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The purpose of this paper is to investigate the relationship between individual entrepreneurial orientation (IEO) and bricolage behavior, considering the two emerging dimensions of IEO measurement: passion and perseverance.

A total of 187 postgraduate students who have recently started a new business were selected as the research sample. This study aimed to explore the multidimensional perspective of the new IEO construct. Hierarchical multiple regression analysis was applied to examine the hypotheses.

The results show that along with the enactment of traditional dimensions of IEO, examining the newly introduced dimensions illustrates a distinguished explanation of IEO in resource-scarce environments and leads to a development in entrepreneurial bricolage.

This study examined the IEO construct with two emerging dimensions of IEO measurement: passion and perseverance. This IEO construct is primarily associated with individual behavior and declares bricolage behavior more effectively.

Not all first-year university students possess the academic self-concept necessary for an effective transition from high school to university. This may impact their aptitude for learning so negatively that their engagement in lifelong learning (LLL), a prerequisite for success at and beyond university, may be limited. Therefore, the relationship between self-concept and LLL tendency is critical. This paper aims to describe this relationship among Arab first year university students. 149 students (77 males and 72 females) in two consecutive courses were involved in the study. Data were collected using two surveys, one on students’ self-concept, and another on their LLL tendency. Comparisons were made to determine whether gender and courses attended played a role in students’ academic self-concept and LLL tendency. The relationship between academic self-concept and LLL tendency was also analyzed. Results showed that students possessed a relatively high academic self-concept and that their LLL tendency scores were higher than the scale midpoint. The female students’ scores for academic effort (a sub-scale of self-concept), and for curiosity (a sub-scale of LLL), were comparatively higher than those for males. The courses attended did not make a significant difference in students’ perception of their academic self-concept; however, students in the second level course scored higher for self-regulation, a sub-scale of LLL, therefore receiving a slightly higher rating for LLL. Results also indicated a positive relationship between self-concept and LLL scores. The association between the academic effort and self-regulation domains of the scales was noteworthy. Recommendations are made to enhance students’ academic self-concept and LLL tendency, with an aim to strengthen the relationship between the two concepts.

