In increasingly volatile global markets, firms must cultivate entrepreneurial and adaptive capabilities to sustain competitiveness and advance sustainability objectives. This study systematically reviews the intersection of Entrepreneurial Orientation (EO), Supply Chain Management (SCM) practices, and sustainability performance through the lens of Dynamic Capabilities Theory (DCT). Despite extensive research on each domain individually, existing literature lacks an integrative synthesis explaining how EO drives dynamic SCM practices that enable sustainable outcomes. Addressing this gap, this systematic literature review (SLR) draws upon 40 peer-reviewed articles. The analysis reveals that EO fosters the development of sensing, seizing, and reconfiguring capabilities within supply chains through mechanisms such as learning, knowledge management, and digitalisation. These dynamic SCM practices, in turn, enhance firms' economic, environmental, and social performance. However, the literature remains disproportionately focused on economic and environmental outcomes, while social sustainability and temporal capability evolution are underexplored. The study contributes a conceptual framework positioning EO as a strategic antecedent that enables dynamic, sustainability-oriented SCM practices, advancing theoretical integration between entrepreneurship and SCM. It further outlines an agenda for future research on digital reconfiguration, stakeholder-sensing, and EO-driven learning as emerging dynamic capabilities. For practitioners, the findings highlight how aligning EO dimensions with SCM processes can transform sustainability from a compliance goal into a dynamic source of long-term competitive advantage.

This study explores the influence of socio-demographic characteristics on leadership in practice. The study is based on a sample of fourteen senior leaders (presidents) of higher education institutions. The presidents are all based in Ireland. A mix of thematic analysis and narrative structuring is used. The study is timely in the context of Irish higher education, which is undergoing a period of significant change that will see the amalgamation of existing institutes of technology to form technological universities. In this paper we report six socio-demographic characteristics (tenure; career history; disciplinary background; scholarship; gender; and coaching) and five characteristics of presidential leadership in practice (attributes, job title, communication, role models and style). The research has implications for improving the practice of leadership higher education and for higher education policy.

Purpose - This study responds to a gap in the literature by exploring how participation in a structured start-up programme impacts the business activities of entrepreneurs and their future skill needs in a post-training context. This study applies the concept of dynamic learning as the theoretical framework. Design/methodology/approach - This study presents key insights based on the experiences of six different cohorts of entrepreneurs (n = 120) who, for 18-24 months, participated in a structured start-up programme. Quantitative data were collected using pre- and post-training surveys. Latent class and logistic regression analyses grouped participants into distinct pre-intervention and post-intervention typologies. Findings - The results indicate that there are distinct types of entrepreneurs at the beginning of a start-up programme and that there are different, distinct types of entrepreneurs at the end. Post-training entrepreneurial typologies are found to have discrete training needs, which have implications for the design and delivery of subsequent iterations and training courses. Originality/value - This study highlights the necessity for varied and continuous entrepreneurial training. The measurement approach serves as a resource for other researchers attempting to profile entrepreneurs and examine the efficacy of entrepreneurial support systems and programmes. Typologies can be used to compare the perceptions and abilities of entrepreneurs in terms of their initial training needs, the benefit and impact of the training they receive, and their ongoing learning needs.

This paper presents perspectives from early childhood practitioners of pre-school children's (n = 100) social and emotional competencies upon entering pre-school and again after term three of the pre-school year. This research reports findings from five pre-school settings within rural and urban locations. A quantitative approach is used with pre-school practitioners completing the Strengths and Difficulties Questionnaire and an Emotional Regulation Questionnaire to rate the children's social and emotional competencies. Our findings indicate that many of the social and emotional competencies increase by the end of term three of the pre-school year. We report higher proficiencies in emotional competencies in comparison to their social competencies. Overall the findings suggest that children can transform their competencies during the pre-school year.

