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This study aims to validate a data collection tool's psychometric properties to explore whether business management research's relevance is a high-order construct made up of its perceived interest and perceived relevance. The authors conducted a confirmatory factor analysis to validate a two-factor scale. The sample was composed of 148 MBA students from a Peruvian business school. Results showed the appropriate levels of validity and reliability and confirmed the usefulness of this data set for exploring the relationship between perceived interest and relevance. Businesses and schools can replicate the validated tool for reviewing their curricula and teaching practices, exploring the gap between business and management research results and advancing managers' research literacy and evidence-based practice in business education and training.

Transnational routes such as direct-entry have become a more attractive option for Chinese students, due to the pandemic-imposed travel restrictions in China. The rise of Chinese direct-entry students can potentially lead to a significant increase in demand for academic and non-academic support not only after their arrival, but also before their departure from China. By applying Schlossberg's transition theory, this paper seeks to develop a good understanding of the academic and social belonging of Chinese direct-entry students in the UK through re-analysing the portraits (written narratives) of a previous research project. The findings indicate that these students were feeling disconnected from the academic and social communities. The factors affecting their sense of belonging are described using the 4S framework, namely self, strategies, situation and support. The paper ends with recommendations to key university stakeholders on how the partner institutions in China and the UK can help enhance a sense of academic and social belongingness of Chinese direct-entry students.

Businesses and other organizations across the globe are becoming more and more data-driven, using a combination of descriptive, diagnostic, predictive and prescriptive analytics to gain a strategic advantage through understanding the past, what we hope to happen in the future, and the ability to accurately predict future outcomes. These forms of analytics span from basic statistical summaries and data visualization to artificial intelligence models. Many organizations are now requiring new job applicants, new hires, and existing employees to be data literate. As such, it is becoming incumbent on teachers, students, and practitioners to possess some basic knowledge or experience in business analytics, at least within their educational and functional domains. Current best-practice in business school curriculum embeds some form of analytics across the curriculum. Unfortunately, many business colleges do not have the experience or resources to do so, hence teachers are unprepared to teach, and students are not prepared to enter the business world being data literate. While higher levels of analytics can be statistically intimidating, there are numerous applications of analytics that do not require statistics or higher-level models. This paper introduces one such technique practiced within marketing education and industry since 1995 and is called RFM. RFM has long been known in marketing curriculum and practice but has seen virtually no exposure in business schools outside of marketing major courses. This reflects an unintended consequence of teaching and learning within "functional" silos. It is hoped that teachers and students across the business curriculum, as well as workforce participants, can use this case to gain an appreciation of data literacy and analytics toward application within any functional area of business. The purpose of this paper is to avail those outside of marketing education and practice with an effective, easy to understand, easy to apply model, with no statistics involved. The goal is to facilitate increased data literacy and interest in understanding and/or applying analytics to other functional arear of business. RFM is not unique to this paper but is aimed at broadening teacher, student and workforce participant experience and knowledge of business analytics.

In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article--focusing primarily on the US context--discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism's ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. This paper concludes that racist ideologies are often hidden behind discipline-specific vocabulary or technical language, and it is by tackling the ideologies at work underneath the technicalities can we address the chameleon-like nature of racism more effectively.

Campus-community partnerships are integral to community-engaged learning, service-learning and similar pedagogies that extend project-based learning beyond the classroom into "real world" communities. Community-engaged courses have increased in prevalence in engineering education. Evidence suggests that they are effective at connecting engineering theory to practice, engaging students motivated to "make an impact," and preparing students for global and multicultural collaboration. In community-engaged courses, campus partners (students, faculty, staff) and community partners (individuals or organizations from non-academic communities) collaborate on an engineering project that, if successful, benefits community members and contributes to student learning. However, partner relations are not always a primary focus, and partnerships can flounder and fail resulting in limited or imbalanced outcomes, dissatisfaction among partners, or even harm. Building upon documented principles for community engagement and frameworks such as critical service-learning, this paper directs attention to the relationships between campus and community partners as a crucial yet under-studied aspect of engineering community-engaged learning. We interviewed 22 campus and community partners involved in engineering projects spanning seven engineering colleges and five continents. The findings are presented in the form of a Partnerships Compass with guiding questions for nurturing partnerships that are both impactful (in achieving partners' collective goals) and equitable (in attenuating power imbalances, unequal risks of harm, and outcome disparities between partners). Ultimately, the paper aims to provide a timely perspective and actionable tool for engineering instructors, students, and community partners who aim to jointly build enduringly equitable and impactful partnerships.

