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This research assesses the implications of integrating standardization activities into European research projects to foster the engagement of project internal and external stakeholders and into different project stakeholder management theories.

This paper analyzes the integration of standardization and the engagement of project internal and external stakeholders in standardization activities in a multi-case study of four European Framework Program projects and with the projects Advancing Resilience of Historic Areas Against Climate-Related and Other Hazards (ARCH) and Smart Mature Resilience (SMR) in two separate case studies more deeply. The multi-case study mainly evaluates the stakeholder participation in 10 CEN Workshop Agreements. While in the two case studies, among other things, two project surveys are used to investigate how stakeholder engagement was supported by standardization activities.

The results show that standardization significantly supports stakeholder engagement and lead to a proposal on how standardization can support achieving stakeholder engagement goals in the different research project phases.

This research provides practical information for policy-makers who support standardization as a tool for research, as well as for researchers and project managers who want to use standardization activities efficiently in research projects.

The case deals with Axel Motor's expansion into India and the clash between expectations and communication styles of the Indian subsidiary and Headquarters. While the subsidiary wants to follow a responsive, market-driven approach to product design and marketing strategy, the top management is driven by the strong belief that the group's core values are universal and no tweaking is needed for particular locations. Anil Mishra, Head of Sales, and the team at the corporate office of Axel Motors India have received an email from Maximilian Klotz, Head of Strategy at Axel Motor's Headquarters. Klotz has expressed complete dissatisfaction with the performance of Axel Motors India. Mishra and the team have to decide how to handle the challenge of getting their input - based on an understanding of the local environment - valued at Headquarters.

This paper aims to explore the nature of the celebrity chef phenomenon and its impact on the contemporary hospitality industry, to both enrich current knowledge on the topic, as well as inform future research endeavors.

The study was based on a narrative literature review of secondary data sources, namely, academic literature and industry-related articles, and video data collected from popular video-hosting websites.

Despite the vast popularity of celebrity chefs, the phenomenon remains underexplored, with limited coverage given to it by hospitality-related literature. Prior investigations primarily focused on celebrity chefs’ commercial influence and power of advocacy, with little reference to their impact on the next generation of culinary professionals and on the sustainability of the profession.

This commentary has numerous theoretical and practical implications for industry stakeholders who wish to explore this phenomenon beyond the limited confinements of its commercial impact. In particular, the study explores the nature of the phenomenon, where television, social media and the celebrity status of chefs influence both the values and norms surrounding the profession, and individuals’ vocational choices. That said, findings suggest that additional research is required on this topic.

The exploration of celebrity chefs as a topic has so far been limited and has leaned toward one dimension in hospitality literature, despite its interesting scope. This critical overview provides conceptual clarity on issues such as the phenomenon’s commercial and vocational impact and highlights areas of concern and opportunity. Moreover, the study sets a clear pathway for further research.

The purpose of the study detailed here was to engage with Directors of Centres for Doctoral Training (CDTs) during the first year of their new Centres to form a snapshot view of the nature and type of training that was being incorporated and how this might affect the wider institution – in this case the university. Using an organisational learning lens, this paper empirically examines the work-in-progress of the responsible innovation (RI) training in CDTs to assess how new RI understandings are being created, retained and transferred within the CDTs, questioning whether this process represents a programme of “institutionalisation”.

During the past decade, RI has become increasingly embedded within the EU and UK research context, appearing with greater frequency in funding calls and policy spaces. As part of this embedding, in its 2018 funding call for CDTs, the Engineering and Physical Sciences Research Council (EPSRC) required RI training to be included in the programme for all doctoral students.

The paper concludes that, at present, institutionalisation is highly variegated, with the greater organisational change required to truly embed RI mindsets.

The paper provides original, empirical research evidence of RI institutionalisation in UK CDTs, and, using a “learning organisation” lens, examines areas of value to both RI and learning organisation theory.

The purpose of this paper is to investigate the gender stereotype of science by analysing the semantic attributes of gender in relation to three science subjects – chemistry, mathematics, and physics – among students and their science teachers.

This cross-sectional study applied a survey of 3,045 students and 123 teachers in secondary schools. The gendered image of science was assessed using a semantic differential consisting of 25 pairs of adjectives with semantically opposite meanings.

In summary, the results of the study demonstrate that from the female students’ perspective mathematics and physics are negatively related to female gender, whereas chemistry is neither significantly related to the male nor to the female profile. From the male students’ point of view mathematics is negatively related to the female gender, whereas chemistry and physics are positively related to the male gender. In the science teachers’ perception chemistry and physics combine feminine and masculine attributes, whereas the teachers’ perception of mathematics matches only with the male, but not with the female gender.

In contrast to previous research, the study is the first to analyse the gender stereotype of chemistry as well as to assess the gender image of three science subjects from students’ and teachers’ perspectives.

The purpose of this study is to analyze reported good institutional responsible research and innovation (RRI) practices from an organizational and learning perspective to discuss the usefulness of RRI as a broad umbrella concept.

This study connects neo-institutional and translation accounts of diffusion to different modes of learning and discusses reported best practices from 12 reports, including in total 23 organizations in the research system worldwide, in light of this theoretical framework. This study categorizes the good practices identified in the reports and discusses how the nature of the practices influences the potential learning from them. The authors then apply the results from the discussion of this study to current policy developments on RRI.

The two most often mentioned good practices overall are organizational policies and the establishment of organizational units, but the type of good practices recommended differs across the various aspects of the RRI umbrella concept. This diversity within the RRI construct is a practical argument against the effectiveness of RRI as an umbrella concept.

This study is novel in the fact that the authors, building on Wæraas (2020), systematically relate types of good practice to neo-institutional theory and translation perspectives explicitly combined with learning approaches and apply this approach in the field of research organizations. The policy implications from the empirical and theoretical analyses are novel and timely in these early phases of the EU funding framework programme Horizon Europe and can also be relevant for the increasingly important umbrella concept of Open Science.

Drawing on an organizational learning perspective, this paper examines the effect of levels of foreign market involvement (intensity and geographic spread) on internationalization outcomes recognizing that the moderating influence of entry-mode learning potential is not well documented in the literature on small- and medium-sized enterprises (SMEs).

The sample includes 180 SMEs evenly selected from three industries: biotechnology, software and clothing (60 firms in each industry). The sampled firms employ less than 250 employees and are equally distributed between three developed economies and three emerging economies. All were engaged in foreign business.

The authors find that there is a direct relationship between levels of foreign market involvement and internationalization outcomes. Entry-mode learning potential moderates the relationship between intensity of foreign market involvement and internationalization outcomes but not the relationship between geographic spread and internationalization outcomes.

This study reveals several new insights that help explain the pathway through which foreign market involvement activities are translated into internationalization outcomes.

The authors conclude that the positive relationship between intensity of foreign market involvement and internationalization outcomes is strengthened when SMEs also use an entry mode with a higher learning potential than exporting only.