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This paper reports an empirical examination of the societal, financial and technology-related challenges amid the ongoing pandemic (COVID-19) in the service supply chain network.

A combination of qualitative approach (for items generation pertinent to the constructs involved) and quantitative approach (self-administered questionnaires from the top and middle management of the sampled companies) was used for data collection. In total, 272 complete responses were received and analyzed through structural equation modeling.

The results provided empirical evidence that social and physical distancing, travel restrictions, work from home and lockdown practices have two conflicting effects: On one hand, these practices have contributed to the reduction of economic activities, including the low economic outlook, low productivity, high unemployment, poverty, fall in customer demands, dissatisfaction and mental health, that ultimately impacts rise financial and societal issues. On the other hand, the results revealed an insignificant influence of COVID-19 on creating technology-related challenges in the service sector. It shows that the organizations are doing well in combating the technology-related challenges amidst the current pandemic.

Findings of the inquiry recommend implications for the services industry to harmonize a comprehensive strategy and revisit the global norms in sustainable supply chain management activities that have been the backdrop in their operations for a long time.

Findings of the inquiry recommend implications for the services industry to harmonize a comprehensive strategy and revisit the global norms in supply chain management activities that have been the backdrop in their operations for a long time.

Prior studies in the context of the COVID-19 outbreak and its implications have given more attention to the exploratory and theoretical discussion than to empirical evidence. This paper contributes to filling this knowledge gap by empirically exploring the societal, financial and technology-related challenges created by COVID-19. The analysis in this paper covers three dimensions of the PEST model, namely economic, societal and technological factors. This study also helps in laying out a platform for investigating the PEST (political, economic, social and technological) model for guiding the services industry in strategic decision-making in a new era due to COVID-19.

How to derive policy implications from five future scenarios of transformed research and innovation (R&I) systems? This paper analyzes methodological and content issues of five future scenarios of transformed R&I systems. The aim of this paper is to provide an outlook on strategic policies capable of facilitating or moderating these transformative changes in R&I practices is discussed in light of overarching intentions to foster “responsible” ambitions (in Europe and beyond, discussed as responsible research and innovation, RRI).

The paper elaborates a four-step methodology to assess the scenario’s policy implications: first, by articulating the scenario implications for six core dimensions of R&I systems; second, an RRI assessment framework is developed to assess in each scenario opportunities and limitations for transforming R&I systems towards responsibility goals; the third involves a cross-scenario analysis of similarities and differences between the scenarios, allowing the identification of robust policy options that make sense in more than one scenario. The last analytical step includes again the richness of the individual scenario assessments aiming to provide a broader outlook on transformative policy orientations.

The paper concludes with outlining the contours of a future-responsible R&I system together with some suggestions for transformative policy orientations that aim to govern the R&I system towards such a future, as a source of inspiration and reflection.

The analysis is based on five future scenarios that do not systematically cover future developments external to the R&I system.

An outlook of strategic policies capable of facilitating or moderating these transformative changes in R&I practices is discussed in light of the overarching European Union goal of encouraging the performance of RRI.

This paper provides inspirational anticipatory strategic intelligence for fostering the responsible ambitions of research with and for society.

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values.

The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

Adoption of blockchain technology (BT) leads to shrinking supply chains, produces a better quality product, saves product development time and increases the customized offering to the customer. Since it is a new and growing area of research, researchers and practitioners are not entirely aware of challenges in the adoption of BT in supply chain (SC). Therefore, the objective of this research is to provide an overview of BT in SC and modeling of challenges in the adoption of BT in SC.

Interpretive structural modeling (ISM) is used to model the challenges of adoption of BT in SC. Challenges are identified by the literature review and verified by expert's opinions.

This study presents some key challenges, i.e. to develop trust within SC management system, obey the governance rules and regulations of institution while implementation of BT in SC, provide transparency of data, obtain tamperproof data to avoid fraud, improve coordination and information sharing among the SC partners, choose a profit-earning product SC for adoption of BT, adopt societal changes and train the participants to strengthen behavioral intention towards adoption of BT in SC. Additionally, interrelationships among the challenges have been identified. This work discusses potential implications based on challenges and provides a platform for the adoption of BT in SC.

