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Market forces and other external pressures have significantly transformed higher education over the past four decades. Research on the influence of cross-sector permeation on doctoral education has primarily focused on preparing and socializing students for academic careers that involve entrepreneurial activity. Conversely, PhD student agency involving cross-sector engagement and the pursuit of individual values and goals in ways that span the boundaries of academia have been overlooked. The purpose of this study is to qualitatively explore how a sample of Doctor of Philosophy (PhD) students in Science, Technology, Mathematics and Engineering (STEM) programs recognized, made sense of and navigated cross-sector permeation relevant to their individual passions and commitments to climate change alleviation.

The authors conducted an embedded case study that qualitatively explored how 16 STEM PhD students recognized, made sense of and navigated cross-sector permeation relevant to their individual values and goals and commitments to climate change alleviation. Data were collected through individual interviews that probed the participants’ engagement and agency in cross-sector permeation.

The authors identified three themes that frame the role of PhD students as boundary spanning agents. The themes involve students placing their values and goals over specific positions and career paths, aligning their values and goals with cross-sector conditions and creating opportunities through cross-sector engagement.

Recommendations are provided for fostering and enhancing the agency PhD students have over the pursuit of their individual values and goals and their engagement in boundary spanning activities and strategies.

Cross-sector permeation is framed relevant to PhD student agency and boundary spanning. The findings introduce the role of PhD students as boundary spanning agents who intentionally pursue their individual values and goals in ways that extend beyond traditional academic career pathways.

Individuals with skills specific to innovation and entrepreneurial strategy are in high demand within the contemporary workforce. This demand transcends most, if not all, professions and career paths. Yet, entrepreneurial leadership education continues to be viewed mostly as a business-oriented domain. We expand the otherwise narrow scope of entrepreneurial leadership education through an examination of the effects of an interdisciplinary, project-based entrepreneurial leadership course on student proclivities to leading change. We used a retrospective pre- and post-measure pre-experimental design to conduct the study. Our findings indicate an increase across the sample (n = 62) in entrepreneurial leadership proclivity following course completion. The insights we generate reveal opportunities for strengthening collegiate entrepreneurial leadership curriculum and instruction and enhancing the capacities of students to become effective leaders of change (i.e., change agents).

There is pressure to transform graduate education in ways that better prepare and socialize students for academic careers that require entrepreneurial activities and/or professional pathways outside of academia. The inclusion of entrepreneurial learning in graduate curricula and programs is one strategy for responding to such calls. Yet, there lacks an understanding of how graduate students outside of the business fields make sense of entrepreneurial content relevant to their academic interests and career aspirations. Thus, the purpose of this paper is to explore entrepreneurial sensemaking by non-business graduate students enrolled in a transdisciplinary entrepreneurship course.

A single case study design was used to explore how seven nonbusiness graduate students in a transdisciplinary entrepreneurial leadership course made sense of entrepreneurial content relevant to their academic interests and career aspirations. Data were collected through direct observations, semi-structured interviews and the administration of an entrepreneurial leadership proclivity assessment tool.

Through experiential learning intentionally centering entrepreneurship, graduate students acquire entrepreneurial knowledge in ways that enhance their agency and sense of empowerment without diluting or overriding their academic and/or professional intentions.

Sensemaking is framed as a pedagogical resource for fostering the integration of entrepreneurial content in transdisciplinary graduate courses and experiences in ways that align with and support the academic interests and career aspirations of individual students.

A novel entrepreneurial sensemaking approach to the integration of entrepreneurial content with transdisciplinary curricula that is directly responsive to calls for graduate education transformation is introduced.

The purpose of this manuscript is to provide a step-by-step primer on systematic and meta-analytic reviews across the service field, to systematically analyze the quality of meta-analytic reporting in the service domain, to provide detailed protocols authors may follow when conducting and reporting these analyses and to offer recommendations for future service meta-analyses.

Eligible frontline service-related meta-analyses published through May 2021 were identified for inclusion (k = 33) through a systematic search of Academic Search Complete, PsycINFO, Business Source Complete, Web of Science, Google Scholar and specific service journals using search terms related to service and meta-analyses.

An analysis of the existing meta-analyses within the service field, while often providing high-quality results, revealed that the quality of the reporting can be improved in several ways to enhance the replicability of published meta-analyses in the service domain.

This research employs a question-and-answer approach to provide a substantive guide for both properly conducting and properly reporting high-quality meta-analytic research in the service field for scholars at various levels of experience.

This work aggregates best practices from diverse disciplines to create a comprehensive checklist of protocols for conducting and reporting high-quality service meta-analyses while providing additional resources for further exploration.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

Among the top management issues covered in this section are: leadership to promote change; issues of corporate culture; effective international strategy; environmental leadership; investment in Eastern Europe; and developing “world‐class” manufacturing strategy.

