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This paper aims to provide a brief review of the work on startup survival and a conceptual framework of factors influencing a startup firm’s survival. In addition, it lists significant gaps and recommends avenues for future research.

This paper conducted a systematic literature review of peer-reviewed journal articles indexed in Scopus, Web of Science and EBSCO databases using Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A total of 140 articles published in 72 journals between 1993 and 2021 were considered for the review.

The comprehensive review revealed that most of the studies have applied a single theoretical lens and have taken place in advanced economies, with a narrow focus on emerging economies. Empirical research has prominently applied regression-based models to analyse the relationship between the antecedents and the outcomes. Internal resources such as human capital, financial capital and physical capital and non-financial performance measures such as survival, growth and employment are the studies’ prominently used antecedents and outcome variables. However, a limited number of studies have used mechanisms of mediation and moderation.

Despite the substantial scientific and practical discussion on startup survival, to the best of the authors’ knowledge, no comprehensive review has been undertaken to date, which provides a systematic and comprehensive compilation of the knowledge on the topic. This study aims to develop a unique landscape of scientific advancement by methodically reviewing, categorising and synthesising the current body of knowledge on the topic.

Past research is mixed on family small and medium-sized enterprises’ (SMEs) use of external advisors and the limited empirical evidence is confined to developed markets. Drawing on the knowledge-based view of the firm, this research focuses on the “familiness” characteristic of SMEs and their use of external accountants as advisors in an emerging marketplace. Using internal resources for basic tasks is proposed to strengthen this relationship from a managerial cognition lens. Focusing also on SME internalization, this research probes the performance ramifications of using external accountants as advisors.

Hierarchical regression is used to test the hypotheses. The mediation hypothesis is tested by bootstrapping the indirect effect. The interaction hypothesis is visualized with simple slope analysis.

The results indicate that the familiness of SMEs is positively associated with the use of external advisors, and thereby, with high performance. SMEs with higher international exposure also use these external advisors to a greater degree. Family SMEs that have a focused use of internal resources for basic tasks benefit more from the use of external accountants for advising tasks.

This research sheds light on how family involvement in management influences firm performance, showing the moderating role of the use of internal advisors for basic tasks and the mediating role of the use of external accountants for advising. We add to the knowledge-based view by describing how family SMEs can utilize internal and external knowledge resources simultaneously.

Drawing on an organizational learning perspective, this paper examines the effect of levels of foreign market involvement (intensity and geographic spread) on internationalization outcomes recognizing that the moderating influence of entry-mode learning potential is not well documented in the literature on small- and medium-sized enterprises (SMEs).

The sample includes 180 SMEs evenly selected from three industries: biotechnology, software and clothing (60 firms in each industry). The sampled firms employ less than 250 employees and are equally distributed between three developed economies and three emerging economies. All were engaged in foreign business.

The authors find that there is a direct relationship between levels of foreign market involvement and internationalization outcomes. Entry-mode learning potential moderates the relationship between intensity of foreign market involvement and internationalization outcomes but not the relationship between geographic spread and internationalization outcomes.

This study reveals several new insights that help explain the pathway through which foreign market involvement activities are translated into internationalization outcomes.

The authors conclude that the positive relationship between intensity of foreign market involvement and internationalization outcomes is strengthened when SMEs also use an entry mode with a higher learning potential than exporting only.

The aim of this paper is to provide an overview of a novel offender personality disorder (OPD) higher education programme and the research evaluation results collected over a three-year period. Data from Phase 1 was collected from a face-to-face mode of delivery, and Phase 2 data collected from the same programme was from an online mode of delivery because of the COVID-19 pandemic.

In Phase 1, three modules were developed and delivered in a fully face-to-face format before the pandemic in 2019–2020 (n = 52 student participants). In 2020–2021 (n = 66 student participants), training was adapted into a fully online mode of delivery in Phase 2. This mixed-methods study evaluated participant confidence and compassion. Pre-, post- and six-month follow-up questionnaires were completed. Qualitative interviews were conducted across both phases to gain in-depth feedback on this programme (Phase 1: N = 7 students, Phase 2: N = 2 students, N = 5 leaders). Data from Phase 1 (face-to-face) and Phase 2 (online) are synthesised for comparison.

