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The present research study aims to explore the impact of the most recent Israeli–Palestinian conflict, which unfolded in October 2023, on global equity markets, including a wide range of both emerging and developed markets (as per the Morgan Stanley Capital Investment country classification).

The market model of event study methodology, with an estimation window of 200 days and 28-day event window (including event day, i.e. October 7, 2023), has been employed to investigate the event’s impact on the stock markets of different countries, with 24 emerging countries and 23 developed countries. The daily closing prices of the prominent indices of all 47 countries have been analyzed to examine the impact of the conflict on emerging markets, developed markets and overall global equity markets. Additionally, cross-sectional regression analysis has been performed to investigate the possible explanations for abnormal returns.

The findings of the study suggest the heterogeneous impact of the selected event on different markets. Notably, emerging markets and the overall global equity landscape exhibited substantial negative responses on the event day, as reflected in average abnormal returns of −0.47% and −0.397%, respectively. In contrast, developed markets displayed resilience, with no significant negative impact observed on the day of the event. A closer examination of individual countries revealed diverse reactions, with Poland, Egypt, Greece, Denmark and Portugal standing out for their positive or resilient market responses. Poland, in particular, demonstrated significantly positive cumulative abnormal returns (CARs) of 7.16% in the short-term and 8.59% in the long-term event windows (−7, +7 and −7, +20, respectively), emphasizing its robust performance amid the geopolitical turmoil. The study also found that, during various event windows, specific variables had a significant impact on the CARs.

The study suggests diversification and monitoring of geopolitical risks are key strategies for investors to enhance portfolio resilience during the Israeli–Palestinian conflict. This study identifies countries such as Poland, Egypt, Greece, Denmark and Portugal with positive or resilient market reactions, providing practical insights for strategic investment decisions. Key takeaways include identifying resilient markets, leveraging opportunistic strategies and navigating market dynamics during geopolitical uncertainties.

As per the authors’ thorough investigation and review of the literature, the present study is the earliest attempt to explore the short-term and long-term impact of the 2023 Israeli–Palestinian conflict on equity markets worldwide using the event study approach and cross-sectional regression analysis.

This study aims to examine the contribution of informal encounters outside the school walls between local Israeli families from “Waldorf Education” and immigrant families from Africa from formal state education and explore the consequences of these encounters on the development of lifelong learning competences. Research questions are as follows: In what way do non-formal encounters lead to the development of lifelong learning ability? What are the challenges and consequences of non-formal activity for research participants, families and educators from the pedagogical, social and personal perspectives?

The research uses a qualitative-interpretive case study approach that allows for in-depth observation of the phenomenon within the context of reality to understand the case, a non-formal encounter between two groups of parents from different cultures, languages and educational attitudes. In this case study, it is possible to generalize from the local to the global and examine processes, actions and behaviors in the studied case (Creswell et al., 2018; Yin, 2009). This empirical study allows description, analysis, understanding and explanation of the challenges and actions in organizing and holding non-formal encounters from personal experiences as a first source.

The analysis of the data brought up two main categories that represent the actions and insights from the non-formal encounters for developing lifelong learning competences: create a personal dialogue to strengthen trust and confidence; foster parental involvement. Non-formal encounters between families from different cultural-social backgrounds may promote lifelong learning competences such as tolerance, inclusion and openness. However, external intervention by a social association is required to organize, support and operate them.

The research’s limitation was that it was conducted in the country’s center. Therefore, the findings must be considered in the context in which they are presented and not generalized to other regions or communities from other cultures in Israel and the world. A few limited encounters may affect the author’s interpretation of the study data. In addition, expressions of “social desire” that may be expressed in interviews must be considered.

This study emphasizes social activism. Despite all the differences and tensions, creating an equal space in the families’ encounters is essential for lifelong learning. The immigrant parents participated in decision-making, the stages of organization and the activities themselves during the encounters. This partnership strengthened their commitment and responsibility. Because they are a powerless minority group, it should not be assumed that two encounters will improve their self-confidence. The proof is that fewer participants came to the last encounter. Education experts must maintain consistency and continuity in forming partnerships with immigrant families over time and as part of lifelong learning.

