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The purpose of this paper is to explore Indigenous Works’ efforts to facilitate Indigenous-led research that is responsive to the socio-economic needs, values and traditions of Indigenous communities.

This paper is grounded in an Indigenous research paradigm that is facilitated by Indigenous-led community-based participatory action research (PAR) methodology informed by the Two Row Wampum and Two-Eyed Seeing framework to bridge Indigenous science and knowledge systems with western ones.

The findings point to the need for greater focus on how Indigenous and western knowledge may be aligned within the methodological content domain while tackling a wide array of Indigenous research goals that involve non-Indigenous allies.

This paper addresses the need to develop insights and understandings into how to develop a safe, ethical space for Indigenous-led trans-disciplinary and multi-community collaborative research partnerships that contribute to community self-governance and well-being.

The use of reinforcement and punishment have been studied extensively in laboratory and organizational settings. It has been found that positive reinforcement is the most effective way to achieve the required behavior. Many theories and models have been developed in order to explain the relationship between punishment and fear and it has been found that these are correlated. The use of punishment and fear in the organizational setting has proved to be ineffective and undesirable. Managers must try to create an environment and climate where employees can express their full potential and respond to difficult challenges by letting go of fear of failure, fear of change, or fear of risk taking. Human resource management offers some alternatives and programs to assist in executing this task.

Human rights has emerged in the past several years as an important issue of our times and the personal freedoms of citizens of many countries has become a concern of the American government. Since the Helsinki agreement in 1975 (the Final Act of the Conference on Security and Cooperation in Europe), the compliance of the Soviet government with the Helsinki accords—with respect to guarantees of individual freedoms of its citizens— has been watched anxiously by human rights groups all over the world.

The state of citizenship education in Australia continues to attract media attention as evidenced by two recent newspaper headlines, Students take apathetic view of democracy and Teach young about democracy. These headlines were reporting on the latest findings of the Australian Council for Educational Research (ACER) on school students understanding of democracy. As a part of a 28‐nation civics survey, the ACER found half of Australian students had no grasp of democracy (ranking them behind countries like Poland, Cyprus and the Slovak Republic); lacked clarity about the Constitution, elections, voting systems or the role of groups like trade unions; were unwilling to engage in politics; and believed politics was relatively unimportant

The conceptual foundations, principles, and mechanisms of territorial branding concerning the prospects of rural development in the Third World countries are the subject of the study. The systematization and study of the problems and experiences of territorial branding as a technology of development and overcoming of poverty in the agrarian society of Ukraine is the purpose of the paper. The socioeconomic condition of the modern agrarian society of Ukraine is analyzed with explaining the nature and extent of poverty in rural areas. The basis of the research was the thesis on the expediency of social stratification, including explanation of the causes of poverty by the criterion of economic behavior of individual groups of agents. The data obtained are available in adjusting further agrarian reforms, especially regarding its social orientation, where it should be involved: sociological stratification of groups of agents of each community to identify and stimulate an economically active society, analysis of the causes of the spread and nature of poverty in this rural area, determination of domestic sources of economic growth for local economy, and the implementation of these factors in the process of modernizing of economic relations.

The main method of research was the study of the unique experience of individual rural communities. The methodology of the study foresaw the study of the prospects of rural development of the post-industrial type through the determining role of the factor of territorial branding. Monitoring the potential of territorial branding for rural areas of Ukraine using SWOT analysis has shown the uniqueness of risks, limitations, and prospects. It has been established that the conditions of neutralization of weaknesses and risks are in the combination of economic (primarily investment) and cultural and political initiatives, where a significant role belongs to the effects of community self-organization. At the same time, the prospects are due to the presence of unique institutional assets, natural, climatic and economic conditions, and possible perception of the idea of the rural population as such, which does not contradict the basic cultural values. The emphasis is placed on the fact that the realization of rural development in Ukraine as a national policy should take into account that Ukrainian rural communities remain “difficult,” mostly depressed economies, where the level of economic activity is traditionally low and unemployment is high. At the same time, studying the experience of the effectiveness of territorial branding allowed to generalize and classify the factors of brand-forming content for the rural areas of Ukraine, which became (1) a unique institutional history; (2) landscape and recreational potential; (3) special economic behavior of local inhabitants; (4) investment attractiveness of the territory; (5) unique economic specialization of the territory; (6) tourism activity; and (7) the role of local government. Significant socioeconomic effect of these examples is fixed. The area of application of these results is, first of all, the activity of local authorities of rural communities, nongovernmental organizations, and universities, as well as regulatory policy in terms of decentralization.

Entrepreneurship education particularly requires student engagement because of the complexity of the entrepreneurship process. The purpose of this paper is to describe how an established measure of engagement can be used to identify relevant teaching methods that could be used to engage any group of entrepreneurship students.

The Australasian Survey of Student Engagement (AUSSE) instrument was used to provide 47 well established engagement criteria. The results from 393 students (33 per cent response rate), and the identification by immersed experts of the criteria that were present in each of six teaching methods, made it possible to calculate a weighted score of engagement contribution for each teaching method.

This method described in this paper identified, for undergraduate entrepreneurship students, the most engaging teaching methods as well as the least engaging. This approach found that from amongst the particular range of teaching methods in the courses in this case study, poster reports was the most engaging, followed by a team‐based learning method. This approach also identified one teaching method that was not engaging, suggesting it could be discontinued.

