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The purpose of this paper is to develop a conceptual framework which combines the strength of weak ties (SWT) concept with an innovative taxonomy for mitigating principal-agent (P-A) conflicts. The taxonomy highlights the mechanisms through which African women can overcome the obstacles faced when setting up businesses.

The paper discusses the role of “weak ties” networks in entrepreneurial activities and integrates the concept with the key parameters of the P-A paradigm. The aim is to develop a taxonomy (or scorecard) for mitigating the challenges faced by women entrepreneurs in Africa from a P-A perspective. Six P-A parameters are analysed, namely, attitudes towards risk; behaviour-based vs targets-based contracts; asymmetric information; risk-sharing; transaction costs; and verification and monitoring costs.

With the aid of the taxonomy developed in the paper, the authors analyse the channels through which “SWT” networks may impact in mitigating the problems arising from the P-A paradigm. Some implications for women entrepreneurs in Africa are highlighted.

The current conceptual study suggests that the “SWT” concept can be used by African women entrepreneurs to mitigate P-A problems. The authors argue that the original P-A taxonomy developed in the paper fills a conceptual research gap in the existing literature. Embedding the SWT concept within a P-A framework will facilitate further research not only to understand African women entrepreneurs’ attitudes (and responses) towards risk and uncertainty, but this will also facilitate greater understanding of the importance women attach to the role of incentives within their businesses.

The taxonomy presents new insights for understanding the most serious constraints that hinder women entrepreneurs in Africa. The taxonomy will be the basis for a follow-up empirical paper on selected African countries.

The originality of this study lies in the development of an innovative taxonomy which highlights the role of “SWT” social networks towards mitigating the P-A problem among African women entrepreneurs. The paper makes a significant contribution to the literature from a conceptual perspective.

Within developing countries, particularly in Africa, there is an emerging literature which highlights the unique obstacles faced by women entrepreneurs who start and develop their own businesses (De Vita, Mari, & Poggesi, 2014; Jamali, 2009; Minniti & Naude, 2010; Naude & Havenga, 2005; Nziku & Struthers, 2018). A key objective of this chapter is to critically appraise some of the conceptual approaches adopted in this literature. In so doing, the authors revisit a seminal paper first developed by Granovetter (1973) which suggested that female entrepreneurs, instead of being disadvantaged by the so-called ‘weak ties’ that bind their business networks, actually enjoy compensating benefits which Granovetter referred to as the strength of weak ties (SWT). Building on the conceptual work of Nziku and Struthers (2018) which developed an innovative taxonomy for analysing the SWT concept within a Principal-Agent (P-A) paradigm, the chapter will set out new insights which challenge some of the assumptions of the extant entrepreneurship literature. In particular, that women are inherently more risk averse in their business decision making than men. The theoretical context for this will be derived from a behavioural economics methodology first developed by Kahneman and Tversky (1979). They introduced the concept of loss aversion as a more realistic approach to attitudes towards risk on the part of entrepreneurs than risk aversion. The chapter contends that the loss aversion perspective may be more appropriate to the decision-making frame adopted by female entrepreneurs, especially in the context of Africa as well as in other developing regions of the world. The chapter will therefore suggest that such an approach can yield fresh insights on the topic of female entrepreneurship which the extant literature heretofore has not addressed, though this will have to be subsequently tested empirically.

Active learning is not a simple practice. It is a new paradigm for the provision of high-quality, collaborative, engaging, and motivating education. Active learning has the capacity to respond to most of the challenges that institutions of higher education are facing in our time. In this chapter, we present active learning strategies used in STEM disciplines and we analyze the potential of active learning to redefine the value proposition in academic institutions. After providing the theoretical underpinnings of active learning as an evolving practice, an attempt is made to connect it with different learning theories and present an integrative model in which institutional strategies, learning strategy and information, and communication technologies work synergistically toward the development of knowledge and skills. We then present the results of a survey examining “stories” of active learning from the STEM disciplines, identifying good teaching practices, and discussing challenges and lessons learned. The key idea is that active engagement and participation of students is based on faculty commitments and inspiration and mentoring by faculty. We finally present a stage model for the implementation of active learning practices in higher education. Emphasis is put on a new vision for higher education, based on systematic planning, implementation, and evaluation of active learning methods, collaboration, engagement with society and industry, innovation, and sustainability, for a better world for all.

