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There are notable indigenous business models in the African context that have either been unexplored or are yet to be highlighted and given due attention at the international level. This chapter provides a cross-case analysis of the indigenous business practices of three ethnic groups across West Africa: Nigeria (Igbos), Ghana (Ewes) and the Benin Republic (Guns), thus viewing business models, from anglophone and francophone perspectives. Specifically, the chapter discusses the apprenticeship models igba-boi, of the Igbo society, dorsorsror, among the Ewes, and eyi alo within the Guns society and succession models in the three societies ‘Inochi anya, domenyinyi and eyi kanta’ respectively, with the aim of highlighting insights for practice, policy and academia. Historically, there have been relevant structures to ensure the transfer of knowledge and wealth to the next generation; this is driven by both cultural and traditional systems of the ethnic groups. The findings show that the family unit plays a significant role in building a sustainable channel, though informal, through which the heritage of business models is attained. To this end, the authors recommend leveraging the unique models of apprenticeship and business succession practised in these ethnic groups to support current policies, such as those relating to Technical and Vocational Education and Training (TVET).

The purpose of this paper is to present a novel qualitative activity focus group (AFG) method for studying consumption practices. This participatory method, which is inspired by practice-theoretical thinking, combines focus group discussions with activities that represent the practices at the centre of the research.

The application of the AFG method is demonstrated with an empirical study of the transition to plant-based food consumption practices in Finland, involving four group sessions of 13 participants.

The findings from the empirical application of the AFG method illustrate that its key strength is the ability to foster fruitful and natural discussions on routine consumption practices that connect with discursive and practical dimensions and thus generate multidimensional data in resource-efficient ways.

The AFG method extends the methodological approaches in practice theory–oriented research, responding to the call for creative, real-life-reflecting methods that are able to grasp the discursive and embodied dimensions of practices. The method is proposed to be particularly suitable for research on mundane consumption practices.

This research aims to investigate the influence of country culture on the next generation's intention to become managerial leaders of the family business, focussing on institutional and in-group collectivism practices. The authors investigate not only the direct effect of these collectivism practices on next-generation engagement, but also the extent to which institutional and/or in-group collectivism moderate the relationship between parental support and next-generation engagement and the extent to which institutional and/or in-group collectivism moderate the relationship between self-efficacy and next-generation engagement.

Using cross-national data from the Global University Entrepreneurial Spirit Students' Survey (GUESSS) and the Global Leadership and Organisational Behaviour Effectiveness (GLOBE), hierarchical linear modelling (HLM) is employed to test the hypotheses using a sample of 33,390 observations collected in 20 countries.

The main findings show that both institutional and in-group collectivism practices may increase next-generation engagement levels. Furthermore, these cultural practices can amplify the relationship between family business self-efficacy and next-generation engagement. However, institutional collectivism can slightly reduce the positive effect of parental support on family offspring's intention to become leaders of the family business. The results also reveal that parental support has a stronger direct effect on next-generation engagement than family business self-efficacy.

This study examines the influence of cultural practices on next-generation engagement, focussing on collectivism practices. The study distinguishes between institutional collectivism and in-group collectivism. Unlike past research, a direct effect of parental support on next-generation engagement is considered. The study also uses a particular type of self-efficacy: family business self-efficacy. In addition, a multi-level method is employed, which is rarely used in this context.

This paper aims to examine two types of age-related human resources (HR) practices, i.e. age-specific and age-inclusive HR practices and firm-level (meso-level) factors that foster or hinder the implementation of these two types of practices.

Based on a cross-case analysis of four firms across industries in Thailand, a developing country, the empirical evidence draws on semi-structured interviews with the top managers, HR managers and aging employees of four firms; field visits; nonparticipant observations; and a review of archival documents and Web-based reports and resources.

