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This research paper explores the value of collaborative inquiry networks of headteachers and curriculum coordinators to cope with 2020's coronavirus pandemic in Chile. Specifically, the authors describe the main challenges that networks identify in their contexts, the collaborative practices performed by different schools to address these challenges, and the influence of the networks on the innovative responses of teachers in their own schools.

This is a mixed-method study from a complementary stance using different methods and data of a project implemented with a total of 54 headteachers and curriculum coordinators. The data sources were participants' individual reports, the network teams' reports of their collaborative inquiry projects, and a short open-ended questionnaire responded by teachers that did not participate directly in the networks but benefited from their work. The data were analyzed using content analysis, categories were created to organize and describe the main findings.

Participants of the networks reported that their active participation in the collaborative inquiry allows them to share knowledge among different schools and has helped them to support innovative practices in their own schools. Specifically, they have reported that collaborating has permitted them to maintain a pedagogical focus, foster distributed leadership within the school communities, provide them with greater autonomy, and develop skills to favor the emotional containment of their teams. Inquiry teams perform diverse collective practices; they designed and applied virtual surveys, planned and implemented virtual workshops with teachers, and generated meaningful reflection about formative assessment and pedagogical practices.

This work offers insights into how the Chilean school system has responded to COVID-19 challenges and shows how despite the negative aspects of the pandemic, it has become an opportunity to recognize and enhance teachers' professional development through the collaboration among different schools. Most headteachers and curriculum coordinators reported that an active collaborative inquiry changed how they used to think about their leadership and strengthened the value of professional relationships to address extremely difficult challenges as a result of the pandemic. These lessons can be taken for the future, to rethink and rebuild educational systems.

Women entrepreneurs face several challenges in creating and running ventures, especially in emerging and developing countries. In this sense, by aiming to generate inputs capable of helping overcome them, this study aims to categorize the policy, managerial and practical implications of articles whose empirical research was in one or more of the 155 emerging and developing countries. Further, although scholars have addressed female entrepreneurship in developed economies, there is scant literature in the context explored here. This article provides suggestions for new studies, helping academics fill gaps in the literature.

This article adopts a systematic literature review approach, performing content analysis and bibliometric description for the sample. The study comprises 77 articles selected from the Scopus and Web of Science databases.

Research concentrates on Asian countries, with lower incidences in Latin America and Africa. The policy implications focus mainly on the executive rather than legislative spheres. The practical implications focus mainly on entrepreneurial development agencies and women entrepreneurs. Among the suggestions for novel studies, those focusing on methodological choices and female enterprises stand out.

This paper maps and categorizes the policy, managerial and practical implications, helping to raise governments’, policymakers’ and practitioners’ awareness of the preferred strategies to overcome the challenges of female entrepreneurship.

This paper emphasizes reflections of mutual interest to researchers, policymakers and practitioners, filling gaps in studies that prioritize an academic audience. Regarding the academic audience, this paper contributes to innovatively categorizing suggestions for future research and building an extensive research agenda capable of guiding research in this area.

The purpose of this paper is to characterize the trends for educational innovation in higher education in Brazil, constructing a conceptual model of innovation trends in the sector.

A preliminary profile online was done with 76 experts in university education, and 17 were contacted for in-depth perceptions. The analysis of the content was made of all material and, as a result, the critical analysis of the results, which culminated in the development of a conceptual model and characterization of trends, dimensions and subdimensions to innovation in higher education.

The dimension universal design of accessibility and learning had major considerations, contributing to implementation of new innovative practices for higher education. Some subdimensions emerged, namely, governance, risk management, curricular extension and affirmative policies.

The difficulty in performing the deepening of all dimensions involved in terms of plurality of specialties involved.

The use of the model and characterization of trends could serve as tools to support the strategic planning of HEI, and the trends allow planning innovation practices, favoring improvements of higher education institutions (HEI), students, employees and community to learning organization.