The interrelations of the challenges will provide valuable understandings for developing BT solutions in SC to the practitioners.

This study aims to present theory, practice and original research findings to support the proposition that broad enquiry and problem-based learning (EPBL) approaches provide an appropriate pedagogical lens for sustainability educators to develop the knowledge and skills needed to work effectively within mission-oriented innovation policy (MIP) environments.

The research study comprised four elements, each of which used different research methods. The first element involved a literature review mapping the synergies between MIP and EPBL; the second element piloted the use of EPBL for undergraduate modules related to sustainability challenges; the third element involved external stakeholders in the co-creation of a postgraduate programme that brought together innovation and sustainability, with EPBL fundamental to the design and development; the fourth element curated and comparatively analysed international cases of EPBL in the context of MIP, and sustainability challenges in particular, highlighting the versatility of EPBL and the importance of creativity in EPBL design and implementation.

The systematic literature review reveals synergies between the key features of EPBL and defining characteristics of MIP, indicating the relevance of applying EPBL to support MIP. Two in situ pilots generated 13 recommendations on the benefits and operational challenges of applying EPBL. These recommendations informed the design and development of a postgraduate programme, involving a transdisciplinary consultation process with key industrial and societal stakeholders. Comparative analysis of four international case studies describing EPBL applied in practice in different international settings show there is no “one size fits all”. Instead, the application of EPBL to different sustainability challenges and for different learner groups demonstrates the versatility of the pedagogical approach and the creativity of the sustainability educators.

A discourse around the appropriate pedagogical methods and teaching/learning practice to equip the current and future workforce with the knowledge and skills to respond to MIP and global sustainability challenges is nascent but emerging. This paper makes a scientific and practical contribution to the discourse. The authors show how EPBL can underpin the design of programmes to provide learners with the knowledge and skills to support organisations working effectively within an MIP context, especially addressing sustainability challenges. The authors provide recommendations for educators seeking to embed EPBL within their curriculum and call for external stakeholders to proactively engage with educators to co-create programmes with context-specific outcomes.

Increasingly, organizations are faced with complex challenges stemming from integrating societal change into business. These challenges create new demands for leadership. The paper aims at more clearly identifying these leadership demands and possible courses of development.

Based on an exploratory, multi‐method program of research at the Center for Creative Leadership, this paper reports on cross‐national data from 157 practicing managers to uncover the patterns that exist between the societal context, organizations, and the changing nature of leadership. Specifically, the paper addresses the following questions: What skills do individual leaders need to be successful in the future? How is leadership at the organizational level different today, and what will it look like in the future? Are there differences between the US and non‐US populations in their view of organizational leadership? What is the current capacity of organizations to accomplish leadership?

Results demonstrate a shift in the practice of leadership from more traditional, individual approaches to more innovative, collaborative approaches. Further, the comparison of non‐US with US data shows that non‐US populations expect more innovative leadership approaches/philosophies in the future.

The implications for research are discussed in terms of expanding the definition of leadership, while implications for practice are framed within the context of emerging approaches to leadership development.

This paper will be of value to those practicing leaders, researchers, and development specialists who are interested in exploring the frontiers of leadership in times of paradox and complexity.

The paper seeks to discuss how foresight is used to understand the implications of global changes for research and innovation policies. It aims to present a recent Irish case study that identified grand challenges in the national context, with their implications for research and innovation.

The foresight project is described and provides knowledge and analysis for a broader, national research prioritisation exercise. The paper analyses the implementation of the Irish foresight exercise and the main outputs generated. It connects the results of the project with the literature on foresight, innovation and grand challenges.

The emergence of grand challenges within research and innovation policy discourse in Europe has refreshed key questions for foresight theory and practice. Although many grand challenges have relatively clear implications for research and innovation (investment), others do not. A bottom‐up, participatory process produced a broader set of grand challenges.

The concept of grand challenges is still relatively new.

