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The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms.

In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities.

It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities.

To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom.

Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

The purpose of this paper is to explore and compare the motivations and expectations that older people have when choosing to move into either a private or housing association (HA) extra care housing (ECH) scheme, and any effects this had on its residents.

This qualitative study is based on findings from four HA schemes in Tower Hamlets, London, and one private scheme in Warwickshire. Eight semi-structured interviews were conducted with five women and three men of varying backgrounds, from schemes managed by different associations and companies. Interview transcripts were coded and analysed thematically.

All residents moved into ECH in response to deteriorating health. However, almost all residents had felt obliged to move by others, generally their children. Few residents had any expectations of ECH on arrival, but many developed high expectations of an increased sense of independence and security and of an improved social life. ECH appeared to be beneficial for residents’ health and well-being.

The inability to recruit an equal number of people from HA and private scheme, alongside the small sample size, may compromise the external validity of any conclusions drawn from any comparisons.

This research identifies a lack of knowledge about ECH among the general population and offers insight into areas of poor management within ECH schemes which could be improved.

Inadequacies in the ECH model could be attributed to failures in the current health and social care system. Differences between expectations and perceptions of HA vs private schemes should be acknowledged and responded to.

This is a rare example of research exploring the relationships between ECH residents’ motivations and expectations (Hillcoat-Nallétamby and Sardani, 2019), and between those in HA vs private schemes.

Widespread adoption of reporting frameworks has contributed to current global practices undertaken by firms to report social, environmental and economic impact. The Global Reporting Initiative (GRI), the most widely used of those frameworks, has produced several generations of guidelines. Their third-generation guidelines (G3), which had the most widespread and long-term use, relied on a series of application levels to convey the quantity and quality of disclosures. The firm’s choice of application level exemplified its corporate social responsibility (CSR) disclosure strategy. The purpose of this study is to answer the call of scholars for a comprehensive explanation of a firm’s CSR disclosure strategy and suggested researching of the conceptual underpinnings of legitimacy, stakeholder, resource dependence and institutional theories.

Given this call, a comprehensive model is tested that explores relationships arising from these four major theories and the choice of GRI application levels. The model includes four constructs: non-financial corporate characteristics, firm financial performance, stakeholder involvement and environmental turbulence.

Unexpectedly, the findings do not show differences with respect to the theoretical underpinnings of CSR disclosure and the GRI disclosure levels.

Despite their widespread use, GRI was concerned that the G3’s application levels could be misunderstood and that the framework needed conceptual improvement. These concerns led to the elimination of application levels with the launch of GRI’s fourth-generation guidelines (G4) in 2013. The findings support the need for conceptual improvement and the discontinuation of the application level system in the G4 guidelines. They also suggest the need for additional research to examine disclosure choices over time, to make understand corporate disclosure strategies.

To respond to the COVID-19 “infodemic” and combat fraud and misinformation about the virus, social media platforms coordinated with government healthcare agencies around the world to elevate authoritative content about the novel coronavirus. These public health authorities included national and global public health organisations, such as the Centers for Disease Control and Prevention (CDC) and the World Health Organisation (WHO). In this article, the authors evaluate the effectiveness of this strategy by asking two key questions: (1) Did people engage with authoritative health content on social media? (2) Was this content trusted?

The authors explore these issues by drawing on data from a global online questionnaire on “Public Trust in Experts” (n = 429) conducted during the initial phase of the pandemic in May 2020, a crucial period when reliable information was urgently required to influence behaviour and minimise harm.

The authors found that while the majority of those surveyed noticed authoritative health content online, there remained significant issues in terms of Internet users trusting the information shared by government healthcare agencies and public health authorities online.

In what follows, the authors examine the role of trust in implementing this novel public health strategy and assess the capacity for such policies to reduce individual and social harm.

The peer review history for this article is available at: https://publons.com/publon/10.1108/OIR-12-2021-0655

Drawing on institutional theory, this paper seeks to untangle the relationship between university support for entrepreneurship and students’ entrepreneurial intentions. Specifically, this study aims to examine whether entrepreneurial climates within universities mediate the relationship between university support for entrepreneurship and students’ entrepreneurial intention.

Empirical data is drawn from 195 students across three Malaysian higher education institutions. Partial least squares procedures are used to test the proposed hypotheses.

Findings show that no element of university support for entrepreneurship had a direct effect on students’ entrepreneurial intentions. However, the entrepreneurial climate was found – to mediate the relationship between perceived business and concept development support and students’ entrepreneurial intentions.

This study represents one of the few efforts in the literature considering the role of entrepreneurial climates within universities in influencing students’ entrepreneurial intention. In considering the mediating role of entrepreneurial climate, in the relationship between university support for entrepreneurship and students’ entrepreneurial intentions, this study provides a complementary and contextualised perspective, to existing studies, which have traditionally focussed on the mediating role of individual attributes. Doing so provides further evidence of entrepreneurial universities in fostering entrepreneurship.

