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This chapter aims to conceptualize the general framework of policies to support entrepreneurship and competitiveness by indicating a move from a dispersive comprehension of competitiveness towards an integrated macro-meso-micro perspective, by taking as a case study the European South. First, it presents theoretical contributions to entrepreneurship enhancement policies, which mostly suggest that intervention can be effective in a fragmentary and relatively incoherent way. Then, it counter-proposes the ‘competitiveness web’ approach, which gives an integrated policy framework for the competitive strengthening and evolution of a socioeconomic system. In the framework of competitiveness web, we analyze and propose a meso-micro level policy via the Institutes of Local Development and Innovation (ILDI), which is a policy for empowering the local and regional business ecosystems through the enhancement of business innovation. Finally, by using the competitiveness web filter, we propose the structuration of a mechanism that could identify the level at which the socioeconomic entities in different spatial levels can articulate their policies for entrepreneurship enhancement in the macro-meso-micro integrated approach.

This chapter provides an introduction to the European case study chapters in this volume on curriculum making. The chapter explores different conceptions of curriculum and curriculum making. It offers a critique of existing thinking about curriculum making as something that occurs withinreified levels within an educational system. Such thinking often construes curriculum making as occurring through linear and hierarchical chains of command from policy to practice. Drawing upon previous conceptualizations of curriculum making, the chapter develops a new approach to understanding curriculum making. This is a heuristic rather than a normative framing; it is essentially non-linear, framed around the concept of intertwined sites of activity – supra, macro, meso, micro and nano – within complex systems, with curriculum making framed as types of activity rather than institutional functions.

Crises are often studied in international business (IB) research as the external “context” for business strategies, but firms can also be active participants in the unfolding of crises. The study of crises in IB could benefit greatly from studying the role of multinational enterprises (MNEs) as active participants, rather than as mere passive actors, responding to exogenous events. History shows that IB crises typically unfold partially as exogenous processes, and partly as the result of MNE strategies. A multilevel and longitudinal approach to studying crises in IB is clearly necessary. This chapter considers the extent to which smaller events that preceded the present crisis – since 1989 – point to systemic problems in global governance. It also defines five overlapping lenses through which future IB studies can further create relevant insights on how to deal with crises: historic, macro, meso, micro and exogenous. The chapter finally serves as an introduction to the whole Progress in International Business Research volume by indicating the relevance of all parts and chapters that follow.

Basil Bernstein’s theoretical ideas have been called upon by far fewer higher education researchers than would be expected. We argue that the international higher education field of research is ripe for further application of Bernstein’s theoretical ideas. Through reference to our own and that of others, we illustrate five key affordances of Bernstein’s theoretical framework. First, it provides a unique approach that leads researchers to pose formerly unthinkable questions and encourages the development of new knowledge to address them. Second, Bernstein’s valuable concepts raise questions about the specific but inter-related macro- (societal), meso- (organisational) and micro- (individual) level processes involved in producing (in)equalities. Bernsteinian analysis can help to identify how inequalities emerge from and can be addressed at these levels. Third, we contend that the approach encourages empirical exploration of the ways in which education may be disruptive of the social order. Fourth, we suggest Bernstein’s concepts can be adapted to capture the complexity of intersecting inequalities in a way that allows the object of analysis to determine what inequalities are foregrounded. Finally, we argue that concepts help to orientate questions around inequality and social justice in a way that does not over-determine answers.

We propose an elaboration of the social structure and personality framework from sociological social psychology that is intended to promote integration across social psychological traditions and between social psychology and sociology, using the study of inequality as an example.

We develop a conceptualization of “generic” proximate processes that produce and reproduce inequality in face-to-face interaction: status, identity, and justice.

The elaborated framework suggests fundamental questions that analysts can pose about the macro-micro dynamics of inequality. These questions direct attention to the “how” and “why” of macro-micro relations by connecting structural and cultural systems, local contexts, and the lives of individual persons; highlighting implicit processes; making meaning central; and directing our attention to how people act efficaciously in the face of constraint.

Applying this framework, scholars can use existing theories and generate new ones, and can do so inductively or deductively.

Research on inequality is enriched by social psychological analyses that draw on the full complement of relevant methods and theories.

We make visible the social psychological underpinnings of sociological research on inequality and provide a template for macro-micro analyses that emphasizes the centrality of social psychological processes.

From an anthropological point of view there are four fundamental ways of living on earth, which can be related to “four basic cultural types: hunting and gathering, herding livestock, village farming, and modern civilization (…). Culture can be defined as the relationship of a society to the primordial nature or law of the earth” (Lawlor, 1991, p. 142).

Purpose – The aim of this chapter is to investigate how a focal market actor may design or redesign business models for improved value co-creation.

Findings – We posit that value is co-created in use as actors integrate resources in practices, which makes practices a fundamental unit of value creation. Greater density of resources, relevant to a specific practice and to the goals or mission of the actor, corresponds to greater value. The role of a provider is to support other actors in their value-creation processes by providing resources that ‘fit’ into their practices.

We identify 12 categories of business model design elements that need to be defined and developed in parallel. We conclude that a focal actor needs to strive for both intra-actor and inter-actor (meso-level) configurational fit of business model elements in order to enable purposeful co-creation in specific practices.

Finally, we propose that meso-level configurations develop in a three-phase process of origination, mobilization and stabilization. A focal actor wishing to improve co-creation in a network needs to develop value propositions not only for customers but also for other actor domains. Overall, the performative power of a market actor is dependent on its network position, the relative strength of its business model and the actor's ability to author compelling meanings.

Originality – The research contributes to the discussion on value co-creation by identifying three shifts in the unit of analysis: (1) we argue that use-value is co-created as actors integrate resources in practices, rendering practices a fundamental unit of analysis, (2) as practices are outcomes of business models, we identified business model design as a key unit of analysis for the improvement of value co-creation and (3) our view on business models is network-centric and we focus on how to introduce new business model elements in a specific actor network.

Practical implications – The realization of the fact that value creation occurs in networks of interdependent actors pinpoints the need for increased transparency both between functional silos and between actors. The business model framework identifies 12 design elements, which can act as a ‘checklist’ for managers wanting to engage in co-creative business models.

This chapter forwards a justification, an explanation, and numerous examples related to an emerging integrated sustainability management theory and its connections to other management theories and key-related concepts including systems and immersion. An integrated approach to sustainability solutions presents several implications for educators, researchers, practitioners, and policymakers, including the need to consider urgent and immediate responses that address sustainability crises at multiple levels and in multiple systems. This chapter is intended to promote reflection, dialogue, and a collective call to action to secure a sustainable world for present and future generations.