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In this chapter, we purport that “excessive entitlement” is directly linked to concepts of self/identity with the belief that how we come to regard self in relation to the Other is implicitly and explicitly taught. We view excessive entitlement as a manifestation of the privilege and infallibility of educators who take for granted the correctness of their actions. Through a critical examination of personal stories, theoretical literature, and common school practices, we create a collage of thoughts that highlight some of the complex factors that intersect with excessive entitlement, albeit considering what may be determined “excessive” and by whom.

We use a dialogic format, in this chapter, but do not engage in an actual duoethnography. We address the following questions: How does one (a) create an ethical habitus, constantly being aware of one's responsibility toward the Other, (b) reflexively and humbly practice self-accountability in a manner that recognizes one's positionality and status that is grounded in historical privileged, personal power dynamics, and systems of oppression, (c) develop dialogic ways of being in a neoliberal ethos of systemic accountability within prescriptive curricula, and (d) as teacher educators, assist students in understanding and practicing such dispositions.

We discuss how developing dialogic ways of being, treating others with respect, practicing humility in the face of other people, and learning to respect and build on difference disrupt excessive entitlement. We also explore complexities around the attempt to create “safe spaces” for students, given risks of self-deception and appropriation of students' meaning-making.

This study attempts to evaluate the performance of women-dominated self-help groups (SHGs) in India and their contribution to financial inclusion. The two dimensions – spread and status of SHGs are considered to assess their performance level, where each of the dimensions has a few number of indicators. The study also constructs a composite financial inclusion index (FII) to calculate the FII values, which appear from the performance of SHGs, during the study period 2007–2021, in India. Finally, the study establishes a relationship between financial inclusion and human development since women’s involvement in financial inclusion is also conducive to human development. The study comes to the conclusion that despite success in achieving financial inclusion through promoting SHGs, the government should keep a focus on the ever-increasing amount of non-performing assets (NPA) of the banks since a part of that is related to the functioning of SHGs. However, the promotion of SHGs is fundamental for women empowerment, human development, and thereby, to ensure sustainable development.

The purpose of this study is to examine the connections between knowledge-based economies, entrepreneurial orientation (EO), sustainable business model innovation and technology transfer (TT). This study specifically investigates whether TT might foster EO and long-term business model innovation in small and medium-sized enterprises (SMEs). This study focuses on economies that are knowledge-based, where information is viewed as a vital resource for economic growth.

This study uses structural equation modelling method and a quantitative research strategy to analyse data gathered from 309 SMEs in knowledge-based economies. A survey questionnaire created to examine the relevant factors was used to gather the sample data from PROLIFIC platform using judgemental sampling technique.

This study’s conclusions point to an association between TT and EO that is favourable, SMEs’ ability to use TT to strengthen their EO and the significance of EO in fostering innovation in SMEs. This study offers empirical proof of the role that TT may play in fostering innovation in sustainable business models and EO in SMEs.

Policymakers, business professionals and academic researchers who are interested in the function of TT in knowledge-based economies will find it to be a helpful source of information. According to this study’s results, TT can assist SMEs in using outside expertise and assets to grow their entrepreneurial capacities, promote innovation and build long-term business strategies.

This study provides empirical evidence of the role of TT in fostering innovation within sustainable business models and cultivating EO within SMEs, contributing to the literature on these critical topics.

Drug prevention programs typically focus on providing information on the effects of drugs and developing refusal skills. However, there is evidence that adolescents use substances to cope with stress. As such, integrating mental health literacy is important in prevention programs. The purpose of this study was to test a video-based mental health and substance prevention program for Filipino youth.

The study used a cluster randomized trial and mixed methods design with 623 Filipino adolescents from 12 to 18 years old. The program consisted of six sessions focusing on stress, adaptive coping, effects of substances and drug refusal skills. It uses short psychoeducation videos along with self-reflection, and discussions to increase learner engagement.

Results revealed a significant increase in knowledge and negative attitudes toward substance of participants in the intervention group compared to the control group. Those in the intervention group reported improved use of adaptive coping skills particularly cognitive reappraisal, social support, problem-solving and relaxation compared to the control group.

