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This study aims to develop and validate a scale to measure Teacher Entrepreneurial Behavior (TEB), which encapsulates the behaviors teachers employ to identify and amplify innovation in schools. TEB are catalysts for innovation, navigating their peers through risks and building trust, which empowers the collective to transcend structural constraints and pioneer new educational initiatives. Despite the importance of TEB, there is a notable absence of a well-validated measurement instrument.

Drawing on existing empirical TEB studies, this study conducts four interconnected studies following scale-development procedures. The content validity, construct validity, internal consistency, and external validity of the proposed scale were assessed using exploratory factor analysis, confirmatory factor analysis, invariance analysis, and regression analysis.

The result is a multidimensional TEB model featuring 15 items with a good model fit. The TEB scale comprises four factors: Advocating Innovation, Seeking Resources, Cultivating Cohesiveness, and Mitigating Risk.

This study represents a rigorous attempt to develop and validate a reliable instrument for measuring TEB. It provides a validated tool for future research aimed at understanding the nature of TEB as an independent construct and associated dynamics. Accurate measurement is important for the robustness and replicability of research. Furthermore, the insights gained on TEB scale can significantly inform both the preparation and evaluation of teacher leaders by emphasizing the importance of entrepreneurial behaviors in promoting teachers’ collaboration and actualizing innovative initiative.

The global spread of the COVID-19 pandemic resulted in the complete lockdown of almost every part of the world, including all educational institutions, resulting in the prompt implementation of online education to facilitate the students to carry on their learning. These conditions made the researchers study the experiences of online education among students and teachers. The influences of online teaching-learning during the COVID-19 pandemic undoubtedly offered numerous opportunities besides raising some challenges which impacted the overall psychology of students and teachers. So, this paper aims to conduct a systematic review of the research papers focussing on opportunities, challenges and psychological impacts raised due to the sudden shift to online education among students and teachers during the COVID-19 pandemic.

To conduct this systematic review, 19 articles published between July 2020 and May 2021 were considered and reported by following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA).

It was found that online education influenced the interests and experiences of the students and teachers and has immensely impacted their overall psychology. So, for the effective implementation of online and blended education, psychological well-being of students and teachers should be taken care of with properly designed instructions, adequate infrastructure or resources and satisfactory technological skills.

In the present study, the students were not categorised according to their subjects or streams, i.e. science, commerce, humanities, medical, dental, postgraduate or undergraduate. All the students were categorised into two categories only: (1) college students and (2) school students. And also, teachers were not categorised and were presented as a whole, as school, college or university teachers.

The current research identified the abrupt implementation of online education during the COVID-19 pandemic, which raised various challenges and psychological impacts among students and teachers besides offering them many opportunities in times of crisis.

Students and teachers constitute the educational community of society. They should get ample opportunities to develop skills for online education; challenges faced during online education should be identified and tackled, and the issues concerning the psychological well-being during online education for both teachers and students should be addressed to achieve sustained development of online education–blended learning environments.

The paper is the original research work based on the systematic review and concludes with suggestions for the future of online and blended pedagogy while taking care of the psychological needs of students and teachers in online and blended learning environments.

Many start-ups do not survive the first few years of business. Previous studies suggest that networks play a role in start-ups' success, but this positive effect has limits. The purpose of this paper is to answer the call for a better understanding of the dark side of networks and the variables that condition variables' effect on the likelihood of start-ups' survival.

A longitudinal research design includes 139 start-ups (102 from Germany and 37 from Portugal) and a total of 252 participants. A generalized linear mixed model (GLMM)was applied to estimate all the coefficients, to test the mediation (H1), the moderation (H2) and the moderated mediation (H3) while considering the economic situation of the start-up (sales growth), start-ups' networking behavior, creativity orientation and ultimately the likelihood of survival.

Based on an empirical study from two different countries, the results show that effective networking is contingent on the start-up's economic situation and creative potential. Specifically, the results point to situations in which early sales growth may lead to external networking, which, in contexts of low creativity-oriented start-ups, can compromise the start-ups' success.

Based on the findings, the authors compare scenarios in which networking increases the chances for start-up survival with situations where networking can have adverse effects. This study highlights the importance of considering specific start-up parameters, such as start-ups' economic situation and level of creativity orientation, in the business venturing literature.

The purpose of this paper is to propose a conceptual framework for handling end of life (henceforth EoL) scenarios of solar photovoltaic (solar PV) panels, which includes different options available to businesses and end-users, as well as promoting the collaboration between government and all relevant stakeholders.

This paper adopts purposeful sampling, secondary data and content analysis to develop an appropriate conceptual framework that helps to create awareness of the appropriate options for dealing with the EoL cases of solar PV panels.

From the data analysis, it is revealed that reuse, repair and recycling of solar PV panels can ensure value creation, public-private partnership and a solution for education in sustainability, and thus, prolonging the useful life cycle of the products.

This paper limits the analysis on developing economies and the use of selected literature based on the recycling of solar PV panels.

This paper is an initial attempt to create an awareness by identifying, analyzing and educating the stakeholders to handle appropriately any EoL scenario of solar PV panels.

This article considers how the evaluation of research teams can better account for the challenges of transdisciplinarity, including their larger team size and more diverse and permeable membership, as well as the tensions between institutional pressures on individuals to publish and team goals.

An evaluation team was retained from 2015 to 2020 to conduct a comprehensive external evaluation of a five-year EPSCoR-funded program undertaken by a transdisciplinary research team. The formative portion of the evaluation involved monitoring the program’s developmental progress, while the summative portion tracked observable program outputs and outcomes as evidence of progress toward short- and long-term goals. The evaluation team systematically reviewed internal assessments and gathered additional data for an external assessment via periodic participation in team meetings, participant interviews and an online formative team survey (starting in Year 2).

