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On 23 June 2016, 51.9% of those who voted in the UK referendum on membership of the European Union (EU) opted to leave. The impact of this result upon both British and European politics has been profoundly disruptive and divisive. It not only marks a ‘seismic moment in post-war British politics’ (McGowan, 2018, p. 4) but has also disrupted expectations for the European project; no Member State had previously left the Union. Political institutions have been thrown into disarray, many citizens remain in a situation of existential uncertainty, and the political realm is cleaving. What has come to be known as ‘Brexit’ seemingly marks a crisis; a tear or a wrench in the very fabric of European politics, or perhaps a knot in which different socio-political tendencies have become entangled. In this chapter, the authors are interested not so much in diagnosing the factors that led to Brexit as they are the different interpretations that the ‘Brexit crisis’ is now being given. The authors map out five readings of ‘the Brexit crisis’ and contend that any attempt to grasp the meaning of Brexit demands drawing on all of them.

Talking about smart cities also entails talking about new ways of mobility. Various concepts compete for reimagining future mobility, most prominently connected cars, robo taxis, and other forms of shared mobility. New digital technologies, changing customer requirements, but also new competitors are dynamically affecting previous market logics. To stay future-proof in this new world of mobility, the automotive sector, which is an important nucleus for developing such mobility solutions, is currently undergoing fundamental digital transformation processes. Established car manufacturers have to find their path to choose out of the many possibilities on the rise. Against this backdrop, they face the major challenge to find an answer to the question: Who are we and who do we want to be in the future? Therefore, we argue that organizations’ digital transformation is highly entangled with questions on organizational identity and discuss digital transformation as a potential identity threat for established organizations.

We begin this chapter by introducing the concept of organizational identity. Afterward, we will continue with applying it to the practical context of car manufacturers: After depicting the major trends of digitalization in the mobility and automotive sector, we will focus on the digital transformation processes of established automotive companies and discuss their impact on organizational identity. Empirical illustrations of the Volkswagen case depict our theoretical considerations.

We provide theoretical ideas for better understanding the impact of digital transformation on organizational identity, as well as suggestions for practitioners concerned with organizations’ digital transformation processes.

This study investigates the antecedents of women entrepreneurs’ performance in an emerging economy. Based on the review of extant literature, six antecedents of women entrepreneurs’ performance, namely, motivation, networking, socio-cultural, business environment, training and development, and financials were proposed and subsequently empirically examined.

Gaps in the literature were identified, based on which the theoretical background of the study was formulated. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were applied to confirm the factor-item structure. The impact of explanatory variables was investigated using the structural equation modeling (SEM) based path analysis.

The study concludes that motivation, networking, socio-cultural, business environment, training and development, and financials have a significant positive influence on the performance of the women entrepreneurs.

There is a dearth of quality research that holistically investigates the key antecedents of performance among women entrepreneurs. Most existing studies have not considered the possible antecedents of performance concomitantly. Additionally, the relationships have been measured individually rather than at the construct level. Further, a majority of the existing studies investigating the performance of women entrepreneurs have been confined to settings within developed countries. By providing insight into the antecedents of women entrepreneurs’ performance elsewhere, the present study attempts to bridge these identified gaps. This study is expected to advance the knowledge about the factors influencing the performance of women entrepreneurs in emerging economies such as India. These insights will likely be valuable when creating policies related to this crucial aspect of economic development.

Since teaching practice is the most important within-school determinant of student learning outcomes, a deepened understanding of how and why school leadership contributes to effective teaching is needed. This article aimed to systematically review the knowledge that has been accumulated about the indirect relations between school leadership and instructional practices.

The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the selection of relevant articles from the databases Scopus and Google Scholar. Twenty-six published works met the eligibility criteria and were included in the narrative synthesis and content analysis.

The most frequently measured mediators of the effects of school leadership on teaching practice were teacher collaboration, professional learning and teacher self-efficacy. Most studies simultaneously modeled multiple mediated pathways from school leadership to teaching practice. However, only a few analyzed studies used time lags when examining relationships between constructs.

This is the first study to systematically review knowledge on pathways through which school leadership is related to classroom instruction. Thus, this review provides a comprehensive understanding of processes through which school leadership achieves its effects on instructional practices.

This study explores a conceptual framework that addresses a school principal's self-regulated learning (SPSRL) as well as possible avenues for future conceptualization of, and research into this issue.

The conceptual framework of SPSRL is based on an extensive literature review of the research on student’s and teacher’s self-regulated learning models.

A novel conceptual and practical SPSRL framework for planning, performing, monitoring and self-reflection is elaborated.

This novel SPSRL conceptual framework provides school principals with a means to shape and develop processes, strategies and structures to monitor and evaluate their learning, enabling them to react effectively in uncertain and dynamic environments. This framework may open the way to future research into possible contributions of the SPSRL construct with other variables related to principal effectiveness. The suggested framework should be examined empirically in various sociocultural contexts, possibly substantiating its conceptual validity.

The SPSRL conceptual framework can improve school learning, which might connect the individual (the school principal) and organizational (teachers) learning levels.