Purpose - This paper highlights the need for studies that explore the experiences of entrepreneurs based in a family business setting who are considering retirement. Design/methodology/approach - This paper is based on a concise review of the literature. Findings - Retirement planning and subsequent succession management is a significant event in a family business and is an issue that requires research that captures and interprets the perspectives of the different stakeholders.Originality/value - This paper synthesizes existing research on retirement in an entrepreneurial context, with an emphasis on family business and proposes three key areas of research.

This research explores the lived experiences of entrepreneurs from the creative industries, focusing on their interactions with support agencies. We examine the support that creative entrepreneurs use to assist them in achieving financially stable, sustainable, and personally fulfilling careers. The research involved an extensive literature review, followed by interviews with selected creative entrepreneurs and representatives from support agencies. The analytical framework was a qualitative approach using an interpretive philosophy, exploring the lived experience of the creative entrepreneur. The data were analysed using thematic analysis. The findings reveal the presence of dual identities: the creative and the entrepreneur. Funding and support are aimed at entrepreneurs who are focused on high turnover and employment creation. This is often in contrast to the motivations and ambitions of the creative entrepreneur. This research enhances the existing literature on entrepreneurship, the creative industries, and entrepreneurial support structures. It informs best practices in the design of support to creative entrepreneurs and is of use to entrepreneurs, support agencies, sponsors and academics.

PurposeFamily business sustainability is a critical issue. This study considers if adopting a strategic entrepreneurship orientation can support the sustainability of a family business.Design/methodology/approachA qualitative approach is used, in which semi-structured interviews were conducted with twelve family business owners. Data collected during the interviews provides insights into understanding, practices, motivations, behaviours and attitudes relating to sustainability.FindingsAlthough awareness of sustainability processes and procedures is found to be low, sustainability is important to the family business. However, sustainability is not managed or implemented systematically.Originality/valueThe paper presents a new model to describe the sustainability practices of family businesses. Adoption of strategic entrepreneurship is advocated as mechanism for improving sustainability. Practical and policy implications are suggested to enhance the effectiveness of sustainability initiatives in family business settings.

The emergence of digital technologies is transforming entrepreneurial processes and outcomes. This creates a plethora of research questions at the intersection of digital technologies and entrepreneurship. A key question is if existing entrepreneurial models are applicable to understanding digital entrepreneurship. In this study we provide novel insights by exploring the following research question: How are established models of the entrepreneurial journey and the entrepreneurial experience challenged by the proliferation of social media? We utilize Morris and Kuratko's entrepreneurial journey model and the 10 characteristics of the entrepreneurial experience proposed by as reference tools to understand if traditional process-based approaches to entrepreneurship are still relevant within a social media digital context. We provide novel contributions to traditional descriptions of entrepreneurship by providing an augmented view through a digital lens. The findings illustrate that the proliferation of social media challenges our established theoretical understanding of both the entrepreneurial journey and the entrepreneurial experience. We also provide new insights into the lived experiences of social media entrepreneurs, who are a distinct type of entrepreneur, with very different entrepreneurial journeys and experiences compared to traditional entrepreneurs.

Research on senior leadership in higher education systems is urgently needed, particularly in the context of system-wide transformations. This study focuses on a critical juncture in Ireland, during which Institutes of Technology (IoTs) collaborated to undergo 'redesignation' as Technological Universities (TUs). Based on interviews with the fourteen presidents of the IoTs, this research employs the Community of Practice framework to analyse their interactions, strategies, and approaches to a policy-initiated, systemic change. Despite decades of pervasive competition, these senior leaders formed a community of practice as they worked collectively to achieve the common goal of TU status. Four key themes emerged: Embracing a more expansive external role; Acknowledging obstacles to collective leadership; Forming groups, collaborating and competing; and Leading calmly and fostering unity. The findings of this study advance our understanding of three interconnected fields: senior leadership practices in higher education, the interplay of collaboration and competition in higher education; and the facilitation of policy-induced systemic change within higher education systems. Our findings have significant implications for institutional leaders, policymakers and scholars aiming to comprehend and improve leadership practices in higher education.

