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The aim is to understand how goal orientation may help entrepreneurs maintain life satisfaction when faced with multiple crisis episodes. To do so, the authors study the early impact of COVID-19 on the life satisfaction of entrepreneurs who were previously faced with venture distress.

Data on 164 Belgian entrepreneurs, who were faced with previous venture distress, are used. The analysis is quantitative, and uses survey data, in combination with databases. The survey was administered in the beginning of the COVID-19 pandemic (June 2020).

Entrepreneurs high in learning goal orientation are less likely, and those high in performance-avoidance orientation are more likely to experience a decline in life satisfaction. Additionally, the time span between the two crises moderates the relationship between learning goal orientation and life satisfaction. Particularly, entrepreneurs high in learning goal orientation are less likely to experience a decline in life satisfaction if more time has passed between venture distress and the COVID-19 crisis.

Often, entrepreneurs are faced with multiple episodes of distress. The authors study entrepreneurs who have been in venture distress before and are then confronted with the COVID-19 crisis. The study shows that goal orientation, which is a type of self-regulation, plays an important role in how entrepreneurs’ life satisfaction is affected. Also, the authors find that the time between distress events matters. These are important insights for practitioners, including entrepreneurs and support providers.

The study adds to the emerging discussion on the impact of crises on entrepreneurs. It studies life satisfaction (a measure of well-being) and complements studies that examine the impact of crises, on entrepreneurs’ actions and firm performance.

The purpose of this paper is to analyze how the sense of control, psychological ownership and motivation of both family owners and non-family managers in family firms are interrelated. This paper analyzes the limits set by family owners when delegating control to their non-family managers and the resulting potential for conflict and demotivation of the non-family managers.

Building on the existing literature, first, an overview of the literature on psychological ownership and control is presented. Second, the paper analyzes the insights gained from interviews with 15 family owners and non-family managers in five family firms.

This study finds that motivating non-family managers is not merely a matter of promoting a sense of psychological ownership throughout the company. A strong sense of psychological ownership may facilitate but also hinder the cooperation between family and non-family. Family owners are often only willing to delegate operational control, while non-family managers also feel entitled to participate in strategic decision making. This leads to the proposition that non-family managers’ psychological ownership in family firms’ conflicts with family owners’ desire to maintain control.

This study answers the calls to seek additional insight in how non-family managers function within family firms. By shedding light on the complex relationship between control, psychological ownership and motivation in family firms, the study responds to the calls for more empirical validation of the psychological ownership framework and for more research into the potential negative effects of psychological ownership in the family business.

Adopting an integrated agency and stewardship perspective, the purpose of this paper is to understand the relationship between family businesses (FBs) and private equity (PE) investors at three stages: entry, cooperation, and exit.

This qualitative study combines the perspectives of 11 FB owners and/or managers, seven PE investors, and four intermediaries. The in-depth interviews of this purposive sample are analysed at the intra- and inter-case level using a template analysis approach up to reaching theoretical saturation.

Building and maintaining an effective relationship between the FB and the PE investor requires both a stewardship perspective (i.e. reciprocal principal-steward behaviour) and a necessary but insufficient agency perspective (i.e. principal-principal behaviour).

More large-scale studies with an integrated agency-stewardship perspective on FBs using PE can increase the external validity of the insights from this research to build and maintain an effective relationship between both parties.

Providing insights into the relationship building process and best practices, this study helps reduce the knowledge and empathy gap that exists between FBs and PE.

The results clarify the need to reconcile an agency and stewardship perspective to thoroughly understand the relationship and behaviour of FBs and PE investors, and to help the parties understand and benefit from each other’s added value.

The purpose of this paper is to build a conceptual framework for understanding how in‐depth joint supply chain learning can be successfully developed. This kind of learning is becoming increasingly important in highly turbulent and uncertain economic environments of new and growing interdependencies and complexities.

Using a “synthesizing” or “bricolage” approach, key insights, now dispersed over a variety of literatures and disciplines, are integrated to develop the framework.

The leading facilitative actor's orientations, competencies and behavior play a significant role in enhancing the relationships between the supply chain actors shaping in‐depth joint learning. Starting with establishing interaction boundary conditions by the leading actor, this process is likely to lead to system‐level generative outcomes. These outcomes, in turn, serve the process cycle of in‐depth joint learning as inputs for the relationship building process among all the actors.

By centering on the actual shaping of in‐depth joint learning, and the concrete enactment of roles by protagonists enhancing this process, the paper has opened the black box. Future research should refine the framework.

Apart from giving insight into the repertoire of relational competencies and behaviors needed to enhance the relationship building process conducive to in‐depth joint learning, the paper addresses how these skills can be developed in practice and education.

The paper identifies several implications for research, practice, and education. Instead of focusing predominantly on the content, procedure, levers, or outcomes of learning, the relational construction of the learning process itself is clarified.

The purpose of this paper is to study the payout policy for public firms in different countries. The authors are interested to understand the similarities and differences in the behavior of firms across different countries.

The authors use firm-level data collected from Compustat Global for public firms across the world. The sample consists of more than 23,000 firms for the period 1990–2015 in 94 countries. The authors estimate the corporate payout in an empirical model that incorporates other corporate financing decisions, such as investment and debt policies.

The findings support recent corporate governance theory, which asserts that payout policy is influenced by investment and debt policies, and cannot be determined independently. Furthermore, the authors find that geographic/cultural/institutional variation influence the response of payout policy to other corporate financing decisions. Additional tests are presented to demonstrate the robustness of the main findings.