These results give entrepreneurship educators with access to engagement data collected by the National Study of Student Engagement (NSSE), or the equivalent AUSSE study, a practical method for assessing and identifying teaching methods for student engagement for their particular profile of students, and in their particular teaching situation.

The application of established measures of engagement is novel and provides insights into specific teaching methods for enhancing the engagement of particular groups of students at the course level. It is a method that could be applied in fields other than entrepreneurship education where NSSE or AUSSE data is available.

The purpose of this paper is to investigate the early development stages of International New Ventures (INVs). Specifically, the authors explore how INVs acquire and leverage four kinds of capital – strategic, managerial, financial and social – to recognise a foreign opportunity, begin the pre-foreign entry activities, and finally start the INV.

A stage-based, multidimensional framework was used to investigate how INVs acquire and use the four capitals throughout the internationalisation process. Drawing on four case studies of high-tech INVs, this study tracks their development in three stages: foreign opportunity, pre-foreign operation and post-foreign operation.

Results indicate INVs build advantages and internationalisation activities occur before formal operations begin. INVs deliberately orchestrate certain kinds of capital contingent to the specific internationalisation stage. Further, the authors find that not all types of capital are equally important throughout the internationalisation process: INVs identify foreign opportunities when endowed with managerial and social capital; INVs source a majority of their managerial and financial capitals externally before internationalising; and INVs only contribute all four capitals simultaneously after internationalising.

Findings contribute to knowledge about the development of INVs pre-internationalisation and pre-founding. The study is limited to a comparative sample of INVs, which impacts the generalisability. However, the findings provide a starting point for investigating similar effects using more representative samples.

Entrepreneurs can be proactive in networking activities to allow them greater opportunity to interact with potential resource providers dependent on the stage of internationalisation.

This study contributes to the international entrepreneurship literature with qualitative evidence of the micro-level processes of internationalisation. Very few studies investigate the early, pre-internationalisation and pre-foundation, development stages of INVs.

The purpose of this paper is to inform information and communication design (ICD) for multi-national projects through the presentation of an example that does not rely on expensive expertise in graphic design.

Action research involving participants from five different sectors.

Successful ICD is not necessarily dependent upon costly graphic design of elaborate explanatory methods such as storyboards.

The action research involved participants from only five differect sectors.

Economical ICD can facilitate development of understanding among multi-sector multi-national project participants.

The originality of this research note is that it addresses recent developments in ICD. The value of this research note is that an example is provided of application in a multi-sector multi-national project.

This paper aims to highlight the possibility that the same cultural and/or institutional environment can differentially affect each of the two moments of entrepreneurship – opportunity identification and opportunity exploitation. It is possible that the cultural and institutional environment in a particular place may encourage opportunity identification, but discourage opportunity exploitation, or vice versa. Specifically, this paper argues that understanding entrepreneurship in Trinidad and Tobago requires that we focus on how Trinidadian culture and institutions differentially affect both moments of entrepreneurship.

To examine how Trinidad and Tobago’s culture and institutions affect entrepreneurial opportunity identification and exploitation in that country, the paper uses a qualitative approach. In total, 25 subjects agreed to interviews, conducted in July and August 2009 in Trinidad. The questions were geared at understanding attitudes toward work and entrepreneurship in Trinidad, and how politics, culture and ethnicity interacted with those attitudes. The paper also examined institutional indicators from the Economic Freedom of the World: 2013 Annual Report and the World Bank’s 2016 Doing Business Report.

The research identified features of the cultural and institutional environment in Trinidad and Tobago that help to explain why opportunity identification is relatively common among all ethnic groups there, but why opportunity exploitation appears relatively suppressed among African–Trinidadians. In particular, the research finds that the inheritance of British institutions, a post-colonial political culture, a post-colonial business culture and ethnically based social networks all have positive and negative influences on each moment of entrepreneurship.

Further research would involve an analysis of a wider set of both formal and informal entrepreneurial activities in Trinidad and Tobago, across industries and periods.

This paper has implications for understanding the complex nature of entrepreneurship, which many policymakers try to encourage, but which is shaped by deep cultural and historical factors, and also indirectly influenced by state policies and laws.

Ethnic patterns in entrepreneurship shape the way groups see themselves and others.

While authors writing about opportunity recognition/identification and opportunity exploitation have captured the important dimensions of entrepreneurship, they underestimate the possibility of a disconnect between entrepreneurial identification and exploitation. Focusing on instances where the disconnect exists allows us to move away from characterizations of cultures as progress-prone or progress-resistant, and instead allows us to focus on these gaps between identifying and exploiting entrepreneurship across cultures.

This chapter briefly explores selected English and general education policy documents, curricula, and textbooks within the context of Kingdom of Saudi Arabia (KSA) from a Critical Discourse Analysis perspective and examines how they have changed pre- and post-21st century. First, a policy document related to education in KSA in general (pre-21st century) is analyzed along with an English language teaching (ELT) policy document of the same period. Next, two general policy documents post-21st century are explored, followed by one related to ELT policy. Finally, one post-21st century document related to higher education is discussed. The “network of practices” within which these documents are situated are first detailed, as well as the structural order of the discourse, and some linguistic analysis of the choice of vocabulary and grammatical structures (Meyer, 2001). Issues which might be problematic to the learning and teaching identities of the students and teachers interpreting these documents are also highlighted. Finally, we consider whether the network of practices at this institution and KSA in general “needs” the problems identified in the analysis and critically reflect on the analysis.