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Grounded in the Theory of Planned Behavior, the main purpose of this paper is to examine the influence of cognitive factors on the intention of a small and medium size enterprise (SME) manager to pursue the expansion of their firm’s export activities.

The authors created a research model and collected empirical data among owners and top managers of 127 Costa Rican SMEs. The data was analyzed using structural equation modeling techniques to reveal the relative significance and strength of the effects of every hypothesized relationship.

The results suggest that the perception of benefits and self-efficacy influence managers’ intentions to expand export activity. Managers’ intention to expand export activity, in turn, is associated with the levels of export commitment exhibited by the SMEs. None of the control variables seem to impact managers’ intentions.

The findings of this study underline that the export development of a SME is to a large extent only possible if the manager’s perception of control over the export achievements is perceived to be high. SME managers need maximize their perceived level of controllability over firm’s export operations and achievements. This study relied on self-report data. Self-reports are the conventional method for assessing constructs regarding beliefs, and motivations of an individual. Its use in entrepreneurship research is proved to be reliable. However, the authors have to acknowledge that using self-report data carries the risk of common methods bias.

SMEs managers might benefit from strengthening the sense of self-efficacy regarding international business based on the results of this study.

This study provides empirical evidence suggesting that a manager’s cognitive characteristics play a crucial role in understanding export expansion of a SME. The results encourage future research to incorporate cognitive theoretical frameworks to examine factors determining international entrepreneurial intentions.

The purpose of this paper is to examine an essential component of enacting an improvement network: facilitation. In it, the author surfaces synthesizing as a core, power-laden facilitation practice that brought together network members from disparate institutions to converge on a shared network aim and theory of improvement.

This study is situated within a teacher preparation improvement network. Forty-four teacher educators from seven university-based teacher preparation programs participated in the network. Guided by practice theory (Feldman and Orlikowski, 2011), the author collected and analyzed network meetings and artifacts to unveil facilitation practices and their relation to power.

Synthesizing emerged as a central facilitation practice. Facilitators' engagement in this practice produced power by constraining and enabling how network members participated. Finally, facilitators were systematically and advantageously positioned to prioritize some network members' perspectives while peripheralizing others'.

This paper offers a concrete, detailed window into a core facilitation practice in a network and problematizes it to enable network leaders to be deliberate about facilitation decisions.

Facilitation is a central component of effective networks (Rincón-Gallardo and Fullan, 2016) and is considered central to the work of networked improvement (Bryk et al., 2015), but there exists a dearth of research that offers insights into how facilitation comes to be enacted in practice. This study offers detailed insights into one such facilitation practice.

Despite several attempts to integrate building information modeling (BIM) with building circularity assessment (BCA), no systematic review has yet been carried out on this topic to the best knowledge of the authors. The objective of this review is to fill this gap by reviewing the current attempts, identifying the tools and exploring the state-of-the-art in BIM and BCA.

A systematic literature review (SLR) methodology was employed. A total of 30 documents published between 2015 and 2023 were selected and analyzed across the concept, methodology and value dimensions.

There has been an increase in the development of BIM-based BCA tools in recent years, with the Netherlands taking the lead. Most tools developed were based on the material circularity indicator (MCI) and by using Autodesk Revit as BIM software. Three integration approaches for BIM with BCA were identified: (1) using an external platform; (2) linking an external database to BIM and (3) within the BIM environment. The review has revealed that still there is no standard for BCA, and interoperability and lack of circularity databases are the major challenges.

Although the paper has made contributions, it is important to recognize certain limitations. One of these is the inability to explore all the tools in depth as some of them are not available or accessible. Another limitation is the relatively small number of studies that were reviewed, primarily because there is a lack of research in this area due to the BIM-based BCA is still in its infancy compared to the BIM-based LCA.

This study contributes to providing a comprehensive up-to-date overview of recent advancements in BIM–BCA integration, as well as a framework for understanding its concept, methodology and value dimensions. It also highlights significant areas where practitioners and researchers can identify knowledge gaps and future research directions.

This article aims to present the results of an exploratory pilot study that demonstrates the validity of a self-created implementation methodology to develop the students' level of perceived achievement of the social entrepreneurship competency and explain how this is equally valid in developing the perceived achievement of the complex thinking competency.

Based on a multivariate descriptive statistical analysis, this article offers the results of an educational intervention carried out on a sample group of students from a Mexican university before and after a training program in social entrepreneurship.

The favorable results showed that the proposed methodology is valid for scaling social entrepreneurship and complex thinking competencies and their subcompetencies.

These results are not only academically valuable, as they highlight the need to delve into the relationship between these two competencies, but they also allow us to appreciate the ample opportunities for practical implementation of entrepreneurship programs by universities and other institutions to work directly with social entrepreneurs and seek alternatives to develop skills through devising, proposing and developing social entrepreneurship projects.

