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The purpose of this study is to investigate the interaction effect of commercial loans in between trade Credit, retain earning, and entrepreneurial small and medium enterprises (SMEs) performance.

In this research, the cross-sectional research design was used, and data were collected from 362 SMEs located in Pakistan by using a questionnaire. Correlation and regression analysis was adopted to establish the interaction effect of commercial loans in between trade credits, retain earning and entrepreneurial SMEs performance.

The results demonstrated that commercial loans, trade credit and retain earning have a positive relationship with entrepreneurial SMEs performance. The findings also confirmed the interaction effect of commercial loans in between retain earnings, trade credit and entrepreneurial SMEs performance.

The study examined the association and interaction effect of commercial loans in between retain earnings, trade credit and SMEs performance in the emerging state (Pakistan). So, this is the first time to study the relationship between these variables, which highly contributes to entrepreneurial SMEs literature.

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values.

The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

This contribution focuses on the transition from childhood to teenage years to gain insights into intergenerational relations in Türkiye. At this transition, relations between the age groups – maturing children and responsible adults – are partly renegotiated. Scopes of action, areas of responsibility, the right to have a say are being redefined, or at least contested. What becomes the subject of negotiation? How are the negotiations conducted? What are the successes and failures of negotiations? The answers give insights into the positions and mutual relations of adolescents and adults. Using focus group data with girls and complementing questionnaire material from teenagers in Türkiye, we illuminate some challenges related to the age transition from the adolescents' perspective. The results show that the girls – in accordance with their peers and against the resistance of their parents – try to implement their idea that growing up means to become more equal and independent. From the parents' side, responsibility and maturity – particularly regarding (increasing) household and school obligations – emerged as the most dominant expectations toward the teenagers. Our findings suggest that this strong ‘responsibilization’ demanded by the parents and the girls' (albeit somewhat grudgingly achieved) ability to meet this expectation ensured girls' subordination within the intergenerational relations – a subordination that is thus upheld beyond childhood. We conclude that the particular contradictions the teenagers are confronted with when coming of age are increased by Türkiye's status as a society between the East and the West that cannot be considered wholly collectivist anymore.

Modern careers are marked by periods of feeling betwixt, or “in-between,” – yet, there is no validated measure of this experience, recognized as subjective liminality. The present research aims to (1) operationalize subjective liminality and (2) develop and validate a scale to measure it.

A literature review was used to operationalize subjective liminality, and the scale validation was performed using four separate samples: 150 workers on M-Turk, 151 graduate and professional students at a large Midwestern University, 252 unemployed individuals in the US and Canada, and 416 full-time employed individuals in the US.

Subjective liminality was conceptualized as a second-order latent construct reflected by three dimensions: feelings of anxiety, ambiguity and reduced group identification. A 9-item scale was developed and validated to measure it.

This study clarifies and measures an emergent construct in the career transition and organizational change literature.

This chapter focuses on how the idea of ‘an ordinary day in the life’ can serve as an entry point for understanding media use. I discuss how everyday media use can be conceptualized as mundane and meaningful, and as most easily noticed when changing. Building on day-in-the-life interview segments from qualitative studies, I discuss methodological merits and challenges of this approach. The analysis follows media users an ordinary day from morning to night, as they wake up with the smartphone, navigate across social domains, and seek connection and companionship. I argue that seemingly mundane media use practices are made meaningful through the connection they entail, and particularly discuss the conflicted position of smartphone checking in everyday life. The chapter empirically substantiates the arguments made in Chapter 1 about the centrality of smartphones in digital everyday lives.

This chapter explores the concept of authenticity in the context of today’s highly competitive hospitality industry. Drawing on the multi-sited ethnographic case study of Ziferblat, the world’s first pay-per-minute cafe franchise, the author examines how the imperative of authenticity is addressed by small international enterprises falling in between the categories of chain and independent. By tracing how Ziferblat’s original concept, shaped by the personal and socioeconomic background of its founder, was subsequently transformed by the local teams and adapted to different cultural-geographical contexts, this chapter adds new empirical evidence to the dynamic and pluralistic notion of multiple authenticities.

