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This study looked at the potential applications of geographic information systems (GIS) and remote sensing (RS) for inclusive community development and participation, sustainable tourism, and rural community-based natural resource management (CBNRM) in sub-Saharan Africa and other rural areas worldwide.

To evaluate resource management systems for rural tourism and the environment in Africa and abroad. The study makes use of reviews of relevant literature and documents, and while linking applications for sustainable tourism and local community empowerment with CBNRM and GIS, vital content was manually analyzed.

The study shows a potential affinity between agricultural and tourism businesses that GIS in line with the CBNRM conception can strengthen. In many rural and underdeveloped regions of the continent, this highlights the need for a credible and varied tourism strategy to develop and empower the relevant communities.

Most agricultural communities in Africa are located in low-income regions. Such areas are rich in natural wildlife and have popular tourist destinations. A mix of regional community development initiatives can be built using GIS, sustainable tourism, CBNRM, and community-based tourism (CBT).

Most Asians are directly or indirectly dependent on agriculture, and most live in rural areas. Since Asia is primarily an agricultural economy, rural tourism and agrotourism are critical in enabling growth. Agrotourism is a term that refers to the fusion of tourism and agriculture. The freshwater turtles (Batagur sp.) are a group of six turtles that once roamed southern Asia's great rivers and estuaries from the Indian Subcontinent to the Indonesian islands. Therefore, this review is to investigate the current state of agrotourism in Batagur sp. conservation and assess the associated challenges and opportunities. This review paper recognized the impacts and benefits for the rural site as an agrotourism industry. Moreover, three initiatives in Batagur sp. conservation programs were also discussed. Agrotourism, with a focus on the conservation of Batagur sp., is a vital driver of economic growth in rural Asian regions. It diversifies rural communities' income sources, enhancing economic stability and resilience.

The case study can be used for the course of entrepreneurship and is appropriate for postgraduate students. Discussion would be the most appropriate method for teaching this case study. Through Nutan’s words, students could gain a first-hand glimpse into the transformative journey of a rural woman entrepreneur.

In 2018, Nutan Jha embarked on a remarkable journey by establishing Nutan Creations, a micro-enterprise situated in Kharrak village, Jhanjharpur, Bihar (India). This case study aims to achieve multiple objectives: understanding the operational obstacles confronted by a rural woman entrepreneur, acknowledging the inseparable connection between business and social issues in rural contexts, moreover shedding light on the intersection of gender, entrepreneurship and cultural preservation through traditional Madhubani painting art form products. This distinctive combination brings a fresh perspective to the research, offering unique insights into the challenges and triumphs experienced by rural women entrepreneurs. The findings of this case study exemplify the intricate interplay between business and social concerns in rural areas, portraying an inspiring depiction of how determination, adaptability and robust support networks can conquer hurdles and foster transformative changes.

The case study has been designed for the students of business administration and entrepreneurship who have completed their elementary model on marketing comprehend. The students should need to understand the concept of entrepreneurship and the basics of digital marketing strategy to ensure effective learning.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

The case study aims to help students/learners to analyse the role of perception and its linkage to an entrepreneur’s decision-making process in setting up a social entrepreneurship venture during the COVID-19 pandemic without any prior entrepreneurial experience; understand the definition and meaning of social enterprises based on concepts/theories of social entrepreneurship; identify if AgriVijay fits the outline of a social enterprise based on its vision, challenges faced and journey as an agriculture-based technology-oriented social venture (AgTech SE); and outline the future path of AgriVijay as an independent business (post its incubation support period) using suitable strategy and funding models related to for-profit social enterprises.

This case study details the fascinating journey of a social AgTech venture – AgriVijay – through the perspectives of the protagonist Vimal Panjwani, a budding agri-business entrepreneur. Fuelled by a desire to empower the farming communities, Panjwani with the support of his dynamic mother, Shobha Chanchlani, embarked on the challenging task of crafting a business model that sought to merge community welfare with profitable enterprise. The case study illuminates the protagonist's background, revealing Panjwani’s motivations, risk-taking tendencies and the pivotal role played by his co-partner and mother, Chanchlani. It also highlights the challenges encountered by the protagonist in setting up a technology-based social entrepreneurship venture along with its success in making a social impact across marginalised farming communities. Through all this, the case study also highlights the major dilemma of the protagonist – that of continuing to balance AgriVijay’s core mission of “empowering the farmers” with profitability and long-term growth beyond its limited incubation support period, and his own dilemma of venturing into a social enterprise as a start-up venture without any prior entrepreneurial experience. The case study through its narrative encourages the readers/learners to understand the evolving dynamics of a nascent social entrepreneurial venture in a developing economy and how such a balanced model can actually be the harbinger of social impact and change in similar economies with large rural farming and marginalised communities.

The case study is most suitable for postgraduate management, weekend executive learning or distance learning students in agri business, sustainable business, social entrepreneurship and allied management domains. It can be used for teaching and learning topics related to entrepreneurship, new venture strategy, leadership and motivation, with a specific focus on agriculture business, agricultural entrepreneurship, social entrepreneurship and sustainable ventures.

Teaching notes are available for educators only.

CSS 3: Entrepreneurship.

This study examines why low-wealth women entrepreneurs forgo mobile enabled money services and government supported micro finance for informal, community-based revolving loans in rural Nigeria.

Thematic analysis of 25 interviews with women in rural, south-west Nigeria. Entrepreneurial ecosystem theory, in the gendered context of micro finance and community-based lending, is employed.