Over the past two decades, there has been an increased focus on designing STEM learning experiences for primary and second-level students. We posit that for teachers to design rich learning experiences for their students, they must first have the opportunity to develop their own STEM knowledge and competences, either during their pre-service teacher education or as part of their professional learning as in-service teachers. This systematic review of literature examines programmes which offer either pre-service or in-service teachers immersive learning experiences through placements in STEM roles in business or industry. A total of nine papers were identified in this review, featuring three unique programmes--one in the UK for pre-service teachers, and two in the USA involving in-service teachers. The findings indicate a variation in motivation and structures across the three programmes. The influence on teachers' personal and professional development, and their intentions to change their classroom practices or behaviours to incorporate more 'real-world' contexts into their STEM learning activities, inspired by their experiences in industry, is discussed. This study presents recommendations for the design and implementation of immersive learning placements in industry to support STEM teacher professional learning, as well as suggestions for further studies to examine the influence on their classroom practice.

Purpose: The negative cultural bias vis-à-vis international business and cross-cultural management has been duly acknowledged, necessitating recommendations towards investigating its positive effects. Methodologically, quantitative research clearly predominates, and there have been calls for alternative approaches. Thus, this conceptual paper addresses the research gap (methodological and thematic) by investigating if multicultural teams can be an essential part of the global workforce and whether positive effects exist regarding dynamic capabilities, learning and knowledge transfer. Design/methodology/approach: The underlying ethnographic research design enabled exploring within the embedded single case study from an emic perspective, including qualitative observation and semi-structured expert interviews, and provided detailed insights into the company's multicultural work environment. Findings: The results reveal that applying a qualitative design allowed the needed exploration and show that multicultural, geographically dispersed teams are positively experienced and considered necessary in today's globalised world. They are likely to increase in the future. Moreover, dynamic capabilities (multicultural competencies) are indispensable for multicultural teamwork. Regarding learning opportunities, different viewpoints for discussion and the ability to reflect on these offer valuable insights. In line with theory, multiculturality is considered a "two-edged sword", providing simultaneous benefits and challenges. Contrary to the theory, even highly important information transfers can occur virtually, although occasional physical contact is essential for trust building. Originality/value: The multinational family business offers a unique example of a positive relationship between multiculturalism and organisational excellence and demonstrates how the application of a qualitative methodology can support theory building by delivering a revised model of dynamic capabilities in multicultural environments with geographical dispersion.

Purpose: The emergence of internet-based business models has given rise to online higher education institutions (OHEIs) that offer their undergraduate and graduate degree programs exclusively online with minimal physical presence. Research on OHEIs discusses the need for external legitimacy and resource acquisition, often ignoring the role of quality among these institutions. Hence, this study aims to investigate the role of digital quality of education on OHEIs' survival. Design/methodology/approach: Guided by four different inter-disciplinary theories, a conceptual framework is offered based on a comprehensive literature review. Findings: The role of digital quality of education in improving the survival and strategic competitiveness of institutions in the US online higher education industry is highlighted. Research limitations/implications: This conceptual paper highlights how the digital quality of education becomes increasingly important over the life cycle of OHEIs. Practical implications: The proposed framework suggests that despite the competition provided by traditional and well-entrenched players, OHEIs can improve their survival and competitiveness if they invest strategically in the digital quality of education. Originality/value: This study offers an overarching conceptual framework developed through an integration of multiple theoretical perspectives and grounded in the US online higher education industry.

As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.

