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The study aims to reveal the effects of transformational leadership on nonfamily employee international intrapreneurship with the mediating role of psychological empowerment.

The study sample consists of 379 employees at 132 family export and import firms in Ho Chi Minh City of Vietnam. The data is analyzed by a partial least squares structural equation modeling (PLS-SEM).

The paper reveals that transformational leadership had a positive and significant influence on nonfamily employee international intrapreneurship. The effect of transformational leadership on international intrapreneurship is strongly mediated by psychological empowerment.

Family firms would have to form the architecture and mechanisms for supporting the dedication of nonfamily international intrapreneurship actions with transformational leadership and psychological empowerment.

The paper grants the driving mechanism of the transformational leadership on nonfamily employee international intrapreneurship through the mediating role of employee psychological empowerment in the context of family businesses in an emerging market.

Consistent with the knowledge spillover theory of entrepreneurship, the purpose of this paper is to recognise the complementary entrepreneurial role of knowledge transfer intermediary organisations in the context of two Central and Eastern European (CEE) countries: Poland and the Czech Republic.

The aim was achieved through empirical studies relying on multiple-case study methodology and cross-case analysis covering 21 cases of commercialisation intermediary institutions. It was assumed that institutional and geographical conditions can impact the knowledge-based opportunity exploitation between different national economies.

Research confirmed that scientists in Poland and the Czech Republic are the central figures of the commercialisation process in terms of entrepreneurial opportunity recognition; however, they need support from intermediary organisations in many other entrepreneurial activities. The history of knowledge commercialisation and its intermediating entities in these countries is relatively young and spin-off company creation is not a common practice. Expertise knowledge, creativity and self-confidence admitted, by the respondents in both countries, can be an optimistic sign for the future efforts in fostering innovativeness of CEE countries. Stronger support of formal institutional framework and policies in those countries is expected.

Science commercialisation has lately attracted much attention, but only a few studies have tried to develop conceptual frameworks considering knowledge-based entrepreneurship and knowledge commercialisation in their relations and subsequential roles. Also, over the past couple of years literature in this area has expanded mainly relying on observations in the USA and Western European countries. Hence, this study allowed to collect findings from CEE countries for which data are still insufficient but can significantly contribute to the theory development. Also, some recommendations for policymakers arise from this study. Further research could validate the results in an extensive quantitative study.

This study aim was to analyze how lesson study can enhance learning for students with intellectual disability, and how teachers' collaboration affects the design and analysis of the intervention.

Lesson study was used as a methodological framework. Ten special educational needs teachers met the researcher for three collaborative meetings. Between meetings, teachers performed and adjusted a lesson on a particular mathematical issue: quantity and size judgment. To evaluate the lesson design, students completed pre- and post-lesson examinations and attitude tests with Likert-type scales.

Students' knowledge increased during the study. The mean scores for the first group (six students) were 4.3 in the pre-test and 6.5 in the post-test (effect size 0.9). For the second group (four students), the mean score was 3.8 in the pre-test and 4.3 in the post-test (effect size 0.2). Attitude measurement showed split opinions; seven students had a positive experience and three had a predominantly negative experience. Assessment of teacher certainty using transcribed audio recordings of teachers' statements during the collaborative meetings indicated a positive relation between teacher expressions of certainty and student learning. The teacher–researcher collaboration increased teachers' focus on student learning and deepened the researcher's analysis.

There is an urgent need to explore collaborative development in special educational needs teaching. Lesson study is an effective way of examining teachers' collaborative processes using data on teachers' reasoning about teaching and students' learning.

The purpose of this paper is to establish a conversation between international business and international entrepreneurship literatures by analyzing if and how international opportunities are related to the internationalization process of the firm.

This paper reports finding from a backward-looking longitudinal, qualitative, embedded case study of an internationalized Brazilian firm, covering all 13 foreign markets where the firm has operated over 18 years.

Modal shifts within foreign markets were rare. Over time, the firm learned how to refine, rather than change, the servicing modes within each foreign market; it also learned how to better develop internal and exploitative opportunities, manage a portfolio of servicing modes across foreign markets, and use more complex mode servicing packages. Overall, international opportunities and the internationalization process of the firm were inextricably connected.

