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The purpose of this paper is to explore perspectives of secondary (9–12) teachers on how to sustain growth mindset concepts within instructional practices as well as identifying barriers to sustainment.

This study employed an exploratory case study to obtain the lived experiences of participants. An inductive analysis process was utilized on the data collected through structured interviews and a semi-structured focus group.

Four major themes emerged from an in-depth analysis process: embed growth mindset practices in daily classroom instruction, communicate verbal affirmations and implement growth mindset learning tasks, allow students to experience academic successes and failures and teachers should receive continual support.

The study was limited to secondary grades (9–12). Therefore, it is recommended to expand the study to grades K-8.

Due to a gap in the literature, this study provided insights into sustaining an innovative psychological approach, growth mindset, within academic instruction. Growth mindset concepts have been supported through the work of seminal researcher Carol Dweck and other prevalent educational researchers (e.g. Robert Marzano) to provide teachers with effective classroom instructional practices that can academically progress students.

This research study assessed the mindset of individuals regarding their perception of innovation as a means for successful product or process improvement and their perception of thought processes that underpin innovative practices. It investigated the attitudinal foundation for the development of training, development and assessment of structured innovation methodologies.

A combination of qualitative and quantitative research gathered through an anonymous survey designed to explore the basic understanding of innovation and included open-ended questions supported more integrated perceptions of innovation in the sampled population's own experiences. The participants of the survey and research were drawn from the public, but it focused more specifically on demographic groups known for their interest in innovation, either as practitioners or teachers.

The results found, overwhelmingly, survey participants believed innovation is a skill; however, they also believed, inconsistently, that innovation itself is an unpredictable, unstructured and unsystematic process.

At a practical level, exploring the propensity for individuals or groups to believe defined innovation practices can be effective and that these practices can be learned, measured and improved drives the overall effectiveness of training and organizational leadership. With research, we can make training professionals aware that the mindset of potential innovators is to favor a belief in brainstorming and random success. Doing so can significantly impact the preparation of training and development programs for developing structured innovation capabilities.

Training a new generation of innovators, especially young children, requires care so that they internalize the right mindset and the right tool strategy to be the best innovators possible.

This article centres on the pertinence of redefining accounting for tomorrow, particularly for facilitating the attainment of the UN Sustainable Development Goals (SDGs) and, thereby, for shaping a better world. In aspiring for accounting to reach its full potential as a multidimensional technical, social and moral practice, this paper aims to focus on ideas, initiatives and proposals for realising accounting’s future potential and responsibilities.

The study deploys a further developed “strategic implementation framework”, initially proposed by Carnegie et al. (2023), with an emphasis on accounting serving “the public interest” so as “to enable the flourishing of organisations, people and nature” (Carnegie et al., 2021a, p. 69; 2021b). It depicts strategies towards the future of accounting and the world.

Significant opportunities are identified for accounting and accountants, working closely with a diversity of stakeholders, to become alert to and cognisant of the nature, roles, uses and impacts of accounting. The evidence presented notes a predominant inattention of accounting and accountants to the SDGs despite the deteriorating state of our social and natural environment.

Whilst this article examines other articles in this special issue (SI), there is no substitute for carefully reading, reflecting on and deliberating upon these articles individually.

The time for accounting to focus on creating a better world can no longer be extended. Accounting’s full potential will not be realised by remaining in a narrow and complacent, technicist state.

There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students.

Case study methods, including interviews, observations and document analysis, were employed.

The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents.

This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

The purpose of this paper is to explore a formative intervention project that was developed for the Municipal Secretariat of Education in São Paulo, Brazil for the broad development of all levels of educational management (teacher educators, coordinators, principals, teachers and students). Thus, the creative chain of activities is a key theoretical framework for promoting critical collaboration in order to cross the boundaries of educational management organization.

The authors use data from the Management in Creative Chains Project (Liberali, 2012), as a way to enable the wide development of all levels of educational management. Data comprise formative meetings in which different educational managers system take part in two settings, the regional board with 25 schools and one of the participating schools. The analysis is based on thematic content and argumentative organization, and on critical situations and the potentials they entailed.

The study guides to the conclusions of the process of creative chain as a possibility to expand management in the educational system and its community.

Every time there is a change in the mayors, there are changes in the way of addressing school management in the city. However, after the project, considerations about the needs of the communities became part of the public policy regardless of who is in charge of the city and its educational system.

This study can be used for transformation in the management and teaching and learning activities and improvement of the school-community relation.

Socially this study can lead to improvement in the quality of life in the community and at school.

Differently from a top down educational management, which enables a reproductive chain, educational management in a creative chain, considering the community needs, enables subjects to become interdependent to expand and transform the activities in the educational system and hence the communities’ reality.

The aim of this study is to explore the evolution of research on entrepreneurs' well-being (EWB) over the past three decades. We examined 525 scientific articles published in academic journals.

The methodology used included bibliometric indicators of activity based on terms and relationships for conceptual evolution through scientific maps, strategic diagrams and thematic trends.

The results revealed the most frequently used terms by researchers and how they have changed over time, as well as the trending topics and the most popular keywords. Co-word analysis provided a dynamic view of research evolution in this field, allowing the identification of the most relevant thematic areas and their evolution.

Entrepreneurial well-being extends beyond economic performance, influencing individuals, organizations and society, impacting sustainability, innovation, health and economic growth. This highlights the broader implications of well-being in entrepreneurial contexts. Additionally, proposed future research directions aim to enhance the scientific discipline, advancing understanding of entrepreneurial well-being.