The non-formal encounters between the two groups of families create an atmosphere of equality: all are parents of children seeking to inculcate humane and social values. The collaborative atmosphere contributed to the understanding that closeness overpowers distance. Everyone is troubled by similar issues of parenting, enjoyment of children, nutritious food and a shared desire to be good citizens while maintaining tolerance, reciprocity and respect.

Non-formal encounters are actively performed to create belonging when the “others and we” join together for the community and the children. This is an extensive, open and accessible platform for strengthening social consciousness and understanding the connection between teaching, culture and society to promote equality in education. This study will allow schools to expand the boundaries of communication with parents and initiate additional activities with other social groups to foster children’s integration. It will enrich the academic knowledge about connections and communication of educators, families from Israel and immigrant families in developing a partnership in the school to promote lifelong learning.

To augment sales revenue, B2B digital start-ups aim to create and sustain commercial relationships with industry incumbents. However, since these incumbents have traditionally struggled with implementing disruptive digital artifacts, most studies have almost exclusively concentrated on their challenges, leaving the digital start-ups' side underexplored. Therefore, this study seeks to understand how digital start-ups navigate digital implementation (DI) hardships to ultimately achieve digital entrepreneurship success.

An abductive explanatory multi-case study of four industries that pose a variety of implementation challenges for B2B digital start-ups (agriculture, insurance, real estate and construction, and healthcare) was conducted using data collected from 40 interviews with Israeli experts and relevant digital data observations.

This study articulates two main observations. (1) Throughout their journeys, digital start-ups have utilized newly created and/or refined dynamic capabilities (DC) to successfully implement their digital artifacts. Simultaneously, successful DI has enabled digital start-ups to create new DC or sustain and evolve current DC. (2) We provide empirical evidence outlining how digital start-ups using continuous learning have combined causation and effectuation logic throughout their DI journeys.

This study answers a call to explore more explicit digital-related drivers (i.e. DI) for digital entrepreneurship success by studying a highly-ranked country on the Global Entrepreneurship Index (GEI) to achieve this. Moreover, it illustrates how digital start-ups evolve throughout their commercial relationships with industry incumbents, thereby enabling an effective approach for successful DI. Such an approach can be considered very valuable for both practitioners and policymakers. Consequently, it advances digital entrepreneurship as an independent research topic.

Building permitting is mostly a manual, labor intensive and time-consuming process. Initiatives for streamlining the process are not always helpful since they often fail to address the core problems within the process. A framework for modeling the permitting process can be useful to identify bottlenecks, core challenges and best practices. Hence, the authors aim to demonstrate and validate a previously suggested workflow for permit process modeling using the permitting process in Israel as a test case.

The authors implement qualitative expert interviews for data acquisition. The collected data are then processed for a qualitative data analysis. The results of the analysis are then validated using a focus group workshop in the field of building permits. In the test case the focus group consisted of Israeli experts.

The authors present a detailed overview of the as-is building permit process in Israel and the existing challenges. Through this test case, the authors found that the framework is applicable in different countries and that it can provide valuable insights into the core problems within the process. In addition, application of the same framework in different countries can provide comparable results that would allow the authors to identify best practices.

The major contribution of this work is the development and validation of a framework for building permitting process modeling which can be used to identify existing challenges and bottlenecks in the process. Implementing a structured and unified approach provides an opportunity to easily compare processes in different countries to identify best practices.

Previous research has shown that terror attacks affect a variety of outcomes. However, one outcome that has remained relatively neglected is crime. In the current study we examine the immediate effect of terrorism on crime, and discuss several behavioral mechanisms that might explain this effect.

We use data from 190 Israeli localities over 12 years (1999–2011). Applying a fixed-effects Poisson regression model, we assess the effect of terror attacks on recorded crimes of three types – property, domestic violence, and fraud – on the days following the attack. We also examine whether the effect is conditioned on geographical proximity to the attack.

We find the occurrence of terror attacks has a significant and negative effect on recorded cases of the three crime types. This effect grows stronger as geographical proximity to the attack increases.

Our results suggest that terrorism has an immediate negative effect on crime. This effect might be explained by changes in the behavior of police officers, offenders, and citizens.

