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This case study is developed using secondary sources, including newspapers, periodicals and academic references.

This case study examines the challenges of a market leader in a changing industry and how that leader might respond. Growth was becoming exceedingly difficult for Netflix due to various external forces. For a company that relied on radical innovation to reinvent the video market industry and gain market dominance, Netflix appeared to be focusing on protecting its market position through strategies designed to reinforce its existing strengths and assets. Could Netflix maintain its leadership position and reignite growth by pursuing a reinforcement strategy, or was it time for another reinvention?

This case was written for strategic management classes at the graduate and undergraduate levels. The case was classroom tested with undergraduate business students in a strategic management course and masters-level organizational leadership students in a strategic innovation and change management course.

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

A research study was conducted in the Greek public primary and secondary schools. 522 teachers fully completed a structured questionnaire. Descriptive statistics, exploratory factor analysis and structural equation modeling were applied to analyze the data.

The findings reveal that administration-related innovation practices, teaching-related innovation practices and online teaching/learning practices are implemented to some extent in primary and secondary schools in Greece, but there is still scope for continued development. The online teaching/learning practices set the foundations for further developing a culture of fully adopting other educational innovation practices in these schools to improve education.

Limited research concerning educational innovation practices has focused on primary and secondary schools. The need for more studies on teaching and learning innovations that have resulted from the COVID-19 crisis is highlighted by the literature. The results of this study support the fact that online teaching/learning implemented in primary and secondary schools is positively associated with administration-related and teaching-related innovation practices, concluding that this forced change in the educational process can act as a catalyst for more changes and innovative actions.

This systematic literature review aims to identify the main areas of study related to co-creation and innovation in Higher Education Institutions (HEIs), as well as the main external and internal stakeholders with whom co-creation is made.

The empirical approach is based on 258 articles selected from the Web of Science (WoS), Clarivate Analytics and Scopus, Elsevier databases, with analysis of titles, abstracts and keywords following a research protocol. VOS viewer and CitNetExplorer software were used, with the twin aim of identifying publications with a higher number of citations and designing maps of reference word co-occurrence.

The analysis led to three clusters being identified: Cluster 1. Management and transfer of knowledge from HEIs to companies; Cluster 2. Co-creation and innovation in HEIs through cooperation between universities and companies; and Cluster 3. Universities’ third mission and their role in developing entrepreneurship education. The results of the literature clusters analysis led to proposing a conceptual model of analysis.

Despite only employing two databases and the content analysis criteria, the three found clusters are linked, recognising the interplay between co-creation and innovation in HEIs, knowledge transfer to enterprises and the influence on HEIs' third goal.

This systematic literature review highlights and gives a picture of the state-of-the-art in co-creation and innovation in HEIs, as well as presenting a model of co-creation and innovation in HEIs that can contribute to reinforcing the University-Industry-Community ties.

This study can lead to a better knowledge of the issue of co-creation and innovation at HEIs, as well as a deeper analysis of the sorts of relationships between HEIs and their stakeholders, as well as its impact on surrounding areas and influence.

The research highlights the interaction between HEIs and their stakeholders on a basis of value co-creation and innovation, providing mutual benefits for all involved, as well as greater development and recognition of HEIs and their surrounding regions’ image andreputation. A future research agenda is also presented on the topic of co-creation and innovation in HEIs.

This study looked into the factors that could make a difference in teachers’ individual innovativeness and team innovativeness. We investigated five categories of factors: (1) innovation-related teacher preparedness, (2) innovation-related teacher professional development, (3) teacher professional practices, (4) teacher empowerment and (5) innovation-related teacher self-efficacy.

The data source is the 2018 Teaching and Learning International Survey (TALIS) US data. The samples include about 165 schools and 2,560 teachers. We applied the structural equation model to analyze the data and the unit of analysis is set at the individual teacher-level.

We found that all factors matter except professional development and that they matter differently for different innovativeness outcomes.

This study is significant in several aspects: first, it is among the first that examined the factors that could make a difference in teacher innovativeness. Second, we differentiated between individual and team teacher innovativeness. Third, the findings highlight the importance of several factors including teacher preparation, teacher collaboration, teacher participation in school decisions and teacher self-efficacy.

