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In recent years, entrepreneurship education has become increasingly popular to promote economic development and encourage entrepreneurship. This chapter aims to review the effectiveness of entrepreneurship education and the mode of delivery. This review will help understand the effectiveness of entrepreneurship education (entrepreneurial skills, entrepreneurial intention, enhanced entrepreneurial mindset and greater business success). It will also help understand the mode of delivery (classroom instruction, experiential learning, mentoring and coaching and online learning) Using the traditional review methodology, the chapter focusses on the outcomes of entrepreneurship education on students and their attitudes, intentions and behaviours towards entrepreneurship. The chapter also evaluates the various modes of delivery, including traditional classroom-based instruction, experiential learning and online education. The review compared the United States of America and South African points of view on entrepreneurship education to posit significant directions on how to effectuate entrepreneurship education. The chapter further reviews the sustainable development goals that are aligned with entrepreneurship. Overall, the chapter concludes that entrepreneurship education is effective in promoting entrepreneurial attitudes, intentions and behaviours, and its mode of delivery significantly influences its impact. The chapter recommends the integration of active and experiential learning methods into entrepreneurship education, and the development of innovative modes of delivery to reach a wider audience. Policymakers should also support the integration of entrepreneurship education into the formal education system to promote economic development.

The COVID-19 pandemic, starting in early 2020, has significantly compromised global commitment to the 2030 Agenda for Sustainable Development Goals, notably affecting areas like food security (SDG 2) and the economy (SDG 8). Informal economy platform employees have been among the most impacted. In India alone, 7.7 million workers in the informal economy have suffered, with nearly 90% of unskilled and semi-skilled workers experiencing income loss. The widespread income loss among a significant portion of the workforce has led to disruptions in demand and supply mechanisms, thereby worsening food insecurity. This study investigates the determinants of the food consumption score (FCS) to serve as an indicator of food security within informal-economy households. A longitudinal survey of 2,830 unskilled and semi-skilled employees, including drivers, domestic workers, delivery personnel, beauticians, street vendors, small business owners, and self-employed individuals, was conducted. The findings show a significant shift towards borderline household FCS during the pandemic, with a sharp decline in daily consumption of dairy products and non-vegetarian items, indicating reduced protein intake. Consuming two or fewer meals per day increases the likelihood of poor FCS, highlighting the need for systematic interventions to ensure three regular meals per day. Moreover, insufficient government support for adequate food intake in informal economy households calls for redesigned assistance programs. Policymakers should prioritize practical solutions, such as community-based food distribution centers and mobile food vans, to ensure the delivery of nutritious food to vulnerable populations in Bangalore.

As the P-12 student landscape continues to grow in cultural and linguistic diversity, teacher preparation programs have yet to adequately prepare teacher candidates' teaching and learning skills in meeting the academic and socio-emotional needs of diverse student demographics. This article examines teacher candidates’ cultural competence and cultural responsiveness to enhance candidates' educator preparation and stimulate candidates' personal growth development as developing culturally and linguistically responsive new teachers. While many teacher preparation programs require one multicultural or diversity education course, the authors examine a minority serving institution's integration of a cultural immersion experience for teacher candidates as one way of supporting their development as culturally and linguistically sustaining pedagogues. This paper aims at supporting school districts' need of culturally competent new teachers who have the content knowledge and pedagogy to teach and support culturally and linguistically diverse children. Recognizing this need, this qualitative analysis highlights the importance of and a need for cultural and linguistic competence among teacher candidates. Findings from this study provides a means by which universities can implement cross-cultural coursework and field-based experiences to prepare culturally responsive teacher candidates.

This paper aims to investigate the role of field-configuring events (FCEs) and situational context in the institutionalisation of sustainability reporting (SR) in Pakistan.

This paper uses insights from the institutional logics perspective and qualitative research design to analyse the interplay of the institutional logics, FCEs, situational context and social actors’ agency for the institutionalisation of SR among leading corporations in Pakistan. A total of 28 semi-structured interviews were carried out and were supplemented by analysis of secondary data including reports, newspaper articles and books.

The emerging field of SR in Pakistan is shaped by societal institutions, where key social actors (regulators, enablers and reporters) were involved in the institutionalisation of SR through FCEs. FCEs provided space for agency and were intentionally designed by key social actors to promote SR in Pakistan. The situational context connected the case organisations with FCEs and field-level institutional logics that shaped their decision to initiate SR. Overall, intricate interplay of institutional logics, FCEs, situational context and social actors’ agency has contributed to the institutionalisation of SR in Pakistan. Corporate managers navigated institutional logics based on situational context and initiated SR that is aligned with corporate goals and stakeholder expectations.

For corporate managers, this paper highlights the role of active agency in navigating and integrating institutional logics and stakeholders’ expectations in their decision-making process. For practitioners and policymakers, this paper highlights the importance of FCEs and situational context in the emergence and institutionalisation of SR in developing countries. From a societal point of view, dominance of business actors in FCEs highlights the need for non-business actors to participate in FCEs to shape logics and practice of SR for wider societal benefits.

From a societal point of view, dominance of business actors in FCEs highlights the need for non-business actors to participate in FCEs to shape logics and practice of SR for wider societal benefits.

This paper focuses on the role of FCEs and situational context as key social mechanisms for explaining the institutionalisation of SR.

The text introduces the theory of integrating territorial identity into the discourse on sustainability. It stresses the importance of considering for each place the complex interaction among social, cultural, political, historical, architectural, biophysical, geological, and hydrographic factors in shaping sustainable development trajectories. Sustainable development must certainly involve environmental, social, and economic aspects in an integrated manner, but it must be “territorially desirable” in the meantime. This vision represents a fundamental paradigm for a new way of approaching the Sustainable Development Goals (SDGs) and the path to sustainability. The proposed approach acknowledges that the way of achieving SDGs cannot be implemented without any differences worldwide. Instead, it must account for the specificities of each area and territory and the compatibility of actions with the identity of places.