Not all research and innovation priorities are linked to grand challenges. National policies need to take account of grand challenges whilst continuing to support other research and innovation needs.

The paper introduces a novel approach for identifying grand challenges and responses within the research and innovation system through a bottom‐up process.

This study aims to explore the challenges and barriers encountered by Science, Technology, Engineering and Mathematics (STEM) women entrepreneurs in an emerging country context – Sri Lanka – within a context of strict gender role stereotyping beliefs and norms.

Using qualitative research methodology, 15 in-depth, in-person, semi-structured interviews were conducted with STEM women entrepreneurs using the theoretical lenses of intersectionality and social role theories in tandem.

Findings revealed that participants were confronted with an array of structural/administrative and gender-related challenges at the intersections of gender, entrepreneurship and characteristics mapped with STEM fields. Accordingly, lack of access and reach to networks and opportunities, procedural obstacles, difficulties in staffing, difficulties in obtaining finances, lack of understanding and support from family and society, difficulties in managing work-life, and legitimacy obstacles appear to restrain the participants in starting and running their businesses. These challenges have their roots embedded in a complex web of ideologies and expectations related to gender.

This research contributes to the scant body of literature on STEM women entrepreneurship in general and specifically to the literature on challenges facing STEM women entrepreneurs from the perspective of a non-Western – emerging economy, which is built on strong cultural strictures and gender ideologies.

As a core element of the marketing mix, place is of central concern within marketing. Yet existing literature typically presents accounts of research about rather than with places. The purpose of this paper, therefore, is to argue that engaged scholarship can help academics, practitioners, policymakers and communities to work collaboratively to solve place-based “wicked problems”. Specifically, this paper focuses on high street revitalisation, a challenge frustrating policymakers and communities since the 1980s.

This paper draws on a mixed-method research project conducted with place-based stakeholders in Manchester, the UK, to discuss the benefits and challenges arising through an engaged scholarship approach.

The authors outline several benefits to engaged scholarship, including forming tailored solutions to place-based problems, engendering trust and ongoing research partnerships and generating real-world impact beyond the academy. However, the authors also draw attention to the challenges including political sensitivities within places, additional layers of scrutiny and challenges to dissemination arising through partnership working with organisations external to the university.

Whereas a range of techniques have been used to research places within marketing, engaged scholarship is lacking. This paper, therefore, provides first-hand insights into the benefits and challenges that the authors experienced using the approach. This is of significance because of the rising importance of generating real-world impact within the academy, which the authors feel requires more institutional support. This paper also suggests Van de Ven’s diamond model of engaged scholarship extends to encompass issues of research governance.

Owing to the fact that the concept of “CSR orientation in different cultural settings” is still quite unexplored, both in CSR theory and in empirical research the paper aims to contribute to the question of how corporations can deal with different CSR orientations when they perform their activities in different cultural settings

Theoretically, the analysis is based on two well‐known corporate social responsibility (CSR) approaches: first, reference is made to Carroll who reflects the economic paradigm as the basic layer of a pyramid in all cultural settings as economic responsibility and, on the opposite side, to Kang and Wood who give priority to moral and social responsibilities aligned to the difference of cultural settings. Based on the comparison of these theories in addition to a qualitative case study in the reinsurance industry some practical insights will be provided into and managerial implications developed regarding how to respond to the challenges of corporate responsibility due to multiculturalism.

It is claimed that corporations which follow a CSR understanding corresponding to the pyramid of Kang and Wood are better prepared to deal with differences regarding CSR orientation in different cultures compared with corporations that are based on the thinking of Carroll's pyramid.

Changing societal concerns and different local expectations across various countries, in the context of instantaneous world‐wide communication, have strongly increased the exposure of corporations to external criticism and challenge. These effects are intensified for large multinational firms, where complex interactions among distant and diverse constituencies have become commonplace. Broad societal concerns challenge the core strategies of corporations and require strategic responses. But this important strategic challenge response process cannot be analyzed within the traditional views of the firm. Therefore, a paradigm shift is asked in corporate responsibility.