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The attention of scholars and policy makers towards the topic of innovation has consistently increased, especially in recent years. This is justified by the fact that innovation undoubtedly plays, today, a crucial role in driving a country’s economic growth, improving productivity and, more generally, enhancing overall societal well-being.

When the discourse around innovation focuses on its economic dimension, the strong intertwinement with entrepreneurship emerges. In line with this, focusing on research on innovation in organisations and, especially, innovation in relation to the figure of the entrepreneur is considered, plenty of studies have been carried on, over time, in many disciplines, analysing the role of the entrepreneur in relation to innovation from various different angles. However, especially when management studies are considered, we can notice a poor consideration of the role played by the gender of the entrepreneur. In line with this consideration, by means of a systematic literature review, this chapter aims to fill this literature gap focusing on the intertwinement that can be envisaged, in management studies, among the issues of entrepreneurship and innovation in the case of women-owned firms.

This study aims to develop the understanding of learning processes related to the new ways of interacting in the enforced digital workplace over time.

A multiple, longitudinal case study of knowledge-based workers in three firms located in Sweden has been conducted from March 2020 to March 2023. In total, 89 interviews with 32 employees in three knowledge-based firms have been collected.

The study shows how the intricate interaction between rules and norms for interaction and work must be renegotiated as well as un- and relearned when the physical work environment no longer frames the work context. Furthermore, technology can be viewed as both an enable and a barrier, that is, technology has enhanced collaboration between organizational members yet also created social difficulties, for example, related to communication and interaction. The study emphasizes that individuals learned through trial and error. That is, they tried behaviors such as translating social interactions" to a digital arena, appraised the outcomes and modified the practices if the outcomes were poor.

The present study does have several limitations. First, it is based on interviews with respondents within three organizations in Sweden. To broaden and deepen the understanding of both organizational and learning, future studies can contribute by studying other contexts as well as using a mixed method approach in other countries.

Results from the study can provide a practical understanding of how the rapid change from working at the office to working from home using digital technologies can be understood and managed.

Contributions include combining interaction order and un- and relearning among organizational employees. This insight is important given that the rapid digital transformation of our society has changed how work is performed and how the future workplace will be both structured and organized.

The teacher role in the classroom can explain important aspects of the student's school experience. The teacher-student relationship, a central dimension of social capital, influences students' engagement, and the teaching style plays an important role in student outcomes. But there is scarce literature that links teaching styles to teacher-student relationship. This article aims to (1) analyze whether there is a relationship between teaching styles and the type of relationship perceived by students; (2) test whether this relationship is equally strong for any teaching style; and (3) determine the extent to which students' perceptions vary according to their profile.

A structural equation model with four latent variables is estimated: two for the teacher-student relationship (emotional vs educational) and two for the teaching styles (directive vs participative), with information for 21,126 sixth-grade primary-students in 2019 in Spain.

Teacher-student relationships and teaching styles are interconnected. The participative style implies a better relationship. The perceptions of the teacher are heterogeneous, depending on gender (girls perceive clearer than boys) and with the educational background (children from lower educational background perceive both types of teaching styles more clearly).

The analysis is based on the point of view of the addressee of the teacher's work, i.e. the student. It provides a model that can be replicated in any other education system. The latent variables, based on a periodically administered questionnaire, could be estimated with data from diagnostic assessments in other countries, which in turn would allow the formulation of context-specific educational policy proposals that take into account student feedback.

Women working in public relations (PR) in the 1990s developed the power of metamodern pragmatism to avoid being constrained in this decade of contradictions.

This was a time of promise for female empowerment and careers. The PR industry in Britain had quadrupled in size, yet increased feminisation and professionalisation did not resolve gender inequity. Indeed, alongside the existence of ‘old boys clubs’ and hedonistic macho agencies in the industry, the 1990s offered a lad's mag culture and an AbFab image of PR.

An original collaborative historical ‘Café Delphi’ method was developed using three themes (sex, sexuality and sexism) to explore women's careers and contributions in the expanding and increasingly powerful field of PR in the United Kingdom during the 1990s. It built on feminist critique of the industry and paradoxical portrayals of women resulting from significant changes in media, popular culture and a pluralistic marketplace.

Individual and collective experiences of women working in PR at the time reveal the power of attitudes to affect their ability to achieve equality and empowerment. Women navigated tensions between the benefits of accelerated pluralism and the patriarchal resistance in the workplace through performative choices and a deep sense of pragmatism.