The Israeli state has always offered minimal early childcare (ages 0–3) provisions, basically intended as welfare services for underprivileged mothers joining the labour market. With restrictive eligibility criteria, the majority of the population has no access to these services and resorts to the private childcare market, notorious for its poor conditions and high costs. In this unsupervised domain, innovative early childhood education and care (ECEC) solutions have been introduced, typically led by middle-class families. Paradoxically, although these innovative arrangements promote ECEC as an educational (rather than as a welfare) project, they remain a world apart from the educational system. Rather than studying these dynamics as an economically driven phenomenon, we examine them as a culture-distinction mechanism that forms an exclusive, however vague, extra-system space, based entirely on local actors' activism and inspired by global ‘progressive’ educational agendas. Following a historical review of Israel's ECEC policies, we investigate the sociocultural motivations and concerns of proponents of alternative kindergarten schemes for children aged 0–3 (both parent-involvement projects and private enterprises) through an analysis of their identity discourse, self-imaging, and self-positioning. We show how these actors claim moral capital by dissociating themselves from the domain of ‘regular kindergartens’ by reconstructing an alternative sense of ‘being an educator’ that is ‘in the person’, entwined with a sense of communality, thereby impeding the institutionalisation of innovative ECEC initiatives.

In the context of ongoing Israel-Palestine war, this study aims to explore whether consumer animosity (CA) influences individuals’ reluctance to purchase brands contributing towards the hostile nation. Furthermore, it investigates the mediating effects of product judgement (PJ), boycott motivation (BM) and boycott participation (BP) in this relationship. It also examines the moderating roles of susceptibility to subjective norms (SSN) and switching barriers (SB) in shaping their relationships with purchase aversion (PA).

Using existing validated scales, the authors designed and administered an online survey to collect 589 responses from India and Gulf Cooperation Council (GCC) countries. Using Smart PLS 4.0, the authors tested the hypothesized direct and indirect (mediated-moderated) relationships.

The findings reveal that in India, CA towards certain brands leads to negative evaluations, BM and BP. In GCC countries, it positively influences BM and BP. In general, SB subsides the influence of BM, PJ and BP on PA; however, SB has no moderating effects at all in the study.

Drawing upon the theory of planned behaviour, this paper offers novel insights into mediating and moderating roles of selected variables, namely, PJ, BM, BP, SSN and SB, in the direct relationship of CA and PA.

In this chapter, I reflect on my experiences doing ethnographic inquiry to argue that a critical ethnographic onto-epistemology must be central for culturally responsive evaluators who work from ethnographic and social justice orientations. An onto-epistemology can be understood as the “hybridized ways of knowing and being” used to “navigate…our lived experiences” (Boveda & Bhattacharya, 2019, p. 8). A critical ethnographic onto-epistemology illuminates potential strategies for culturally responsive evaluators to more authentically, critically, and reflexively engage with the communities and actors implicated in their evaluations. This reflexivity considers different theories of culture shaping the design, implementation, analysis, and outcomes of ethnographically oriented evaluation. I chart how theories of culture in culturally responsive evaluation (CRE) have evolved from a view of cultural difference to focus on a group's behaviors, values, and shared customs. As the concept of culture is central to CRE (Hood et al., 2015), I argue that it must align itself with contemporary anthropological literature that theorizes culture as a fluid set of unevenly dispersed resources that actors construct, use, and connect as they make meaning of and organize themselves within larger societal arrangements and institutions (Levinson et al., 2015). I ground this argument in reflections around three components of my critical ethnographic onto-epistemology: criticality, politicality, and internal and relational forms of transparency. Culturally responsive evaluators may benefit from exploring how a critical ethnographic onto-epistemology can shape theories of culture in CRE, moving toward more critical theories and epistemologies that counter the residues of coloniality which shape both ethnography and evaluation.

In this introduction we present early childhood education and care (ECEC) as the topic of this book and how we position it in relation to the wider theoretical and conceptual debate on social innovation. We carry out an extensive review of the main concepts on which this book is based (social innovation, policy learning and institutionalisation), and we present the conceptual model that lies behind the instrumental case of Barcelona that connects these three concepts. This chapter will also introduce the content of this book, presenting Part I and Part II, and their role in this book's argument.