The adoption of enterprise-wide systems like Customer Relationship Management (CRM) systems continues to grow globally. Due to the prevalence of CRM software in businesses and CRM's expected growth, Information Systems (IS) graduates will likely interact with a CRM system in their careers. However, learning enterprise systems like CRM is challenging for students due to the complexities surrounding integrating people and processes around a technology platform. This paper illustrates how an information systems course employs a CRM project using an experiential learning approach to help IS students develop functional and technical knowledge of CRM and discover creative ways to solve business problems using Salesforce. Project details, exercises, and lessons learned from previous project implementations are provided. Results of students' assessments indicate the hands-on Salesforce CRM project can lead to improved functional and technical learning outcomes.

Although research on European education policy has aptly focused on the role of supranational and intergovernmental actors, less attention has been devoted to its analysis as a policy arena in which legitimacy can be created and power can be exerted in sophisticated ways. Specifically, the role of non-state actors as agenda-setters for European education and employment policies is still unexplored. By combining a neo-Gramscian approach of political economy with Jochim and May's boundary spanning policy regimes' perspective, which captures activity across policy subsystems that seek to manage 'wicked' policy problems, this paper looks at the role of private and business actors, and specifically the European Round Table of Industrialists (ERT), in European education during the 1980s and 1990s. The findings show how this period can be considered a foundational period for the emergence of a BSPR in education and employment, and in which specific goals and directions were set out in the European education agenda more fine-tuned with employment goals and industry's needs. Moreover, the paper illustrates why private and non-state actors shape boundary policy spanning regimes at the nexus of education and employment, which in this case reflected the economic interests and preferences of European transnational companies.

This paper focuses on a two-year program with a Norwegian public sector project-based construction company, where action learning groups and critical incident technique were combined to enhance organizational learning. Project-based organizations typically face difficulties of 'project amnesia', as they fail to integrate learning from experience into organizational memory. In drawing lessons from experience, employees often focus on solving short-term problems with individual projects rather than contributing to medium- and longer-term organizational learning. The program that is the focus of this paper engaged newly-appointed engineers in action learning groups and trained them to use critical incident technique to gather and analyze information about recent projects undertaken by the company. The groups reported back their findings to colleagues in the program and to managers and senior executives in the company. Originally designed as an alternative to the traditional induction training for new employees, the program generated useful practical learning across the whole organization about project success factors. This paper explains how action learning and critical incident technique combined in this program to enhance individual, team and organizational learning, and argues that the synergies between these three processes should be explored in other contexts.

Despite their growing importance, differential, process-oriented research on Massive Open Online Courses (MOOCs) for professional learning is scarce. This paper explores learner behavior in Enterprise MOOCs using lag sequential analysis. Data from 13 MOOCs on business and technology-related topics with a total of N = 72,668 active learners were examined. Starting from consistent high-level behavioral patterns, a deeper analysis reveals variations in interaction sequences according to the underlying course design approach. Lecture-oriented, system interaction-oriented, and discussion-oriented courses share a set of common patterns but also differ in various interaction sequences. Results point towards an isolated role of video playbacks across all course clusters, consumerist patterns in lecture-oriented courses, and a positive influence of metacognitively oriented interactions on learning outcomes. Accordingly, initial design recommendations include integrating interactive instructional elements in videos, promoting learner engagement in lecture-oriented courses, and fostering metacognition. Connecting interaction and achievement data may uncover promising behavior patterns that can be further supported by course design. Based on the initial findings, implications for future research and development are discussed.

The main thrust of this paper is to explore factors from the business sector, which could inspire school leaders in terms of issue/problem formulation during their decision-making process. This conceptual paper examines diachronically and conceptually the issues of uncertainty, not only in terms of context and decision-making, but also having in mind leaders' and leadership's main characteristics as well. The question remains whether concepts of uncertainty management practices from the business sector might offer insights for school principals in order to make connections between what is happening inside and outside the organization. The paper is organized around five sections dealing with the conceptual basis of the two main terms, crisis and uncertainty and how leaders in the business sector deal with these. Following, we focus on educational leaders and their ways of navigating through crisis and uncertainty and we conclude with some observations about how leaders make the best possible decisions under the circumstances. We end the paper by stressing that, perhaps, many of the leadership qualities and characteristics needed in times of "normality" are more or less similar to those needed in times of uncertainty. However, school leaders need to learn to act faster with clearer and constant communication.