This article endeavors to detail the outcomes of an exploratory investigation into the perceived attainment levels of complex thinking competencies among business students at a technological university in western Mexico. It seeks to examine and contrast the students' self-assessed development of this critical competency, along with its associated sub-competencies, throughout their academic tenure.

Our analysis focused on two distinct groups of students, one at the beginning of their academic journey and the other nearing its completion, to explore whether perceptions of competency development were equitable across genders. Utilizing multivariate descriptive statistical analysis, we were able to substantiate the existence of a gender gap in the perceived development of competencies.

While both male and female students showed improvement in their self-perceived competencies, the results indicate that women outperformed their male counterparts in the area of complex thinking and its associated sub-competencies by the conclusion of their degree programs.

The evidence suggests that there is a gender gap in the educational process for this group of students, highlighting the urgent need to minimise disparities in the perception between male and female business students about their competencies.

This article presents findings that pave the way for future research aimed at exploring strategies to narrow the gap in perceived competency achievement throughout the educational journey in business studies, considering how the environment and cultural elements can be determining factors in how students perceive their abilities and skills.

The purpose of this paper is to present the results of measuring a sample of engineering students’ perceived achievement of complex thinking at different stages of their professional training. This study intended to analyze and predict the differences in the self-perception of achieved complex thinking competency by gender, semester, course of study and high school of origin.

The methodology included applying the E-Complexity instrument to 225 university students from northern Mexico. The initial comparison of groups used the chi-square test and two supervised learning algorithms (logit regression with Lasso regularization and a classification tree).

The findings of this study indicated that the selected undergraduate degree did not reveal differences in self-perceived performance in complex thinking, while gender, semester and high school of origin had significant differences.

Among the limitations of the study is the size of the sample and the fact that it only focused on engineering students from a single educational institution; however, this limitation responds to the exploratory nature of this study and the guidance of the institutional ethics committee. With these results, it is feasible to request an extension of the sample to include other disciplines to evaluate these findings, which, although relevant, cannot be considered exhaustive.

Regarding possible lines of research, the authors propose that given the difference between students who graduated from the high school of the same institution and those who did not, a possible line of research could explore new hypotheses on whether the policies and practices of the institution’s high school emphasize the development of complex thinking skills; the teachers of this high school are trained to teach complex thinking; and the learning materials of this high school are designed to develop complex thinking skills.

The purpose of this study is to analyze the strategies that allow sowing social entrepreneurship initiatives among young university students in Latin America. This study will also help to understand the different needs and expectations currently treated in higher education in developing its role as a promoter of entrepreneurship in students.

The study uses a multinomial logistic regression method analysis based on data collected through an online survey and applied to a sample of 599 advanced business administration students in five Latin American countries.

The results indicate that three of the independent variables under study are relevant as strategies to instill in university students the initiative for creating social entrepreneurship: establishing links with social communities, providing entrepreneurial education with a social orientation, and offering financial education.

These research findings indicate the role universities should have in promoting social entrepreneurship in university students. Therefore, the proposed strategies are crucial to improving this type of entrepreneurship.

The main contribution of this study is to analyze issues as crucial as social entrepreneurship in Latin American university students and broaden knowledge of the main strategies universities in this region must adopt so that students launch into the social area.

El propósito de este estudio es analizar las estrategias que permitan sembrar iniciativas de emprendimiento social entre jóvenes universitarios de América Latina. Esto permitirá conocer las diferentes necesidades y expectativas que se tienen actualmente en la educación superior en el desarrollo de su papel como promotor del emprendimiento en los estudiantes.

El estudio utiliza un análisis método regresión logística multinomial basado en datos recopilados a través de una encuesta en línea, aplicada a una muestra de 599 estudiantes avanzados de administración de empresas en cinco países latinoamericanos.

Los resultados evidencian que tres de las variables independientes en estudio son relevantes como estrategia para sembrar en los estudiantes universitarios la iniciativa de crear emprendimiento social: el tener vínculos con las comunidades sociales, otorgar educación emprendedora con orientación social y el brindar educación financiera.

Los hallazgos de esta investigación señalan el rol que deben de tener las universidades para fomentar el emprendimiento social en los estudiantes universitarios. Por lo tanto, se proponen estrategias claves para mejorar este tipo de emprendimientos.

La principal contribución de este estudio es analizar temas tan importantes como el emprendimiento social en los estudiantes universitarios de América Latina y ampliar el conocimiento de las principales estrategias que deben adoptar las universidades de esta región para que los estudiantes se lancen en el área social.

