Search results

The purpose of this study is to draw from sustainable social innovation theory and the Consumer styles inventory (CSI) instrument to examine secondhand clothing consumption habits for Russia. The secondhand market is the logical outcome of efforts to adopt resale as a facet of sustainable social innovation, with which to drive sustainable decision-making and socially responsible marketing in the secondhand high-end clothing market. Resale represents the cornerstone of business model innovation (BMi) for the retail sector, offering substantial opportunities for retailers who understand changes in consumption behaviour. More cost-effective and arguably greener, the sale of secondhand clothing is expected to be double the volume of fast fashion by 2030 but it remains an understudied field of research in the literature relating to the fashion industry.

Hypotheses are developed from the existing literature. Survey methodology is used to collect data from 250 Russian consumers in the city of Petersburg. The objective is to test the veracity of CSI shopper orientations, focusing on nascent motivations for high-end branded secondhand clothing, to examine sustainable social innovation and resale in an emerging market.

Four new shopping orientations are identified. Based on the empirical data, the authors suggest that five (out of the original eight CSI shopping orientations) are of internal statistical relevance, and that our new orientations are relevant for not only this market, but for neighbouring Eastern European countries too. The findings reflect postmodern evolution in behavioural motivations for Russian consumers, that can inform retail strategy in terms of BMi consumer for harnessing opportunities offered by sustainable social innovation and resale.

Whilst the CSI has been widely used, research for Eastern Europe is limited. Understanding the shopping orientations for sustainable alternatives to newly produced clothing has theoretical and practical implications for improving circularity, post-war entry strategies and countries facing economic downturn. This study contributes novel insights by examining consumer decision-making and shopping orientations in an emerging market.

The purpose of this paper is to extend understanding of marketing in MENA by investigating how women entrepreneurs use social networking sites (SNS) in marketing their businesses in Lebanon.

To address contextual issues arising from research in this region, this study consists of a two-phase research design of, first, a panel of specialised business commentators and, second, digital qualitative data collection that enabled access to hard to reach informants.

The study reveals that the activities of women entrepreneurs are fundamentally enabled by SNS as it allows them to optimise their networks in prospecting, communicating and developing relationships with stakeholders. It also allows them to support the social fabric of the family unit by providing an extra source of income and facilitating connections.

This study draws on a single country within the MENA region; nonetheless, the analysis offers new and nuanced understanding to marketing of small businesses in uncovering how Lebanese women entrepreneurs are able to build and run their businesses using SNS.

This research demonstrates how women entrepreneurs can set up and run businesses using SNS to reach and extend their networks in a culturally diverse and growing economy. SNS provides an inclusive platform through which women build and run a small business.

This research responds to a World Development aim of studying the relationships between gender and trade such as women entrepreneurs using social technologies.

This research responds to a World Development aim of studying the relationships between gender and trade, here by investigating how women entrepreneurs set up and run small businesses enabled by SNS.

As government funding continues to decrease, higher education (HE) providers are pressed to become autonomous in terms of managing resources and innovation. Many operate as small and medium-sized enterprises (SMEs), expanding business activities beyond borders by integrating programmes of International Academic Mobility (IAM). Such programmes involve managing the flow of staff beyond national borders, contributing to a key dimension of internationalisation and IAM-driven innovation. This paper seeks to ascertain the motivations, benefits and barriers for undertaking IAM, and the HR processes through which they operate.

A four-stage qualitative methodological approach including interviews with 26 participants is employed to identify factors that motivate staff to participate in IAM programmes.

Eight factors that motivate staff to be involved with IAM (breaking from routine, leisure/recreation, socio-cultural discovery, networking, altruism, developing new skills/capabilities, research/funding collaboration and self-enhancement) and four issues that act as barriers (funding, HR myopia/lack of information, personal circumstances and schedule constraints) are identified.

This study contributes to an important yet under-researched area of employee-driven IAM, developing a conceptual framework that draws from and enriches: expectancy theory, communities of practice, social and human capital theories and intrapreneurship (i.e. employee-driven innovation).