ﻻ ﯾﻣﺗﻠ ك ﺟﻣﯾ ﻊ طﻼب اﻟ ﺳﻧﺔ ا ﻷوﻟ ﻰ ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ ﻣﻔﮭوم اﻟذا ت ا ﻷﻛﺎدﯾﻣ ﻲ اﻟ ﺿ رور ي ﻟ ﻼﻧﺗﻘﺎ ل اﻟﻔﻌﺎ ل ﻣ ن اﻟ ﻣد رﺳﺔ اﻟﺛﺎﻧ وﯾﺔ إﻟ ﻰ اﻟ ﺟﺎ ﻣﻌﺔ. ﻗد ﯾؤ ﺛ ر ھذا ﻋﻠ ﻰ ا ﺳﺗ ﻌدا دھم ﻟﻠﺗ ﻌﻠ م ﺑ ﺷﻛ ل ﺳﻠﺑ ﻲ ﻟ د رﺟﺔ أ ن ﻣ ﺷﺎ رﻛﺗ ﮭم ﻓ ﻲ اﻟﺗ ﻌﻠ م ﻣد ى اﻟ ﺣﯾﺎة ) LLL (، وھ و ﺷرط أ ﺳﺎ ﺳﻲ ﻟﻠﻧ ﺟﺎ ح ﻓ ﻲ اﻟ ﺟﺎ ﻣﻌﺔ وﺧ ﺎ رﺟﮭﺎ، ﻗد ﯾ ﻛو ن ﻣ ﺣدودًا. وﻟ ذﻟ ك، ﻓﺈن اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔﮭوم اﻟ ذا ت واﺗ ﺟ ﺎه LLL أﻣر ﺑﺎﻟ ﻎ ا ﻷھﻣﯾ ﺔ. ﺗ ﮭد ف ھذه اﻟ ورﻗﺔ إﻟ ﻰ و ﺻ ف ھذه اﻟﻌ ﻼ ﻗﺔ ﺑﯾ ن ط ﻼ ب اﻟﺟ ﺎ ﻣﻌﺎ ت اﻟﻌر ب ﻓﻲ اﻟﺳ ﻧ ﺔ ا ﻷ و ﻟ ﻰ . ﺷ ﺎ ر ك ﻓ ﻲ اﻟد ر ا ﺳ ﺔ 149 ط ﺎ ﻟ ﺑًﺎ ) 77 ﻣن اﻟذﻛور و 72 ﻣن اﻹ ﻧﺎ ث( ﻓ ﻲ دورﺗﯾ ن ﻣﺗ ﺗﺎﻟﯾﺗﯾ ن. ﺗم ﺟﻣﻊ اﻟﺑﯾﺎﻧﺎ ت ﺑﺎ ﺳﺗ ﺧدا م ﻣﺳ ﺣﯾن ، أﺣدھﻣﺎ ﻋن ﻣﻔ ﮭوم اﻟ ذا ت ﻟ د ى اﻟط ﻼ ب ، وا ﻵﺧر ﻋن اﺗ ﺟﺎه LLL . أ ﺟرﯾ ت ﻣﻘﺎ رﻧﺎ ت ﻟﺗ ﺣدﯾد ﻣ ﺎ إ ذ ا ﻛ ﺎ ن ا ﻟ ﺟ ﻧ د ر و ا ﻟ د و ر ا ت ا ﻟ ﺗ د ر ﯾ ﺑ ﯾ ﺔ ﻗ د ﻟ ﻌ ﺑ ت د و ر اً ﻓ ﻲ ﻣ ﻔ ﮭ و م ا ﻟ ط ﻼ ب ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ ا ﻟ ذ ا ﺗ ﻲ و ا ﺗ ﺟ ﺎ ه LLL . ﻛﻣﺎ ﺗم ﺗ ﺣﻠﯾ ل اﻟ ﻌ ﻼ ﻗﺔ ﺑﯾ ن ﻣﻔ ﮭوم اﻟذا ت ا ﻷ ﻛﺎ دﯾ ﻣ ﻲ و اﺗ ﺟ ﺎه LLL . أ ظ ﮭر ت اﻟﻧﺗﺎﺋ ﺞ أ ن اﻟ ط ﻼ ب ﯾ ﻣ ﺗ ﻠ ﻛ و ن ﻣ ﻔ ﮭ و ﻣً ﺎ ذ ا ﺗ ﯾًﺎ ﻋ ﺎ ﻟ ﯾًﺎ ﻧ ﺳ ﺑ ﯾًﺎ ، وأ ن د رﺟﺎ ت ﻣﯾﻠ ﮭم ﻟﻠﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ ز ﯾ ﺔ ﻛﺎﻧ ت أﻋ ﻠ ﻰ ﻣ ن ﻣﻧﺗ ﺻ ف اﻟﻧ طﺎ ق. ﻛﺎﻧ ت ﻧﺗﺎﺋ ﺞ اﻟ طﻼب ا ﻹﻧﺎ ث ﻟﻠ ﺟﮭد ا ﻷﻛﺎدﯾ ﻣ ﻲ )ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻟ ﻣﻔﮭوم اﻟ ذا ت(، وﻓﺿ ول )ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻣ ن LLL (، أﻋ ﻠ ﻰ ﻧ ﺳﺑﯾﺎ ﻣ ن ﺗﻠ ك ﺑﺎﻟﻧ ﺳﺑ ﺔ ﻟﻠ ذﻛور. ﻟ م ﺗ ؤد اﻟ دورا ت اﻟﺗ ﻲ ﺣ ﺿ رو ھﺎ ﻓ رق ﻛﺑﯾ ر ﻓ ﻲ إ د را ك اﻟ طﻼب ﻟ ﻣﻔ ﮭوﻣﮭم اﻟ ذاﺗ ﻲ اﻷﻛﺎدﯾ ﻣ ﻲ؛ وﻣ ﻊ ذﻟك ، ﻓﺈن اﻟ ط ﻼ ب ﻓ ﻲ دورة اﻟ ﻣ ﺳ ﺗ و ى اﻟﺛﺎﻧ ﻲ ﺣ ﺻ ﻠ وا ﻋ ﻠ ﻰ د رﺟ ﺎ ت أ ﻋ ﻠ ﻰ ﻓ ﻲ اﻟﺗﻧ ظ ﯾم اﻟذاﺗ ﻲ ، وھ و ﻣﻘﯾﺎ س ﻓ رﻋﻲ ﻟـ LLL ، وﺑ ﺎﻟﺗﺎﻟ ﻲ ﺣ ﺻ ﻠ و ا ﻋ ﻠ ﻰ ﺗ ﺻ ﻧ ﯾ ف أ ﻋ ﻠ ﻰ ﻗ ﻠ ﯾ ﻼً ﻟ ﻠ ـ LLL . أ ﺷﺎ ر ت اﻟﻧﺗﺎﺋ ﺞ أﯾ ﺿ ﺎ إﻟ ﻰ وﺟود ﻋﻼ ﻗﺔ إﯾ ﺟﺎﺑﯾ ﺔ ﺿ ﻌﯾﻔﺔ ﺑﯾن ﻣﻔﮭوم اﻟذا ت وﻧﺗ ﺎﺋﺞ ا ل LLL . ﻛﺎ ن ا ﻻ ر ﺗ ﺑ ﺎ ط ﺑ ﯾ ن ا ﻟ ﺟ ﮭ د ا ﻷ ﻛ ﺎ د ﯾ ﻣ ﻲ و ﻣ ﺟ ﺎ ل ا ﻟ ﺗ ﻧ ظ ﯾ م ا ﻟ ذ ا ﺗ ﻲ ﻓ ﻲ ا ﻟ ﻣ ﻘ ﺎ ﯾ ﯾ س ﺟ د ﯾ رً ا ﺑ ﺎ ﻟ ﻣ ﻼ ﺣ ظ ﺔ . ﻟذ ا ﻧ و ﺻ ﻲ ﺑﺄ ھﻣﯾ ﺔ ﻟ ﺗﻧﻣﯾ ﺔ ﻣﻔ ﮭوم اﻟ طﻼب ا ﻷﻛﺎ دﯾ ﻣ ﻲ اﻟذاﺗ ﻲ و اﺗ ﺟ ﺎه ال LLL ، ﺑﮭ د ف ﺗﻌزﯾ ز اﻟ ﻌ ﻼﻗﺔ ﺑﯾ ن اﻟ ﻣﻔ ﮭوﻣﯾ ن.