States and development bodies are increasingly stimulating social enterprise activity in communities as an empowering social and economic development intervention. This type of development initiative is often facilitated by actors who are external to communities, and the role of community members is not clear. This paper aims to explore whether facilitated social enterprise benefits or disempowers communities.

The focus is a case study of a project based in Scotland designed to stimulate the creation of social enterprises involved in community growing. The case study approach involved a mix of methods, including formal (semi-structured) interviews, participant observation and analysis of documentary evidence. Analysis of findings was undertaken using Muñoz and Steinerowski’s (2012) theory of social entrepreneurial behaviour.

Findings suggest that social enterprise that originates outside communities and is facilitated by external actors is potentially disempowering, particularly when social enterprise development does not necessarily align with community needs. The paper reiterates findings in previous studies that certain roles in facilitated social enterprise require to be community-led. Projects that do attempt to facilitate social enterprise would benefit from community participation at the project planning stage.

If facilitated social enterprise is increasingly promoted as an empowering development intervention, this paper provides insight about how facilitated social enterprise occurs in practice and gives preliminary information about possible barriers to empowerment using this approach to development.

The literature on individual differences in innovative work behavior (IWB) reveals inconsistencies in the relations of personality traits and tenure on innovation at work. To provide greater clarity about the effects of these antecedents, the purpose of this paper is to report a study of the moderating effects of tenure on the associations of traits and IWB, and apply a theoretical lens based on the trait-activation theory.

In all, 146 employees of a UK-based financial institution completed measures of conscientiousness and openness, and had three aspects of IWB (idea generation, promotion, and realization) rated by their line-supervisor. All participants were on graduate training programs. Hierarchical regression analyses were used to test the moderating effects of tenure on the associations of the self-reported traits with the supervisor-rated IWB outcomes.

Tenure moderated the effects of conscientiousness on IWB, with highly conscientious employees being less innovative with longer tenure. Tenure moderated the effect of openness with idea generation with highly open employees generating more ideas if they were longer tenured.

Management of innovation requires differentiated strategies based on the personality traits and tenure of individual employees. Implications for recruitment, socialization and development are discussed.

This is the first study to examine empirically the interactions of traits and contextual factors (i.e. organizational tenure) on IWB, framed around a strong theoretical foundation (i.e. trait activation theory). The study also makes notable contributions by measuring innovative behavior using a supervisor-rated and multidimensional approach.

This paper draws upon prior research that built a theoretical framework for the emergence of social enterprise ecosystems based upon the biological evolutionary theory. This paper aims to extend this previous research by practically applying the said theory to the development of stakeholder and institutional networks across Europe.

Data from in-depth semi-structured interviews and focus groups were analysed using Constant Comparison Method. Data were generated from discussions with 258 key stakeholders in ten countries across Europe, exploring the historical, political, social, legal and economic factors that influence the patterns of a social enterprise seen in each country.

The results identify the emergence of four social enterprise ecosystem types (Statist-macro, Statist-micro, Private-macro and Private-micro). These are used to explain the differences found in each of the ten country’s social enterprise ecosystems. The results are discussed in relation to the evolutionary theory in social entrepreneurship and how “genetic” and “epigenetic” factors lead to the divergence of social enterprise ecosystems, and the impact that this has on the stakeholders and institutions that are present within them.

A typology of ecosystems is presented, which can be used by policymakers across Europe to understand how best to support their local social economies.

The purpose of this paper is to provide an overview of studies published in the Journal of Entrepreneurship in Emerging Economies (JEEE) between 2014 and 2019. The review also provides suggestions for future research in JEEE.

Integrative literature of 90 empirical and conceptual articles published in JEEE between 2014 and 2019. The selected articles were analyzed using content analysis.

Analysis of the 90 published articles shows that JEEE has covered a number of relevant topics related to entrepreneurship and innovation in emerging economies. In particular, scholars have adopted a variety of methods to describe such activities in emerging economies. The review also highlights the lack of comparative studies in JEEE and studies, which significantly take into account or focus on the emerging economy context.

The findings suggest that future scholars wishing to submit to JEEE should consider taking a more detailed account of the emerging context.

Since its first publication in 2014, this study represents the first review of articles found in JEEE. Specifically, the study provides a platform for future scholars wishing to submit to JEEE to take stock of the studies in the journal, thus giving them a better understanding of the field. The study also provides directions regarding areas of possible future research, which might be of interest to scholars wishing to submit to JEEE.

Publishers are producing new reference sources on film at an astonishing rate. Each week reviews and advertisements appear to announce yet another book. Books vary in scope, subject emphasis, size, price, and of course, quality, and represent both new works and revised or added editions. Not only are American publishers active, but European firms are getting on the bandwagon, too.