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The aim of this paper is to analyze the impact of the implementation of a psychological assistance program on new entrepreneurs in a business incubator of a public university located in an emerging economy. The methodology was an intrinsic case study through qualitative approach. The findings suggest that this program had a positive impact on new entrepreneurs; it promoted a space for reflection, motivation and perseverance; it encouraged them to handle different emotions or factors to achieve its business targets. Thus, it helped them to improve the chances of success of their start-ups by learning and strengthening key psychological entrepreneurial competences.

This research highlights the scenarios that might serve as a strategic vision to describe a future beyond the current library, one which both guides provosts and creates a map for the transformation of human resources and technology in the university research libraries. The scenarios offer managerial leaders an opportunity to envision new roles for librarians and staff which brings a much needed focus on the development of human resources as well as a thought-stream to understand decisions which effectively and systematically move the organization toward a strategic vision.

These scenarios also outline possible future directions research libraries could take by focusing on perspectives from library directors, provosts, and administrators for human resources. The four case study scenarios introduce potential future roles for librarians and highlight the unsustainability of the current scholarly communications model as well as uncertain factors related to the political, social, technical, and demographic issues facing campuses. Given the changes institutions face, scenarios allow directors to include more uncertainty when developing and articulating a vision. These scenarios may start a discussion, before a strategic planning process, to sharpen the evaluations and measures necessary to monitor achievements that define the value of the library.

To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also details and other literacy characteristics of the literature selection.

A representation of sequencing structures is discussed including world-related, concept-related, inquiry-related, learning-related, and utilization-related. In addition, the instructional design aspects of backwards sequencing are discussed.

Just as a level or stud finder uses a back-and-forth approach for finding the most suitable position, so does the backwards sequential approach to reading comprehension. By slowing down and focusing on parts before the whole, students are more likely comprehend content.

The importance of prediction towards comprehension has been recognized for decades. However, using a learning design that features reading a story once, then revisiting the story structure components in backwards order, and finally reading it again, allows for precise and complete learning. This theory has research and pedagogical implications for students of all ages.

This chapter describes a case study of a multidisciplinary approach to the complex social issue of teaching English to multilingual tertiary students in a pluralistic context. It does this by advancing an innovative multilingual pedagogy combining specific aspects of Commedia dell’Arte (Di Niro) and translanguaging (Viljoen) to cross boundaries between languages and cultures for effectively teaching. This is achieved through an examination of Di Niro’s course structure, written reflections and observations of teaching students “English for Business Studies” at the University of South Australia (UniSA). Reflections are arranged and interpreted around three themes: multilingualism, game play, and physicality/embodied learning. Following O’Neill and Viljoen (2021, p. 1), the authors argue that “such reflection is not simply contemplative, but involves dynamic, transforming and reflexive processes of accessing” the lived-experience of language and culture of the teacher and students in an engaged and responsive learning dialogue. Commedia dell’Arte includes multilingualism, improvisation, gesture, role-play and extending students to develop socio-political dialogue. Translanguaging involves foregrounding and affirming the home language of multilingual students of English while also developing their English. Blending these methodologies and methods enables the authors to simultaneously address practical and theoretical aspects of teaching in a multilingual classroom.

Structural violence (SV) is related to the uneven distribution of resources which then leads to social exclusion and marginalisation of people. Johan Galtung (1969) also refers to it as social injustice and it is characterised by unequal access to education, health, water, food, shelter and other basic services. SV manifests itself through different forms of exclusion supported through both public and private institutions. Without support to address economic and educational opportunities, Zimbabwean youth continue to experience SV and high levels of social inequality (Chimucheka, 2012). Conflict transformation (CT) can help address SV since it provides processes and ways to build something desired thus altering the manifestation of the conflict (Waldman, 2009). CT involves action between parties that leads to both social change and justice (M. Evans, 2016). Social entrepreneurship (SE) can be used as a CT tool because it (i) identifies an unjust equilibrium that perpetuates exclusion and marginalisation, (ii) identifies opportunities and innovatively challenges the status quo to add social value and (iii) provides a better future for the marginalised communities through creating a new and stable alternative equilibrium (Baporikar, 2016). This chapter discusses the SV transformation model which the author tested to address the disparities faced by youth in an urban area in Zimbabwe. The action research, which took place between January and May 2017, was carried out in combination with capacity building, social support systems and community participation to address some of the SV indicators prevalent in the community. Whilst SE showed great potential in tackling SV in the community study, findings also reveal contestations between theory and practice. Some of the barriers identified in the field include the community’s failure to self-organise, lack of financial resources and buy-in from the local government. Future research could test the model in multiple settings and over longer periods to see its effectiveness.