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This study summarizes widely dispersed literature on proactivity at work in its many different forms and highlights contrasts between the various themes in detail.

This study is based on systematic literature review of proactivity at work using 1708 peer reviewed articles published between 1969 and 2021 using R and Vos viewer software; a content analysis of the 100 most cited articles in proactivity research; and synthesis and integrative literature review to develop future research directions.

This study uncovers many interesting facets of knowledge, including proactivity-related themes that have emerged over 50 years of research, time-related publication trends, top journals, top authors, and the most commonly used keywords. The content analysis of the 100 most-cited articles revealed findings such as the role of each proactivity theme impacting academic discussions to date. For example, quantitative research appears to be more prevalent among the most cited articles compared to different types of qualitative research. Finally, future research directions building on our findings are provided.

To our knowledge, this work is the first attempt to contrast different types of proactivity at work as opposed to extant literature, which is either driven by the proactivity phenomenon or focuses on similarities rather than on contrasting aspects of the various forms of proactivity at work. Hence, the significance of this research extends beyond theoretical considerations and incorporates valuable practical elements.

The purpose of this paper is to evaluate the relevant literature to gain deeper insights into understanding what directions of research are needed with reference to entrepreneurial orientation and competitive aggressiveness in the oil and gas sector of the Gulf Cooperation Council (GCC) region.

This paper is a conceptual evaluation of literature.

The extant body of research on both entrepreneurial orientation and competitive aggressiveness is based on quantitative studies without previous systematic, exhaustive and comprehensive grounded theory-based theorizing processes rooted in qualitative approaches. This accounts for inconsistencies and controversies of findings reported in the field.

The grounded theory-based approach advocated by this paper is likely to generate a more precise estimation of the relationship between entrepreneurial orientation, competitive aggressiveness and firm performance. Consequently, an accurate understanding of the interplay between these factors can empower managers to make finely-tuned strategic decisions, achieve sustainable competitive advantage and optimally adapt to dynamic and unforeseen environments.

The paper reports on important limitations of the existing literature indicating that current findings may be an artifact of studying a small number of industries.

The purpose of this study is to explore employers’ views on the current English communication skills of higher education institutions (HEIs) graduates in Oman and to identify the workplace communication challenges encountered by graduates of these institutions.

The study used a mixed-methods approach. In the first phase of the study, a questionnaire was distributed to 50 employers in different government and private sectors. In the second phase of the study, semi-structured interviews were conducted with 15 employers to get clarification on some of the issues that were raised in the questionnaire and get the employers’ opinions about how to improve the communication skills of Omani graduates and what initiatives HEIs can take to achieve that.

The study revealed that Omani graduates encounter many challenges in the workplace, including low proficiency in English, lack of research skills and persuasive skills and inappropriate use of language during meetings and events.

HEIs should foster a relationship with the job market through continuous meetings to seek their feedback on English courses so that they can improve them to cater to specific job requirements.

The higher education system in Oman has achieved substantial growth in terms of quantity, including the number of institutions, enrolled students, hired teachers and specialisations. This growth of HEIs highlights the necessity of preparing Omani citizens who are capable of participating in the ongoing development in Oman and to this end, English communication skills are critical.

Knowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0.

The authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale.

Results from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority.

This study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies.

The curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively.

The advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.

When the repercussions of COVID-19 were being absorbed by the world, the higher educational institutions (HEIs) were conceiving of strategies to run educational institutions on remote basis too, including the challenges linked with the teaching–learning as well as the management and other departmental needs. Leaning itself on the teaching–learning tectonic shifts amid the COVID-19 climes, the study reviews the status of “readiness” of the HEIs in Oman while bearing this in mind that the usage of information and communications technology (ICT) for distance learning and conventional learning has been considered as one of the parameters to judge the “quality” of the HEIs in Oman.

Documentary analysis alongside an in-depth reading of the quality audit reports sourced from the Oman Academic Accreditation Authority, which are publicly accessible are being referred for driving home the arguments in the study.

The study concludes that despite the case being in favor of distance learning from early on, the same doesn’t get reflected in the conclusions derived in the research conducted for assessing the teaching–learning mechanisms during the COVID-19 period. Therefore, the HEIs’ “readiness” in terms of ensuring the smooth transitioning to the remote learning pedagogical arrangements for meeting the challenges of the COVID-19 wasn’t efficacious.

The present study may be followed up with an understanding as to how the HEIs of Oman need to incorporate the perspectives of all the concerned stakeholders for the refurbishment of the teaching–learning process, especially in times of contingencies.

