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This paper introduces two methodological innovations for qualitative research. We apply these innovations to holistically understand youth peer cultures and improve participant-driven qualitative methodology.

It moves the methodological frontier forward by blending technology with the “go-along” approach used by ethnographers to prioritize participants’ perspectives and experiences within their socio-cultural contexts.

We introduce the youth-centered and participant-driven virtual tours, including a neighborhood tour using Google Maps designed to explore how youth navigate their socio-spatial environments (n = 64; 10–17 year-olds; 2013) and a social media tour designed to explore how youth navigate their networked publics (n = 50; 10–17 year-olds; 2013), both in relation to their local peer cultures.

Applicable to a wide range of research populations, the Google Maps tour and the social media tour give the qualitative researcher additional tools to conduct participant-driven research into youths’ socio-cultural worlds. These two innovations help to address challenges in youth research as well as qualitative research more broadly. We find, for example, that the “go-along” aspect of the virtual tour minimizes the perceived threat of the researcher’s adult status and brings youth participants’ perspectives and experiences to the center of inquiry in the study of local peer cultures.

Innovation project development is becoming more important in boosting competitiveness of universities and enterprises. It will not be possible to ensure rapid economic growth of enterprises without competitive innovations and without their introduction into education and business practice. The object of the research paper is innovations in teaching entrepreneurship. The subject of the research paper is analysis of the effective entrepreneurship education at the universities. The objective of the research paper is to study the integration process of technological business environment (TBE), intellectual capital (IC) formation, innovation project (IP) development at the universities and enterprises.

The tasks advanced in order to reach the objective: to identify the concept of IC, IP, the methodology of IP development at the universities, their main actions and methods; to carry out analysis of the TBE in Latvia, indicators characterizing it environment, the factors of TBE influencing IC, IP development at the universities and enterprises; to estimate the IP development as the teaching method at the universities and business practice in Latvia. The research period is from the year 2007 till the year 2020. This is the first research on the analysis of indicators of TBE influencing IC formation, IP development at the universities; the efficiency of involvement of academic staff in the formation of IC and IP development into entrepreneurship education in Latvia; definition of the IP development as the teaching method and presentation of its theoretical and practical interpretation.

Firms are engaging in eco-innovation as a response to environmental concerns. Due to its complexity, firms are searching, absorbing and using externally acquired knowledge toward implementing eco-innovation. Thus, this study aims to examine how different external knowledge sources affect the eco-innovation of small and medium-sized enterprises (SMEs) in developing economies.

The study uses an Ordered Probit regression analysis for 318 developing economy SMEs to examine the impact of vertical flows (suppliers and customers) and horizontal flows (competitors and scientific organisations) on eco-innovations.

On the vertical dimension, the results show that external knowledge from suppliers is positively associated with eco-product and eco-process innovations. However, external knowledge from customers is positively associated with eco-product innovation, but not eco-process innovation. On the horizontal dimension, external knowledge from competitors contributes to eco-process innovation, but not to eco-product innovation. Finally, external knowledge from scientific organizations is positively related to eco-product and eco-process innovations.

First, the study contributes to the external knowledge literature by focusing on developing country SMEs. Second, the methodology used in this study constitutes a novelty as it provides a tool that categorizes firms according to the extent of emphasis they placed on both eco-product and eco-process innovations. Finally, it offers new evidence by revealing that the effects of external knowledge on eco-innovations are differentiated and not equally beneficial to firms.

In recent years, climate for innovation has attracted wide attention from industry and academia. It is perceived as a critical component of innovation performance in the built environment sector, especially in architectural design firms (ADFs). This study attempts to assess the degree of climate for innovation in the Vietnamese ADFs under the organizational climate theory.

A list of 13 innovation climate variables was found by reviewing previous studies and discussions with industry practitioners. These variables were then categorized into three principal factors (personal commitment, tolerance of difference, and support for creativity), forming the inputs of the fuzzy synthetic evaluation (FSE) analysis.

The results showed that the overall level of innovation in the climate is moderate, implying that it is still necessary for more improvements to the Vietnamese ADFs. The fuzzy analysis revealed that support for creativity was the most critical factor, followed by tolerance of difference and personal commitment.

The proposed climate for innovation model is practical and reliable for architectural professionals and can be applied to assess other research areas. Few studies have emphasized the innovation climate in the construction sector, so this research may broaden the knowledge and literature on the industry, especially for the ADFs.

The purpose of this paper is to explore the link between collaborative governance arrangements for place-based competitiveness and public innovation.

The paper combines a conceptual discussion of the links between collaborative governance, competitiveness policy and public innovation with a case study analysis of a specific governance process that aims at adapting policy to respond to local competitiveness challenges in the Basque province of Biscay.

