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Resource mobilization and technology adoption by small firms are mainly studied separately, although considering them together is crucial for understanding how resources are accessed and mobilized to address uncertainty. Moreover, the authors know little about how small firms pursue new opportunities in a constantly changing environment. The purpose of this study is to investigate how small firms adopt technologies to engage different stakeholders and facilitate the access and mobilization of key resources in the opportunity co-creation process.

This study applied a qualitative case study method and conducted 14 interviews with co-founders or top managers of five small firms in Iran.

The findings reveal how small firms adopt technologies to access and mobilize social, human, psychological and financial resources in a highly uncertain environment to co-create new opportunities.

First, the study applies a cross-sectional approach. Therefore, it does not capture longitudinal aspects that might impact resource mobilization and technology adoption over time. Second, the selected five case firms represent rather successful firms, each of which adopted different technologies to challenge the established structure of the market. That is, this study did not focus on unsuccessful cases that would enrich the theory further.

This study reveals how small firms adopt new technologies to mobilize resources and co-create opportunities in highly uncertain environments. It reveals that small firms employ technology adoption strategies to utilize operant resources and accelerate operand resource mobilization. Active learning plays a critical role in this process.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Entrepreneurs in emerging countries and contexts are encouraged to take advantage of technologies to mobilize resources, cooperate with stakeholders, and develop new opportunities within uncertain business environments to place themselves in advantageous positions over their competitors

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Many environmental problems are due to the unfavorable environmental intentions and cultural–behavioral weaknesses in the relationship between man and nature. This study aims to adopt an environmental psychological perspective to green intention (GI) and green behavior (GB) of agricultural students; to this end, protection motivation theory (PMT) was used as the core of the theoretical base.

This research method was based on descriptive–correlational and causal–relational analyses. The statistical population included agricultural students of Iranian universities with green university standards (N = 5,582). Out of the total population, 384 students were selected as the study sample. The research instrument was a questionnaire whose validity was confirmed using a panel of experts and the average variance extracted. Also, its reliability was verified by Cronbach’s alpha coefficients (0.61 ≤ α ≤ 0.92), principal component analysis and composite reliability index.

The results of structural equation modeling showed that the obtained model is able to explain 36.3% and 5.56% of GB and GI variance changes, respectively. In addition, the results revealed that GI has the greatest effect on GB (β = 0.362).

It is worth to mention that according to the results, most of the independent variables, besides the direct effects they have on students’ GB, also indirectly affect this variable. This effect was performed through the key variable – GI. In other words, it can be concluded that the GI variable successfully mediates the effects of variables such as response efficacy (RE), self-efficacy (SE) and environmental norms (EN). Therefore, it is suggested that in the behavioral changes interventions in GB of agricultural studies, it should be considered that the presence or absence of GI can affect the actual behavior of individuals. In other words, it is recommended that to accelerate actual behavioral changes, behavioral interventionists should first focus on encouraging people’s GI.

It can be said that the conclusion of this research can provide a basis for the successful encouragement of students to GB. First, GI, as a key element, can mediate the impacts of variables such as RE, SE and EN on students’ GB. Second, PS only directly affects students’ GB. Third, RE has no significant impact on GB, but its effect on GI is significant. Fourth, RC affects students’ GI directly, without mediation. Fifth, SE and EN constructs affect students both directly and indirectly GB of students through GI. Knowing the location of the effect of these variables on each other and the role they have in explaining GI and GB of agricultural students presented some suggestions that can prepare the ground for further development of GB. Hence, managers, students, agricultural educators and other users can use these results to accelerate GB changes.

The conclusion of this research might provide a basis for the successful encouragement of students to GB. In interventions to change GB, it would be essential to pay enough attention to the fact that the presence or absence of GI might affect the actual behavior. It is suggested that behavioral interventionists focus on encouraging people’s GI so as to be able to accelerate the actual behavioral changes.

This study aims to examine the concurrent influence of parental stress, executive functions and communication skills on challenging behaviors in children with Autism Spectrum Disorder (ASD). These behaviors are frequently exhibited by children with ASD and can be attributed to a variety of factors, including the child’s environment and their own level of development.

The current investigation was cross-sectional. Based on the inclusion criteria, 74 children with ASD were chosen, including those aged 4–7 years and 11 months, those with a moderate level of ASD and those without medical conditions or accompanying issues. Convenience sampling was implemented.

In children with ASD, challenging behaviors were observed to be significantly correlated with all three factors of parental stress, executive functions and communication skills (p < 0.05). Additionally, the executive functions were the most effective predictor of the frequency of challenging behaviors in these children. Furthermore, parental stress was the most effective predictor of the severity of challenging behaviors.

In previous research, the examination of the concurrent impact of factors that influence challenging behaviors demonstrated by children with ASD was restricted to the child’s level (executive functions and communication skills), whereas environmental factors such as parental stress were disregarded. To the best of the authors’ knowledge, this is the first research to look at the concurrent influence of three crucial factors: parental stress, executive functioning and communication abilities on challenging behaviors in children with ASD. The findings suggest that interventions targeting challenging behaviors in children with ASD may benefit from addressing the child’s executive function difficulties and parental stress.