The authors acknowledge limitations related to the statistical generalizability of the research method and suggest that statistical validation is needed as the research on opportunities and the internationalization process of the firm progresses.

Internationalizing firms should carefully consider the choice of entry mode in foreign markets. They should also understand that learning is not necessarily associated with change.

The authors show that the internationalization process of a traditional firm can be analyzed through an opportunity lens. This means associating characteristics of international opportunities with mode continuation and modal shifts in all foreign markets where the firm operates.

The authors aimed to contribute to the interface of comparative international entrepreneurship and international marketing by exploring the micro-foundations and micro-processes of network bricolage aimed at international market entry among the entrepreneurs of small biotechnology firms. The research questions of the study are (1) How do the international entrepreneurs of small firms act and use their domestic and/or international networks for new market entry? (2) How are the micro-foundations and micro-processes of networking similar or different between individuals from different countries?

A qualitative research design was used to investigate six cases from different countries of origin, looking at the micro-foundations and micro-processes underlying international market entry undertaken by entrepreneurs from Canada, Finland and New Zealand.

The micro-foundations for network bricolage by international entrepreneurs were taken to involve features of the country of origin, including market size and location, and the usefulness of the official language of the nation. The micro-processes were taken to involve the international entrepreneur’s network bricolage actions (i.e. collaborating and generating, obtaining and applying, reaching and maintaining, and seeking and reviewing), while encompassing also the location of their networks (domestic and/or international) and the operational domains these belonged to (R&D, funding, sales channel and customer). The study categorised three types of international entrepreneurs undertaking new market entry, illustrating cross-national differences: (1) sales-channel-oriented seekers, (2) funding-oriented riders and (3) customer-oriented hunters.

The study contributes to research on comparative international entrepreneurship and international marketing. This findings show that national-level micro-foundations influence the actions of network bricolage, the importance of various operational domains and the location of the network ties used. This main contribution is a conceptual model based on our cross-national investigation of international entrepreneurs’ networking actions. The authors reveal the micro-foundations and micro-processes relevant to international entrepreneurs’ network bricolage for new market entry, and present examples of international entrepreneur types emerging from our cross-national setting.

In the US, a growing number of organizations and industries are seeking to affirm their commitment to and efforts around diversity, equity, and inclusion (DEI) as recent events have increased attention to social inequities. As health care organizations are considering new ways to incorporate DEI initiatives within their workforce, the anticipated result of these efforts is a reduction in health inequities that have plagued our country for centuries. Unfortunately, there are few frameworks to guide these efforts because few successfully link organizational DEI initiatives with health equity outcomes. The purpose of this chapter is to review existing scholarship and evidence using an organizational lens to examine how health care organizations can advance DEI initiatives in the pursuit of reducing or eliminating health inequities. First, this chapter defines important terms of DEI and health equity in health care. Next, we describe the methods for our narrative review. We propose a model for understanding health care organizational activity and its impact on health inequities based in organizational learning that includes four interrelated parts: intention, action, outcomes, and learning. We summarize the existing scholarship in each of these areas and provide recommendations for enhancing future research. Across the body of knowledge in these areas, disciplinary and other silos may be the biggest barrier to knowledge creation and knowledge transfer. Moving forward, scholars and practitioners should seek to collaborate further in their respective efforts to achieve health equity by creating formalized initiatives with linkages between practice and research communities.

This study aims to enrich the current theoretical debate on the growth of start-up firms by extensively investigating the ongoing empirical studies in this research stream. Moreover, this study identifies drivers whose support roles are confirmed in the literature and recommends further research opportunities.

In this study, we analysed the results of 316 empirical studies on start-up firms and growth and also identified and categorised 66 growth drivers. We presented these drivers in three-dimensional charts: 1) the frequency of using each driver in the 316 studies, 2) the consistency of each driver as measured by the number of studies supporting its statistical significance and 3) the net effect (positive or negative) of each driver on growth.

Our analysis compares extant studies on growth drivers and shows some under-explored growth factors of start-up firms.