Grit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable.

A quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test.

Findings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.

The study’s findings have implications for the EFL classroom. By incorporating grit and self-efficacy beliefs into students, teachers can enhance their students' English pronunciation performance.

Globally, interdisciplinary and transdisciplinary learning in schools has become an increasingly popular and growing area of interest for educational reform. This prompts discussions about Science, Technology, Engineering, Arts and Mathematics (STEAM), which is shifting educational paradigms toward art integration in science, technology, engineering and mathematics (STEM) subjects. Authentic tasks (i.e. real-world problems) address complex or multistep questions and offer opportunities to integrate disciplines across science and arts, such as in STEAM. The main purpose of this study is to better understand the STEAM instructional programs and student learning offered by nonprofit organizations and by publicly funded schools in Ontario, Canada.

This study addresses the following research question: what interdisciplinary and transdisciplinary skills do students learn through different models of STEAM education in nonprofit and in-school contexts? We carried out a qualitative case study in which we conducted interviews, observations and data analysis of curriculum documents. A total of 103 participants (19 adults – director and instructors/teachers – and 84 students) participated in the study. The four STEAM programs comparatively taught both discipline specific and beyond discipline character-building skills. The skills taught included: critical thinking and problem solving; collaboration and communication; and creativity and innovation.

The main findings on student learning focused on students developing perseverance and adaptability, and them learning transferable skills.

In contrast to other research on STEAM, this study identifies both the enablers and the tensions. Also, we stress ongoing engagement with stakeholders (focus group), which has the potential to impact change in teaching and teacher development, as well as in related policies.

Acquiring a foreign language may be a lifelong endeavor, and this requires one to approach it from a lifelong learning perspective. However, learners may not always be ready for such an approach. It is important to know where learners stand in their orientations toward learning and consider this when planning educational activities. Therefore, it is necessary to determine language learners’ readiness for lifelong learning (LLL) in order to support their language development. This paper reports the findings of a study conducted to identify the LLL propensities of some Turkish and Emirati university students learning English as a foreign language in their local contexts. The study included 61 Emirati and 47 Turkish students, with a mean age of 19. Data were collected using a research tool with three sections: Demographics, the Lifelong Learning Tendency Scale (LLLTS – developed by Coskun & Demirel (2012)), and a survey with six open-ended questions. Student’s t-test, the Kruskal-Wallis test and the Mann-Whitney U-test were used to compare the quantitative data in terms of the participants’ nationalities, gender and length of study. The results showed that both Turkish and Emirati students had a moderate level of propensity for LLL. However, the Turkish students’ overall LLLTS scores as well as certain sub-skills were found to be higher than those of the Emirati students. Gender was not found to make a significant difference in the students’ LLL orientations, while motivation was found to be lower at a statistically significant level for those learning English for more than a year. Suggestions are offered for the development of language learners’ LLL skills.

This study aims to explore the effects of long-term orientation (LTO) and strategy formation mode on corporate social responsibility. While many researchers have investigated how large businesses address corporate social responsibility (CSR), there is little empirical evidence on how small- and medium-sized businesses implement CSR or what individual drivers shape this process.

The paper surveyed 282 small and medium-sized managers from the United Kingdom. The respondents were recruited using platform Prolific Academic.

The findings reveal that LTO is a prerequisite for developing CSR and shapes strategy formation mode. The findings also suggested that deliberate strategies are positively related to CSR. The results are consistent across different components of LTO (futurity, continuity and perseverance) and CSR types (internal and external).