Purpose: This paper aims to present the results from a case study that investigated interorganizational learning in a buyer and seller relationship in the context of the maritime industry. This examination emphasized unraveling how the buyer and seller in the case study interacted and transferred knowledge when using a new business model that relied on servitization. Furthermore, this paper also addresses and discusses work practices, and the relationship between intra- and interorganizational learning. Design/methodology/approach: A case study entailing the introduction of digital technology and a new business model into the maritime industry was used as an empirical example of interorganizational learning. The case study was conducted over a period of over one year and focused on a buyer of freight ships and a seller of servitized technology used on the ships. The organizations involved were the ships, the shipowner's office and the ship engine supplier. The primary data acquisition methods comprised semi-structured interviews and observations. Findings: The case identified interorganizational learning within the organizations at the individual, group and organizational levels, but only a few learning signs could be viewed as bidirectional interorganizational learning that can create knowledge and competitive advantages for the organizations. This is explained by the interorganizational learning context and the organizations' motivation for learning at a strategic level. Originality/value: This paper addresses an identified need for empirical studies on how interorganizational learning unfolds within organizations and connects to intraorganizational learning. Interorganizational learning studies often examine partnerships and joint ventures, in which partners have entered into these relationships with learning as a specific goal. By choosing a case in which interorganizational collaboration is anchored in operational matters, the study demonstrates the importance of motivation and agenda when entering into partnerships, concerning how inter- and intraorganizational learning develops within organizations. Furthermore, approaching these levels from an interrelated and practice-oriented perspective challenges established success criteria for interorganizational learning.

Purpose: This paper aims to address the relevance and impact of the fourth industrial revolution through a theoretical and practical perspective. The authors present both the results of a literature review, highlighting the new competences required in innovative workplaces and a pivotal case, which explores challenges and skill models diffused in industry 4.0, describing the role of proper organizational learning processes in shaping new work cultures. Design/methodology/approach: The paper aims to enhance the discussion around the 4.0 industrial revolution addressing both a theoretical framework, valorizing the existing scientific contributes and the situated knowledge, embedded in a concrete organizational context in which the fourth industrial revolution is experienced and practiced. Findings: The findings acquired through the case study endorse what the scientific literature highlights about the impact, the new competences and the organizational learning paths. The conclusions address the agile approach to work as the more suitable way to place humans at the center of technological progress. Research limitations/implications: The paper explores a specific organizational context, related to a high-tech multinational company, whose results illustrate the empirical evidence sustaining transformations in the working, professional and organizational cultures necessary to face the challenges of the fourth industrial revolution. The research was conducted with the managers of an international company and this a specific and limited target, even though relevant and interesting. Practical implications: The paper connects the case with the general scenario, this study currently faces, to suggest hints and coordinates for crossing the unfolding situation and finding suitable matching between technological evolution and the development of new work and professional cultures and competences. Social implications: Due to the acceleration that the COVID-19 has impressed to the use of digital technologies and remote connexion, the paper highlights some ambivalences that the quick evolution of the new technologies entails in relation to work and social conditions. Originality/value: The opportunity to match both a literature analysis and an in-depth situated case study enhances the possibility to achieve a more articulated and complex view of the viral changes generated in the current context by the digitalization process.

This paper critically evaluates the concept of innovation, in the context of the funding of youth work within Erasmus+ Key Acton 2, but the findings are applicable to other settings which emphasise innovation. The paper argues that, first, innovation is problematic because it lacks a definition. Second, innovation is founded on a neoliberal business model, where solutions are identified and mainstreamed, and the consumer is the ultimate arbiter. Third, the importance of innovation as both context dependent and contested is not appreciated. One result of these problems is that established professional knowledge is undermined, and an emphasis on innovation also has the potential to run counter to the existing established educational practices of youth work. It is argued that innovation is becoming a euphemism for quality, and therefore innovation is taking on the guise of a 'silver bullet' for wider EU policy problems.