Apart from the policy-makers, the management of the HEIs of Oman needs to appreciate the need to be proactive and appreciative of the inclusion of ICT tools and techniques in the mainstream pedagogical settings.

Notwithstanding the emphasis upon the preparedness and readiness for tackling the challenges posed by the COVID-19 for the HEIs in Oman, no study has attempted to delve into the issue succinctly—the present study fills this gap.

Creating employment for all seems to be impossible in emerging nations as the unemployment rate is rising faster than the number of job openings available. Studies on the other hand show that creating jobs is simple if the right resources and opportunities are made available. The present study aims to examine the effects of various demographic social and environmental factors on the entrepreneurial intention of engineering undergraduates in Chhattisgarh state.

Correlational research design was incorporated in the present study. The author applied stratified random sampling to collect samples of 1,000 engineering undergraduates enrolled in their third and fourth years in different technical colleges/universities in Chhattisgarh state. Structural equation modelling and confirmatory factor analysis were applied to analyse the data.

The results revealed that demographic, social and environmental factors greatly influenced engineering undergraduates’ entrepreneurial intention. However, age and occupation do not predict their self-employment intention.

The present research itself is a novel study, especially in Chhattisgarh state, where the area of examining the effects of demographic, social and environmental factors on entrepreneurial intention among technical undergraduates has been limitedly explored.

Access to financing has long been identified as a stumbling block for the economic endeavors of immigrant entrepreneurs (IEs) in host countries. Yet, little is known about the internal enablers for the IEs success to overcome their financing barriers in host countries. Accordingly, the purpose of this paper is to introduce the theoretical concept of the financial ambidexterity of IEs as a potential behavioral ability some IEs develop over time to access financing in both host and coethnic contexts.

The paper uses sociopsychological lenses to introduce and discuss the term “financial ambidexterity of IEs” by synthesizing empirical evidence drawn from the different literature on immigrant entrepreneurship, biculturalism, financial literacy and cultural intelligence. This discussion is carefully embedded within the framework of the immigrant entrepreneurship literature.

The study proposes and discusses the role of bicultural identity integration, cultural intelligence and financial literacy in enabling the “financial ambidexterity of IEs.” It further defines the “financial ambidexterity of IEs” as their ability to explore and exploit financing opportunities, either simultaneously across the contexts within which they are embedded, e.g. coethnic and mainstream, or alternately in one context when barriers occur in the other.

The paper mainly contributes to the literature on immigrant entrepreneurship by suggesting an explanation for how IEs overcome financing barriers in their host countries, and why some IEs are more successful in that than other peers. Moreover, the paper attempts to advance the understanding of immigrants' entrepreneurial endeavors using a sociopsychological lens that considers cultural, cognitive and knowledge-related factors.

The COVID-19 pandemic has had a devastating impact on all facets of education. This led to educational institutions deploying blended and online systems for teaching and learning. The purpose of this study was to assess the role of blended learning in promoting quality education during the COVID-19 pandemic.

The qualitative research design was deployed in this study and enabled the researcher to collect data via in-depth interviews. Twenty-five (25) tertiary institutions accredited by the Ghana Tertiary Education Commission (GTEC) were randomly selected to participate in this study. The registrars of the institutions were purposively selected and served as the participants for the study. Thematic content analysis was used to analyze the data collected via the interview. Ethical considerations were adhered to during the study.

The study established that COVID-19 had a devastating effect on tertiary institutions; multiple technological and open-sourced systems were deployed for teaching and learning; blended learning was adopted to augment the traditional face-to-face mode of teaching and learning due to its ease of use, usefulness and accessibility as it was used for quizzes and assignments, accessing lecture notes, among others. Despite these, the deployment of technological and blended systems was met with challenges that somehow affected effective teaching, learning.

The study was limited to 25 tertiary educational institutions in Ghana. It was again limited to the COVID-19 era.

This research aids in understanding the extent of the impact of COVID-19 on teaching and learning and how blended learning is currently deployed and used in tertiary institutions in Ghana. The findings are relevant to policymakers and management of educational institutions as it informs them of the right method and tools to deploy for teaching and learning during pandemics.

As educational institutions globally are dealing with the effect of the COVID-19 pandemic, it is prudent to look into how tertiary institutions in Ghana deploy blended learning to facilitate teaching and learning. Thus, this paper is original as it fills the relevant literature gap in terms of scope, setting, methodology and findings.