The policies in creative and cultural industries (CCIs) are often based on an implicit assumption that work in the cultural and creative sectors is ‘good work’ and dominant discourses tend to over-celebrate entrepreneurship. The authors argue that enough attention has been paid to the real work in CCIs. The stake is to better address the symptoms observed for a sustainable and inclusive economy in the CCIs. Through the entrepreneurship-as-practice perspective, the authors document the professionalisation difficulties in music sector, with a qualitative study in a French city, with a particular focus on the marginalisation experienced by the young artists. With the identification of their work specificities and the tendencies for the twenty-first century, the authors point out the diversity of the tasks, the multi-activity and collective practices and the need for some innovative support organisational forms to develop training and skilling (both artistic and entrepreneurial).

This paper explores the historical roots of environmental accountability in the Niger Delta region of Nigeria by focusing on the campaigns for social and environmental justice by writer Ken Saro-Wiwa and the indigenous Ogoni people.

The methods consist of an analysis of books, diaries, letters and poems written by Ken Saro-Wiwa as well as books, reports and audio recordings of panel discussions which capture the Ogoni struggle, Ken Saro-Wiwa’s activism and its impacts. The authors’ approach to the data is sensitised by Foucault’s notion of counter-conduct as it enables the authors to better grasp the creative agency of Saro-Wiwa and the Ogoni as they struggle and campaign for political autonomy, environmental justice and accountability.

The authors’ findings illustrate how Ken Saro-Wiwa’s books, letters, poems, diaries and articles provide early accounts of environmental injustices and the absence of accountability in the Niger Delta. They highlight how Saro-Wiwa and the Ogoni movement deploy counter-conduct to subvert existing power and accountability structures through innovative strategies, effective mobilisation and communication at local and international levels. The authors’ findings also highlight how these have led to specific forms of accountability for human rights and the environment at local and global levels. They also show how Saro-Wiwa’s activism and the Ogoni struggle have inspired a new generation of environmental activists and new ways of demanding accountability.

This paper presents, for the first time, an account of the historical roots of environmental accountability practices from an African and developing country context. Its focus on the historical roots of environmental accountability is also unique as it expands the view beyond the origins of environmental accounting to look more broadly at the origins of environmental accountability practices.

We discuss how multinational enterprises (MNEs) can play a leading role and take more responsibility towards reducing inequalities by developing a global sustainability regime. We especially focus on how this may contribute towards the United Nations’ Sustainable Development Goals (UN SDGs). Our purpose is to identify and discuss the components and activities that are needed to develop such a strategy and implement it in markets with different structural and institutional conditions. We will especially discuss interactions between the head office and the local subsidiaries/organizations as well as interactions with different salient groups of stakeholders. We focus on three highly significant groups: business, social and political actors. We identify four key components of a global sustainability approach – namely, (i) make it relevant within the organization, (ii) establish a legitimate sustainable network position, (iii) present incentives and gains that stimulate action and (iv) establish long-term salient structures. These components and the associated activities have not been discussed in a coherent manner although some aspects have been put forward in earlier studies. We present a comprehensive framework that suggests what role MNEs can play and what challenges they face while doing so. The chapter is based on more than 10 years’ experience of studying MNEs’ activities in developing as well as developed markets, including how they work with sustainability. The study is based on data from four Swedish MNEs and three major research projects.

The purpose of this study is to investigate visual comprehension in memory for 360-degree video advertisements amongst adolescents under single and repeated viewing conditions.

This study explored visual comprehension in memory for 360-degree video advertisements using the theoretical assumptions of the social psychology theory of social information processing by Wyer (2003). The authors conducted two experiments over a timeline of three months. In the first experiment, participants watched the 360-degree video advertisement once, and after one week, the same set of participants watched the same advertisement again. The theoretical assumptions in the comprehension unit were used to design the experiments and to explore visual comprehension in memory for 360-degree video advertisements. The data were collected using surveys and interviews through an experimental research design approach. NVivo software was used to analyse the data.

This study found that while female participants were able to comprehend colours in the visuals better, male participants were better able to comprehend facial expressions presented in the visuals. Further, both female and male participants were able to comprehend locations within the advertisement visuals. It was found that participants understood the plot or the story of the advertisement better after the second viewing than after the first viewing.