Purpose: This paper aims to contribute to discussion around the need for improved models for change in a rapidly changing world. It also aims to provide insights for further discussion around how a Nordic management approach can relate to the need for new change ideas. Since Lewin proposed that change requires unfreezing, moving and refreezing, several changes in models have been introduced. Many models include similar factors such as the need for a vision, a clear process and to motivate change. These change factors are investigated in this paper and related to a fast-paced, uncertain and volatile environment Design/methodology/approach: Based on a collaborative research approach, engaging with leaders in five organizations, all headquartered in the Nordic countries, this paper examines problems with traditional change models in a contemporary context as well as how these challenges could be handled. Findings: This paper concludes that leaders still find value in traditional models but see that these models need to be adapted to include elements of more recent research. This paper suggests tweaks in traditional change factors and ends with a proposition with a renewed model for change. Originality/value: The ideas in this paper could be seen as a bridge between traditional and modern models -- a bridge that seems to be needed in practice. It draws on action research and close relationships with top management, as they are working with change -- potentially giving the study a unique angle on a practical, widespread problem: succeeding with change.

The rapid development of technology in today's times make business' survival a rather complex task. It is therefore necessary for the specialized organization and administration of each company to differentiate and strengthen its competitive advantages. Gamification is an established practice in many business domains and can enforce employees to engage in business processes and change aspects of their behavior. Even though numerous gamification patterns that are described in literature have been used so far by businesses to various working environments, the outcomes were not the best possible that we would expect in terms of their right utilization to business non-game contexts. Thus, there is need for concise gamification patterns that can offer right guidance to game designers in business. Gamification design patterns can provide a distilled knowledge of techniques of how to design object-oriented software. This paper aims to address this gap in existing literature by describing new gamification design patterns, classifying them according to specific criteria and providing new information to this research domain. Our study is a descriptive literature review and is based on review of previous works. This descriptive literature review tries to give a better understanding by proposing new gamification design patterns in the continuously evolving research domain of gamification design patterns.

In the chemical industry, a new generation of decision-makers is emerging in the next 5 to 10 years with a higher affinity for the use of videos to find information and to connect with other individuals. Through the digital transformation, an "on-demand" culture has become usual. As individuals want to access information at any time, B2B companies need to transform to video-based infrastructures enabling them to build effective relationships through connecting their employees with the new decision-makers of the industry. The specialty chemicals business is characterized by a high level of innovations which is seen as an excellent source to create video content aiming to connect individuals and to change social communication patterns. The current academic literature indicates the advantages of using YouTube in B2B, but a specific framework describing how to embed YouTube in the customer journey to improve B2B social communication and to achieve better social connections between B2B individuals is missing. Using an adopted content analysis, this paper developed a framework for YouTube-based activities combining the four major elements, Content, Touchpoint, Usage and Stimulus, in an interrelated setup.

Purpose: While new rich learning opportunities emerged through the introduction of Innovation Platforms (IPs) in agricultural value chains, the extent to which IPs enhance farmer experiential learning is still unclear. Design/methodology/approach: This paper brings clarity to the above question by interviewing 91 coffee IP farmers. Data were analyzed through content analysis to generate overarching themes for farmers' experiences, learning activities, and outcomes. Findings: Results reveal that participation in IP learning activities generates farmers' knowledge to cope with coffee value chain challenges. Specifically, farmers' making-meaning of challenges and generating new solutions represents an iteration between individual critical reflection and experimentation of value chain activities. The IPs facilitated multi-directional knowledge flows among farmers by mobilizing necessary resources. Practical implications: As many Sub-Saharan Africa (SSA) governments cannot provide sufficient extension support, farmers increasingly rely on IPs whose processes stimulate members' learning commitment and endeavors. Nevertheless, Governments can use these findings to tailor the design and implementation of IPs to farmers' experiential learning processes. Theoretical implications: The study contributes to experiential theory in the context of agriculture by advancing a model on how IPs can accelerate farmers' experiential learning processes based on the challenges experienced. Originality/value: This article extends knowledge of experiential learning in IPs context.

This paper calculates the effects of the COVID-19 pandemic on educational outcomes for undergraduate business programs in Mexico. We use administrative data from the National Association of Universities and Institutions of Higher Education and a difference-in-differences empirical strategy to estimate the impact. We find a negative effect on intake, enrollment, and graduation outcomes. We also examine heterogeneous effects, showing that top business schools increased the number of intakes with respect to non-top schools. Furthermore, public schools were more negatively impacted than private schools in terms of graduation outcomes, while synchronous-learning programs reported a higher decrease on graduation rates than asynchronous-learning programs.