Soon after the Lehman crisis, the International Monetary Fund (IMF) surprised its critics with a reconsideration of its research and advice on fiscal policy. The paper traces the influence that the Fund’s senior management and research elite has had on the recalibration of the IMF’s doctrine on fiscal policy. The findings suggest that overall there has been some selective incorporation of unorthodox ideas in the Fund’s fiscal doctrine, while the strong thesis that austerity has expansionary effects has been rejected. Indeed, the Fund’s new orthodoxy is concerned with the recessionary effects of fiscal consolidation and, more recently, endorses calls for a more progressive adjustment of the costs of fiscal sustainability. These changes notwithstanding, the IMF’s adaptive incremental transformation on fiscal policy issues falls short of a paradigm shift and is best conceived of as an important recalibration of the precrisis status quo.

This chapter critically examines the implications of different pedagogical perspectives, approaches, and strategies for the design and implementation of technology-enhanced learning. The key tenets of different pedagogical perspectives are unpacked, including behaviorism, cognitivism, constructivism, socio-constructivism, and connectivism, with reference to how technology can be used to instantiate them. A range of different pedagogical approaches, including collaborative learning, problem-based learning, inquiry-based learning, constructionist learning, design-based learning, and games-based learning are discussed in relation to the use of technology and the previously identified pedagogical perspectives. Pedagogical strategies at a more instantaneous level are also considered, as are the goals of technology-enhanced learning in terms of promoting authentic and meaningful learning. The critical role of the teacher when applying pedagogies using technology, as well as associated issues, are discussed throughout.

This study draws on the service-dominant (S-D) logic paradigm to examine value co-creation and co-destruction. As these phenomena are driven by positive and negative “customer-to-customer” (C2C) interactions, this paper aims to examine their influence on tourist perceptions of service quality and how they shape affective responses toward tourism and hospitality services and brand loyalty.

Following a comprehensive literature review, the authors used convenience sampling to gather a large sample of tourists at Shanghai Disneyland, a recently opened and already popular international tourism attraction. Structural equation modeling was used to test for direct and moderated relationships.

The findings indicated that positive and negative C2C interactions have significant though differential impacts on customer responses. Furthermore, it was found that visitor arousal mediated the relationship between service quality and brand loyalty. Prior experience was identified as a moderator in the co-creation and co-destruction process during service encounters.

This paper is one of the first to examine the concept of co-destruction in the tourism and hospitality context. It contributes to the literature by demonstrating the merits of proactive service provision by tourism operators, taking account of both the co-creation and co-destruction of value.

The study extends the literature by taking account of both positive and negative C2C interactions when examining co-creation and co-destruction in the context of service encounters. It also contributes to knowledge by assessing the asymmetry of such interactions in the context of the customer experience.

This paper aims to examine changes occurring in the organization and delivery of learning at the level of higher education, and argues that it is now possible to envision the shape and structures of the future digital university.

Beginning with a history of the basic organizational paradigm underlying the traditional university, this paper systematically explores the impact on this paradigm of new technological and pedagogical innovations: learning management systems (LMSs), learning objects, iPods, blogs, student e‐mail, wireless connectivity, Google's search capacity, distance (web‐based) education, and blended learning on the pedagogy of tertiary education.

The physical structure of the university is a consequence of the hierarchically organization of knowledge, the predominant model from the late middle ages through the industrial era. As knowledge becomes more extensive and complex, the old organization is proving inadequate. The organization of knowledge in several dimensions will bring a massive restructuring of institutions of higher education. The new digital university will have the web rather than disciplines and the library at its virtual center with (nearly) infinite access to the larger peripheral world. No longer holding a monopoly on information, the postmodern café university competes with commercial, for‐profit institutions of learning, thus offering traditional and new adult learners immediate access and enormous learning flexibility. This enables students of all ages to take advantage of learning experiences from any connected institution, commercial or traditional, in the world.

As a comprehensive and systematic examination of the impact of digital tools in the contemporary university, this paper can offer guidance to university administrators, faculty members, and others involved in the educational process.