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Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.

The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.

The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.

The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.

The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.

The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.

The purpose of this study is to investigate the effectiveness of online self-leadership training (OSLT) in promoting leaders’ self-leadership skills and recovery experiences.

A non-randomized controlled trial was conducted under two conditions: a standardized seven-week OSLT (N = 43) and a control without any intervention (N = 42). All participants (N = 85) completed standardized questionnaires measuring self-reported self-leadership skills and recovery experiences. Additionally, participants in the intervention group were assigned to invite one team member each (N = 26) to assess their leaders’ pre-post self-leadership skills and pre-post leader–member exchange.

Significant interaction effects of time and group and increases in the OSLT group (t1 vs t2) in self-leadership skills (cognitive and natural reward strategies) and recovery experiences (detachment and relaxation) indicated the effectiveness of OSLT training. Significant improvements in self-leadership skills and leader–member exchange were reported by team members of leaders in the OSLT group.

To the best of the authors’ knowledge, this study was the first to examine the effectiveness of OSLT for leaders in business contexts in a controlled before-after intervention design. The findings of this study revealed improvements in self-leadership skills and recovery experience because of OSLT.

In the study of expatriation and expatriate adaptation, there are limited studies that focus on issues faced by expatriates working in foreign countries with very distinct cultures. This study aims to explore this idea through the experiences of western expatriates working in the Kingdom of Saudi Arabia (KSA). Two research questions were posed to examine the cross-cultural issues and challenges faced by expatriates in the KSA, as well as the role of cross-cultural training in expatriate adjustment.

The study was guided by an interpretivism paradigm through a qualitative method by using a semi-structured in-depth interview approach. Interviews were conducted among 12 expatriates from the USA and UK who are currently working in KSA.

A coding technique and theoretical thematic analysis was conducted to analyze the data. The results of this study highlighted three key themes that had a considerable influence on expatriates’ adjustment, in particular: culture shock, lack of pre-departure training and the demand for an extensive cross-cultural training.

It is acknowledged that the existence of sub-cultures within the KSA would expose the respondents to varying cultural values within the community. Thus, future studies within a similar context should consider the influence of intra-cultural variations.

The findings of the study emphasized on the importance understanding the cultural gap between home and host country and the individual cultural awareness of the expatriate. It calls attention to the need for a tailored and extensive pre-departure, cross-cultural training and a collaborative effort between employees’ and managers to improve expatriates’ motivation and retention.

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.

The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).

This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum.

One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.

This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.

Immersive virtual reality (IVR) has been frequently proposed as a promising tool for learning. However, researchers have commonly implemented a plethora of design elements in these IVR systems, which makes the specific aspects of the system that are necessary to achieve beneficial outcomes unclear. Against this background, this study aims to combine the literature on presence with learning theories to propose that the ability of IVR to present 3D objects to users improves the presence of these objects in the virtual environment compared with 2D objects, leading to increased learning performance.

To test this study’s hypotheses, the authors conducted a 2 (training condition: approach vs avoid) x 2 (object presence: high vs low) between-subjects laboratory experiment that used IVR with 83 female participants.

The results support this study’s hypotheses and show that training with high object presence leads to greater reactions to cues (chocolate cravings) and improved health behaviour (chocolate consumption).

This study shows that increased object presence leads to unique experiences for users, which help reinforce training effects. Moreover, this work sheds further light on how immersive computer technologies can affect user attitudes and behaviour. Specifically, this work contributes to IVR research by showing that learning effects can be enhanced through an increased degree of object presence.

The purpose of this study was to investigate restaurant employee behaviors and their likelihood of intervening when witnessing food safety threats.

A mixed method was used for this study with the focus group interview and survey questionnaire. A total of eight focus groups ranging in number of participants from to 6 to 12 were asked to respond to presented scenarios that depicted restaurant employees committing food safety risk behaviors and threats in the restaurant environment that would present food safety risks such as out-of-stock bathroom supplies, dirty tables in the restaurant dining area, employee personal hygiene issues and unclean production equipment. These participants were also asked to complete a draft of the survey that would later be edited and distributed to the sample population.