In recent years, environmental issues have become the focus of societal concerns. In this context, the business world has been consolidating a form of green marketing management that merely conveys ambiguous or misleading messages rather than reflecting environmentally friendly business practices. This phenomenon is called greenwashing. This systematic review identifies and analyses the relationship between greenwashing and education (and at the more specific level of environmental education or education for sustainable development) in the academic literature. The sample consists of 20 papers retrieved from different databases using a systematic search strategy. As a result, an analysis of greenwashing trends in relation to education and its main approaches is presented: greenwashing literacy as an avoidance tool, the presence of the phenomenon in higher education institutions or in resources for educating, tools for identifying misleading green advertising and education, and anti-greenwashing educational proposals. Finally, some recommendations for identification and avoidance are presented.

This paper examines literature from the COVID-19 period (2020-2022) to outline prevalent themes and essential competencies in the post-COVID era. Employing informetrics within a quantitative research approach, the study scrutinizes Scopus database data using COVID-19, e-learning, e-commerce, and media and information literacy terms. Results reveal a surge in scholarly focus on e-commerce, online learning, e-health, and ICTs, including social media. Identified were 355 media and information literacy terms, with digital, information, health, and media literacy at the forefront. Moreover, 244 corresponding competencies and skills were noted. The study emphasizes the necessity for comprehensive media and information literacy programs, diverse competencies, and stakeholder engagement in fostering a digitally literate society. Prioritizing skill development for navigating digital landscapes is vital amid the fourth industrial revolution, laying the groundwork for adept usage of media, information, and digital realms.

Monte Carlo (MC) simulation is widely used in many different disciplines in order to analyze problems that involve uncertainty. Simulation decomposition has recently provided a simple, but powerful, advancement to the standard Monte Carlo approach. Its value for better informing decision making has been previously shown in the investment-analysis field. In this paper, we demonstrate that simulation decomposition can enhance problem analysis in a wide array of domains by applying it to three very different disciplines: geology, business, and environmental science. Further extensions to such disciplines as engineering, natural sciences, and social sciences are discussed. We propose that by incorporating simulation decomposition into pedagogical practices, we expect students to significantly advance their problem-understanding and problem-solving skills.

In order to fully appreciate the interdisciplinary nature of energy resources, there is a need to understand pertinent issues from other viewpoints besides a purely chemistry perspective. In this paper, the teaching of cost-benefit analysis (CBA) and business databases as part of CM4282: Energy Resources at the Department of Chemistry, National University of Singapore (NUS), is described. For teaching of CBA, in two 1h sessions, topics such as net present value (NPV), internal rate of return (IRR), discount rate, payback period, and sensitivity analysis were introduced in the context of capital budgeting. With collaboration from NUS libraries, in another 1h session, students were instructed on searching business databases for conducting strength, weakness, opportunities, and threats (SWOT) analysis as part of their end-of-semester group presentation. Exposure to CBA and business databases enables chemistry majors in CM4282 to understand energy resources in an interdisciplinary light and enables the application of classroom knowledge to real-life scenarios in energy resources.

This paper analyzes how multi-level marketing companies (MLMs), via direct selling through electronic commerce (e-commerce) and social media, enact and evade federal language policy to maximize profits. Here we describe the federal language policies that govern this type of e-commerce, and in particular, the language policies of the Federal Trade Commission, which dictate what can and cannot be communicated by MLM companies and their contractors. We then illustrate how these federal language policies are enacted, and at times subverted, for financial gain during the COVID-19 economic and health crisis which rendered many people vulnerable. We draw on the discourse analysis of public documents, MLM insider sources via the first author, and over 100,000 public Instagram posts published by MLM independent contractors collected with the third-party Instagram data extraction tool, Phantombuster. We find that MLM independent contractors, although varying widely with respect to their enactment of federal and corporate policy, frequently reference COVID-19 implicitly or explicitly, a practice prohibited by federal policy. We demonstrate that quantitative and qualitative discourse analysis of language policies and practices of MLM social media provides a productive lens for understanding both the communication challenges of and responses to the COVID-19 pandemic. This approach reveals the variable ways in which language policies are taken up and discourses recontextualized with new meanings and for new purposes across social media platforms.