In the international graduate job market, education–job mismatches are affecting recruitment, and consequently efficiency. The purpose of this paper is to identify a widening gap in “global operating skills”, then put forward a structure for addressing the education–job mismatch, based on data gathered from higher education teachers and graduate recruiters. Framed as a case examining the contemporary context in Russia, the objective is to identify a cross-cultural management (CCM) skills set for graduates who are pursuing a career in an international environment. The study therefore has implications for managers and educators who work in this sector.

The study identifies a number of factors that need to be taken into account for developing CCM competence among graduate job seekers. Set in the specific case of a Russian higher education institutions and one of its international partners, stakeholder theory is used for theoretical underpinning and data collection. A qualitative-oriented mixed-methods approach was designed to: explore the education–job mismatch by using documentary sources and direct observations; collect data in a three-step sequence (focus groups, interviews and interactive seminar).

The key findings revealed the extent of the education–job mismatch. Specifically: a lack of transferable CCM skills, mismatch between the provision of CCM skills development in higher education and the needs of recruiters, and curriculum shortfall in terms of CCM skills. Furthermore, areas such as cross-cultural communication and cross-cultural awareness require urgent attention; new approaches are needed to enhance the knowledge transfer of CCM skills to students, in order to better equip them to work in an increasingly international workplace.

The enquiry provides a snapshot of knowledge transfer regarding CCM skills based on a particular case, from the perspective of teachers and recruiters. While care was taken to respect the language and cultural norms, the interview guide captured only a narrow dimension of the subject area. The modest size of the sample does not allow any generalisations when interpreting the data. The findings should not be applied to other national contexts, disciplines or sectors.

The authors put forward actions for enhancing the implementation of an international education programme (IEP), emphasising the importance of co-creating with stakeholders. The distinguishing features of an IEP are identified and a framework for explaining the opportunities generated by such a programme is developed. Failing to address the “skills gap” may trigger long-term ramifications for both business and society.

Academics and students claim to be dissatisfied with the current delivery of CCM skills. The identification of an education–job mismatch implies that CCM skills are not being effectively transmitted within higher education. This study sets out to identify and explain the current situation of CCM skills development in contemporary society. The genesis of this study stems from the topical debate surrounding reconceptualising higher education to reflect a more international-oriented approach.

Research into CCM is frequently undertaken from an Anglo-centric perspective, or sets out to compare an “Anglo” environment with a non-Anglo setting. Few CCM studies are set in the context of a contemporary Post-Soviet society.

In today’s global economy, high in talent but low in growth, the capability and skills mismatch between the output of universities and the demands of business has escalated to a worrying extent for graduates. Increasingly, university students are considering alternatives to a lifetime of employment, including their own start-up, and becoming an entrepreneur. The literature indicates a significant disconnect between the role and value of education and healthy enterprising economies, with many less-educated economies growing faster than more knowledgeable ones. Moreover, theory concerning the entrepreneurial pipeline and entrepreneurial ecosystems is applied to graduate entrepreneurial intentions and aspirations. The paper aims to discuss these issues.

Using a large-scale online quantitative survey, this study explores graduate “entrepreneurial intention” in the UK and France, taking into consideration personal, social and situational factors. The results point to a number of factors that contribute to entrepreneurial intention including social background, parental occupation, gender, subject of study and nationality. The study furthers the understanding of and contributes to the extant literature on graduate entrepreneurship. It provides an original insight into a topical and contemporary issue, raising a number of research questions for future study.

For too long, students have been educated to be employees, not entrepreneurs. The study points strongly to the fact that today’s students have both willingness and intention to become entrepreneurs. However, the range of pedagogical and curriculum content does not correspond with the ambition of those who wish to develop entrepreneurial skills. There is an urgent need for directors of higher education and pedagogues to rethink their education offer in order to create a generation of entrepreneurs for tomorrow’s business world. The challenge will be to integrate two key considerations: how to create a business idea and how to make it happen practically and theoretically. Clearly, change in the education product will necessitate change in the HE business model.