This study examines the impact of the Association to Advance Collegiate Schools of Business (AACSB) accreditation on education quality. We discern the prospective influences of AACSB, focusing on shifts in teaching methods and content and assessment procedures.

Using a case study approach, in-depth interviews are conducted with a Japanese-accredited business school’s faculty members to understand their perceptions of the school’s education-quality issues. The data were thematically analyzed.

Respondents acknowledged that AACSB accreditation has positively influenced teaching, encouraging active learning and the case method. However, they also indicated that accreditation had a restrictive effect on assessment activities, pushing toward compliance rather than genuine learning evaluation. This dichotomy suggests a need for balancing standard adherence with the flexibility to maintain educational depth and assessment integrity.

Convenience sampling may introduce self-selection bias. Furthermore, the qualitative case study approach does not allow for statistical generalization. However, when combined with existing literature, the findings can be analytically generalized and transferred to other contexts.

We provide insights regarding AACSB accreditation’s impact on business education, encompassing shifts in teaching methods and content and faculty perceptions of assessment. This study enhances the scholarly understanding of business school accreditation and offers guidance to accredited or accreditation-seeking academic institutions.

This study attempts to explore the linkages between reliable big and cloud data analytics capabilities (RB&CDACs) and the comparative advantage (CA) that applies in the manufacturing sector in the countries located in North Africa (NA). These are considered developing countries through generating green product innovation (GPI) and using green process innovations (GPrLs) in their processes and functions as mediating factors, as well as the moderating role of data-driven competitive sustainability (DDCS).

To achieve the aim of this study, 346 useable surveys out of 1,601 were analyzed, and valid responses were retrieved for analysis, representing a 21.6% response rate by applying the quantitative methodology for collecting primary data. Convergent validity and discriminant validity tests were applied to structural equation modeling (SEM) in the CB-covariance-based structural equation modeling (SEM) program, and the data reliability was confirmed. Additionally, a multivariate analysis technique was used via CB-SEM, as hypothesized relationships were evaluated through confirmatory factor analysis (CFA), and then the hypotheses were tested through a structural model. Further, a bootstrapping technique was used to analyze the data. We included GPI and GPrI as mediating factors, while using DDCS as a moderated factor.

The empirical findings indicated that the proposed moderated-mediation model was accepted due to the relationships between the constructs being statistically significant. Further, the findings showed that there is a significant positive effect in the relationship between reliable BCDA capabilities and CAs as well as a mediating effect of GPI and GPrI, which is supported by the proposed formulated hypothesis. Additionally, the findings confirmed that there is a moderating effect represented by data-driven competitive advantage suitability between GPI, GPrI and CA.

One of the main limitations of this study is that an applied cross-sectional study provides a snapshot at a given moment in time. Furthermore, it used only one type of methodological approach (i.e. quantitative) rather than using mixed methods to reach more accurate data.

This study developed a theoretical model that is obtained from reliable BCDA capabilities, CA, DDCS, green innovation and GPrI. Thus, this piece of work bridges the existing research gap in the literature by testing the moderated-mediation model with a focus on the manufacturing sector that benefits from big data analytics capabilities to improve levels of GPI and competitive advantage. Finally, this study is considered a road map and gaudiness for the importance of applying these factors, which offers new valuable information and findings for managers, practitioners and decision-makers in the manufacturing sector in the NA region.

The issue of quality assurance in vocational and technical education (VTE) programs identifies a perilous need to develop a conceptual framework for teaching and learning standards. This study aims to identify standard components for teaching and learning to ensure quality delivery for the achievement of VTE objectives. The quality assurance framework for teaching and learning is envisioned as a closed-loop management process that functions as an effective operational scheme to coordinate teaching processes that support the structure for quality assurance in VTE programs.

Survey data were collected through a questionnaire developed to examine the quality standards for teaching and learning in VTE from 259 respondents from colleges of education. The identified quality components for teaching and learning and their quality indicators were analysed.

