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This paper aims to deepen the strategic choices of wineries by identifying their strategic reference points in their internal and external dimensions, and presenting their strategic positioning typology.

Strategic reference point theory (Fiegenbaum et al., 1996) and strategic positioning (Lavie and Figenbaum, 2000, 2003). The Rasch methodology (1960) is applied to a sample of wineries in the Canary Islands (Spain).

The principal internal reference is the quality of the wine and of the service offered, followed by social and environmental protection. The principal external reference are the customers, followed by society. Surprisingly, competitors, as an external factor, do not affect wineries’ strategic choices. Strategic positioning shows a polarisation of wineries: the largest group evidences a myopic strategic positioning, attaching little importance to internal and external references. In contrast, the second group of wineries is comprised of adaptive wineries who attach considerable importance both to internal as well as external references, and who are likely emerging as competitive wineries.

These references urge wineries towards a conservative approach that focuses on satisfying their regular customers by offering the same quality products and services. Results also evidence a particular sensitivity towards society and the environment. Strategic positioning shows that the largest group of wineries (myopic) lack strategic orientation and are subject to high rates of failure.

Wineries’ strategic positioning emerges as a tool to help management and institutions in their strategic diagnosis. The Rasch method (1960) is applied for the first time to the strategic positioning of wineries according to the choices of their managers.

The research aims to investigate the changing skills required for international entrepreneurship (IE) and the awareness of these skills among students and professionals in four European countries. The study intends to investigate students' and professionals' perceptions of entrepreneurial skills and the potential for educational programs to improve their awareness of these skills.

This quantitative cross-sectional analysis uses an online questionnaire to collect data from 75 university students and 75 entrepreneurs in four European countries. Several tests validate the data, and Cronbach's alpha succeeded in measuring internal consistency. The results showed differences in the perception of skills between students and entrepreneurs.

Entrepreneurs had developed all competencies except access to finance, while students had lower perceptions of their skills, except for collaboration. Students needed to improve significantly in access to finance, business planning, financial skills, knowledge of the labour market and digital marketing. Practitioners only required significant improvement in access to finance and digital marketing.

Education programs should fit the needs of different groups: a broader program for students and more specific courses on access to finance and digital marketing for practitioners.

The present research's original feature highlights the need to monitor and adapt to the constantly changing skills for IE and the importance of hard and soft skills. The paper provides insights into the subject's awareness and perceived standard, with reflections for policymakers and practitioners.

This paper aims at identifying the main contributions of Industry 4.0 (I4.0) technologies to the enhancement of knowledge management (KM).

A scoping review based on two stages was carried out. In the first stage, a numerical and descriptive analysis was conducted. In the second stage, the latent content of those papers was explored through a qualitative analysis, in which papers were assessed regarding the outcome of the implementation of ten I4.0 technologies on 14 KM abilities and 6 KM processes.

Six technologies (e.g. Internet of Things (IoT), big data, cloud computing, simulation, visualisation and industrial robot) were claimed to have a significant contribution on KM, especially for creation, organisation, dissemination and application processes. Overall, results indicated that technologies can significantly contribute to KM, although the extent of such contribution varies across technologies, learning levels, KM processes and abilities.

Existing studies in I4.0 fall short in exploring how embodied knowledge is articulated in practice, especially regarding opportunities to use new technological alternatives in favour of knowledge and learning development. This study complements the existing literature on I4.0 by identifying which technologies can contribute to KM. Also, a framework was proposed to examine the contribution of I4.0 technologies to KM at individual, team, and organisational levels.