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The study empirically explores the influence of re-organization on entrepreneurial intentions and family business generational transfers among small and medium enterprises (SMEs).

Using multi-group analysis and partial least square structural equation models, data from 252 family-owned businesses were analyzed.

The results reveal that re-organization partially mediates the relationship between entrepreneurial intentions and family business generational transfers among SMEs.

The study used a cross-sectional survey approach and focused on Kampala business district. If required and funding permits, a longitudinal study in this field may be conducted.

Family business owners ought to involve their family members in the management of the business from an early age, including them in the decision-making process, and use social exchange to strike a balance between their personal goals and the objectives of the business. In order to protect the business's goals, the business founder should mentor the next generation through quality family social interactions.

Integrating entrepreneurial intentions and re-organization is likely to improve the survival rate of family business generational transfers among SMEs in Uganda using social exchange theory.

This study aims to present radical abolition studies, which encourages us to (re)member that the abolition of institutions and systems is incomplete without the abolition of their attendant epistemes of domination. The authors draw on the etymology of the word radical to encourage abolitionist praxis to grab systemic harm at its epistemological roots. Within radical abolition studies, this study presents Black abolition theory, which aims to make explicit a theorization of Blackness and works to abolish the episteme of anti-Blackness.

This paper offers Black abolition theory within radical abolition studies to reground abolition in its Black theoretical roots and to interrogate the concept of anti-Blackness and other epistemes of domination in abolitionist study and practice. Using a close reading of W.E.B. Du Bois’ Black Reconstruction, and subsequent books and articles in abolition studies and educational studies that reference it, the authors highlight Du Bois’ original conceptualization of abolitionism as an ultimate refutation of a racial-social order and anti-Blackness. The authors then put Michael Dumas and kihana ross’ theory of BlackCrit into conversation with abolitionist and educational theory to push forward Black abolition theory.

Radical abolition studies and its attendant strand of Black abolition theory presented in this paper encourages scholars and practitioners to go beyond the dismantling of current instantiations of systemic harm for Black and other minoritized people – such as the school as it currently operates – and encourages the questioning and dismantling of the epistemes of domination sitting at the foundation of these systems of harm.

Black abolition theory contextualizes abolition in education by rooting abolitionist educational praxis in Black lineages. More generally, radical abolition studies encourages further research, study and collaboration in partnership with others who have historically participated in the fight against being labeled as subhuman to upend all epistemes of domination.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

The purpose of this article is to demonstrate how the creativity technique SCAMPER and generative Artificial Intelligence (Gen-AI) are linked in the formative process for the solution of business problems by groups of students from low socio-economic levels of a public university in the city of San José de Cucuta, Colombia.

An analysis of the contributions of generative artificial intelligence was developed and the knowledge gaps related to advanced artificial intelligence-based linguistic models in the education sector were mentioned. Subsequently, views on the Colombian context of science, technology and innovation were developed. Finally, the experience in the application of teaching-learning strategies through the use of Open AI’s creativity technique and ChatGPT was highlighted.

The findings highlight the complementarity of generative artificial intelligence and the SCAMPER creativity technique in the development of innovation capabilities. While human creativity highlights emotional aspects. Artificial intelligence consolidates procedural aspects and ideas focused on the primary activities of the value chain.

The implementation of the hybrid model in the classroom can lead to the development of new capabilities by marginalized groups immersed in the educational system. The potential positive impact of Gen-AI and human creativity will be reflected in the optimization of response times and the search for solutions to problems in different environments.

This opinion article highlights the implementation of AI in a Higher Education Institution located in the frontier zone of San José de Cucuta, Colombia. In addition, it involves actors of the educational system whose economic income is low. Finally, it highlights the positive impact of the integration of creativity techniques and the use of generative artificial intelligence in the classroom, highlighting the use of hybrid models (Man-Machine).

Capitalism is under siege (Porter & Kramer, 2011), and business schools are under fire (Amann et al., 2013). So, management and leadership education in higher education institutions should be reinvented under the more challenging era of capitalism. How then can business schools cope with these challenges and contribute to global endeavor for making sustainable capitalism? In this context, there is thus reason for the following three core concerns that new understanding of management and leadership education is required. First, shortcomings of contemporary capitalism lead to failures of responsible management. Second, ethical failure of management leadership is a pressing issue. Third, academic responsibility under the new capitalism remains unexamined. Based on these three core concerns, we seek to generate inclusive insights into the educational embeddedness of management and leadership members and the consequences of such embeddedness on managerial processes, structures, and outcomes under contemporary capitalism.

The case was developed from two 2-h interviews with the Chief Operating Officer of A-Basin, Alan Henceroth; there is no CEO of A-Basin. The second interview was recorded on a Zoom call to provide accuracy of quotations and information. A variety of secondary sources were used in terms of better understanding the current state of the ski industry, as well as its history.