This study aims to examine the effects of prior small-scale changes to wealth on subsequent risky choices.

The paper opted for a laboratory experiment in which subjects perform two sequences of risky tasks. In between these two sets, the author transfers money for real for a randomly selected half of the subjects. Data on choices before and after the transfer of money are used to estimate risk attitudes and analyze whether the transfer of money affected attitudes to risk.

The author finds that the money gain does not change subjects' risk preferences – neither in a within- nor in a between-subject design. This suggests that individuals' risky choices are consistent with their constant absolute (CARA) risk aversion preferences, a result that supports a key assumption in recent literature on the calibration critique of decision theories and the view that individuals engage in narrow framing.

Because of the relatively small transfer of money, the research results may lack generalizability.

The paper includes implications for the reference-dependent and other theories that explain how prior outcomes affect risk-taking behavior in sequential problems.

The results are relevant to the research community studying risk-taking behavior as the results shed new light on a well-known result put forward by a seminal paper by Thaler.

This paper fills in an identified gap in the literature which is the need to test the house-money effect in a more realistic setting (over repeated risk-elicitation tasks, with money given outside the lotteries and in a within-subject design).

This study characterizes the scenario of emerging countries (ECs) – “Brazil, Russia, India, China and South Africa (BRICS)” concerning digital transformation and its association with the Industry 4.0 (I4.0) value creation system. For such, the authors developed a discussion paper based on content analysis of 857 journals in business administration, describing in a proposed framework the institutionalization “BRICS” policies that nurture global competitiveness among ECs and development needs to catching up.

Data from 16 official documents of government, ministries and economic studies were analyzed by applying Atlas TI contrasting theory of 875 papers to develop and discuss the framework. Content analysis showed research gaps, technological needs and governance to enable firms to sustain competitive advantages applying I4.0 value creation system. Results converged into a microfoundation of the agile journey of a digital transformation to global organizations in between BRICS.

This paper's central question is to understand: How can organizations achieve a sustainable I4.0 value creation system adopting digital transformation in “BRICS”? The reduced transaction costs driven by platforms and ecosystems orchestration and the related or integrated multiple level sources of knowledge could speed benefits of domestic firms and subsidiaries of global organizations. Research gaps could be understood by a new combination of resources and knowledge, exploiting technologies and, also, the discussion of social economic relevance of I4.0.

Because of the complexity and the novelty of the framework, further studies could be discussed by its elements. New structures and paths for alternative strategic factors may be proposed in the future with the inclusion of new relationships in the adoption of platform business models and ecosystems. Future studies should consider digital knowledge-based assets attained to economic activities across national boundaries; data analytics or data-driven technology adoption and their effects on global attractiveness.

The paper implicates in evaluating whether dynamic capabilities subsidize performance propitiating the catching up with a focus on the I4.0 system and digital transformation management journey. The proposed framework demonstrates the benefits of digital transformation by enabling strategic capabilities, making efforts to reduce a lack of research paths concerning the policy attributes that define the platform use strategy from an architectural standpoint and its benefits.

The particularities of turning either an I4.0 global organization or a digital organization operate in various environments, allowing access to the activities' digital context. Social implications concerning digital resources as strategic accelerators are determined by the BRICS peculiarities, such as social behavior, consumerism or communication pattern, leadership and workforce skills. Finally, political aspects and interference in the economy are deployed in society what must be considered.

This paper proposes a conceptual framework to better understand whether the heterogeneity of resources could explain I4.0 and digital configurations, while new platforms have driven features in global industrial environments and ecosystems. The seizing opportunities in these countries and sense-making use of platforms and orchestration of ecosystems are found as the critical topics being the main value of this important discussion.

This study aims to investigate how primary teachers, when taking part in digital didactic design (D³) workshops at the Digital Laboratory Centre at the university, develop their insights about how digital tools can be designed and further used in their teaching of science. The research question addresses how D³ can be used to develop primary teachers’ knowledge about teaching science with digital technologies.

