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This research endeavors to conduct a thorough and holistic analysis of the foundational elements that empower the cultivation of dynamic capabilities in micro, small and medium-sized enterprises (MSMEs). The purpose of this study is to determine whether these capabilities have a noticeable impact on the sustainable performance of these enterprises. The study aims to support future research efforts in understanding this phenomenon by filling this knowledge gap and presenting a conceptual framework, thereby enhancing the scholarly discourse in this field.

The study consists of a systematic review of 126 articles meticulously chosen through a series of screening stages employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. This examination is conducted within the organized framework of antecedents, decisions and outcomes-theory, context and methods (ADO-TCM), ensuring a structured and comprehensive analysis.

The study uncovers significant insights, identifying four key antecedents: resource base, organizational learning, managerial expertise and external environment management. These factors are instrumental in fostering dynamic capabilities within the enterprise, leading to sustainable entrepreneurial success and a competitive advantage over rivals.

By comprehending the mechanisms by which dynamic capabilities are established within the enterprise, this study provides a valuable resource for entrepreneurs, professionals and managers, offering them practical insights to leverage.

This systematic literature review is the initial attempt to explain how dynamic capabilities can be used to enhance and accomplish sustainable performance in the context of MSMEs.

For decades, conflict resolution (CR) educators working cross-culturally have struggled with a fundamental dilemma – whether to offer western, evidence-based approaches through a top-down (prescriptive) training process or to use a bottom-up (elicitive) strategy that builds on local cultural knowledge of effective in situ conflict management. This study aims to explore which conditions that prompted experienced CR instructors to use more prescriptive or elicitive approaches to such training in a foreign culture and the implications for training outcomes.

There are two parts to this study. First, the authors conducted a literature review to identify basic conditions that might be conducive to conducting prescriptive or elicitive cross-cultural CR training. The authors then tested the identified conditions in a survey with experienced CR instructors to identify different conditions that afforded prescriptive or elicitive approaches. Exploratory factor analysis and regression were used to assess which conditions determined whether a prescriptive or elicitive approach produced better outcomes.

In general, although prescriptive methods were found to be more efficient, elicitive methods produced more effective, culturally appropriate, sustainable and culturally sensitive training. Results revealed a variety of instructor, participant and contextual factors that influenced whether a prescriptive or elicitive approach was applied and found to be more suitable.

This study used empirical survey data with practicing experts to provide insight and guidance into when to use different approaches to CC-CR training effectively.

Diversity, equity and inclusion ideology is the latest appeal of individual compassion, institutional legitimacy and enlightened society. Specific to higher education, diversity, equity and inclusion is an honorable ideology, value and mission. This paper aims to (1) empirically recognize the differences in the level of importance between the university’s and faculty’s diversity, equity and inclusion initiatives, (2) identify the diversity, equity and inclusion outcomes, such as university brand image and student intention to engage postgraduation, (3) uncover the moderating role of university brand preference attainment and (4) validate the mediating role of student identification in diversity, equity and inclusion literature.

A survey of 1,027 usable responses was employed to perform two moderations, four mediations and two confidence interval analyses.

The university’s diversity, equity and inclusion initiatives are significantly more rewarding than the faculty’s diversity, equity and inclusion initiatives for the university brand image and students’ intention to engage postgraduation. Findings uncover the mediating role of student identification and the moderating role of brand preference attainment.

Focusing on diversity, equity and inclusion at the institutional level is more impactful than at the faculty level. In industries where frontline employees have significant autonomy, such as higher education, the positive brand performance outcomes are related to the faculty’s diversity, equity and inclusion awareness, not the faculty’s diversity, equity and inclusion advocacy. Diversity, equity and inclusion initiatives should align with the student’s shared values.

The study relies on institutional theory to underscore the asymmetric importance of the university’s and faculty’s diversity, equity and inclusion initiatives in achieving perceived brand image and engagement.