The conceptual framework for teaching and learning with the 12 quality components and 62 quality indicators is the key standard for improving quality teaching and learning to meet the desired goals of VTE programs.

The framework proposed is flexible and can be applied to many other programs to ensure that teachers are professional enough to teach effectively to provide adequate learning outcomes.

Open innovation (OI), by now one of the major concepts for the analysis of innovation, is seen as a methodology for collaboratively designing and implementing solutions by engaging stakeholders in an iterative and inclusive service design process. This paper aims to empirically investigate OI capacities, defined as a cooperative, knowledge-sharing innovation ecosystem, and to explore how it can lead to improved performance of firms in Central and Eastern European (CEE) and Southeastern European (SEE) countries.

The study builds on the World Bank/European Bank for Reconstruction and Development (EBRD’s) Business Environment Enterprise Performance Survey (BEEPS) dataset for 2009, 2013 and 2019. Primarily, the research model was estimated using log-transformed ordinary least squares (OLS). Taking into consideration that this method might produce substantial bias, yielding misleading inferences, this study is fitting Poisson pseudo maximum likelihood estimators with robust standard errors and instrumental variable/generalized method of moments estimation (IV/GMM) approach for comparative results. Secondarily, the research model was tested using structural equation modelling (SEM) to investigate the relationship between five OI capacities and firm performance.

The findings indicate that there is a significant positive relationship between most OI capacities and firm performance, except for innovation, which did not show a statistically significant relationship with firm performance. Specifically, research and development (R&D), knowledge and coopetition are statistically significant and positively associated with firm performance, whereas transformation is statistically significant but negatively associated with firm performance. The IV/GMM estimations’ findings support the view that the firm performance is significantly affected by OI capacities, together with some control variables such as size, age, foreign ownership and year dummy to have a significant impact on firm performance.

This paper fills an identified gap in the literature by investigating the impact of OI on firm performance executed in the specific CEE and SEE country context.

Business excellence relies heavily upon sustainable innovation. Still, sustainable innovation is an emerging concept in business practices and has yet to reach a common perception among small- and medium-sized enterprises (SMEs). This study aims to address sustainable innovation in SMEs and the factors driving sustainable innovation development.

An exploratory study was conducted to gain insight into the emerging concept of sustainable innovation in the SMEs’ context. Empirical evidence was collected from five case studies. Twenty-five interviews were conducted.

This study findings show that SMEs have different ways of understanding sustainable innovation, resulting in different approaches to integrate sustainable innovation into their business. In SMEs, sustainable innovation may not be a fixed concept due to its ambiguous boundaries and various ways of understanding. External and internal factors are driving SMEs’ sustainable innovation. It depends mainly on organizational culture and the capabilities of SMEs and their members in terms of cooperation and integration in work teams, conditions to achieve consensus, articulation of activities, coherence and commitment to the firms’ objectives. These factors collide and enhance each other and positively impact SMEs’ sustainable innovation.

The scientific relevance of this study lies in the integration of sustainable innovation research in the context of SMEs. There has been limited exploration of how SMEs perceive and engage in sustainable innovation and the factors that drive sustainable innovation development outside of large firms. This study empirically explored the concept of sustainable innovation in the context of SMEs to understand underlying factors related to sustainable innovation.

Innovation enables growth and helps address social challenges. This research aims to identify evidence that can characterize an innovative university based on its university management. Thus, the authors define the following research problem: How to measure innovation in a Higher Education Institution (HEI) that intends to be innovative based on its university management?

To this end, the authors conducted a literature review, with a qualitative approach, as well as a case study with data collection through the documental analysis of research that was carried out with the community, namely: Undergraduate Students Profile survey, Reputation of the Institution and Innovation Octagon.

The authors noticed that the results presented by Innovation Octagon show an increase in most indexes, mainly Processes and People, followed by Leadership, Strategy, Relationships and Funding. However, there was a reduction in Structure and Culture.

The results point to the relevance of measuring innovation in the institution, mainly through the use of the Innovation Octagon. The longitudinal measurement of innovation in the institution enables the management of the HEI to constantly progress and develop in favor of the society’s demands for the training of competent professionals for their future professional reality.