O objetivo deste estudo é an analisar as estratégias que permitem semear iniciativas de empreendedorismo social entre jovens universitários da América Latina. Permitirá conhecer as diferentes necessidades e expectativas atualmente tratadas no ensino superior no desenvolvimento do seu papel de promotor do empreendedorismo nos alunos.

O estudo utiliza um método de análise de regressão logística multinomial baseado em dados coletados por meio de uma pesquisa on-line, aplicada a uma amostra de 599 estudantes avançados de administração de empresas em cinco países latino-americanos.

Os resultados mostram que três das variáveis independentes em estudo são relevantes como estratégia para incutir nos estudantes universitários a iniciativa de criar empreendedorismo social: ter ligações com comunidades sociais, proporcionar educação empreendedora com orientação social e fornecer educação financeira.

Os resultados desta investigação indicam o papel que as universidades devem ter na promoção do empreendedorismo social nos estudantes universitários. Portanto, as estratégias propostas são fundamentais para melhorar esse tipo de empreendedorismo.

A principal contribuição deste estudo é analisar temas tão importantes quanto o empreendedorismo social nos universitários latino-americanos, e ampliar o conhecimento das principais estratégias que as universidades desta região devem adotar, para que os estudantes se lancem na área social.

This paper aimed to the enhancement of health-care services at a female penitentiary center in Costa Rica by implementing good documentation practices (GDocP) and good storage and distribution practices (GSDP) among the staff responsible for medications (SRM).

The methodology used in this project was qualitative, as it sought to deepen and reinforce the knowledge of the SRM about GDocP and GSDP in the Vilma Curling CAI to achieve its implementation. Additionally, different questionnaires were applied to measure the initial level of knowledge of GDocP and GSDP and the new skills acquired by the SRM at the end of the project.

Some improvement opportunities were identified in pharmaceutical service, management of the documentary system and knowledge of GDocP and GSDP among SRM. It is important to highlight the essential role of pharmacists, as experts in medical products, in health-care teams. Their participation significantly contributes to improving health outcomes for vulnerable populations, such as incarcerated women.

Limitations included a small sample size, the security regulations to entry to the penitentiary center and limited information related to the implementation of GDocP and GSDP in such environment.

This project explores a poorly researched field such as the implementation of GDocP and GSDP and the impact that this could have on the pharmaceutical service of a penitentiary center.

This paper examines disaster capitalism in Chile, that is, the relationships between disasters and neoliberalism. It looks at two post-disaster dimensions: disasters as windows of opportunity to introduce political reforms and disasters as occasions for the corporate class to capitalize on such disasters.

Two indices, disaster capitalism (DC) and post-disaster private involvement (PDPI), are proposed for cross-case analysis. They are based on legal records, institutional reports and economic data. The DC assesses the introduction of reforms following disasters, while PDPI evaluates the share of public-private funding used for recovery. Both indices are applied here to two disasters in Chile: the 2010 Maule earthquake, and the 2008 Chaitén volcanic eruption.

Results show that the highly neoliberal Chilean context leaves limited space for new neoliberal reforms. Although recovery is implemented predominantly through the private sector, the state still assumes greater responsibility for recovery costs. Results also detect poor levels of participation from the private sector in accounting their efforts and making them publicly available. Likewise, the research suggests that neoliberal reforms become more likely after disasters. However, the preexisting politico-economic context matters. Finally, there is clearly a need for data systematization in post-disaster recovery.

In the Chilean context, the indices proved beneficial as a strategy for data collection and a method for scrutinizing the implications of neoliberal policy implemented in the wake of disasters, as well as in evaluating the role of the corporate class during recovery.

The present study aimed recognition sociocultural competencies in social entrepreneurship of higher education.

The study employed a qualitative content analysis technique. In order to identify and select information-rich cases, a semi-structured interview was conducted with 22 experts among the social activists in Iran’s public and private universities based on the criterion-dependent targeted sampling method. Four credibility, transferability, dependability and conformability criteria were used to increase the accuracy of qualitative data the findings were analyzed using thematic analysis through open, axial and selective coding.

Sociocultural competencies in social entrepreneurship of higher education are categorized into three cognitive (cognitive requirements of entrepreneurship, sociocultural values) emotional (emotional integration, positive emotions) and behavioral (interactive communication, professional life, entrepreneurial social traits) levels at 34 subcomponents.

Higher education with the growing trend of the challenge of cultural diversity and fusion caused by intercultural communication requires competencies that prepare social entrepreneurs for the future of higher education with the lens of socio-cultural capabilities. The neglected gap in the higher education system has empirical value for executive managers. The approach of preparing future higher education leaders for social and human benefits beyond political boundaries and cultural and social tensions, sociocultural competencies have an exclusive appeal.