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This conceptual, multi-voiced paper aims to collectively explore and theorize family entrepreneuring, which is a research stream dedicated to investigating the emergence and becoming of entrepreneurial phenomena in business families and family firms.

Because of the novelty of this research stream, the authors asked 20 scholars in entrepreneurship and family business to reflect on topics, methods and issues that should be addressed to move this field forward.

Authors highlight key challenges and point to new research directions for understanding family entrepreneuring in relation to issues such as agency, processualism and context.

This study offers a compilation of multiple perspectives and leverage recent developments in the fields of entrepreneurship and family business to advance research on family entrepreneuring.

The purpose of this study is to offer a straightforward, cost-effective, and feasible resolution for managers to assess their processes in a live manner using the process mining technique and to identify anomalies in cases that deviate from the standard. Consequently, the findings of this research can be utilized by organizational managers, while process mining vendors can also leverage it as a feature for their solutions.

Our two-step method is designed to initially evaluate the level of standardization within the process, followed by identifying its underlying cause. These two steps are aimed at helping managers effectively evaluate their business processes. The steps are: (1). Start-End Case Diagram: This diagram allows for the evaluation of the lead time trend and identification of cases that deviate from the standard trend line in a service-based process. (2). Happy Path Analysis: Pareto law is suggested to identify the most frequent process variants.

This approach enables organizations to easily identify problematic cases and investigate bottlenecks when deviations from the standards occur.

The novelty of the paper lies in the introduction and utilization of the start-end case diagram, as well as the combination of this diagram with the Pareto law for the identification of happy path and root cause analysis.

The pandemic has necessitated employees to work virtually due to mandatory work-from-home setup. Since every employee is not comfortable working online owing to their individual differences which impact performance, thus, it is essential to identify individual characteristics governing performance. As per conventional theories, cognition and metacognition have a significant impact on employee performance, and the key to performance in a collaborative online environment also is metacognition. However, this has been scarcely explored in the context of virtual workspace. This study, therefore, empirically investigates the influence of metacognition and its sub-domains on employees' virtual performance given the challenges they face in a virtual work environment.

The cross-sectional study used a purposive sampling technique for data collection. Data collected from 534 professionals with high and low levels of metacognitive ability is analysed using univariate analysis to ascertain whether metacognitive ability helps employees deal with challenges associated with virtual work environments and perform better.

Results confirm a significant relationship between the level of metacognitive ability and virtual performance. Further, the findings also confirm the interaction effect of the level of metacognitive ability and challenge of maintaining work and non-work boundaries and the need for the physical presence of team member/s in predicting virtual performance.

This study is the first empirical attempt to examine the linkage between metacognitive ability and performance among professionals in the context of post-pandemic virtual work environment and challenges.

As families engage in entrepreneurship, particularly in developing economies, women's engagement in such activities is subject to the traditional cultures, norms and values of the communities to which they belong. This paper aims to investigate how the socio-cultural context influences women's entrepreneurship as women engage in “family entrepreneuring”.

The study draws on an inductive qualitative approach to explore how multiple cultural, social and economic contexts encourage women's entrepreneurship and, thus, position them at the centre of family entrepreneuring within this community. Using snowballing techniques, we analyse narratives from 51 women entrepreneurs, generated through semi-structured interviews, to reveal key insights into the practice of family entrepreneuring.

The findings reveal the complex socio-cultural context within the “Adja” community, where polygamy, a traditional and cultural practice, enables the transfer of culturally and socially embedded informal knowledge. The study explains how women's entrepreneuring activities are supported by informal in-family apprenticeships, resulting in family members learning specific skills while also experiencing the feeling of belonging to the family. Showcasing the heterogeneity of contexts, particularly those found in Africa, this study challenges the normative view within the Global North and the dominance of the “heroic male” in entrepreneurship by showcasing how women (especially matriarchs) are significant actors in training other women, co-wives, daughters and relatives in family entrepreneuring.

Thus, this study contributes to the extant literature on family entrepreneuring by revealing an unusual case of women from polygamous families becoming the focal actors in family entrepreneuring activity and challenging the culturally ascribed gender roles to evolve into the breadwinners in their households, as well as focusing on how this process is driven by endogenous knowledge exchange.

Entrepreneurial education (EE) has grown rapidly and become important for how we prepare future generations for work. However, a less addressed piece of the puzzle is: who is the entrepreneurial educator? In this paper, our aim draws upon Palmer’s (1998) idea of wholeness, where we seek to connect the two problem spaces of the role diversity of entrepreneurial educators and how the educator is closely tied to the evolutionary development of the domain in constructing signature pedagogies that could cater for the issue of a low capitalization rate.

We problematize on a conceptual level the entry-level personas that have been addressed in prior literature by using the processes of transferability and evolutionary theory to tease out how variability among educators could create antecedents to form a signature pedagogy.

We recognize four archetypes: the experienced entrepreneur, the entrepreneurship scholar, the academic scholar and the pedagogical expert. Our problematization on the variance of the four archetypes provides a fertile ground to engage in addressing “the elephants in the room” in EE, the capitalization rate of graduates and the importance of developing a signature pedagogy, acknowledged in other domains, to enhance legitimacy.

The paper provides a nuanced outlook on who is teaching in the entrepreneurial classroom and problematizes from an evolutionary perspective the potential future paths to continue staying relevant for society as well as justifying our presence as a legit domain in academia.