This study adds to the literature on prevention from under-represented and non-Western contexts such as the Philippines. This study highlights how technology-mediated and integrated mental health and substance use programs can be useful in countries with few resources for mental health.

School–university partnerships are important in teacher education to ensure PK-12 preservice teachers gain teaching experience prior to becoming teachers of record. Drawing on Ball and Cohen’s (1999) concept of “practice-based teacher education,” this three-year qualitative study examines the results of an intentionally reciprocal school–university partnership centered on a practice-based learning, field-based course. The following question guided this research: Having designed and facilitated a school–university partnership centered on reciprocity, what factors contributed to and/or took away from this commitment?

The current study examined three data sources, namely: (1) seven semi-structured focus group interviews with a teacher educator, sixth-grade teachers (n = 4) and a principal; (2) eight question/answer sessions between preservice teachers and partnering secondary teachers and (3)one focus group between the two authors. Data were analyzed using reflexive thematic analysis.

This study’s findings highlight the reciprocal nature of the school–university partnership, showcasing the positive outcomes and challenges faced by stakeholders. Clear communication and ongoing dialogue were identified as key elements to establishing and maintaining a reciprocal relationship. Additionally, emphasis on shared learning experiences between partners were found valuable and important to maintaining benefit to all partners. Relationship development also remained an important and positive outcome of this partnership. Additionally, there were challenges related to time, and schedule constraints were evident in the partnership. Moreover, ongoing reflection and a willingness to adjust and change based on experiences and lessons learned ensured participants recognized the importance of ongoing iteration and calibration to address challenges and enhance the partnership.

Because of the chosen research approach, the research results may lack generalizability.

The paper includes implications for the development of other school–university partnerships that prioritize reciprocity, highlighting an often assumed, but not always examined, component necessary to the success of school–university partnerships.

Contemporary early career teacher (ECT) mentoring approaches have largely aspired to shift towards a more non-hierarchic and mutually beneficial learning partnership approach. Such mentoring can be challenging to achieve. We report on a project that sought to further understand how intellectual virtues, such as intellectual courage, open-mindedness and humility, may be mobilised to prepare ECTs and mentors for more collaborative mentoring conversations.

Using qualitative case study research design, we collected data from 31 mentors and ECTs across two states in Australia engaged in professional learning focused on developing mentors’ and ECTs’ understanding of intellectual virtues as a resource for mentoring conversations. Data were generated from online professional learning activities, a questionnaire and field notes from school site visits and thematically analysed.

ECTs and mentors reported an increased self-awareness of their dispositional strengths and limitations and heightened confidence to engage in conversations that were more equal and open. Teachers perceived the deployment of intellectual virtues for mentoring to have personal, relational and learning benefits.

Numerous mentoring studies have espoused the value of mentoring that takes a co-constructivist and deeply relational approach, yet there is limited guidance provided to teachers as to how such an approach may be achieved. This paper innovatively draws on intellectual virtues as a cognitive construct to explore this issue and makes an empirical contribution to understanding how to prepare mentors and early career teachers for non-hierarchical and relational mentoring conversations.

Though current literature has started to recognize the significant role that online faith-holders play in the context of brand reputation crises, extant research lacks a theoretical framework to explain the process in which online faith-holders endure the harm in brand reputation while collectively rebuilding the reputation. We propose and test a dual-challenge model for a more systematic understanding of faith-holder communities in brand reputation crises.

Focusing on collective-level communication activities, we quantitatively compared the volume, valence and variance of a faith-holder community’s communication (441,611 posts by 3,228 fans over 14 days) before and after a brand reputation crisis.

Our longitudinal data demonstrated that the crisis was a significant threat to group sentiment and cohesion. Nevertheless, the community was highly resilient and adaptive. Their emotions quickly recovered, and they promptly restored group cohesion and coordinated crisis response efforts after the crisis.

