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The purpose of this study is to develop and validate a scale for measuring the uptake of process innovations by SMEs in the food industry, from a resource-based view perspective.

Based on the Resource-Based View (RBV) theory and the existing literature, a measurement scale was proposed. The scale was then empirically validated through a survey of 315 SMEs. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were utilized for scale validation.

The findings suggest that the uptake of food process innovation can be measured from a resource-based view perspective, but not with respect to all dimensions of RBV. Particularly, the items related to value and inimitability of new food processing equipment and methods were confirmed as valid measures. Nevertheless, the findings do not confirm the validity of measurement items related to the rareness and non-substitutability of new processing methods and equipment.

The main limitation of this study is the lack of consideration beyond the resource-based view perspective. In this respect, it is worth validating this measurement scale using samples beyond the SMEs and in other countries. Furthermore, the statistical analysis is limited to EFA and CFA, which may be prone to the exploratory nature and subjectivity in factor selection.

The main contribution of this study is the development and validation of a scale for measuring the uptake of food process innovations. Hence, firms can utilize this scale to evaluate the efficiency of food process innovations in the quest for maximizing output. Furthermore, researchers can utilize this scale for further explorations and investigations on aspects related to the uptake of food process innovations.

The utilization of Resource Based View (RBV) opens a rather different approach for measuring process innovation from a resource-based view perspective. While the existing literature in the food industry has measured innovation from a general approach, this study offers a different approach by paying specific attention to process innovation from a resource-based view perspective.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.

Designed as an educational hub for sustainability, the Irish ecovillage of Cloughjordan is dealing with a significant challenge: creating stronger synergies between its educators to maximize its impact on the mainstream. Based on the empirical findings of a study conducted in this community, this paper aims to identify the principal informational and organisational factors that might encourage the development of such synergies.

Coherently with practice-related and ethnographic methodological principles, data were primarily collected through participant observation and semi-structured, open-ended interviews.

The lack of collaboration and information sharing between educational practices is relatable to different understandings and meanings about education for sustainability that are amplified by some power asymmetries.

The analysis of the community’s educational practices may have been limited by the many interruptions brought by the recent pandemic.

This is the very first study to explore the educational activities of the ecovillage of Cloughjordan, and one of the first ones to combine the notions of “information in social practice” and “communities of practice” to explore a real-life project.

The purpose of this study is to explore the effectiveness of mixed reality (MR) technology in enhancing library tours for first-year students at a university academic library. It specifically aims to investigate whether MR tours can reduce library anxiety, improve knowledge acquisition and increase motivation when compared to traditional library tours.

This study uses a quasi-experimental research design, comparing two groups of first-year students (n = 96). One group (n = 48) experiences a MR library tour using the HoloLens 2 device, while the other group (n = 48) participates in a traditional library tour led by library staff. The participants’ library anxiety, knowledge acquisition and motivation are measured using relevant questionnaires before and after the tours.

The findings indicate that while both MR and traditional tours are effective in imparting knowledge, there is no statistically significant difference in overall knowledge acquisition. However, the MR tour significantly enhances students’ perceived competence, interest and effort, providing higher engagement and motivation. Traditional tours, on the other hand, are more effective in reducing library anxiety, particularly in relation to interactions with librarians.

This study highlights the potential of MR technology to enhance library tours by balancing immersive experiences with ease of use. MR bridges the gap between virtual reality’s immersion and the accessibility, lower cost of content development and simplicity of application usage. It aligns with trends in academic libraries by offering high engagement without common health issues like motion sickness. However, while MR applications can be developed at a relatively lower cost, the high cost of MR equipment remains a limitation for institutions. Despite this, MR presents a promising solution for improving student engagement and learning, with the potential to become more accessible as hardware costs decrease.