In Phase 1 (N = 52), confidence in working with people with personality disorder or associated difficulties improved significantly, while compassion did not change. In Phase 2 (N = 66), these results were replicated, with statistically significant improvements in confidence reported. Compassion, however, was reduced in Phase 2 at the six-month follow-up. Results have been integrated and have assisted in shaping the future of modules to meet the learning needs of students.

Further research into the impact of different modes of delivery is important for the future of education in a post-pandemic digitalised society. Comparisons of blended learning approaches were not covered but would be beneficial to explore and evaluate in the future.

This comparison provided informed learning for consideration in the development of non-related educational programmes and, hence, was of use to other educational providers.

This paper provides a comparison of a student-evaluated training programme, thus providing insights into the impact of delivering a relational-focused training programme in both face-to-face and online distance learning delivery modes. From this pedagogic research evaluation, the authors were able to derive unique insights into the outcomes of this programme.

Grounded on the distributed theory and the social exchange theory, the current study investigates the determinants that positively influence job performance among educators within the realm of higher education in India. It particularly assesses the impact of perceived academic leadership on performance and explores the mediating and moderating effects of organizational citizenship behavior and informal institutional leadership.

Employing a descriptive research design, this study encompasses a broad cross-section of faculty members from various higher educational institutions across India. Data were gathered from 826 educators using a snowball sampling technique, with questionnaires administered online. Each variable was measured using prevalidated scales.

The findings from the moderated mediation model indicate a significant indirect relationship between perceived academic leadership and job performance, which is mediated by organizational citizenship behavior. Furthermore, informal institutional leadership demonstrates significant conditional indirect effects, enhancing the link between academic leadership and job performance up to a threshold, beyond which its influence diminishes.

This study pioneers the exploration of academic dynamics beyond mere titles and ranks in the Indian educational sector. It delineates both the direct and indirect roles these dynamics play in enhancing faculty performance, providing a novel insight into the complexities of academic leadership.

In emergency departments, effective communication is of utmost importance to ensure the safety of patients. However, communicating can be quite challenging when dealing with high-stress situations. This study aims to assess the efficacy of coaching workshops, informed by a transtheoretical coaching model, in managing communication challenges perceived by emergency nurses and enhancing their communication skills.

The study involved seven emergency room nurses working at a public hospital in Morocco. The data were gathered through various instruments, including observation grids, interviews and pre- and post-test questionnaires.

The study identified prevalent challenges in communication among nurses, notably difficulties in accurately interpreting messages when faced with confrontational attitudes from colleagues or superiors. Additionally, some nurses exhibited asymmetrical communication patterns, prioritizing their own perspectives over others' during interactions. The findings revealed a statistically significant disparity between pre- and post-test scores (P = 0.017). The nurses’ mean score has improved by 5.14 after attending the four workshop coaching experience, passing from 5.71 in the pre-test to 10.85 in the post-test.

This is the first study in Morocco to evaluate the effectiveness of coaching workshops guided by a transtheoretical coaching model in improving communication skills and overcoming communication barriers among working emergency nurses.

This research paper generates new insights into the challenges of implementation in women’s enterprise policy. It argues that organisations involved in policy implementation need to be understood as operating in a context of institutional pluralism and answers: How do organisations involved in the implementation of women’s enterprise policy manage the challenges of institutional pluralism?

Addressing the need for women’s enterprise policy to learn from the past, the research adopts a historical approach to the study of policy implementation through examination of the UK’s Phoenix Development Fund (1999–2008). It analyses a wide range of secondary sources to examine 34 projects funded and supported by the Phoenix Development Fund that targeted women entrepreneurs.

Potentially conflicting institutional logics associated with central government, mainstream business support and local communities were managed through four key processes: dominance; integration; constellation and bridging. The management of institutional pluralism was effective in delivering support to communities but not in providing an effective platform for learning in government or establishing sustainable, long-term mechanisms.