This study presents the experiences of entrepreneurs who are approaching the end of their careers and what society defines as working life. This topic is a significant gap in the literature and existing terms used to describe retirement do not accurately capture the retirement considerations of entrepreneurs. A series of two interviews were conducted with fifteen entrepreneurs, all of whom are within five years of the state defined retirement age. Analysis of the data from the 30 interviews supports the identification of four types of entrepreneurial approach to retirement. Each of the four types will approach retirement differently, depending on their experience as an entrepreneur and factors external to business such as financial and family circumstances. The recognition that there are distinctive aspects to the retirement decisions of entrepreneurs, challenges our established theoretical understanding of the end of working life, creating a multitude of research questions that form an important research agenda within entrepreneurship.

Expanding our understanding of the lived experience of individuals who use their creativity to realize entrepreneurial opportunity is the primary aim of this paper. Interpretative Phenomenological Analysis is used, based on two interviews of one-hour duration, with eight participants. The key contribution of this research is the recognition of the Creative Industries Entrepreneur. A Creative Industries Entrepreneur is an individual who occupies a space between traditional entrepreneurship theory and established creativity models. The main driving force in opportunity formation for a Creative Industries Entrepreneur is their creative impulse. This pushes them to achieve a personhood, which can reconcile intrinsic impulses with external market forces and social imperatives.

Purpose This paper presents a conceptual framework based on a literature review and the findings from an empirical study using data collected from entrepreneurs (business incubatees) over a 15-year period (2004–2019). This paper aim is to discuss and propose areas to consider when (re)designing business incubation. Design/methodology/approach The data set is based on the experiences of five different cohorts ( n = 100), each of which spent 18–24 months participating in a start-up programme sponsored by a business incubation centre (BIC) located in Ireland. To add further depth and nuance to this paper’s findings, an expert focus group was undertaken. Findings The findings highlight the importance of different activities and skills in a BIC over time and recommend the inclusion of a number of activities in a BIC framework. The activities include continued professional development (CPD), action research, participation in a simulation, development of emotional intelligence, leadership skills and mindset and critical reflection. Practical implications This paper presents an appropriate conceptual framework for the (re)design of business incubation. The framework facilitates an improved understanding of the evolution of entrepreneurial activities and outcomes associated with engagement with a BIC. Originality/value BIC 4.0, as described in this paper, proposes success as multi-faceted and including space, facilities, networks, mentors, professional development, reflective practice, emotional development and engagement with continuous professional development.

The 'recycling' of people, capital and ideas is a key process that can support activity in an entrepreneurial ecosystem. Previous research has shown that knowledge recycled from prior employment is important for the entrepreneurial ecosystem and we expand upon this to understand which types of knowledge, as well as individual motivations for transferring this knowledge. We have created a novel dataset to track employee career trajectories within an ecosystem, showing the extent to which employees derive experience from within the ecosystem as well as the extent to which they recycle their entrepreneurial experience by returning to employment. A sample from this dataset participated in semi-structured interviews. The interviews provide early empirical evidence on entrepreneurial recycling through career mobility and development within entrepreneurial ecosystems. In contrast to prior findings of a low prevalence of direct entrepreneurial activity through entrepreneurial recycling, we show a high prevalence of entrepreneurs who have previously worked in the entrepreneurial ecosystem, and that these entrepreneurs often recycle back to employment within the ecosystem. In this process the individuals develop and transfer tangible skills developed in entrepreneurship. This is motivated by a need for regrouping and further developing the tacit knowledge to put them back in a position to seek self-realisation through entrepreneurship. In the process this exposes them to new activities that enable the development of tangible skills and the motivation to regroup once again, and complete the loop of entrepreneurial recycling.