This paper proposes that age-specific HR practices primarily include those HR practices under the regulation HR bundle and some HR practices under the maintenance and recovery HR bundles. Additionally, the factors fostering the implementation of age-specific HR practices in firms include group corporate culture, nonunionism within the workplace, paternalistic leaders, a focus on the development of internal labor markets within firms and the need for tacit knowledge transfer from aging employees to younger-generation employees, whereas the factors hindering the implementation of age-specific HR practices in firms include age biases within firms. Moreover, age-inclusive HR practices primarily include HR practices under the development HR bundle and some HR practices under the maintenance and recovery HR bundles. Additionally, the factors fostering the implementation of age-inclusive HR practices in firms include the procedural justice climate, the transition from a family ownership structure to a professional ownership structure and result-/output-based corporate culture, whereas the factors hindering the implementation of age-inclusive HR practices in firms include experience-/seniority-based corporate culture. In fact, some of the meso-level factors that foster or hinder the implementation of age-specific and age-inclusive HR practices tend to be influenced by the national institutional and cultural contexts of the developing country where firms that implement such HR practices are located.

This paper aims to fill the research gap by examining both age-specific and age-inclusive HR practices. Additionally, this paper analyzes the factors fostering or hindering the implementation of these two dimensions of age-related HR practices across firms by using a case study of firms in Thailand, a developing country. To date, most studies in this area have focused on one of these dimensions, while comparisons between different HR dimensions are rather scarce. Finally, this paper contributes to the prior literature on strategic HR and comparative institutional perspective on HR strategies and practices as proposed by Batt and Banerjee (2012) and Batt and Hermans (2012) that future research should go beyond the meso-level (organizational) context. In this regard, some of the factors that foster or hinder the implementation of age-specific and age-inclusive HR practices tend to be influenced by the national institutional and cultural contexts of the developing country of Thailand.

Agrifood value chains in developing countries are transforming into higher value markets which require sustainable practices, with smallholders playing a critical role. However, smallholders are a heterogeneous group which may have discrepancies in outcomes to meet sustainability standards. This paper aims to empirically investigate smallholders' heterogeneity towards sustainable value chain practice in developing countries.

Eight key enabling factors of sustainable value chain transformation were used to explore smallholders' typology, then profiled, based on their socio-economic status and current practices. A quantitative method was applied in Indonesia's cashew sector with 159 respondents from the primary producer area on Madura Island. A combination of descriptive analysis, cluster analysis, cross-tab analysis and one-way ANOVA analysis was used in this study.

Four types of groups were identified, each with distinct characteristics and arranged in priority order as follows: accelerator, progressor, inattentive and conservative groups. Interventions can be implemented on per clusters basis or based on potential similarities among clusters, depending on priority. It is noted that the pursuit of sustainable value chain practices by smallholders is not necessarily associated with high socio-economic status, as those with low socio-economic status may have a stronger inclination towards them.

The paper enhances awareness of practitioners and policymakers regarding smallholders' heterogeneity in sustainable value chain practice. It enables more effective and focused interventions to support smallholders who require assistance in sustainable production and value-adding activities. Different smallholders' characteristics call for different assistance/intervention. Practitioners can recognise smallholders' characteristics that are more compatible with higher value markets and sustainability requirements to better integrate their practices. Policymakers must carefully develop short-term and long-term interventions based on the activities prioritised by particular traits to “hit the right button” for smallholders' practice development.

This study investigates the typology of smallholders towards sustainable value chain practices by using eight enabling factors and profiling them based on their socio-economic condition and current practices. Additionally, this study shifts the focus of typology exploration away from the traditional lens of farm sustainability to a larger perspective which encompasses sustainable value chain activities.

This study aims to increase the understanding of the starting points and presuppositions of organizational learning (OL) processes in a hospital’s surgical department based on the existing theory of OL and to make visible the practical possibilities of the theory in this context.

The study was conducted as a case study. The data were collected from personnel of the hospital’s surgical department and consisted of 26 thematic interviews. The data were analyzed using qualitative theory-driven content analysis.

This study found different starting points for both employee-oriented and organization-oriented learning processes that could potentially progress to different levels of the organization: from individuals to a wider group or from a large group to an individual. The starting point of employee-oriented learning processes was depicted as everyday life problems or situations or was based on the person’s interest. The starting points of organization-oriented learning processes were described as achieving or maintaining the organization’s expected skill levels, pursuing continuous development or pursuing the organization’s specific development needs. Different kinds of presuppositions were also located within the OL processes.