The conceptual discussion leads to the hypothesis of a new distinction with respect to how governance relates to public innovation. Innovation can occur in governance, through governance or with governance. The analysis of the case supports this distinction. Multi-actor collaboration for competitiveness policymaking (innovation in governance) has led to policy innovation (innovation through governance). This has also promoted emerging administrative changes that could be conducive to a more innovative public sector in general (innovation with governance). These findings validate arguments posed by proponents of collaborative innovation that suggest that multi-actor collaboration is a driver for public sector innovation.

The value of the paper rests on linking theoretically and empirically two relevant and currently popular phenomena: networked governance for place-based competitiveness policymaking and public sector innovation. The paper provides original insights from the practice of building a process for context-sensitive policymaking that can inspire practitioners with similar problems.

This chapter focuses on the main challenges of teaching and learning European Union (EU) issues, bearing in mind that the future of the EU is far from being granted, the shock of Brexit, and the new technological innovations. The purpose is to design a methodology for teaching EU using knowledge management and design thinking procedures. Knowledge management refers to information selection, acquisition, integration, analysis and sharing knowledge that takes place in an environment dominated by social networks in which technological links play a major role. The design thinking procedures, as a collaborative methodology, create groups of students in the classroom. Each group should represent an EU member state. Once groups are created, the teacher must give them a task that may include a problem that the EU has had to solve during its history. Then, individual groups must be asked to design a solution. A consensus among all participating groups on the proposed solution should be reached. To design a solution, based on a mind map, groups should be working inside and outside the classroom using technological tools and interacting through social media. At the end of this process, students must play a Kahoot to fix and clarify the key concepts of each lesson. This process must be repeated for all the chapters of the EU syllabus. The syllabus is made up of key issues of the EU. Students should be taken to discover how EU affects their lives and to wonder how they would be without the EU.

This paper aims to map the creation and evolution of centering resonance analysis (CRA). This method was an innovative approach developed to conduct textual content analysis in a semi-automatic, theory-informed and analytically rigorous way. Nevertheless, despite its robust procedures to analyze documents and interviews, CRA is still broadly unknown and scarcely used in management research.

To track CRA’s development, the roadmapping approach was properly adapted. The traditional time-based multi-layered map format was customized to depict, graphically, the results obtained from a systematic literature review of the main CRA publications.

In total, 19 papers were reviewed, from the method’s introduction in 2002 to its last tracked methodological development. In all, 26 types of CRA analysis were identified and grouped in five categories. The most innovative procedures in each group were discussed and exemplified. Finally, a CRA methodological roadmap was presented, including a layered typology of the publications, in terms of their focus and innovativeness; the number of analysis conducted in each publication; references for further CRA development; a segmentation and description of the main publication periods; main turning points; citation-based relationships; and four possible future scenarios for CRA as a method.

This paper offers a unique and comprehensive review of CRA’s development, favoring its broader use in management research. In addition, it develops an adapted version of the roadmapping approach, customized for mapping methodological innovations over time.

In this paper the authors address the issue of the management of the marketing/entrepreneurship interface in small entrepreneurial knowledge‐based firms (EKFs). According to the perspective presented in this work, in such firms, the management of the interface is strictly related to ensuring a suitable balance of market and technological innovation capabilities throughout each phase of firm’s life. In order to contribute to the debate in this research area, the authors propose a theoretical framework based on both organizational configuration and resource‐based theories. Within this theoretical framework, a methodology to evaluate firm’s innovation capabilities based on the use of fuzzy logic is described. The proposed methodology was tested in a field analysis whose results are presented in the paper. On the basis of these empirical results, some useful indications and practical lessons concerning the relationships between marketing/entrepreneurship and innovation in small innovative firms are discussed.

The purpose of this paper is to support the competitiveness and knowledge-based economic growth of the Slovak region of Košice and its stakeholders; suitable intellectual capital (IC) methodologies were selected and applied. This approach responds to a weak innovation performance of Slovakia in general and a weak connection of the Slovak labour market and vocational training system.

The methodological “backbone” is given by IC reporting (ICR). The two ICR models – the Austrian University model and the German “Alwert” model – were selected and transferred to higher educational institutions (HEI) and companies in Košice. The knowledge transfer was accomplished by implementation of on-site trainings with different groups of stakeholders, supported by e-learning. Several accompanying in-depth interviews with Austrian stakeholders were conducted to derive recommendations for ICR implementation in the Slovak public sector.

Beyond knowledge transfer, a shared understanding of the importance of IC management and common “IC language” between different stakeholders of the regional innovation system could be developed. Further, several recommendations for a sound development of an IC governance tool for HEI were elaborated.

The knowledge transfer and practical implementation of this Slovak case were successful. Requests for follow-up initiatives, invitations for conferences, development of projects including ICR elements prove this valuation.

A methodological innovation was accomplished by adapting a set of innovation key drivers as structural base for the development of the regional innovation function and interaction of stakeholders.