Arapahoe Basin (A-Basin) is a historic, moderately sized, ski area with proximity to metropolitan Denver, Colorado. For over 20 years A-Basin partnered with Vail, allowing skiers to use the Vail Epic Pass, for which A-Basin received some revenue from Vail for each skier visit. The Epic Pass allowed pass holders unlimited days of skiing at A-Basin. More and more skiers were buying the Epic Pass, thus increasing the customer traffic to A-Basin. However, the skier experience was compromised due inadequate parking, long lift lines and crowded restaurants. The renewal of the contract with Vail was coming due, and A-Basin had to consider whether to renew the contract with Vail. The case is framed primarily as a strategic marketing case. The authors use Porter’s five forces model to assess the external environment of A-Basin, and the authors use the resource-based view and the VRIO tool to assess A-Basin’s internal strengths. Both frameworks provide useful analysis in terms of deciding whether to continue A-Basin’s arrangement with Vail or end the contract and pursue a different strategy. In 2019, after consultation with the Canadian parent company Dream, A-Basin made the decision to disassociate itself from the Epic Pass and Vail to restore a quality ski experience for A-Basin’s customers. No other partner had ever left its relationship with Vail. An epilogue details some of A-Basin’s actions, as well as the outcomes for the ski area. Generally A-Basin’s decision produced positive results and solidified its competitive position among competitors. Other ski areas have since adopted a similar strategy as A-Basin. A-Basin’s success is reflected in a pending offer from Alterra, Inc., to purchase the ski area.

The A-Basin case can be used in both undergraduate and graduate strategic (or marketing) management courses. It is probably best considered during the middle of an academic term, as the case requires students to apply many of the theoretical concepts of strategy. One of the best books to enable students to use Porter’s five forces is Understanding Michael Porter by Joan Magretta (Boston: Harvard Business Review Press, 2012). Magretta was a colleague of Porter for many years and was an Editor of the Harvard Business Review. For a discussion of the VRIN/VRIO concept, see Chapter 4 of Essentials of Strategic Management by Gamble, Peteraf and Thompson (New York: McGraw-Hill Education, 2019).

This paper aims to narrow the gap caused by the lack of literature relating the three concepts of corporate sustainability, organizational resilience and corporate purpose in the context of corporations. A framework that explains how these three concepts are related and effectively merged for long-term corporate survival are proposed.

A systematic review is carried out. It is explained, first, initial search strategies to identify those documents that define each concept and to identify concepts with which each concept is associated. Subsequently, it is designed a search strategy combining all three concepts and their associated concepts to gather and analyze all the possible studies that have tried to connect these concepts. Finally, it is identified some gaps in the understanding of how these three concepts are related.

Results indicate that corporate sustainability, organizational resilience and corporate purpose merge to achieve long-term corporate survival. There exists a two-way relationship between these three variables. Findings also present gaps and future directions that should be addressed to foster an increase in knowledge about the relationships between corporate sustainability, organizational resilience and corporate purpose.

Nowadays, some authors endeavor to explain how aspects such as corporate sustainability, organizational resilience and corporate purpose are crucial in the dynamic environment facing corporations every day. Nevertheless, there needs to be more understanding of how these three concepts are related and effectively merged for long-term corporate survival. This paper contributes to the literature by closing this gap.

This chapter presents three Chinese teachers' narrative accounts about how they live in dilemmatic spaces due to excessive entitlement. Still, the teachers move forward with transformative agency. The thick description of the three teacher participants has been reported elsewhere as the narratives of Lee – a math teacher, Ping – a Chinese language teacher and Wang – a school principal. In this chapter, however, ‘excessive teacher entitlement’ is used as a new lens to assist me in revisiting their stories of living in dilemmatic spaces. Narrative inquiry as a method unpacks the three teachers' life experiences. Although Lee, Ping and Wang encounter different entitlements and various dilemmas, their transformative agency in transitioning from a survival mode to thriving human beings brings out the similarities in their experiences. Using Vygotskian philosophy and cultural-historical activity theory (CHAT), this chapter focuses on the teachers' transformative agency as breaking away from given boundaries in their professional lives and taking up initiatives that confront the tacit excessive entitlement in and around them. Furthermore, transformative agency is promising in that it helps develop new practices in teacher education. Finally, the new understanding emanating by viewing the three subjects' experiences from the angle of excessive entitlement has the potential to inspire teachers in other contexts to become conscious of manifestations of excessive entitlement not only in themselves or others they interact with but also in the macro context we live in. This consciousness also increases the likelihood of the urge to find ways to ameliorate excessive entitlement and to move closer to one's cherished professional values.

Any credible agenda that seeks to eradicate global poverty must seek to correct the structural injustices and inequities that cause and perpetuate endemic poverty. Such an agenda must aim not merely to aid the poor with grants, welfare, and subsidies (that indirectly perpetuate poverty) but seek to enhance self-sufficiency and productive skills of the poor by ensuring them comparable access to opportunities of the market economies to participate, on more equitable terms, in the dynamic process of overall economic growth. In this context, we apply critical thinking to identify and recognize the structured injustices of the market system, which not only cause poverty but also compromise human dignity via social inequalities and inequities arguably caused by the free market and corporate capital systems of the world. Global poverty that affects more than a quarter of the human population is a pernicious self-serving system connected to the injustices of the business and political systems of the world. The persistent nature of poverty is in direct proportion to our inability to eradicate it as a whole in the cosmic system. Eradication of global desperate poverty and its unjust structural causes can be achieved, we submit, by tracing the roots of global poverty to corporate and free enterprise capital systems and their unexamined structures of social injustice and social inequalities.