The paper develops an empirical contribution to practice through identification of processes to manage the challenges of institutional pluralism and lessons for community-engaged policy implementation. A theoretical contribution to academic debates is provided by the conceptualisation of these challenges in terms of institutional pluralism and the novel concept of institutional bridging. The study also demonstrates the value of historical methods for women’s enterprise policy to learn the lessons of the past.

Community-generated digital content (CGDC) is one of the UK’s prime cultural assets. However, CGDC is currently “critically endangered” (Digital Preservation Coalition, 2021) due to technological and organisational barriers and has proven resistant to traditional methods of linking and integration. The challenge of integrating CGDC into larger archives has effectively silenced diverse community voices within our national collection. Our Heritage, Our Stories (OHOS), funded by the UK’s AHRC programme Towards a National Collection, responds to these urgent challenges by bringing together cutting-edge approaches from cultural heritage, humanities and computer science.

Existing solutions to CGDC integration, involving bespoke interventionist activities, are expensive, time-consuming and unsustainable at scale, while unsophisticated computational integration erases the meaning and purpose of both CGDC and its creators. Using innovative multidisciplinary methods, AI tools and a co-design process, previously unfindable and unlinkable CGDC will be made discoverable in our virtual national collection.

There currently exists a range of disconnected, fragile and under-represented community-generated heritage which is at increasing risk of loss. Therefore, OHOS will work to ensure the survival and preservation of these nationally important resources, for the future and for our shared national collection.

As we dissolve barriers to create meaningful new links across CGDC collections and develop new methods of engagement, OHOS will also make this content accessible to new and diverse audiences. This will facilitate a wealth of fresh research while also embedding new strategies for future management of CGDC into heritage practice and training and fostering newly enriching, robust connections between communities and archival institutions.

The UK government has taken the lead in accelerating the capacity of higher education to engage with sustainability accounting and adopting a novel systematic approach toward a collective implementation of and contribution to Sustainable Development Goals (SDGs). The UN SDG 16 “Peace, Justice & Strong Institutions” promotes the (re)building of effective and accountable institutions. In line with the institutional logics metatheory, we provide empirical evidence on how the alignment between social mechanisms alongside the reputation of higher education institutions (HEIs) and SDGs on transparent and responsible service (SDG 16) affect the students' overall experience. Using a sample of 142 UK HEIs, interpretative content analysis and ordinary least squares, the results show that integrating HEIs' responsible-oriented research agenda proactively with high sustainability reputation adds significantly to greater student satisfaction.

Focusing on the quality of teaching and learning, this study aims to explore the perceptions of accountancy students in two emerging UK Higher Education Institutions (HEIs) of the quality of their learning experiences and the impact of these experiences on generic skills development.

A questionnaire survey was used to collect the data. OLS regression was used to test the hypothesis regarding the impact of student learning experiences (lecturer ability, assessment and curriculum) on generic skills development.

Students value the lecturer as the most important determinant of the quality of their experience. They rated their assessment programme very positively, and the curriculum suggests that students tend to experience a deep blended approach to learning. They also felt that they acquired a wide range of soft competency skills such as those associated with research, critical thinking and time management. Multivariate findings indicate that lecturer ability and curriculum contribute significantly and positively to generic skills development.

The study provides a benchmark for international accounting and business educators in any efforts to assess the efficacy of HE delivery since the pandemic. By implication, it enables the identification of enhancements to the previous character of delivery and hence offers the means to direct improvements to the student experience. Such improvements can then be seen in the National Student Survey (NSS) scores, thereby positively contributing to the next Teaching Excellence Framework. Additionally, such tangible enhancements in NSS scores may be advantageous to HEIs, in the UK and other Western countries, in their efforts to recruit international students on whom they place great reliance for increased revenue, to their international business education programmes.

This study addresses the research gap surrounding the link between teaching and learning approaches in accounting and the development of generic skills. Furthermore, acknowledging that the COVID-19 pandemic with its imposed structural change in the HE teaching and learning environment ushered in a new model of curriculum delivery, this study reflects on the pre-COVID-19 scenario and gathers student perceptions of their teaching and learning experiences before the changes necessitated by lockdowns. It therefore brings the opportunity to anchor future research exploring the post-COVID-19 environment and secure comparative analyses.