While research on Entrepreneurial University has largely focused on the support to venture creation, its contribution to youth employment and society might be much broader. Entrepreneurial capabilities and attitudes students acquire at universities are crucial also in waged jobs, and firms need employees predisposed to act entrepreneurially to stay competitive. However, we do not know much about the role of universities in preparing the next generation of graduates for such challenges. To address this gap, in this paper we investigate the extent to which entrepreneurial learning at university contributes to students' career intentions to work for small rather than larger firms. Additionally, we consider the role of the family context and investigate how the university's influence on students' career intentions is moderated by students' exposure to entrepreneurship in their family. Using data from 155,358 students, we find that entrepreneurial learning at university is negatively associated with the preference to work for small firms compared to larger firms and that this effect is even more pronounced for students with enterprising family background, particularly those who have shares in their parents' company. Besides contributing to research on Entrepreneurial University and career intentions, our findings offer practical implications for universities and employers.

The research background rests on the shortcomings of existing electronic business development models. The main aspects of the framework for e-business development as a prerequisite for sustainable competitive advantage are based on an analysis of scientific literature on sustainable competitive advantage and electronic business development. The paper aims to form a framework of electronic business development model oriented at the creation of sustainable competitive advantage for the enterprise. The research methodology consists of the critical analysis of e-business development and the analysis and related theories of the sustainable competitive advantage activities based on task-oriented questions that were met using the method of essential components identification. The main research findings are presented in the form of newly formed framework for the development of an electronic business that integrates the goals of economic, ecologic, and social dimensions into the IT-driven business activities. The framework is based on four dimensions identified as key to the company and influenced by the use of information technology: the dimensions of interoperability and robustness that incorporate external environment factors; value creation that includes the internal environment; the productivity dimension that includes changes to IT infrastructure and separation of key business areas.

This study empirically examines how graduate students' attitude, subjective norm, perceived behavioral control, knowledge, and acceptance of agro-business influence student intention to start agro-entrepreneurship and the moderating effect of gender and faculty on the relationship among the factors based on the Theory of Planned Behavior. The study adopted the cross-sectional design from 300 public university students. The results of the study revealed that attitude toward agro-entrepreneurship, perceived behavioral control, and acceptance of agro-entrepreneurial exert a positive and significant effect on agro-entrepreneurial intention among university students. Moreover, the gender-based multiple group analysis revealed that male graduate students accept more agro-business than female students. Thus, policy makers can facilitate the promotion of agro-entrepreneurship among graduate students. Based on Theory of Planned Behavior, this study improves our understanding on university students' agro-entrepreneurial intention in Malaysia. Finally, the discussion, recommendations and conclusion of the study are discussed in the research paper.

Identity directly impacts how university students behave and make decisions in entrepreneurial practice. Therefore, it is significant to explore the factors influencing the identity construction of student-entrepreneurs to understand how processes are internalized by students, which may then affect their entrepreneurial identity. This article interrogates the formation and transition of the entrepreneurial identity of student-entrepreneurs in a Chinese research university. This paper argues that identity formation is a dynamic and nonlinear process where both role and social identities are involved in its development. Factors that would promote the desired identity formation would include, among others, a tolerant atmosphere across universities, integrating identity issues into the process of entrepreneurship education, and providing university-wide support for entrepreneurship which will be beneficial to improving and sustaining entrepreneurial identity among students.

Due to the popularity of sport, the need to have sport management programs that properly train practitioners is justified (Pedersen & Thibault, 2014). However, with 505 sport management bachelors programs worldwide ("Degrees in Sports," n.d.) housed in various academic units, there is little consistency within the field of study. This paper strives to explore the field of sport management and to better understand sport management faculty members' perceptions of the discipline. Grounded in Foucault's (1971) theory of discourse, total of 154 sport management faculty members worldwide participated in the study. The data revealed there is a lack of consistency within the field regarding faculty members' perceptions of sport management. This study offers a vital, first step in an empirical examination of a critical phenomenon in the sport management academy.

