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The purpose of this study is to present a mini-integrated review on upcycling as a marketing strategy used by brands in promoting sustainability. Upcycling has emerged as a promising strategy for sustainability in the fashion industry. Activities within the industry have resulted in the release of toxic chemicals, carbon emissions and unsustainable products with significant environmental impacts. This has influenced manufacturers and researchers to adopt alternative but sustainable approaches.

In this mini-integrated review, relevant documents and information were sourced from appropriate databases and websites to provide a brief insight into upcycling as a marketing tool.

This mini-integrated review further provides insight into how effective upcycling can be integrated into a brand’s marketing strategy as a tool to communicate its commitment to sustainability and the production of high-value products for consumer satisfaction. It concludes that the fashion industry has a significant impact on the environment, and the practice of upcycling has surfaced as a potential solution to address issues of sustainability paving the way for further studies.

Brands use upcycling to differentiate themselves from competitors and appeal to consumers who prioritize sustainability. By emphasizing the environmental benefits of upcycling, brands can position themselves as leaders in the domain of sustainable fashion practices.

Entrepreneurship and the disciplines of science, technology, engineering and mathematics (STEM) are considered important drivers of innovation. At the same time, the representation of women entrepreneurs in STEM remains low. Despite this disparity, a number of women still choose to start ventures and persist in pursuing their innovations in STEM. This study aims to examine the motivational factors that drive women entrepreneurs to approach and consistently pursue their innovations and ventures in STEM.

Drawing on the concept of the heterogeneity of motivational factors (Graham and Bonner, 2022) and Social Cognitive Theory (Bandura, 1986, 2001; Wood and Bandura, 1989), 24 semi-structured interviews were conducted with women entrepreneurs in STEM. This approach allowed for an in-depth exploration of the heterogeneous motivational factors influencing women entrepreneurs in STEM.

The motivations of women entrepreneurs in STEM are multifaceted, interrelated and dynamic. They encompass personal and cognitive, behavioral and environmental factors and partly change over time. This study reveals two levels of heterogeneity: the heterogeneity of women entrepreneurs’ entrepreneurial motivations, and the within-context heterogeneity of women entrepreneurs in STEM themselves.

This study addresses the need for a deeper understanding of women entrepreneurs in STEM. By focusing on nuanced aspects of entrepreneurial motivations that are often overlooked in the existing literature, this research provides valuable insights and discusses implications for theory, policy and education.

Acting entrepreneurially in nascent industries is a complex endeavor characterized by uncertainty and ambiguity. Nevertheless, entirely new industries do emerge, often as a direct result of entrepreneurial behavior. We extend and apply discovery and creation approaches to study entrepreneurial behavior during industry emergence by means of qualitative analysis of a film about the personal computer (PC) industry℉s formative years. We find that discovery and creation behavior are fundamentally interrelated and share a common element: bricolage. Moreover, ideological activism is a major component of entrepreneurial behavior in a new industry℉s formative years during both creation and discovery processes. Implications for research and practice are discussed.

The purpose of this study was to explore and describe the learning experienced by second-year undergraduate students serving as peer mentors to first-year students within a leadership-themed living-learning community. A basic qualitative approach was used, with data collected from semi-structured interviews conducted with participants at the beginning and end of their year-term as peer mentors. The interview transcripts were coded using Fink’s (2003) taxonomy of significant learning, where lasting change is a consequence of the learning. Five of the six categories of significant learning were evident, suggesting that the experience of being a peer mentor within a leadership-themed living-learning community creates lasting change within the peer mentors. Additionally, this study reinforces Fink’s (2003) claim of the interactive rather than hierarchical nature of learning.