Results suggest that social norms and perceived severity of threats impact the likelihood that restaurant employees will intervene. Implications for academics and practitioners are discussed.

This study was special as it provides a synthetic viewpoint that considers how service organizations can work to do a better job of interviewing employees before starting their jobs about their beliefs and personal practices of food safety at home, their previous work in the restaurant industry and food safety culture that they may have worked in before, as well as increasing the communication in restaurants to build a food safety culture. These practices can help to lower risks to the public regarding food safety and can help to build relationship trust in the brands that we all love to indulge in when dining out.

Pilot upgrade training is critical to aircraft and passenger safety. This study aims to identify variances in the US Air Force C-130J pilot upgrade training based on geographic location and provide a model to enhance policy that will impact future pilot training efforts that lower cost and increase operator quality and proficiency.

This research employed a mixed-method approach. First, the authors collected data and analyzed 90 C-130J pilots' aviation records and then contextualized this analysis with interviews of experts. Finally, the authors present a modified version of Six Sigma's define–measure–analyze–improve–control (DMAIC) that identifies and reduces the variances in C-130J pilot training, translating into higher quality outcomes.

The results indicate significant statistical variances across geographically separated C-130J pilot training organizations. This leads some organizations to have higher proficiency levels in specific tasks and others with comparative deficiencies. Additionally, the data analysis in this study enabled a recommended number of flight hours in several distinct categories that should be obtained before upgrading a pilot to aircraft commander to enhance standards.

This research was limited to C-130J pilot upgrades, but these results can be implemented within any field that utilizes hours as a measure of experience. Implications from this research can be employed to scope policy that will influence pilot training requirements across all airframes in civilian and military aviation.

This research proposes a process improvement methodology that could be immediately implemented within the C-130J community and, more importantly, in any upgrade training where humans advance into higher echelons of a profession.

Increasing demand on rail transport speeds up the introduction of new technical systems to optimize the rail traffic and increase competitiveness. Remote control of trains is seen as a potential layer of resilience in railway operations. It allows for operating and controlling automated trains and communicating and coordinating with other stakeholders of the railway system. This paper aims to present the first results of a multi-phased simulator study on the development and optimization of remote train driving concepts from the operators’ point of view.

The presented concept was developed by benchmarking good practices. Two phases of iterative user tests were conducted to evaluate the user experience and preferences of the developed human-machine-interface concept. Basic training requirements were identified and evaluated.

Results indicate positive feedback on the overall system as a fallback solution. HMI elicited positive emotions regarding pleasure and dominance, but low arousal levels. Train drivers had more conservative views on the system compared to signalers and students. The training activities achieved increased awareness and understanding of the system for future operators. Inclusion of potential users in the development of future systems has the potential to improve user acceptance. The iterative user experiments were useful in obtaining some of the needs and preferences of different user groups.

Multi-phase user tests were conducted to identify and to evaluate the requirements and preferences of remote operators using a simplified HMI. Training analysis provides important aspects to consider for the training of future users.

This research evaluates (1) work situations prompting participants to recall memories of a wilderness-based leadership training program, (2) the content of such memories, and (3) the leadership attitudes and behaviors inspired by those memories.

A qualitative content analysis of semi-structured interviews was performed with 36 leaders who had participated in a wilderness leadership transformation program in the past (on average six years before).

The findings suggest that, at moments with emotional pressure and psychological stress, episodic memories of wilderness experiences have a positive influence on actual leadership style. Memories involved moments of solitude, a deep connection with nature, and peer-to-peer counseling. The interviewees regularly relived their emotion-laden wilderness experiences, acquiring direction and guidance. Simultaneously, episodic memories of nature immersion promoted an enduring transformation of their leadership styles.

The findings cannot be blindly generalized as referring to all leaders. The leaders in this study are a subset of leaders who are inclined towards personal growth and leadership development. It is challenging to motivate leaders unkeen on changing to achieve better leadership.

This study indicates that the inclusion of emotional concepts to address the root causes of learning among leaders might be the most promising way to innovate leadership development.

The present study makes a novel contribution to relevant literature by examining leadership transformation through episodic remembrance of leaders' experiences in nature.