This empirical research examined the factors and conditions that contribute to the success of international strategic learning alliances. The study aimed to provide organisations with evidence-based insights and recommendations that can help them to create more effective and sustainable partnerships and to leverage collaborative learning to drive innovation and growth. The examination is performed using game theory as a mathematical framework to analyse the interaction of the decision-makers, where one alliance's decision is contingent on the decision made by others in the partnership. There are 20 possible games out of 120 outcomes that can be grouped into four different types; each type has been divided into several categories.

The research methodology included secondary and primary data collection using empirical data, the Delphi technique for obtaining qualitative data, a research questionnaire for collecting quantitative data and computer simulation (1,000 cases, network resources and cooperative game theory). The key variables collected and measured when analysing a strategic alliance were identified, grouped and mapped into the developed model.

Most respondents ranked reputation and mutual benefits in Type 1 games relatively high, averaging 4.1 and 3.85 of a possible 5. That is significantly higher than net transfer benefits, ranked at 0.61. The a priori model demonstrate that Type 1 games are the most used in cooperative games and in-game distribution, 40% of all four types of games. This is also confirmed by the random landscape model, approximately 50%. The results of the empirical data in a combination of payoff characteristics for Type 1 games show that joint and reputation benefits are critical for the success of cooperation.

Research on cross-border learning alliances has several implications. Managerial implications can help managers to understand the challenges and benefits of engaging in these activities. They can use this knowledge to develop strategies to improve the effectiveness of their cross-border learning alliances. Practical implications, the development of game theory and cross-border models can be applied in effective decision-making in a variety of complex contexts. Learning alliances have important policy implications, particularly in trade, investment and innovation. Policymakers must consider the potential benefits and risks of these collaborations and develop policies that encourage and support them while mitigating potential negative impacts.

International learning alliances have become a popular strategy for firms seeking to gain access to new knowledge, capabilities and markets in foreign countries. The originality of this research lies in its ability to contribute to the understanding of the dynamics and outcomes of these complex relationships in a novel and meaningful way.

The purpose of this paper is to examine the drug use and criminal justice factors related to hepatitis C virus (HCV) antibody reactivity among rural women in the USA recruited from local jails.

Analyses included 277 women with a history of injection drug use from three rural jails in Kentucky. Participants completed health and drug use questionnaires and received antibody testing for HCV.

The majority of women tested reactive to the HCV antibody (69 percent). Reactivity was associated with risk factors, such as unsterile needle use. Criminal justice variables, including an increased likelihood of prison incarceration, an earlier age of first arrest, and a longer incarceration history, were associated with HCV reactive tests. Participants also endorsed several barriers to seeking healthcare before entering jail that were more prevalent in women testing HCV reactive regardless of HCV status awareness before entering jail.

Injection and high-risk sharing practices as well as criminal justice factors were significantly associated with HCV reactivity. Future research and practice could focus on opportunities for linkages to HCV treatment during incarceration as well as during community re-entry to help overcome real or perceived treatment barriers. The current study highlights the importance of the criminal justice system as a non-traditional, real-world setting to examine drug use and related health consequences such as HCV by describing the association of high-risk drug use and criminal justice consequences with HCV among rural women recruited from local jails.

The quality of voluntary sector-led community health programmes is an important concern for service users, providers and commissioners. Research on the fidelity of programme implementation offers a basis for assessing and further enhancing practice. The purpose of this paper is to report on the fidelity assessment of Living Well Taking Control (LWTC) – a voluntary sector-led, community-based education programme in England focussing on the prevention and management of type 2 diabetes.

This fidelity of implementation (FoI) study was conducted with the Devon-based LWTC programme. A fidelity checklist was developed to analyse audio records of group-based lifestyle education sessions – implementation was rated in terms of adherence to protocol and competence in delivery; the influence of wider contextual factors was also assessed. Kappa statistics (κ) were used to test for inter-rater agreement. Course satisfaction data were used as a supplementary indicator of facilitator competence.

Analysis of 28 sessions, from five diabetes prevention and two diabetes management groups (total participants, n=49), yielded an overall implementation fidelity score of 77.3 per cent for adherence (moderate inter-rater agreement, κ=0.60) and 95.1 per cent for competence (good inter-rater agreement, κ=0.71). The diabetes prevention groups consistently achieved higher adherence scores than the diabetes management groups. Facilitator competence was supported by high participant satisfaction ratings.

An appropriate level of implementation fidelity was delivered for the LWTC group-based education programme, which provides some confidence that outcomes from the programme reflected intervention effectiveness. This study demonstrates the viability of assessing the FoI in a voluntary sector-led public health initiative and the potential of this method for assuring quality and informing service development.

This paper investigates whether changes in autonomy and embeddedness in host locations by foreign owned subsidiaries are associated with improvements in performance by subsidiaries. The results provide evidence that increasing operational decision‐making autonomy is associated with enhanced performance as measured by both subjective and more objective measures of performance. The results on the importance of increasing strategic decision‐making autonomy and embeddedness are less clear, with improved performance being detected in some cases, but only for the subjective measure of performance.