Both start-up managers and policymakers can benefit from this study. This study provided managers with a fine-grained tool on the main growth drivers and can guide policymakers in supporting policies for start-up firms.

This study provides a rich, fine-grained and coherent picture of several potential growth drivers of start-up firms. Moreover, we extended our analysis to various potential drivers more than previous studies on this topic, thereby providing fruitful insights into the critical growth factors for start-up firms.

The purpose of this study is to assess a novel method for creating tangible three-dimensional (3D) morphologies (scaled models) of neuronal reconstructions and to evaluate its cost-effectiveness, accessibility and applicability through a classroom survey. The study addresses the challenge of accurately representing intricate and diverse dendritic structures of neurons in scaled models for educational purposes.

The method involves converting neuronal reconstructions from the NeuromorphoVis repository into 3D-printable mold files. An operator prints these molds using a consumer-grade desktop 3D printer with water-soluble polyvinyl alcohol filament. The molds are then filled with casting materials like polyurethane or silicone rubber, before the mold is dissolved. We tested our method on various neuron morphologies, assessing the method’s effectiveness, labor, processing times and costs. Additionally, university biology students compared our 3D-printed neuron models with commercially produced counterparts through a survey, evaluating them based on their direct experience with both models.

An operator can produce a neuron morphology’s initial 3D replica in about an hour of labor, excluding a one- to three-day curing period, while subsequent copies require around 30 min each. Our method provides an affordable approach to crafting tangible 3D neuron representations, presenting a viable alternative to direct 3D printing with varied material options ensuring both flexibility and durability. The created models accurately replicate the fidelity and intricacy of original computer aided design (CAD) files, making them ideal for tactile use in neuroscience education.

The development of data processing and cost-effective casting method for this application is novel. Compared to a previous study, this method leverages lower-cost fused filament fabrication 3D printing to create accurate physical 3D representations of neurons. By using readily available materials and a consumer-grade 3D printer, the research addresses the high cost associated with alternative direct 3D printing techniques to produce such intricate and robust models. Furthermore, the paper demonstrates the practicality of these 3D neuron models for educational purposes, making a valuable contribution to the field of neuroscience education.

The purpose of this paper is to investigate how university academics from three different cultural and linguistic backgrounds perceived their own cultural context and how it influences on online learning.

The views of 30 faculty members from Sri Lanka, Pakistan and Mauritius who engaged in a six-week professional development online course were gathered through a self-reflection questionnaire, posts on an asynchronous discussion forum and personal self-reflections in journal entries. Content analysis of three asynchronous discussion forums indicated the emergence of categories and themes related to traditional culture and the impact of culture on online learning that were triangulated with questionnaire data and journal entries.

Cultural perceptions of Sri Lankans and Pakistanis showed similar patterns in their recognition that their cultures exhibit characteristics of high power distance, collectivism and feminine values, while there were no definite dimensional perspectives from the Mauritians. The inability to define their own cultural context using bi-polar dimensions may reflect the sociocultural context of Mauritius. While these frameworks may explain more traditional cultures like those in Sri Lanka and Pakistan, they are unlikely to be useful to define cultural characteristics when the society is diverse, multiethnic, multicultural and multilingual like Mauritius.

This study was based on a small sample of participants from three ethnic origins and cannot be generalized. It has generated questions for further research.

The findings have implications for accounting for culture in designing and delivering online courses.

This study will benefit instructional designers/curriculum designers/teachers to design culturally sensitive and culturally adaptive online courses.

This chapter examines how implementation of SDG solutions can be improved through adaptive strategies. Many so-called blueprint strategies are inflexible during implementation and underestimate the importance fitting general goals and plans to shifting local needs and contexts. The chapter emphasizes the importance of identifying the specific types of dynamic challenges that will prompt the need for adaptation when implementing sustainability strategies. Adaptive cocreation provides a valuable framework for overcoming traps of various sorts that may block implementation. The problem-driven iterative adaptation (PDIA) model is introduced as one approach to adaptation. PDIA is particularly valuable for achieving bottom-up integration of SDGs and projects. Finally, the chapter considers the importance of social learning as a strategy for collaborative adaptation.