain at the forefront of the knowledge-generating enterprise, the nature of graduate-level teaching must be critically examined. Exploring the manner in which discussion is facilitated in a seminar-like context offers one avenue for attaining this understanding. This study aims to shed light on the prevalence, purpose, and form of discussion facilitation practices that were observed in a small group setting within a social science academic program at a large Southern California university. An exploratory, embedded case study was conducted over approximately 24 weeks using ethnographic and conversation analytic methods. Data sources consisted of ethnographic field notes, audio recordings of meetings, transcripts from those recordings, and artifacts, including literature used during each session. Results suggest that facilitating small group discussions requires balancing focus on the selected text and participant engagement, a diverse set of facilitation practices, and use of different strategies (or micro-avenues) to arrive at the same end. Study findings emphasize the importance of intersubjectivity and form versus function of speech in an educational environment. What is said and how it is said both have great implications for shared learning and understanding. Adaptability of mixed qualitative methods in this study demonstrates the potential of ethnography and conversation analysis as complementary approaches for understanding the functional nature of talk and interaction. Thus, the criteria for rigorous qualitative research, the view that ethnography and conversation analysis do not mix, and the under-valuing of critical multiplism in research need to be re-examined.

The transformation from an industrial to a knowledge economy and society are underway. In the knowledge economy, the knowledge of people and organizations—their intellectual capital assets—are the primary factors of production and the source of wealth. This is in contrast to other kinds of capital that fueled the industrial and the agricultural economies. Librarians have understood the knowledge society as one characterized by an increased focus on digital resources and an expanded use of virtual channels to deliver those resources. However, the nature of the knowledge society and economy is far more expansive than a digital environment. A knowledge society is one in which all members of a society engage in knowledge transactions—in the business environment, in the social sphere, in civic activities, and in everyday environmental actions. This view of the knowledge society presents new opportunities for librarians to leverage their intellectual capital. This chapter profiles the intellectual capital assets of librarians, considers how they align with professional competencies, and presents use cases that illustrate the value of these assets. Future scenarios illustrate how traditional functional competencies might shift in the knowledge economy. These also suggest contexts which highlight undervalued or new competencies. Seven observations describe how librarians might prepare for expanded roles in the knowledge society.

This chapter illuminates the central role of kin networks and the routines they construct to maintain family ties and support young fathers in jail. Recent research demonstrates variation in incarcerated fathers’ contact with children. There is less focus on variation in contact with extended kin networks and how kin networks contribute to father–child contact during an incarceration period. Forty-three incarcerated young fathers (ages 19–26) in three Southern California jails, 79% of whom self-identified as Latino, were interviewed to explore fathers’ descriptions of family contact during jail. Incarcerated young fathers rely on kin networks to coordinate routines for contact during jail, including father–child contact. Father inclusion in family life during jail depends not only on the mother of the child but – perhaps integrally – extended paternal kin. Available paternal kin can facilitate connectedness between children and incarcerated fathers in family contexts of complicated parental circumstances (e.g., parental relationship dissolution). Family members mitigate family challenges to maintain ties despite carceral policies meant to isolate fathers from families and children. A continued focus on kin networks and their role in maintaining family connectedness is crucial to understanding and reducing the collateral consequences to family members and incarcerated persons following release from jail.

This chapter will provide an overview of how Problem Based Learning (PBL) is used to support first year chemistry students at the University of Leicester, United Kingdom. The chapter will go on to provide an overview of the learning journey that we have undertaken over the last seven years by discussing the challenges we have encountered and by including details of how we have adapted our approach based on student and staff feedback and other considerations. The chapter is a follow up to a previously published article with a focus on the changes made since this initial publication (Williams, Woodward, Symons & Davies, 2010).

Pierre Nelis joined a small group of artists working for a creative entrepreneur who had invented software to produce movies. He brought a great deal of marketing expertise to a team of technology creators, and it was this that ultimately allowed the firm to sell its software to movie industry leaders throughout the world. The firm – Softimage – was bought by Microsoft, which hired Pierre Nelis to oversee the integration process, and later to develop new communications products. Nelis has an outstanding ability to identify the elements needed by a firm to become more effective, and this led him to set up a one-of-a-kind external facilitation programme that went on to become a model for many business growth support organizations throughout the world, but especially in North America and Europe.

Facilitation payments (petty corruption) are small payments to an officer or employee, public or private, who is responsible for a nondiscretionary service, in order to facilitate, accelerate, or cheapen a procedure, for example, issuing a passport or connecting a house to a power distribution network. They are widespread in some countries, and are often considered irrelevant, but they have very large negative impacts in generating a culture of corruption, affecting the functioning of public offices or private companies and on costs for citizens. This chapter explains what facilitation payments are, why they are an ethical problem for people who pay and receive them, for companies and for society, and the positioning of the fight against those payments within the overall strategy against corruption.