The interpretation of the results for certain regions could be limited due to data availability. The authors believe the authors have a good coverage especially for countries in Asia, relative to the other regions.

To the best of our knowledge, this study is the first one to look at payout policy and its relationship with investment and debt policy in such a large scale of firms across the world with coverage of 94 countries and 16 years. The authors document differences in public firms’ attitudes toward payout policy according to geographic/cultural/institutional reasons.

In this chapter, we first argue for a green criminological perspective on culture as well as nature, as those concepts are framed in the United Nations Sustainable Development Goals. Second, from within this green criminological perspective we discern a neocolonial hegemony in the resource extraction from developing countries that is represented by international trafficking markets in looted cultural heritage and poached wildlife. In other words, developed nations benefit from these trades while developing nations suffer, and governance regimes attempting to control these global criminal trades prioritise the rational interests and cultural norms of the more powerful market nations over the local interests and cultural histories of communities at the source of the chain of supply. Finally, our third argument is that the emerging intellectual framework of sustainable development, as represented in the UN's goals, may provide a perspective on the issue of trafficking culture and nature that can push back against the neocolonial hegemony of international criminal markets such as these.

Although the literature addressing entrepreneurial networking is reaching a fairly high degree of sophistication and scope, there are certain critical areas where important questions remain unanswered. Specifically, research into the processes of entrepreneurial networking has been hindered by a paucity of longitudinal studies. Thus, the consideration of change over time is de facto limited. Moreover, accounts of how individuals actually use networks to learn about entrepreneurship, its practices and processes remain sparse. Yet, we know that learning is a social process, so the research gap lies in relating networks, as social contexts to the entrepreneurial learning process. Furthermore, since social relations are fundamental to everyone's life, and emerge, develop and change throughout their life course, people are embedded in social situations that put them in touch with others (Kim & Aldrich, 2005). Consequently, learning is often “located in the relations among actors” (Uzzi & Lancaster, 2003, p. 398). As well as direct learning through network contacts, network transitivity also facilitates learning by one embedded network member, through the knowledge held by a second member, about a third, as shown in Uzzi and Gillespie's (2002) study. Accordingly, in many ways how entrepreneurs go about using their networks and with whom they network may be critical for entrepreneurship and thus warrants investigation. It is to this end that we now consider the shape, content and process of entrepreneurial networking.

While sustainability-oriented education is increasingly placing importance on engaging students in inter- and transdisciplinary learning processes with societal actors and authentic challenges in the centre, little research attends to how and what students learn in such educational initiatives. This paper aims to address this by opening the “black box” of learning in a Challenge Lab curriculum with transformational sustainability ambitions.

Realist evaluation was used as an analytical frame that takes social context into account to unpack learning mechanisms and associated learning outcomes. A socio-cultural perspective on learning was adopted, and ethnographic methods, including interviews and observations, were used.

Three context-mechanism-outcome (CMO) configurations were identified, capturing what students placed value and emphasis on when developing capabilities for leading sustainability transformations: engaging with complex “in-between” sustainability challenges in society with stakeholders across sectors and perspectives; navigating purposeful and transformative change via backcasting; and “whole-person” learning from the inside-out as an identity-shaping process, guided by personal values.

The findings of this paper can inform the design, development, evaluation and comparison of similar educational initiatives across institutions, while leaving room for contextual negotiation and adjustment.

This paper delineates and discusses important learning mechanisms and outcomes when students act as co-creators of knowledge in a sustainability-oriented educational initiative, working with authentic challenges together with societal actors.

Organizations will be key to realizing the “transformative change for humanity” now being called for. However, the complexity calls for new ways of facilitating change and organizational learning; it also calls for moving beyond sustainability to develop practices that restore and regenerate the world in which we live. Above all, it calls for the development of new frameworks, practices, mindset and capabilities to hold space for and facilitate such transformation, to dance with the “Logic of Life.” The purpose of this study is to contribute to advancing the current leading frameworks and practices of facilitating learning and development towards the enabling of regenerative transformative change in organizations and society.

This study is based on an exploratory qualitative analysis of a facilitation prototype that expands the current framework and practice of Appreciative Inquiry Summits toward regeneration.

This study presents four paradoxes of regenerative facilitation to guide the dance for life in complex ecosystems. It also identifies that the dance needs to be widened, towards inviting more frequently the ends of the four paradoxes noted as regenerative, negative emotions, inner and more-than-human.

This study explores the intersection of practices and frameworks for facilitating complexity with principles from regenerative leadership and complexity theory, potentially making an important contribution to the urgent and widespread need to facilitate a regenerative transformative change for humanity, society and our organizations.

Access to finance appears to be the largest challenge for entrepreneurial firms from the small to medium‐sized enterprise (SME) sector in Poland. To address this concern, the government embarked on a program to yield financial and know‐how assistance to the SME sector. The purpose of this paper is to evaluate public intervention in this area.

The study focuses on the analysis of primary data. The sampling frame for the study consisted of 278,088 firms from the SME sector in the Warsaw region. The sample size was equal to 500 firms from the SME sector. Questionnaires from 262 respondents were included in the study, for an effective response rate of 52 percent.

The study concludes that there are still pronounced liquidity gaps for firms in the SME sector in Poland and that the government programs are not effective in closing these liquidity gaps.

Problems with access to capital continue to be a challenge to developing a vibrant SME sector in Poland and a lack of access to capital is consistently quoted as the major obstacle to the development of the SME sector in Poland. The paper offers three policy recommendations in relation to closing liquidity gaps in the SME sector.