The identification of trends for higher education, highlighting innovation indicators or successful practices, and the characterization of the dimensions and subdimensions trends, and undeniable contribution to measure the educational innovation in higher education.

Encourages researchers, in partnership with institutions, to develop scientific projects with other institutions and researchers, to meet interests not only of HEI as a whole but also of countries that prioritize education with quality, to reach the real educational objectives.

Despite the increase in female entrepreneurship literature, very few studies exist that systematize the extant literature, especially in emerging and developing countries. This article fills part of this gap; it maps, categorizes and groups the objectives, theoretical approaches and research methods on female entrepreneurship conducted in one or more of the 155 emerging and developing countries.

A systematic literature review (SLR) was conducted, using Scopus and Web of Science, over a 10-year timeframe (2010–2020). Out of 465 papers, 77 were selected for content analysis.

Most articles focus on understanding women entrepreneurs' challenges, the factors affecting their entrepreneurial performance and encouraging entrepreneurship. Qualitative research was found to be the predominant approach, while mixed studies appeared less frequently.

This paper sheds light on female entrepreneurship characteristics, including business competence, performance and entrepreneurial orientation. Further, it can help female entrepreneurs to recognize the most relevant aspects regarding performance, the essential driving factors and entrepreneurial motivations, among others.

First, this paper groups the objectives and the theoretical and methodological approaches that guide female entrepreneurship research. Second, it identifies distinct gaps, grouped and explored using unpublished thematic categories. Finally, the authors propose an extensive future research agenda regarding female entrepreneurship in emerging and developing countries.

Purpose: To describe some of the tensions that both unaccompanied and accompanied immigrant children and youth face when reuniting with family members living abroad after years of living apart, separated by borders and anti-immigrant policies are described.

Methods: Fifty-eight interviews with immigrant minors from El Salvador, Honduras, and Guatemala and the tensions they reported having after moving in with their biological parents or legal sponsors in the Washington, DC, metropolitan area are drawn upon.

Findings: Youth reported that getting used to cohabitation and in-person relationships with their parents or other sponsor was difficult at first, though it improved over time. Despite the biological, emotional, and financial bonds, minors had to learn how to relate to new authority figures and follow their rules. Many reported feeling lonely and missing grandmothers and other family members and friends left behind in the country of birth.

Research implications: Interviews with counselors and local authorities that interface with these families show that parenting and youth programs in the places of settlement can become effective interventions to improve relations between children and parents recently reunited, which can indeed help with scholastic achievement and socio-economic advancement.

Value: The interview extracts bring a window into intrafamily dynamics, often overlooked in discussions of the integration of immigrant children and youth into their new homes and communities.

U.S. military facilities abroad are key sites around which foreign citizens and U.S. officers negotiate questions of sovereignty with a particular intensity. Between 1999 and 2009, Manta, Ecuador, was home to one of the most strategic U.S. Air Force “forward operating locations” (or FOLs) in the Western hemisphere. While rejected by most Ecuadorian legal scholars, anti-FOL activists, and the current Ecuadorian administration as a violation of national sovereignty, the facility was widely embraced by residents of the city itself, who actively rejected this characterization of “violation” by arguing that the FOL was, on the contrary, a strategic means of bolstering their “municipal sovereignty.” Drawing on 14 months of ethnographic research on and around the FOL in 2006–2007, this chapter tracks the efforts of Manta residents, U.S. military personnel, and anti-base activists to both circumscribe and expand the various registers in which they articulated their understandings of “sovereignty.”

The case’s learning objectives to work on can vary according to the topic selected by the teacher. This case has been put forward with a particular interest in corporate strategy issues, specifically, on the joint management of businesses (in this case, academic programs). Therefore, students are expected to be able to understand the managerial dilemma on centralization and decentralization; recognize the peculiarities of a shared services center (SSC); and decide on which services to centralize in an SSC.