This study produced new practice-based knowledge about the starting points of OL processes and their presuppositions. In health-care organizations, learning is especially important due to intensive and complex changes, and this study provides empirical evidence on how to enhance learning.

Safety training can effectively facilitate workers’ safety awareness and prevent injuries and fatalities on construction sites. Traditional training methods are time-consuming, low participation, and less interaction, which is not suitable for students who are born in Generation Z (Gen Z) and expect to be positively engaged in the learning process. With the characteristic of immersive, interaction, and imagination, virtual reality (VR) has become a promising training method. The purpose of this study is to explore Gen Z students’ learning differences under VR and traditional conditions and determine whether VR technology is more suitable for Gen Z students.

This paper designed a comparison experiment that includes three training conditions: VR-based, classroom lecturing, and on-site practice. 32 sophomore students were divided into four groups and received different training methods. The eye movement data and hazard-identification index (HII) scores from four groups were collected to measure their hazard-identification ability. The differences between the participants before and after the test were tested by paired sample t-test, and the differences between the groups after the test were analyzed by one-way Welch’s analysis of variance (ANOVA) test.

The statistical findings showed that participants under VR technology condition spent less time finding and arriving at the Areas of Interest (AOIs). Both the eye movement data and HII scores indicated that VR-based safety training is an alternative approach for Gen Z students to traditional safety training methods.

These findings contribute to the theoretical implications by proving the applicability of VR technology to Gen Z students and empirical implications by guiding colleges and universities to design attractive safety training lessons.

Africa's diverse geographic regions are replete with indigenous business knowledge and practices embedded in the traditions, values and culture of the people. Many of these practices have been explored in the previous chapters of this book. This final chapter provides viable recommendations for adopting and improving Africa's indigenous business practices and methodologies. We expect that these observations and recommendations will support Africa's educators', business actors' and policymakers' efforts to draw from and apply rich insights from indigenous business knowledge and practices. However, beyond this, we hope that international enterprises operating in the continent can learn about the uniquely African business values and incorporate them appropriately into a context that fits. This concluding chapter, therefore, discusses how these objectives may be achieved.

This chapter addresses authentic leadership at the intersection of tradition and modernity with a focus on insider-outsider dynamics. The authors develop a typology of insider-outsider perception of authentic leadership and four leadership types – detached leadership, integrative leadership, entrenched leadership and atomised leadership – to provide a conceptual tool that advances authentic leadership research and leadership-building strategies. Investigating the intersection of tradition and modernity, Lines and Turcan illustrate that authenticity and legitimacy are tightly coupled. Leaders need to develop insider legitimacy by alignment with contextual norms, traditions and customs. Lines and Turcan encourage future research to explore the question: Is leadership more about establishing contextual legitimacy or establishing authenticity?

The study aims to assess the effectiveness of engaging tutors in designing and using ICT integrated lesson activities in strengthening their pedagogical use of ICT competences.

Survey data from an intervention group of 70 tutors from two teachers colleges (TCs) were used to compare their level of ICT competences and domains of professional practice before and after the intervention. Document analysis, lesson observations and feedback from the learning management system (LMS) were used to describe tutors’ experiences from the intervention.

There was a statistically significant increase in tutors’ level of pedagogical use of ICT competences and domains of professional practice associated with hands-on practice in designing and implementing the intervention.

The intervention focus on hands-on practice, actual teaching and learning needs, and the use of active learning strategies like flipped classroom and the LMS, were useful means for tutors to make sense of pedagogical use of ICT competences.

The results offer useful insights to teacher education institutions and policymakers on how to prepare professional learning and supportive policies to enhance teaching and learning with ICT for addressing the learning needs of the subject matter.

Creating 16 ICT integrated lesson activities helped tutors to learn pedagogical use of ICT competences by doing. Use of such intervention could be a useful strategy in teacher education institutions to reposition ICT competence development from reproducing technological competences toward developing knowledge creators who could innovate their pedagogical practice with support from mentors, digital learning resources and networks.