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The aim of this paper is to present a concept where social learning is used in education. Thematically, the concept is suitable for complex, interdisciplinary, societal challenges with a high degree of uncertainty regarding future changes. It is exemplified here by the need to link disaster risk reduction (DRR) with climate change adaptation (CCA) and flood risk management (FRM). The concept answers to the variety of adopted solutions and build-up of knowledge that exist, as a consequence of far-reaching local liabilities and initiatives. The concept advocates building of platforms and procedures where managers, stakeholders, researchers, policy makers, and regular students can meet, interact and learn from local examples.

The concept IntECR (integrated education, research and collaboration) has been tested in two courses during 2009 and 2010 around the Swedish lakes Vänern and Mälaren. Seminars and field visits were arranged in ten different cities. Participants replied anonymously to a course evaluation and were questioned in groups about their perceived benefit from the concept.

Informal networking, holistic perspective, shared problem identification and the positive possibility to study several examples of local management in arrangements with high degree of structural openness, were mentioned by the participants as positive outcome of the concept.

The use of this educational concept aims to increase the adaptive capacity of societal entities through raised capacity of their individual members. The applied example is timely, relevant and a contribution to DRR and CCA.

This article discusses the question of risk in the lives of people who are supported by human services. It responds to the way in which risk, as it has traditionally been approached by these services, imposes a barrier to social inclusion and to an interesting and productive life. The article proposes an alternative person‐centred risk process. We argue that, by beginning with a focus on who the person is, their gifts and skills, and offering a positive vision of success, it could be possible to avoid the implied aversion to any form of risk embedded in the traditional approaches and attitudes.

Gender balance has been a declared goal in business and society for decades as gender diversity leads to more equality and better decision-making, enhances financial performance of organizations, and fosters creativity and innovation. Although there is a steady upward trend in the number of women actively participating in the workplace, there is still a dearth of women in top leadership positions. This motivates a closer look at the reasons why this happens. Stigmatization – a social process of disapproval based on stereotypes or particular distinguishing characteristics of individuals (e.g. gender) – has been recognized as one of the primary explanations for the barriers to career advancement of women. This chapter aims to address workplace inequality by analysing different sources of stigma women face in the workplace. Previous research has mostly focused on visible sources of stigma, such as gender or race/ethnicity. We propose to go beyond visible sources of stigma and expand the focus to other physical (e.g. physical appearance, age, childbearing age), emotional (e.g. mental health) and societal (e.g. flexibility) sources of stigma. We are especially interested in the consequences of stigma for women in the workplace. Stigmatization of women is a multi-level process, so this chapter focuses on the antecedents (sources of stigma) and outcomes (consequences of stigma) for women at the individual level, organizational level and the societal level. The proposed chapter will make contributions to the areas of management, diversity and gender studies.

Science and technology parks (STPs) have a limited capacity, which can create challenging conditions for applicants. This makes the location selection a multi-criteria decision-making (MCDM) problem to find and apply for the most appropriate STP with the highest accordance with the startup's requirements. This research aims to select the most appropriate STP to locate an international entrepreneurial pharmaceutical startup under uncertainty. Since drugs are generally produced domestically in developing countries such as Iran, the access of pharmaceutical startups to the resources provided by STPs can lead to overcoming competitors and improving the country's health system.

In this research, the factors or attributes effective on startup location were extracted through a two-round Delphi method, which was performed among 15 experts within three groups. Subsequently, the determining factors were used to select the location of a pharmaceutical startup among possible STPs. In this regard, decision-makers were allowed to use different types of numbers to transfer their opinion. Afterward, the heterogeneous weighted aggregated sum product assessment (HWASPAS) method was applied to calculate the score of each alternative and rank them to place the studied startup successfully.

The results indicated that Tehran STP stands in the first place; however, if the decision was made based on single criterion like cost, some other STPs could be preferable, and many managers would lose this choice. Furthermore, the results of the proposed method were close to other popular heterogeneous MCDM approaches.

A heterogeneous WASPAS is developed in this article for the first time to enable international entrepreneurs to imply their opinion with various values and linguistic variables to reduce the emphasis on accurate data in an uncertain environment.

Current research in the area of risk management within small and medium-sized enterprises (SMEs) appears predisposed towards risk, predominantly dealing with the willingness of SMEs to take on losses. However, in this pilot study, the authors aim to focus on a different aspect of risk management in SMEs, namely the risk preferences. Risk preferences in this case are regarded as the willingness of SME proprietors to take on risks that are likely to lead to investment gains.

Data is gathered via a combination of a survey questionnaire and a probability scenario toolset. The authors sampled a total of 150 SME proprietors operating in Greece. The data was analysed using a combination of regression models and binomial tests.

The results suggest that we cannot, as previous literature suggests, conclude that SME proprietors generally exhibit a negative risk preference.

In light of Greece's recent economic difficulty, and in acknowledgement of the critical role played by SMEs in the Greek economy, this study addresses a topical subject in entrepreneurship research: what are the factors determining investment risk preferences?

This book is a policy proposal aimed at the democratic left. It is concerned with gradual but radical reform of the socio‐economic system. An integrated policy of industrial and economic democracy, which centres around the establishment of a new sector of employee‐controlled enterprises, is presented. The proposal would retain the mix‐ed economy, but transform it into a much better “mixture”, with increased employee‐power in all sectors. While there is much of enduring value in our liberal western way of life, gross inequalities of wealth and power persist in our society.

The chapter presents the implementation of ethics education via challenge-based learning (CBL) in three European settings. At TU Eindhoven (the Netherlands), a mandatory first-year User, Society, and Enterprise course on the ethics and history of technology offers a CBL alternative on ethics and data analytics in collaboration with internal student and research teams. The University of Lübeck (Germany) initiated the project CREATE – Challenge-based Learning for Robotics Students by Engaging Start-Ups in Technology Ethics, which enables 60 students in Robotics and Autonomous Systems to integrate ethical and societal considerations into technological development processes, in cooperation with start-ups from a local accelerator. In Spain, CBI-Fusion Point brings together 40 students from business and law (ESADE), engineering and technology (Polytechnic University of Catalonia), and design (IED Barcelona Design University) for an innovation course focused on the application of CERN-developed technologies to real-world problems. The chapter documents the process of setting up three CBL courses that engage students with grand societal topics which require the integration of ethical concerns from the design stage of technological development. The authors also reflect on the challenges of teaching ethics via CBL and the lessons they learned by delivering experiential learning activities rooted in real-life challenges and contexts marked by high epistemic uncertainty. The contribution reflects the transition to remote teaching and presents strategies employed to enhance online communication and collaboration. The chapter thus provides guidance for instructors interested in teaching ethics via CBL and recommends further lines for action and research.