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Knowledge competencies and (R&D) activities are one of the most important sources of innovation and have been widely discussed in the literature. In comparison, the role of the competitive environment for the innovation activities of firms is still open to debate and has not been fully understood yet. Therefore, this paper intends to provide new evidence on the interaction between knowledge competencies and R&D activities of firms on the one side and their competitiveness in the market environment on the other. In particular, the moderating function of market competition is explored. In this respect, the analysis covers the main innovation types as well as both sectors, manufacturing and services.

The empirical analysis is based on a three years panel dataset of German manufacturing and service firms obtained from Mannheim Innovation Panel (MIP) and Community Innovation Surveys (CISs: 2011, 2013 and 2015). For the estimation, a binary instrumental variable treatment model with Heckman selection method is used. Also, it provides a suitable approach to estimating the binary variables in order to cope with endogeneity concerns.

The estimation results show that R&D activities and knowledge competencies are positively related to innovation activities of different types conditioned on firms' specific perception of their competitive environment, in terms of outdated products/services as well as strong competition from abroad. Most importantly, the results from the moderation estimation reveal that there is a significant difference between the manufacturing and service sector. Service firms engage more in internal R&D activities on generating product innovations while the manufacturing firms conduct more external R&D on specific types of innovation. Further, the authors find that strong competition from abroad positively and significantly reinforces the effect of knowledge competencies on innovation activities for more types in services than in manufacturing. In contrast, outdated products and services tend to decline the effect of knowledge competencies for some innovation types in both sectors. The authors also observe a positive and significant reinforcement effect on knowledge competencies. However, it is found more beneficial for service firms since they can employ more innovation strategies.

The focus of the study is mainly on the impact of firms' competitive environment on innovation activities in various types through its interaction with knowledge competencies and R&D activities, across manufacturing and service firms.

How does the human brain absorb information and turn it into skills of its own in psychotherapy? In an attempt to answer this question, the authors will review the intricacies of processing channels in psychotherapy and propose the term transprocessing (as in transduction and processing combined) for the underlying mechanisms. Through transprocessing the brain processes multimodal memories and creates reparative solutions in the course of psychotherapy. Transprocessing is proposed as a stage-sequenced mechanism of deconstruction of engrained patterns of response. Through psychotherapy, emotional-cognitive reintegration and its consolidation is accomplished. This process is mediated by cellular and neural plasticity changes.

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

While only one aspect of fulfilling equal rights, effectively addressing workplace discrimination is integral to creating economies, and countries, that allow for everyone's full and equal participation.

Labor, anti-discrimination, and other relevant pieces of legislation were identified through the International Labor Organization's NATLEX database, supplemented with legislation identified through country websites. For each country, two researchers independently coded legislation and answered questions about key policy features. Systematic quality checks and outlier verifications were conducted.

More than 1 in 5 countries do not explicitly prohibit racial discrimination in employment. 54 countries fail to prohibit unequal pay based on race. 107 countries prohibit racial and/or ethnic discrimination but do not explicitly require employers to take preventive measures against discrimination. The gaps are even larger with respect to multiple and intersectional discrimination. 112 countries fail to prohibit discrimination based on both migration status and race and/or ethnicity; 103 fail to do so for foreign national origin and race and/or ethnicity.

Both recent and decades-old international treaties and agreements require every country globally to uphold equal rights regardless of race. However, specific national legislation that operationalizes these commitments and prohibits discrimination in the workplace is essential to their impact. This research highlights progress and gaps that must be addressed.

This is the first study to measure legal protections against employment discrimination based on race and ethnicity in all 193 UN countries. This study also examines protection in all countries from discrimination on the basis of characteristics that have been used in a number of settings as a proxy for racial/ethnic discrimination and exclusion, including SES, migration status, and religion.

Drawing on social feminist theory, this paper aims to close gaps between knowledge about gender-related barriers to information, communication and technology (ICT) adoption and the provision of entrepreneurship education and training (EET) programs.

Empirical findings are drawn from 21 semi-structured interviews (22 informants) possessing differing training expertise regarding digital technology among women entrepreneurs. An open-coding technique was adopted where descriptive codes were first assigned to meaningful statements. Interpretive and pattern codes were then assigned to indicate common themes and patterns, which were reduced to higher-order categories to inform the research questions.

The findings specify and validate further gender influences in the digital economy. Digital skills are identified, and strategies to close gender barriers to ICT adoption with EET are described. The findings are discussed in reference to a large-scale, Canadian ICT adoption program.

Perceptual data may be idiosyncratic to the sample. The work did not control for type of technology. Gender influences may differ by type of technology.

Findings can be used to construct gender-inclusive ICT supports and inform ICT adoption policies. This includes program eligibility and evaluation criteria to measure the socio-economic impacts.

The study is among the first to examine the intersection between knowledge about gender-related barriers to ICT adoption and EET. The findings can be adopted to ICT support programs targeted at small business owners and entrepreneurs.

The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and deliberate use of data in secondary education.

Although the model is new, its implications, and its application are derived from key findings and best practices from the software development, data analytics and secondary education performance literature. These principles can guide educators to better manage student and operational outcomes. This work builds and applies the DCMM model to secondary education.

The conceptual model reveals significant opportunities to improve data-driven decision making in schools and local education agencies (LEAs). Moving past the first and second stages of the data competency maturity model should allow educators to better incorporate data into the regular decision-making process.

Moving up the DCMM to better integrate data into their decision-making process has the potential to produce profound improvements for schools and LEAs. Data science is about making better decisions. Understanding the path laid out in the DCMM to helping an organization move to a more mature data-driven decision-making process will help improve both student and operational outcomes.

This paper brings a new concept, the DCMM, to the educational literature and discusses how these principles can be applied to improve decision making by integrating them into their decision-making process and trying to help the organization mature within this framework.

Despite the proliferation of work–family research, a thorough understanding of family role status changes (e.g. the gaining of elder or child caregiving responsibilities) remain under-theorized and under-examined. The purpose of this paper is to conceptualize various forms of family role status changes and examine the ways in which these changes influence various employee outcomes.

Data were collected as part of the work–family health study. Using a longitudinal, three-wave study with two-time lags of 6 months (n = 151 family role status changes; n = 392 individuals with family role stability), this study uses one-way analysis of variance to compare mean differences across groups and multilevel modeling to examine the predictive effects of family role status changes.

Overall, experiences of employees undergoing a family role status change did not differ significantly from employees whose family role status remained stable over the same 12-month period. Separation/divorce predicted higher levels of family-to-work conflict.

The work raises important considerations for organizational science and human resource policy research to better understand the substantive effects of family role status changes on employee well-being.