Centralizing or not centralizing is a frequent managerial dilemma. This is a challenge faced not only by business managers but also by corporate level areas responsible for jointly managing various businesses. Resources and capabilities allocation is an essential process for strategy execution, specifically in corporate strategy that must answer the question: How to jointly manage businesses? Sharing services is a collaborative strategy which aims to increase efficiency by centralizing some processes related to this joint business management. Mario, Dean of the Escuela de Administración in Medellín, Colombia, intends to optimize the school resource allocation processes so that there is more equitable support between the different academic programs. For this, he has thought of creating an SSC as it is a practice that he has seen in prominent companies in the city. His idea is to start operating the SSC in early 2018; however, the particular character of a management school leads him to ask himself: What to centralize and what not to centralize?

This case of decision (Ellet, 2007; Sánchez et al., 2013) can be used to promote student learning of strategy courses both at advanced undergraduate levels and in graduate programs. Likewise, it can be used in workshops with executives and administrative personnel of companies that face the centralize–decentralize dilemma. These types of topics are the subject of study by both corporate strategy theorists who address the question of how to jointly manage business (Menz et al., 2015; Michael Porter, 1987) and consultants (Deloitte, 2012). It is desirable, although not mandatory, that students have some knowledge or experience in strategic issues and challenges associated with the administration of companies made up of various businesses (multi-business firms).

Teaching Notes are available for educators only.

CSS 11: Strategy.

We present a critical literature review debating Brazilian research on social and environmental accounting (SEA). The aim of this study is to understand the role of politics in the construction of hegemonies in SEA research in Brazil. In particular, we examine the role of hegemony in relation to the co-option of SEA literature and sustainability in the Brazilian context by the logic of development for economic growth in emerging economies. The methodological approach adopts a post-structural perspective that reflects Laclau and Mouffe’s discourse theory. The study employs a hermeneutical, rhetorical approach to understand and classify 352 Brazilian research articles on SEA. We employ Brown and Fraser’s (2006) categorizations of SEA literature to help in our analysis: the business case, the stakeholder–accountability approach, and the critical case. We argue that the business case is prominent in Brazilian studies. Second-stage analysis suggests that the major themes under discussion include measurement, consulting, and descriptive approach. We argue that these themes illustrate the degree of influence of the hegemonic politics relevant to emerging economics, as these themes predominantly concern economic growth and a capitalist context. This paper discusses trends and practices in the Brazilian literature on SEA and argues that the focus means that SEA avoids critical debates of the role of capitalist logics in an emerging economy concerning sustainability. We urge the Brazilian academy to understand the implications of its reifying agenda and engage, counter-hegemonically, in a social and political agenda beyond the hegemonic support of a particular set of capitalist interests.

To investigate the relationship between the choice of integrated or functional logistics providers by Brazilian shippers and: the type of their manufacturing process structure, and the level of sophistication of their logistics function, as well as the impact on that choice of possible interactions between these two characteristics of the shippers.

Data were collected in a comprehensive survey on the use of 3PL service providers in Brazil using a sample of 93 large Brazilian shippers; The analysis tests three research questions on the individual and combined relationships of logistics sophistication, measured on a logistics sophistication index (LSI), and process type (according to Goldratt's V‐A‐T classification for materials flow analysis) with the choice of type of 3PL provider; the methods of analysis were cluster and logistics regression analysis.

The paper finds: support for an association of sophisticated logistics functions and a preference for integrated 3PLs; support for an association between the A‐type production process structure and preference for integrated 3PLs; and of V and T types for functional 3PLs. However, it also finds that shippers with type T process structure and more sophisticated logistics tend to favor integrated 3PLs.

One limitation is that logistics performance is not considered; future studies may further refine the proposed framework for segmentation.

The paper advocates the use of models by providers to segment their customers, and better understanding by shippers of prevailing trends in logistics outsourcing according to their process structure and characteristics of their logistics function.

The paper unveils significant relationships between shipper sophistication of logistics function, manufacturing process structures, and the choice of type of 3PL. It also proposes a new framework for segmenting the 3PL service provider market in terms of sophistication of the logistics function and the logistics task implied by the type of operation.