This study challenges the traditional assumption that online users are independent, static and reactive during brand crises. Instead, it conceptualizes online faith-holder community as a connected, proactive and dynamically adaptive group in crisis situations. This dual-challenge model highlights the importance of internally fostering collective resilience while externally coordinating crisis responses in a faith-holder community.

Intellectual property (IP) theft is an increasing threat that can lead to large financial losses and reputational harm. These attacks are typically noticed only after the IP is stolen, which is usually too late. This paper aims to investigate the psychological profile and the socio-technical events that statistically predict the likelihood of an IP threat.

This paper analyses 86 IP theft cases found in court documents. Two novel analyses are conducted. The research uses LLMs to analyse the personality of these insiders, which is followed by an investigation of the pathways to the attack using behaviour sequence analysis (BSA).

These IP theft insiders scored significantly higher on measures of Machiavellianism compared to the normal population. Socio-technical variables, including IP theft via photographs, travelling overseas, approaching multiple organisations and delivering presentations, were identified. Contrary to previous assumptions that there is a single pathway to an attack, the authors found that multiple, complex pathways lead to an attack (sometimes multiple attacks). This work, therefore, provides a new framework for considering critical pathways to insider attacks.

These findings reveal that IP theft insiders may come across as charming, star employees rather than the stereotype of disgruntled employees. Moreover, organisations’ policies may need to consider that IP theft occurs via non-linear and multiple pathways. This means that sequences of events need to be considered in detecting these attacks instead of anomalies outright. The authors also argue that there may be a case for “continuous evaluation” to detect insider activity.

This paper offers a new framework for understanding and studying insider threats. Instead of a single critical pathway, this work demonstrates the need to consider multiple interconnected pathways. It elucidates the importance of a multidisciplinary approach and provides opportunities to reconsider current practices in detection and prevention.

Given the important of knowledge resource and human capital for improving innovation competence, the purpose of this study is to examine the influence of knowledge-based HRM practices on product and process innovation of firms via the mediating role of knowledge management capability and moderating role of innovative culture.

The paper used structural equation modeling and empirical data collected from 271 participants in 156 manufacturing and service firms to examine the level of how knowledge-based HRM practices and knowledge management affect product and process innovation under the moderating role of innovative culture.

The research findings confirm the mediating roles of knowledge management between knowledge-based HRM practices and two specific types of innovation namely product and process innovation. It also firstly reveals the positive moderating role of innovative culture in enhancing the effects of knowledge management on product innovation. The results underline the necessity of building an innovative climate and knowledge-based HRM practices to stimulate knowledge management for improving innovation capability of firms in the developing and emerging markets.

The paper helps bring deeper insights to leaders and practitioners about the new knowledge-based approach that enhances innovation competence for organizations.

The paper significantly contributed to theoretical and practical initiatives on theory of HRM practices and knowledge management by showing different moderating and mediating mechanism thereby firms can follow to enhance innovation capability of firms in developing and emerging markets.

One of the United Nations’ sustainable development goals is to ensure the availability of improved drinking water for everyone. In this study, we examine the association between access to improved drinking water at the district level and child nutritional outcomes in Pakistan.

We employ district-level unbalanced panel data from Pakistan from various rounds of Pakistan Social and Living Standards Measurement Surveys and Multiple Indicators Cluster Surveys compiled by the Data4Pakistan, Pakistan District Development Portal. We examine the impact of the percentage of the population in a given district with access to clean drinking water on the percentage of stunted, underweight and wasted children in the district. The analysis proceeds in two steps. In the first step, we explore the spatial distribution of improved drinking water coverage and child development outcomes across districts. In the second step, we study their relationship by employing standard panel estimation methods and controlling for district characteristics.

The spatial analysis reveals the large disparity among districts and provinces in terms of improved drinking water coverage and child nutrition. The estimation results indicate that there is a significant association between the accessibility of improved drinking water and child development outcomes. The effect is significant for child stunting and underweight but not for child wasting. The impact appears to be stronger in rural districts. These findings are robust to alternate empirical strategies.

This is the first such study to examine the provision of improved drinking water at the district level in relation to child developmental outcomes in a developing country context.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-09-2023-0739