This study explains the paradox of forgoing seemingly accessible mobile enabled credit, and formal credit schemes (e.g. micro-finance programs) for informal, one-on-one borrowing. Convenience and trust-based relationships with respected community members ease the burden of time scarcity and vulnerability associated with formal capital. Flexible terms, autonomy, self-reliance and knowing who one is dealing with make Esusu a preferred source of finance. Findings are discussed in the context of gendered entrepreneurial ecosystems in which participants conduct business.

The sample is not representative of women entrepreneurs in rural Nigeria. Survivorship bias is acknowledged. Further research is needed on the psychological risks of informal capital and the benefits of community-based lending.

Measures to scale mobile enabled credit, without commensurate interventions to address time management and other structural issues that confront women traders, limit their utility and impacts. Power differentials between women traders and lenders must also be considered in the design of lending products. Training of women traders and formal lenders should incorporate curricula about gender gaps in capital markets and systematic gender challenges to support entrepreneurs who seek to grow beyond subsistence enterprises.

This study documents decision criteria that motivate informal rural women traders to employ community-based revolving credit or Esusu. Findings inform measures to increase women entrepreneurs' access to capital in a rural sub-Saharan Africa contexts.

This study aims at understanding how higher education institutions (HEIs) can contribute to sustainable development, by designing their programmes for bringing about a transformative impact on communities and students, and also to examine what alternative pedagogical approaches could be used for that. In the past decades, HEIs have increasingly created social innovation (SI) programmes, as a way to achieve United Nations Sustainable Development Goals. These community-oriented and field-based programmes are difficult to ally with conventional classroom education. This study explores how these programmes could integrate the participatory approach and what would be the benefits. It also investigates the effectiveness of the experiential learning approach for teaching sustainability.

A case study method is used to document SI projects initiated by an HEI programme in rural India.

It was found that the participatory approach contributes to empowering communities and also benefits the students in terms of academic, professional and personal growth. Empirical findings show that experiential learning is an efficient method to teach sustainability. Ultimately, both pedagogical approaches are found to be mutually beneficial.

This study fills a gap in the literature, by providing empirical evidence on how HEI can implement innovative educational strategies such as participatory approach and experiential learning in their programmes towards teaching sustainability. A conceptual model for HEI interested in developing similar programmes is also proposed. To the best of the authors’ knowledge, this study is one of the first studies focusing on the context of Indian HEI.

This study assesses postreplanting oil palm farming risks, analyzes seed procurement parameters, investigates seed institutions' performance factors and develops a framework for improved sustainability.

Incorporating data from 219 smallholder farmers in designated replanting areas, our study comprehensively evaluates seed supply performance, examining the roles of stakeholders and identifying potential risks in seed management. We assess these risks using the Risk Priority Number (RPN) methodology and Multidimensional Scaling (MDS) techniques.

The results show that the timing and quantity of oil palm seed supply have a relatively small impact on postreplanting failure risk. To mitigate this risk, focus on monitoring seed purity using high-quality Tenera oil palm-type seeds and early detection technology. Encourage seed-producing cooperatives to become legal seed producers for an inclusive system and consider smallholders' variety preferences.

This study’s significance lies in its comprehensive assessment of the risks associated with oil palm replanting on smallholder plantations, detailed analysis of critical parameters in seed procurement, investigation into the performance of palm oil seed institutions across various dimensions and development of a strategic framework to strengthen inclusive seed institutions for sustainable oil palm farming. This strategy holds valuable potential for the development of oil palm in Indonesia, particularly in expediting the smallholders' replanting program.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-10-2023-0811

School leaders can significantly influence the conditions that affect teacher retention. Yet, leaders in rural and high-poverty schools often face limited opportunities to develop their abilities to enhance these conditions. In this case study, we examine how participating in a professional community supported school leaders' efforts to increase teacher retention and student learning outcomes.

We used case study methodology to study 14 leaders from rural, high-poverty or underperforming schools with greater-than-average levels of teacher turnover. The leaders were participating in a three-year research-practice partnership intended to assist them in using improvement science to address problems of practice related to teacher retention and student learning outcomes in their schools. We collected and analyzed data from interviews, exit surveys, artifacts and participant observations over a one-year period.

Participating in this professional community helped the leaders create the conditions for increased teacher retention and student learning outcomes by providing them with opportunities to collaborate with their peers, receive leadership coaching, exchange ideas and learn in a safe space.

These findings confirm and extend extant school leadership development research. A particularly interesting finding was the role of the professional community in reducing the leaders' feelings of isolation while providing them a safe space to learn. The findings also illustrate how universities and school districts can partner to provide professional learning opportunities that enhance school leaders' professional knowledge, leadership practices and well-being.

This study aims to examine how an educational intervention, using the lens of the LEADS framework, can influence the development of primary care doctors’ leadership skills in Aceh, Indonesia. In order to persevere in the face of inadequate resources and infrastructure, particularly in rural and remote settings of low- and middle‐income countries, physicians require strong leadership skills. However, there is a lack of information on leadership development in these settings.

This study applied an educational intervention consisting of a two-day workshop. The authors evaluated the impact of the workshop on participants’ knowledge and skill by combining quantitative pre- and post-intervention questionnaires (based on Levels 1 and 2 of Kirkpatrick’s model) with qualitative post-intervention in-depth interviews, using a phenomenological approach and thematic analysis.

The workshop yielded positive results, as evidenced by participants’ increased confidence to apply and use the information and skills acquired during the workshop. Critical success factors were as follows: participants were curiosity-driven; the use of multiple learning methodologies that attracted participants; and the use of authentic scenarios as a critical feature of the program.

The intervention may offer a preliminary model for improving physician leadership skills in rural and remote settings by incorporating multiple teaching approaches and considering local cultural norms.