Survey participants had a better understanding of the project’s “Goals and Vision” compared to other aspects. “Work Roles,” and particularly the timeliness of decision-making, were perceived to be a “Big Problem,” specifically in regard to heavy travel by key managers/leadership. For “Communication Channels,” Year 2 tensions included differing views on the extent to which management should be collaborative versus “hierarchical.” These concerns about communication demonstrate that differences in language, culture or status impact the efficiency and working relationship of the team. “Authorship Credit/Intellectual Property” was raised most consistently each year as an area of concern.

The study involves the use of a unique survey approach.

Investigating the drivers that contribute to the success of small and medium-sized enterprises (SMEs) is crucial for ensuring the overall growth and sustainability of a country. The purpose of this research is to investigate the role of gender diversity on the Board of Directors of innovative SMEs to understand whether the presence of women on boards can improve the performance of such organizations devoted to introducing technological advancements in the product market.

The study adopts a quantitative approach, using a sample of 2,264 Italian innovative SMEs. These companies were selected from non-financial sectors and collected from Analisi informatizzata delle Aziende Italiane (AIDA), a database provided by Bureau van Dijk. An unbalanced panel data involving a period from 2016 to 2021 was used with a total of 12,173 observations.

Our findings suggest that female representation has a negative effect on a company's financial performance. Moreover, the moderation effect of sector growth opportunities confirms this negative influence since in sectors characterized by high growth opportunities, the presence of women on boards was found to have a negative outcome.

The main contribution of the work lies in offering a comprehensive and thorough examination of the business category of innovative SMEs. Specifically, it extends previous research through a focus on board gender diversity of innovative SMEs by examining the impact of the presence of women in their boardrooms on firm performance outcomes. Furthermore, it provides an analysis of this effect, considering both high-growth and low-growth sectors.

Brands are relevant to multiple stakeholders and, as such, can have multiple meanings. Drawing on branding and stakeholder marketing theory, the purpose of this study was to provide in-depth insights into knowledge dynamics related to the so-called family business brand across different stakeholder perspectives.

This study combines advanced brand concept mapping (BCM) with a scenario technique to graphically capture consumers’ and jobseekers’ brand knowledge related to the family business concept in the form of association networks.

Findings show both a shared core meaning (e.g. associations such as “tradition” or “owner-managed”) and stakeholder-specific associations (e.g. consumer perspective: “high product quality,” “handmade”; jobseeker perspective: “appreciation within the company,” “outdated”). Significantly, the results reveal detailed insights into cross-stakeholder knowledge dynamics regarding the associations’ interconnections, strength and favorability.

By combining BCM with a scenario technique, this study adopts an approach that is aimed at better understanding and comparing brand knowledge with respect to the family business brand across multiple stakeholder perspectives. Given the prevalence of family businesses, this research enhances the theoretical and practical understanding of a branding resource that is often available but rarely exploited.

This paper explores the motivating factors that lead to opportunity recognition among social entrepreneurs in India.

The study followed an exploratory, qualitative design based on thematic analysis of the interview data collected from 13 Indian social entrepreneurs.

The study identifies two aggregate factors that motivate social entrepreneurs: personal and contextual. Personal factors include life experiences, social awareness, social inclination since childhood, spiritual motives, the need for a meaningful career and entrepreneurial intention. Contextual factors included institutional voids, community development, the presence of a role model and volunteer experiences.

This study contributes to the social entrepreneurship literature by providing a model for motivating factors that lead to opportunity recognition. This study enables policymakers and social entrepreneurship educators to identify aspiring social entrepreneurs and provide target-specific support to them.

This study enables policymakers and social entrepreneurship educators to identify aspiring social entrepreneurs and provide target-specific support to them.

The study uniquely contributes to the social entrepreneurship field by offering deep qualitative insights into the motivational and opportunity recognition patterns of social entrepreneurship.

Since the first definition of open innovation (OI), the indivisible relationship between this concept and entrepreneurship was undeniable. However, the exact mechanisms by which an entrepreneurial approach may benefit OI processes and vice versa are not yet fully understood. The study aims to offer an accurate map of the knowledge evolution of the OI–entrepreneurship relationship and interesting gaps to be filled in the future.

The study adopted a bibliometric analysis, coupled with a systematic literature review performed over a data set of 106 peer-reviewed articles published from 2005 to 2020 to identify thematic clusters.

The results show five thematic clusters: entrepreneurial opportunities, organisational opportunities, strategic partnership opportunities, institutional opportunities and digital opportunities for OI. Investigating each of them, the authors created a framework that highlights future avenues for further developing the topic.

This study is the first of its kind to systematise, analyse and critically interpret the literature concerned with the topic of the OI–entrepreneurship.

Social innovation (SI) acknowledges socio-economic challenges as opportunities to make communities more sustainable and cohesive through inclusive grassroots practices. The question remains, however, as to whether and how socially innovative practices can be effectively supported in developing inclusive economies. Drawing on the findings from two South African in-depth case studies, This paper aims to discuss how social innovation ventures may be supported to drive inclusiveness.

This paper purposively sampled two social enterprises (SEs) and conducted in-depth case studies through interviews and secondary data review.

The SEs selected promoted digital, economic and social inclusion. Despite the diversity of the two organisations, they shared similar challenges in undertaking their practices mostly deriving from South Africa’s lack of legal recognition and policy framework for social purpose-driven businesses.

Applying Moulaert et al.’s (2007) SI classification criteria to the case studies in focus, this paper seeks to extend our understanding of the challenges that innovative SE organisations face in tackling exclusion and contributing to build inclusive economies in the South African context.