During two semesters, 14 primary science teachers from three different schools participated in an in-service course at the university. Five D³ workshops lasting 4 h each were conducted with the aim to analyze, design and implement digital tools based on the needs of teachers and students. This includes discussions about the technological, pedagogical and content knowledge (TPACK) framework and further recommendations about how to choose, design, implement and evaluate digital tools for different teaching and learning situations. In between the workshops, the teachers were told to reflect on their experiences with colleagues and students and share their ideas and reflections to support collegial learning.

The results indicate that D³ has an opportunity to promote deep learning experiences with a framework that encourages teachers and researchers to study, explore and analyze the applied designs-in-practice, where teachers take part in the design process. This study further indicates that having teachers explicitly articulates their reasoning about designing digital applications to engage students’ learning that seems important for exploring the types of knowledge used in these design practices and reflecting on aspects of their teaching with digital technologies likely to influence their TPACK.

This research indicates that the increasing prevalence of information communication technology offers challenges and opportunities to the teaching and learning of science and to the scientific practice teachers might encounter. It offers solutions by investigating how primary teachers can design their own digital technology to meet students’ science learning needs. One limitation might be that the group of 14 teachers cannot be generalized to represent all teachers. However, this study gives implications for how to work with and for teachers to develop their knowledge of digital technologies in teaching.

As this project shows teachers can take an active part in the digital school development and as such become producer of knowledge and ideas and not only become consumers in the jungle of technical applications that are implemented on a school level. Therefore, it might well be argued that in science teaching, paying more careful attention to how teachers and researchers work together in collaborative settings, offers one way of better valuing science teachers’ professional knowledge of practice. As such, an implication is that digital applications are not made “for” teachers but instead “with” and “by” teachers.

The society puts high demands om teachers’ knowledge and competencies to integrate digital technologies into their daily practices. Building on teachers’ own needs and concerns, this project addresses the challenge for teachers as a community to be better prepared for and meet the societal challenge that digitalization means for schools.

Across the field of science education, knowledge about the relation between teachers’ use of digital technology and how it might (or might not) promote students’ learning offers access to ideas of how to design and implement teacher professional development programs. This offers enhanced communication opportunities between schools and universities regarding school facilities and expectations of technology to improve teachers’ experiences with integrating technology into their learning and teaching. This pragmatic approach to research creates theory and interventions that serve school practice but also produces challenges for design-based researchers.

This study aims to explore the engagement between accounting and music in the social and relational construction of accountability. The authors conceive this construction as a dynamic and recursive interplay between the giving of different accounts and the responses that these accounts provoke. The authors investigate the emotional dimension of this interplay, as it is also triggered by music, feeding back into how accountability is constructed and evolves over time.

This study relies upon a historical analysis of archival and secondary sources about the main music concert organized in 1913 by the founder of “Accademia Chigiana”, one of the leading music academies in Italy. The concert celebrated the first centenary of the birth of Giuseppe Verdi, a worldwide famous Italian music composer, and icon of Italian national sentiment.

This study shows that music and accounting were profoundly intertwined in the social and relational construction of accountability for the 1913 concert. Accountability evolved through different accounts, also linked to music, and the complex emotional reactions these accounts provoked in the audiences, citizens, media and institutions, leading to always further responses and accounts in the ongoing construction of accountability.

This study extends prior literature on the chameleonic nature of accountability, as well as on its relational and emotional dimensions. The study shows that accountability is relationally constructed and evolves over time through the giving of accounts and the emotional reaction they provoke from others, feeding into further responses and accounts of the accountable subject. The authors show how the chameleonic nature of accountability permeates not only the accounts and the relations of accountability but also the subjects giving and demanding the accounts: these subjects change as chameleons through their interactions and emotions, feeding into the dynamic construction of accountability. The authors also show how arts, like music, can participate in the chameleonic nature of accountability and of its subjects, precisely by engaging with their emotional reactions and responses.