This paper stands out for its original approach in addressing and synthesizing existing literature on entrepreneurs' well-being. It offers practical and applicable insights, contributing concrete recommendations to enhance entrepreneurs' well-being, bridging theory and action meaningfully.

El objetivo de este estudio es explorar la evolución de la investigación sobre el bienestar emprendedor (BE) en las últimas tres décadas. Examinamos 525 artículos científicos publicados en revistas académicas.

La metodología utilizada incluyó indicadores bibliométricos de actividad basados en términos y relaciones para la evolución conceptual a través de mapas científicos, diagramas estratégicos y tendencias temáticas.

Los resultados revelaron los términos más frecuentemente utilizados por los investigadores y cómo han cambiado con el tiempo, así como los temas de tendencia y las palabras clave más populares. El análisis de co-palabras proporcionó una visión dinámica de la evolución de la investigación en este campo, permitiendo la identificación de las áreas temáticas más relevantes y su evolución.

Ofrece percepciones prácticas y aplicables, contribuyendo con recomendaciones concretas para mejorar el bienestar de los emprendedores, vinculando de manera significativa la teoría y la práctica.

The purpose of this paper is to highlight the ways in which traditional views of entrepreneurs and entrepreneurship have inadvertently limited entrepreneurship education. The authors propose a broader view of what it means to be an entrepreneur and describe a disruptive approach to entrepreneurship education, one that centers around building students’ entrepreneurial mindset. By tapping into students’ “inner entrepreneur” and nurturing their abilities to think and act creatively, embrace failure, effect change and be resilient, the authors are preparing them for the challenges of the twenty-first century labor market.

This is a perspective paper about how the traditional views of entrepreneurship education may be limiting its potential to create entrepreneurial college graduates set to take on twenty-first century careers.

Teaching the entrepreneurial mindset and process will allow us, as educators, to best prepare our students for the complexities of the current and future workforce.

By embracing the original meanings of the word “entrepreneur” – an act of reaching out and capturing and undertaking – the authors demystify what it means to be an entrepreneur. When we adopt a broader and more accurate conceptualization of “the entrepreneur,” we can teach our students to be the entrepreneurs of their lives.

Academic advisors are an invaluable and steadfast component of leadership students’ higher education experience (Hunter & White, 2004; Mann, 2020; Museus, 2021; Spratley, 2020). Yet, given the myriad student paths and preferences, advising calls for flexibility, commitment, and personalization. Applying growth mindset and design thinking to the academic advising process in leadership education may help advisors meet the diverse needs of their students, integrating theory and practice. Notably, growth mindset and design thinking are linked to overall motivation, confidence, and problem-solving (Dweck, 2015; Hochanadel & Finamore, 2015; Mann, 2020), allowing students to take ownership over and actively engage with their academic advising experience. Therefore, two advising manuals (i.e., a student manual and a faculty manual) were generated to incorporate growth mindset and design thinking-based approaches to the advising experience within leadership education. The manuals were implemented into various advising situations for data collection and feedback. Findings revealed an overall favorable opinion of the manual and guidance for further implementation within the advising process. The two manuals presented in the current paper provide leadership education students, academic advisors, and departments with various tools to enhance and guide their undergraduate student experience.

This paper aims to investigate the influence of a corporate global mindset and international experience on the internationalization process of Brazilian franchisors. The purpose is to study the role played by global mindset in the internationalization process of franchisors from an emerging country by answering the question: What is the impact of a global mindset on the level of internationalization?

A survey of 104 companies was conducted with franchise managers to compare Brazilian (domestic-only and internationalized) franchisors to foreign franchisors with operations in Brazil. The collected data were analyzed through descriptive statistics, ANOVA and regression analysis.

Results showed that the firm’s experience in international markets (measured as the number of years in foreign countries) has a positive relation to corporate global mindset. Developing a corporate global mindset should help Brazilian franchises to grow internationally. The findings indicate that Brazilian franchisors fall behind their foreign counterparts in international experience, which affect the skills, knowledge, disposition and organizational structure needed to be successful outside their home market.

Franchisors who decide to internationalize should carefully consider the need for developing a global mindset, especially in terms of investing in communication technologies, adequate human resources and an organizational structure to support international operations.

This research contributes to the international franchising literature by exploring the role of a global mindset in the context of franchises from an emerging market. Using a multidimensional concept of corporate global mindset, comprised of global orientation, global knowledge and global skills, this study adds an aspect of international franchising beyond institutional and economic explanations.

This paper aims to argue that important elements in the capital budgeting process are either undervalued or not considered and are a significant reason for both low and slow growth in large firms. Adopting an entrepreneurial mindset in conjunction with a portfolio approach based on different types of innovation to allow for growth projects to enter the process and be evaluated for possible selection are outlined as an alternative to strengthen the capital budgeting process.

Concepts and processes drawn from the finance, economics and entrepreneurship literature are used to form a proposed new approach to the capital budgeting process.

Only a handful of large firms even achieve returns more than their cost of capital. This manuscript argues that the reason for the lack of growth is a function of a capital budgeting process that does not allow the full spectrum of risk projects because of behavioral factors. This manuscript further proposes a portfolio approach that would allow for all projects to be fairly considered and aligned with stakeholder interests.

The current literature tends to focus on the financial evaluative aspect of the capital budgeting process. The void in the literature is with other aspects of the capital budgeting process both in terms of currency and in pursuing alternative explanations for the reasons the full risk spectrum of projects is not considered.