This study aims to investigate the impact of technologies on the knowledge transfer process. In particular, the authors aim to analyze the topic of knowledge brokers and the relationship between broker and digital tools in the knowledge transfer process in the sport context. The study developed, therefore, aims to investigate the creating of this environment for knowledge transfer and knowledge sharing between man and machine, looking to improve the planning of technical sports projects of the clubs.

This paper presents a qualitative approach aimed at analyzing how platforms and the players’ agents can be useful tools in the knowledge transfer process. The research was conducted through a survey with a structured questionnaire via e-mail to 64 managers at the head of clubs playing in the Italian Series B basketball in the 2021–2022 championship. The total number of questions administered is 21.

The results demonstrate how sports directors, for the construction of a technical sports project, in addition to learning off the pitch by interactions with media, fans, pressure management, leadership skills, positive attitude, tolerance, understanding of other opinions, background and cultures, see the athletes’ agents as the main stakeholder of the managers. The research resulted, by the clubs’ managers, in both formal learning and informal-type learning. Informal learning, by far the most frequently used and most important in the general learning process of executives, is identified in the use that executives make of information available on digital platforms and of the fiduciary relationships that management has with players’ agents.

The results demonstrate the valuable opportunities for executives, coaches, managers and clubs to strategically manage learning and knowledge sharing. Improving and managing knowledge-sharing strategies would help increase knowledge, not only of the sports directors but also of the entire club, thus improving the absolute quality of the game within the Italian basketball divisions. The authors have developed an innovative framework regarding the construction of a “typed sports technical project”, and the authors have identified a series of crucial phases capable of determining the creation of a new roster of athletes.

Relying on the effort-recovery model, this study aimed to test how and when a good night’s sleep increases in daily physical health. The authors hypothesized that when individuals have a good night’s sleep, it helps them to recover their self-regulatory resources, and, in turn, these cognitive resources improve their physical health experienced at work. Furthermore, the authors argue that this will be different depending on the individuals’ levels of neuroticism; that is, the indirect relationship between sleep duration and physical health through self-regulatory resources will be stronger for individuals who score lower on neuroticism, and in contrast, the relationship will be buffered for those who score higher on neuroticism.

To test the hypothesized model, the authors conducted a three-wave longitudinal study with working adults (N = 262). The authors used multilevel modelling to test if neuroticism moderated the indirect relationship between sleep duration and physical health through self-regulatory resources, at both between and within-person levels.

The multilevel results showed that a good night’s sleep recovered self-regulatory resources needed to promote physical health; however, this indirect relationship was buffered for those who scored higher on neuroticism (versus lower levels of neuroticism).

Hence, the role of neuroticism as a potentially harming condition for employees’ physical health is pointed out.

The findings highlight the relevance of sleep as a recovery activity for both cognitive and physical resources experienced during the working day. However, this appears to be attenuated for employees with higher levels of neuroticism.

Higher education institutions (HEIs) in Australia shape the country's economic, social, and political landscape and equip students with the skills they need to succeed in ever-changing work environments. Embedded within Australian HEIs are sets of values that reflect and reinforce collective Australian values, which describe the shared beliefs of the leadership, academic staff, students, and the local community. These shared values then direct all members of the university community. Using a top-tier university in Melbourne, Australia, as a case study, this chapter explores how the values of accessibility, inclusion, and collaboration are embedded into the curriculum, teaching, and assessment practices. Relationship-building and positive student interaction within learning contexts are also crucial to learning contexts in higher education (HE) and are essentially driven by values in HE. Furthermore, values identified in this chapter align with broader Australian values relating to fairness, equity, cooperation, and support. Utilizing the experience and reflection of four contributing academics in HE, this chapter offers ideas and strategies on how these values can be fundamentally rooted within learning and teaching programs, thereby increasing student engagement, interaction, and success. This chapter acknowledges that the needs of contemporary education have changed, as the HE sector now accommodates students from all walks of life. Additionally, a fundamental premise of the discourse is that learner diversity can be accommodated more effectively if it is spurred by values that respect and appreciate learner diversity.

In the following theoretical article, the author generates a theory of Leadership Pedagogy and its connection to Creative Arts Education.

The article analyzes Leadership Theory across three pillars: Socio-relational, Cognitive and Creative, and how these areas underscore thoughtful and caring pedagogy and inclusive teaching in undergraduate education.

Drawing on the Scholarship of Teaching and Learning (SoTL), the article advocates for a flexible, multifaceted approach to curricular design rooted in theoretical pluralism, prioritizing interdisciplinary methods to bridge theory and practice in Creative Arts Education.

The article concludes with implications for future research and collaboration connecting Leadership Studies and the Arts.

The effect of digital transition on knowledge management (KM) processes is becoming relevant for companies operating in different industries and the body of literature examining this impact is rapidly growing. This paper aims to critically analyse the literature on the impact of digital transition on KM by rethinking the SECI model proposed by Nonaka and proposing the WISED model for the digital knowledge-creating company.

The systematisation of existing studies on the topic and the analysis of the evolution of knowledge creation process in the era of digital transition was carried out through a bibliometric approach.

According to the traditional epistemological and ontological dimensions and considering the innovative KM processes identified by this study (i.e. webification, informalisation, systematisation, explicitation and digitalisation), the results highlight how the proposed WISED model can be adopted by organizations to manage knowledge through the use of digital technologies.

Digital transition seems to open up new horizons that can expand the potential use of the WISED model for organisations and society.