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This study aims to apply the Delphi method to explore the possibilities for implementing agility management concepts in Slovenian health-care organisations.

The research is based on a qualitative Delphi study encompassing 15 employees in different Slovenian health-care organisations.

Slovenian health-care organisations need to be more agile currently. For this reason, it is necessary to begin with organisational changes and organisational learning concepts to educate employees about the meaning and content of agile processes. It is essential to ensure that accepting employee mistakes and offering help to employees becomes normal practice, and it is necessary to ensure the greater trust of the management towards the employees.

The research empowers health-care professionals with new management and leadership concepts, such as agile management, sustainable leadership and leadership development methods in health care.

This study applies bibliometric analysis to explore the evolution of the research paradigm of agility related to management and organisations.

Authors prepared a quantitative study of the review of selected articles using co-citation analysis and bibliographic coupling. Based on the bibliometric analyses, the evolution of the agility field (past, present, and future of agility research) was prepared.

Emergent themes focus on the importance of agility in interpreting organisational responses in the context of issues as diverse as information systems and business intelligence systems, market orientation, strategic alignment and social computing. Future research needs to focus on digitisation in conjunction with informatisation, an important topic for creating a new organisational culture and knowledge management through increased collaboration between humans and machines.

As the authors are aware, this study is one of the first to choose to show the overall development and importance of agility through quantitative bibliometric methods used to assess the value and contribution of scientific productivity and its impact on development.

This paper aims to present how contemporary students are self-organizing using smart technologies (ST) and the future social implications of ST. The research model is based on the concepts of the soft system methodology, social systems thinking, innovative smart systems, and cybernetic and knowledge management.

The study contains elements of exploratory and descriptive case studies. Narrative analysis and interpretation of the collected data have been carried out.

Students mostly use ST to save time when studying and in their free time. Students are surprised by how ST developed and are cautious when imagining how the technology will change and affect their lives. They are concerned regarding several ethical dilemmas of using it, such as privacy and spending time with their loved ones and friends. Students perceive their self-organization in the future as very dependent on the availability of ST in institutional settings (e.g. education and business process) as well as their personal lives. Students discuss their present perceptions about what the future will be and note that social system will be more dynamic in terms of socialization, and loss of personal contact with their friends and family is seen as the main threat.

The research is qualitative, and the questionnaire was carried out among business students at the Faculty of Economics, University of Ljubljana, Slovenia.

The paper offers an understanding of the usage of ST among business students. This study provides a road map of a few possible ways for usage of ST among students. The topic is also relevant for human resource managers, technology developers and marketing strategists for their better understanding of the behaviour of young people using ST in professional or private environments.

The findings can be useful for professors in identifying different learning methods that are useful for their students.

The authors offer conceptualizations of ST within the social innovation framework and provide a contemporary understanding young people’s ST usage.

From the perspective of role identity theory, the purpose of this paper is to explain how an artistic creative entrepreneur has set up and operates a business that incorporates a component of social responsibility into the business model.

An explanatory case study approach was followed in analysing the case of Alenka Repic, the founder and creative director of the company Kaaita, which operates from Slovenia. Data were collected through documentation and interviews and content analysis was used to analyse the data.

Kaaita has adopted an innovative and socially responsible business model as an artistic creative enterprise. The case study firstly introduces Kaaita and its innovative business model. Thereafter, it describes and discusses the defining roles of Alenka Repic as an entrepreneur and how these roles have shaped what Kaaita does and how it operates.

This explanatory case study has presented the unique case of an artistic creative social entrepreneur, and the innovative business model that has been adopted. However, because only one case has been presented here, it is recommended that additional case studies be conducted. It is also recommended that additional research be conducted in the area of sustainable business model innovation.

The case illustrates how a more deliberate consideration of their role identity could assist entrepreneurs in aligning their personal values and beliefs with how they create, operate and develop their enterprise. It also serves as a reminder to both scholars and aspiring entrepreneurs that the essence of entrepreneurship is to have the passion and courage to be innovative and disruptive and that educators should focus on cultivating skills that are related to identifying and exploiting opportunities for innovative disruption.

The study draws on role identity theory to gain insight into the roles that are exercised in developing an innovative business model that combines diverse types of entrepreneurship.

The chapter presents recent development in the field of entrepreneurship education of several European universities – partners within Erasmus+ project on blended learning entrepreneurship course development, covering subjects from everyday instructional and practical approaches to support (under)graduate entrepreneurship and theoretical connections with modern worldwide educational and socioeconomic policies. Theoretical overview of the subject of entrepreneurship education is presented in the first part, and in the second part, good practice of BLUES Entrepreneurship course is discussed (BLUES Erasmus+ Programme of the European Union: Blended-learning international entrepreneurship skills programme; European Entrepreneurship Experience project). The chapter discusses the needs of universities and university professors and entrepreneurship instructors by highlighting how blended learning addresses some challenges of entrepreneurship education implementation while also brings some new challenges in managing such a course. Blended learning is suggested as a conducive environment for entrepreneurial learning in both academic and nonacademic settings. Based on the presented methodology entrepreneurship professors are able to implement and/or adjust the BLUES methodology within their own course, parts of it or the whole course that is provided through online massive open online courses (MOOCs) and toolkit for face-to-face exercises in class. Chapter provides a systematic and integrated perspective with relevance for business students, educators and policymakers.

This chapter focuses on the underlying levers of diversity management, namely inclusive leaders, authenticity, networking and visibility, and clear career paths in two best practice cases. The aim of our research is to provide the strategic orientation of developing diversity management through business education in Slovenian business environment based on best practice cases as well as content analysis of 104 responses within management course at the Faculty of economics University of Ljubljana.

Qualitative joint content analysis was selected to analyze the data, in order to quantify qualitative data collected, by understanding its context.

Based on findings, the conceptual model of diversity management curriculum is introduced.

Limitations of the study are in the open-ended questionnaire design in addition to analyzing only two purposely chosen best practice cases, which do not provide for the overall state of diversity management in Slovenia.

Discussion is based on the findings of diversity management inclusiveness, offering also concrete theoretical and practical implications for deans, academic community, as well as students who want to practice inclusive diversity management.

Our chapter raises awareness on diversity management development and implementation on the basis of identified good practice examples. By presenting Slovene cases and analyses of the diversity management implementation, we promote the value of inclusion and diversity in the workplace.

Our chapter presents two original case analyses within Slovene diversity management and offers the conceptual model of diversity management curriculum.

The purpose of this chapter is to provide an overview of the research presented in this edited volume.

This report is based on 17 chapters, which vary in terms of research approach, design, and method, yet aims to present different country perspectives on diversity within diversity management.

The chapters present new insights on how the national and macro-social environment impacts the institutional approaches to diversity management across the world. Findings indicate the need for organizations to focus on deep-level diversity, rather than choosing a tick-box policy on surface-level diversity. Empirical studies reveal that every institution can adopt a diversity-friendly approach in a way that best fits their structure, culture and the mentality of their top management team.

The report summarizes and integrates novel insights on country perspectives and approaches on diversity management.