The results show that all aspects of LTO are relevant for CSR in SMEs. Besides LTO, deliberate strategy formation model is an important factor contributing to CSR. The paper presents as first an empirical contribution to the strategy literature by examining positive relationship between LTO and deliberate strategy formation mode.

This paper applies systems thinking modelling to enhance the dynamic understanding of how to nurture an innovative culture in healthcare organisations to develop the innovation system in practice and speed up the innovative work. The model aims to provide a holistic view of a studied healthcare organisation's innovation processes, ranging from managerial values to its manifestation in improved results.

The study is based on empirical material from a healthcare unit that, within a few years, changed from having no innovations to repeatedly generating innovations. The study uses the modelling language of causal loop diagrams (CLDs) in the system dynamics methodology to identify the key important aspects found in the empirical material.

The proposed model, based on the stories of the interviewees, explores the dynamics of inertia when nurturing an innovative culture, identifying delays attributed to the internal change processes and system relationships. These findings underscored the need for perseverance when developing an innovative culture in the entrepreneurial phases.

The approach of using systems thinking to make empirical healthcare research results more tangible through the visual notations of CLDs and mental simulations is believed to support exploring complex phenomena to induce and nurture both individual and organisational learning.

The results from this approach provide deepened analysis and provoke the systems view to explain how the nurturing of the culture can accelerate the innovation processes, which helps practitioners and researchers to further expand their understanding of their healthcare contexts.

Entrepreneurial trait and behaviour approaches are used to identify differing entrepreneurial profiles. Specifically, this study aims to determine which entrepreneurial competencies (ECs) can predict entrepreneurial action (EA) for distinct profiles, such as male versus female, start-up versus established and for entrepreneurs within different age groups and educational levels.

The research was conducted using a survey method on a large sample of 1,150 South African entrepreneurs. Chi-squared automatic interaction detection (CHAID) algorithms were used to build decision trees to illustrate distinct entrepreneurial profiles.

Each profile has a different set of ECs that predict EA, with a growth mindset being the most significant predictor of action. Therefore, this study confirms that a “one-size-fits-all” approach cannot be applied when profiling entrepreneurs.

From a pedagogical standpoint, different combinations of these ECs for each profile provide priority information for identification of appropriate candidates (e.g. the highest potential for success) and training initiatives, effective pedagogies and programme design (e.g. which individual ECs should be trained and how should they be trained).

Previous work has mostly focused on demographic variables and included a single sample to profile entrepreneurs. This study maintains much wider applicability in terms of examining profiles in a systematic way. The large sample size supports quantitative analysis of the comparisons between different entrepreneurial profiles using unconventional analyses. Furthermore, as far as can be determined, this represents the first CHAID conducted in a developing country context, especially South Africa, focusing on individual ECs predicting EA.

This paper aims to develop a theoretical framework to predict susceptibility to cyber-fraud victimhood.

A survey was constructed to examine whether personality, socio-demographic characteristics and online routine activities predicted one-off and repeat victimhood of cyber-fraud. Overall, 11,780 participants completed a survey (one-off victims, N = 728; repeat victims = 329).

The final saturated model revealed that psychological and socio-demographic characteristics and online routine activities should be considered when predicting victimhood. Consistent with the hypotheses, victims of cyber-frauds were more likely to be older, score high on impulsivity measures of urgency and sensation seeking, score high on addictive measures and engage in more frequent routine activities that place them at great risk of becoming scammed. There was little distinction between one-off and repeat victims of cyber-frauds.

This work uniquely combines psychological, socio-demographic and online behaviours to develop a comprehensive theoretical framework to predict susceptibility to cyber-frauds. Importantly, the work here challenges the current utility of government websites to protect users from becoming scammed and provides insights into methods that might be used to protect users from becoming scammed.

The number of students with disabilities pursuing a college education has increased dramatically in recent years (Hall and Belch, 2000; Hitchings et al., 2011; Horn et al., 2006; Retish and Horvath, 2005; Snyder et al., 2016; Stodden et al., 2001), yet, evidence suggests that these students continue to encounter significant challenges and barriers that may have a dramatic effect on their college experience (Madaus and Shaw, 2006; Sniatecki et al., 2015; Stodden et al., 2001). The paper aims to discuss this issue.

Positive experiences and aspects of being a college student with a disability have not garnered as much consideration and have received little attention in the professional literature to date. The current study sought to address this gap through examination of positive aspects of disability among 12 undergraduate students. Data were gathered via qualitative interviews.

Results included five distinct themes related to students’ experiences: personal growth and self-acceptance; empathy/understanding; advocacy and teaching others; unique relationship experiences and opportunities; and drive/determination/perseverance.

The implications of these themes and future directions for research on positive aspects of disability are also addressed.

The results of this study provide support for the social model of disability as a lens to view individuals with disabilities as complete people who, with their impairments, can and do go on to lead positive and meaningful lives.