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This study aims to examine the influence of funding on the technology acquisition by small businesses in a metropolitan municipality, Mangaung, which governs Bloemfontein and surrounding towns in the Free State province of South Africa.

A case study using survey research strategy of 110 small businesses in a South African municipality informed the research design for this study. The structured questionnaires were quantitatively analysed yielding both descriptive and regression results to address the research objectives.

The findings suggest that the prime sources of public funding for hair salon businesses are the National Youth Development Agency and the Small Enterprise Development Agency. The results also demonstrate that public funding has a negative and significant impact on technology acquisition, perhaps suggesting the complexity of debt financing and the exorbitant interest rates charged on principals borrowed by foreign nationals.

The study recommends the judicious acquisition of inexpensive technologies (e.g. social media platforms) and cautionary utilisation of complex technologies and personal savings before resorting to external borrowing.

The pre-eminence of innovation and technological transfer in promoting agricultural productivity and competitiveness in developing countries is widely acknowledged. However, the disparate streams of literature on productivity and competitiveness have explored innovation and technology transfer as independent predictors. Consequently, the mechanisms through which innovation and technology transfers jointly affect productivity and competitiveness of small, medium and micro enterprises (SMMEs) in emerging economies remain under-explored in literature. The present study sought to examine the relationships among innovation, technology transfer, productivity and competitiveness of small-scale agricultural businesses (SSABs) in selected regions in South Africa and Zimbabwe, neighbouring countries which have been plagued by food insecurity in recent years.

A total of 400 questionnaires were distributed to SSABs owners based in Free State and Mashonaland provinces of South Africa and Zimbabwe, respectively. In total, 268 usable questionnaires (67%) were returned for analysis. Partial least squares structural equation modelling (PLS-SEM) and Process macro (based on SPSS) techniques were used to analyse data.

The results supported direct significant paths between innovation and technology transfer; technology transfer and productivity; and productivity and competitiveness. Furthermore, the results suggested that technology transfer and productivity consecutively fully mediate the relationship between innovation and competitiveness.

The use of a survey could not provide sufficient explanations as to why the variable examined related the way they did.

The study provides useful insights into the significance of considering the dimensions and methods of innovation and technology transfer in agricultural business activities and processes to improve productivity and competitiveness of SSABs.

The study provides some insights into how innovation and technology transfer could be employed by small scale agricultural businesses as critical mechanisms for heightening productivity and competitiveness of these firms to guarantee food security and employment creation for emerging economies.

To the researchers' knowledge, this is one of the pioneer studies to examine the impact of both innovation and technology transfer on productivity and competitiveness of SSABs in two countries in Southern Africa. The study also constitutes a significant contribution to examining serial mediation of technology transfer and productivity of innovation and competitiveness.

Even though the influence of transformational leadership on organisational citizenship behaviour (OCB) has been extensively studied in human resource management, evidence on the mechanisms through which transformational leadership affects OCB is only beginning to emerge. In view of the ambivalence about strategies of advancing OCB, this paper aims to establish whether and the extent to which the relationship between transformational leadership and OCB was mediated by organisational justice and affective commitment.

The study was based on a random survey of 300 employees from a medium-sized public university, and 122 employees from public and private sector organisations in Lesotho. Partial least squares structural equation modelling and process macro techniques were used to analyse data.

The results confirmed significant paths between transformational leadership and organisational justice; organisational justice and affective commitment; and affective commitment and OCB. The results further suggested that perceived justice and affective commitment were significant serial mediators between transformational leadership and OCB.

Elucidation of the nature of mediating factors between leadership and OCB would leverage organisations’ level of understanding of why transformational leadership is critical to promoting OCB, and hence encourage them to design programmes that would equip supervisors with skills necessary to enhance it.

This is one of the few theory-driven primary studies that examine the serial mediating roles of organisational justice and affective commitment in the transformational leadership – OCB relationship.

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

This chapter takes a look at the Social Web. Humanities scholars are, by and large, a fairly social group. Attend any of the Modern Language Association conferences and you will be inundated with invitations to attend events hosted by publishers, groups within MLA, universities, and alumni organizations. The way we now include apps as an inherent part of our socialization, however, is changing and evolving as a result of some of the tools that are to be associated with the digital humanities, albeit not necessarily as apparently so as some others. This chapter explores the familiar players like Facebook™, Google+™, Twitter™, and others and discusses how they are being used by those in the field, contextualizing them within a variety of disciplines in the humanities through case studies while situating the category alongside theories that make sense of their use. Not as commonly used in academic social networks are vlogging applications along with student blog sites, which are also examined in this chapter. It is in this and subsequent chapters where augmented reality enhancements will be used. Please follow the directions at the beginning of Chapter 2 to access these additions.

The use of mobile messaging (MM) or mobile instant messaging has grown in the past few years at astonishing rates.

This growth has prompted data gatherers and trend forecasters to look at the use of MM apps in different ways than in the past.

In a 2015 survey, The Pew Research Center asked about the use of MM apps separately from cell phone texting for the first time (Duggan, 2015).

Digital marketing site eMarketer.com published their first ever worldwide forecast for MM in 2015. This forecast report shows 1.4 billion current users of MM apps or 5 per cent of smartphone users accessing an MM app at least once a month. This is a 31.6 per cent increase from the previous year. The forecast predicts that by 2018, there will be two billion users, representing 80 per cent of smartphone users (eMarketer.com, 2015).

The purpose of this paper is to evaluate the implementation of mobile learning in a nursing course at The Open University of Hong Kong, and identify the potentials of, and constraints on, introducing mobile technologies in the instructional design of nursing education. The paper also considers the pedagogical implications of the expansion of mobile learning in the field of nursing.

The research adopts a qualitative approach to obtain the students’ and teacher’s experiences, opinions, and expectations on mobile learning. Two focus groups with 20 student participants were conducted and an in-depth interview with the course teacher was arranged. The Framework for the Rational Analysis of Mobile Education (FRAME) model was used as the research framework to support data collection and analysis.

The aspects of device usability, interaction learning, and social technology as suggested in the FRAME model were partly fulfilled in the study. Mobile technology enhanced the portability and accessibility of learning information, and networking tools facilitated interaction among students and between students and the teacher. However, the readability of text was limited due to constraints on the user interface and screen size, and concerns over the reliability of learning content were also raised, given the abundance of unfiltered online information. The difficulty in updating the content of multimedia materials and sourcing videos of an appropriate level, together with the problem of device networking, also limited the usefulness of mobile learning. Attention should also be paid to the perceptual differences between students and the teacher on the nature and functions of mobile learning.

This empirical study provides a detailed evaluation of the delivery of mobile learning in a nursing course. The findings reveal the strengths and limitations of using mobile technologies to support the nursing education.