The many genres of action learning have contributed to solving business and social problems, individual development and organisational learning. Different authors have scrutinised the role of the action-learning facilitator in upholding the precepts of action learning. Whilst the responsibilities of the facilitator to the group are significant, this paper concentrates on the personal transformation of facilitators who have transitioned into the role in an application of business-driven action learning. Hence, this study explores how individuals who took on the role of action-learning facilitator experienced genuine personal development. This exploration, within a South African context, offers a perspective on facilitator growth, a subject which has not gained much traction in the action-learning literature. The findings offer insight into the internalisation of action-learning principles, critical shifts and heightened learnings for facilitators.

The urgency of the current climate crisis emphasizes the need for university graduates equipped with relevant knowledge and skills to tackle environmental and social problems such as material consumption, environmental degradation and inequality at all spatial scales. Geographic and spatially sensitive concepts and approaches to sustainability and greening are particularly relevant as best practices and success models are not easily transferable across different contexts. But how can students learn the necessary skills to connect theory with practice? Based on a third-year geography module at a British university that teaches green economy concepts, this paper presents insights from a problem- and project-based group learning exercise designed to help students translate conceptual approaches into practice highlighting the strength of geographic thinking. As part of the exercise, students work in groups to develop a green project that they present in a green dragons' den-style ideas pitch to an expert panel for evaluation. Students are tasked to develop innovative, feasible and applicable proposals that address specific sustainability challenges. Findings from five consecutive years of teaching illustrate the value of project- and problem-based learning to students through the diversity of practical applications, the need for critical thinking and context-dependent assessments and enhanced transferable skills.

Purpose: The purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market. Design/methodology/approach: An empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003-2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated. Findings: The results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of "social sciences, business and law", "engineering, manufacturing and construction" and "health and welfare". However, at a more disaggregated level, a mismatch in the sub-areas of "teacher training and education science" and "computing" was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions. Practical implications: The study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term. Originality/value: One implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers.

This paper introduces a facilitated co-constructed action learning approach with a narrative account of the author's own learning on designing and delivering an executive education programme. Action learning has double inference in this context as the author developed and improved teaching design and delivery through action learning. He also revised the design of delivery of action learning to learners through critical self-reflection. The author states that university teaching faculty plays a crucial role in facilitating learners' development and application of reflective practice. Reflective practice underlines the ability of critical thinking, which is considered the highest level of thinking [Dewey (1910). "How We Think." Boston: D.C.Heath]. Consequently, the effectiveness of reflective practice unlikely happens unless individuals have achieved this level of thinking. Reflecting on the teaching experience, the author highlights two elements that potentially contribute to the effective outcomes of higher education learning and teaching: teaching faculty competence in mastering the application of action learning approaching in university learning and teaching design.

Football stadiums have traditionally been named after local sites (e.g. "Goodison Park," Everton FC) or regions ("Ruhrstadion," VfL Bochum). As big business takes increasing precedence in decision making in football at large (e.g. associations and leagues, regarding fixtures, media coverage, kick-off times, player transfers, etc.) and within individual football clubs (e.g. regarding kits and sponsorship), such toponyms are more and more being replaced by company or product names (e.g. "bet365 Stadium," Stoke City). In this paper, we will consider corporate renamings from the German Bundesliga, the English Premier League and the French Ligue 1 and particularly fan reactions to controversial, badly received corporate renamings. As revealed by earlier studies, in our data here we also find the discourse and practices of the fans celebrating local identification with their city or region, often with the stadiums constituting the homestead of a tradition. Where corporate stadium renamings are badly received, this discourse clashes with the discourse of big business and thus a number of tensions are revealed. More specifically, in fans' reactions to controversial corporate stadium renamings, we find a number of recurrent themes -- for example, concerning consequences to fans' identity to the club; in managing (anticipated) humorous retorts from rivals consequent from the stadium renaming; in resisting, but also feeling resigned to, financial pressures in selling the stadium name; etc. -- some of them across our three national contexts and others specific to one national context.