The two main contributions from this study are as follows: from a theoretical perspective, the application of a social psychology theory for the advertising sector enables us to gather more insights about the social cognition stages of a human mindset such as information retrieval, judgement, decision making, goal stimulation and short- and long-term memory. In doing so, this study not only explored adolescents' visual comprehension memory of 360-degree video advertisements, but it also contributed to the theory of social information processing by Wyer (2003) by exploring consumer visual comprehension memory. From a practical perspective, the findings of this study provide a solid foundation for future advertising firms or agencies, marketers, and salespeople on how to design effective advertisements using 360-degree video versions in a way that appeals to consumer visual memory.

This paper can be considered as amongst the first studies which combine social psychology with advertising to investigate visual comprehension memory for 360-degree video advertisements amongst adolescents.

The purpose of this paper is to propose a model of relationships for conflict-ridden destinations that include variables concerning the dispute and their effect on key constructs that shape visitation decisions.

The theoretical model is examined for two conflict-ridden Eastern Mediterranean destinations, Israel and Turkey, which suffer from ongoing armed conflicts, using two samples of potential tourists residing in the USA (n = 1,581) and India (n = 1,383).

The relationships are stable for both destinations and cultural contexts. Animosity is a strong factor in tourists’ decisions, whereas perceived risk has a relatively insignificant impact. Knowledge of the conflict is also found to influence decisions about visiting conflict-ridden destinations.

The study investigates the role of variables related to the conflict as antecedents of animosity and perceived risk, thus contributing to the understanding concerning decisions to visit conflict-ridden destinations. The model is generalized for varied destinations and cultures.

该研究提出了一个针对有冲突目的地的关系模型, 其中包括与冲突有关的因素以及对旅游访问决策的关键概念的影响。

使用基于美国（n = 1,581 ）和印度（n = 1,383）的潜在游客样本, 本文的理论模型检验了两个东地中海目的地, 以色列和土耳其, 该目的地遭受了持续的武装冲突。

获得的关系在两个目的地和文化背景下都是稳定的。敌意是影响游客决策的重要因素, 然而风险感知的影响相对较小。研究还发现了对冲突的认知会影响有关访问目的地的决定。

该研究调查了与冲突相关的因素作为敌意和感知风险的前因变量, 从而有助于我们理解关于访问有冲突的目的地的决策, 该模型适用于不同的目的地和文化。

La investigación propone un modelo de relaciones para destinos en conflicto que incluye variables relacionadas con el conflicto y su efecto en conceptos clave para las decisiones de visita del turista.

Se examina el modelo teórico para dos destinos del Mediterráneo oriental, que sufren conflictos armados en curso, Israel y Turquía, utilizando dos muestras de turistas potenciales que residen en los Estados Unidos (n = 1.581) y la India (n = 1.383).

Las relaciones obtenidas son estables tanto para los destinos como para los distintos contextos culturales. La animosidad es un factor importante en las decisiones de los turistas, mientras que el riesgo percibido tiene un impacto relativamente insignificante. También se ha encontrado que el conocimiento del conflicto influye en las decisiones de visita al destino en conflicto.

El estudio investiga el papel de las variables relacionadas con el conflicto como antecedentes de la animosidad y el riesgo percibido, contribuyendo así a nuestra comprensión sobre las decisiones de visitar destinos en conflicto. El modelo es generalizable a distintos destinos y culturas.

The study aims to identify the evoked “sense of place” that the campus community attributes to a watershed area in a Malaysian higher institution, aiming to enhance their participation in watershed conservation. Central to this objective is the incorporation of the concept of a watershed as a place, serving as the conceptual framework for analysis.

This case study explores an urban lake at Universiti Malaya, Malaysia’s oldest higher institution. It uses diverse qualitative data, including document analysis, semi-structured interviews, vox-pop interviews and a co-production workshop, to generate place-based narratives reflecting the meanings and values that staff and students associate with the watershed. Thematic analysis is then applied for further examination.

The data patterns reveal shared sense of place responses on: campus as a historic place, student, staff and campus identity, in-place learning experiences and interweaving of community well-being and watershed health. Recommendations advocate translating these narratives into campus sustainability communication through empirical findings and continuous co-production of knowledge and strategies with the campus community.

The research findings play a critical role in influencing sustainable campus planning and community inclusion by integrating place-based frameworks into sustainable development and watershed management. The study recommends the process of identifying place-based narratives with implications for the development of sustainability communication in a campus environment.

This paper contributes both conceptually and empirically to the sustainable management of a campus watershed area through place-based thinking. It outlines a process for enhancing campus sustainability communication strategies.