The data set collected was extensive (c3500), with a focus on France and the UK. More business, engineering and technology students completed the survey than others. Further research is being undertaken to look at other countries (and continents) to test the value of extrapolation of findings. Initial results parallel those described in this paper.

Some things can be taught, others need nurturing. Entrepreneurship involves a complex set of processes which engender individual development, and are highly personalised. Higher Education Enterprise and Teaching and Learning Strategies need to be cognisant of this, and to develop innovative and appropriate curricula, including assessment, which reflects the importance of the process as much as that of the destination.

The global economy, propelled by the push and pull of technology, is changing at a speed never before seen. This is having profound political, social and economic effects which necessitate fundamental change that we organise ourselves and our activities. Current models and modus operandi are proving increasingly unfit for purpose. Nurturing and encouraging agile mindsets, creativity, supporting the testing of new ideas and ways of doing things and adapting/adopting to innovation are all critical future employability factors. Our future prosperity and well-being will be dependent on creating new learning models.

This work builds on an extensive literature review coupled with original primary research. The authors originate from a variety of backgrounds and disciplines, and the result is a very challenging set of thoughts, comments and suggestions that are relevant to all higher education institutions, at policy, strategy and operational levels.

The purpose of this paper is to examine how the work of teachers in French schools of Management has evolved over the years and to see how these changes are perceived by the teachers themselves.

A questionnaire was developed with open ended questions and sent out to academic staff in various fields of business and management and then examined to see if there were any common factors to business schools. The perception of these changes were also examined through the questionnaire.

There were many positive aspects found concerning these changes where staff had a certain amount of power over these changes.

The research was limited to a certain type of business school and within France.

The paper highlights a number of positive changes to the work of academics staff in France and gives insight to how the staff themselves can have the power to change their work as they wish. It is therefore complimentary to research which lays the emphasis on the negative aspects of the profession.

The purpose of this paper is to provide an insight into the extent to which faculty have adopted technology-enhanced learning in the delivery of undergraduate programmes to a largely international cohort, and indirectly the barriers that may be preventing a more widespread use of technology.

The enquiry takes a cross-disciplinary approach to explore how technology is used in the delivery of international programmes in France and Russia; the focus lies at the intersection of technology-led learning and managing cultural diversity. A face-to-face survey is used to gather the more specific information about teaching practices at each institution.

The findings of the survey strongly suggest that technology acceptance and technology awareness are influenced by a number of complex factors in this particular cultural context. The study concludes by discussing various recommendations for integrating technology into courses delivered across the partner institutions.

The two institutions are based in “second cities” but they do not reflect a nation-wide attitude to using technology for teaching purposes. The findings cannot be extrapolated beyond this relatively restricted geographic sample.

Existing studies often discuss and compare student reactions to technology-enhanced learning but there is a gap in the understanding of the broader factors that can influence the delivery of course materials using technology. The perception and usage of internet technology can vary considerably across different cultures and linguistic communities, and this factor can have an impact on the way a course is delivered.

Researchers in Russia wanted to find out if education-job mismatches affect recruitment in the international employment market.

There was a three-stage process. Stage One involved organizing interviewer-led focus groups with 18 Russian recruiters. In Stage Two the authors carried out face-to-face interviews with 17 CCM research-informed teachers and 11 recruiters. Finally, the third part of the study was an interactive seminar with 297 graduate job seekers in Russia.

The main issue was the overwhelming lack of transferable cross-cultural management (CCM) skills, especially among young graduates. The authors interviewed university teachers who felt that graduate job seekers lacked a wide range of basic skills and knowledge. Meanwhile, they interviewed recruiters who were concerned about the inability of graduates to apply their knowledge in a global business context. The recruiters were also critical of the teachers for not supplying graduates with the right soft skill set.

Research in the field has been rare, especially in Russia. The results point the way forward for academic researchers, but also practicing teachers