This paper explores the use and impact of experiential learning initiatives in an entrepreneurial university. Data are taken from two sources: interviews with eight academic managers and six focus groups with learners. A mix of narrative structuring and thematic analysis is used to explore the design, delivery and assessment of experiential learning. The authors apply Kolb’s Experiential Learning Theory as their theoretical lens. Experiential learning evokes a mixed reaction from academic managers and students. The paper identifies three key themes (design, delivery and outcomes) which help to capture the complex mix of direct and indirect effects that experiential learning initiatives can have at both individual and institutional levels. The authors conclude that embedding experiential learning is a valuable part of the development of an entrepreneurial university.

In this paper, we explore second-level students' understanding of the concept of creativity and the implications for their engagement in class-based assessments. We propose that creativity represents an important outcome of education, particularly at second level. We use a single case study, with data presented from a series of semi-structured focus groups. The participants are students who take classes in a range of subjects including science, languages and practical subjects. Our findings suggest that second-level student's recognition and value creativity. Our findings also indicate that creativity plays a positive role in the students' educational development as it encourages them to learn new things. However, their attitudes change during second level. This is due to factors: including the attitudes of family, peers and teachers. In addition, the format of assessments and the form of feedback can contribute significantly to the students' propensity to be creative. This research contributes to the literature on the role of schools in supporting creativity.

Purpose In an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education. Design/methodology/approach In the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy. Findings The students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging. Originality/value This study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education.

The purpose of this study is to explore academic perspectives in relation to risk during module delivery and assessment in a virtual learning environment. We begin by reviewing the literature on online learning, virtual delivery, data management and assessment protocols. Semi-structured interviews were conducted with twelve academics. The data is evaluated using the six steps for thematic analysis. The academics represent subject areas including: business, social science, physical science, engineering and computing. Academics’ experiences range from three years to over twenty years. The process of thematic analysis identifies emergent themes and patterns from the data which suggests that academics view online teaching, learning and assessment as more challenging than traditional face-to-face delivery. This research highlights that Higher Education Institutions need to clearly establish the risks that exist in all teaching, learning and assessment and then work to establish quality assurance protocols that reflect the unique features of online learning environments.

This paper explores the implications for higher education of the emergence of new industries, driven by technological changes. The pace of technology-driven changes creates significant challenges for the alignment between the skill needs of industry and provision by higher education. Drawing on concepts from neo-correspondence theory, we examine the emergence of the FinTech sector. We present data from two structured interviews with 28 employers based in Ireland. What emerges from this study, is that the type and level of skills required by industry is changing faster than ever before. The level of competence required in hard skills is decreasing, as in-house training and continuous professional development requirements increase. However, there is a greater expectation that graduates will have advanced soft skills. Skill shortages exist, not because of poor industry-higher education relationships but because of a lack of understanding of employers’ perceptions, preferences, and expectations.

In this paper we propose that a crisis can be avoided by taking countermeasures, which are informed by an Early Warning System. An Early Warning System can help lessen the impact of crisis episodes and provide a systematic approach to the response of small business owners to challenges in their business environment. Following a review of the literature, we undertook data collection in two stages. In stage one, focus groups were conducted with small business owners in four European countries. In stage two we worked with an expert panel to refine and develop a set of indicators for an Early Warning System. It is envisaged that the set of indicators will serve as the basis for further thought and empiricism. We argue that a delay in crisis recognition curtails the scope and time for corrective action.

In this paper the authors explore the implications for higher education of the disruptions caused by changes in the retail sector resulting from rapid developments in technology. Industry 4.0 technologies such as big data, the Internet of Things, blockchain, automation, robotics, artificial intelligence and virtual reality are increasingly evident in the retail sector. While predictions vary as to the extent of the disruption, retailers agree that embracing technology is now a necessity. The evidence in the paper is taken from a diverse sample of 60 senior managers across 24 retail companies in Ireland. The authors adopt a mixed-methods approach to data collection. They report that the skills required to perform in retail now and in the future will be a combination of human, digital and traditional skills. What emerges from the study is that advances in technology necessitate the provision of new hard skills, but importantly reinforce the necessity for soft skills so that the potential of the new technology can be fully understood and utilised. Helping retail employees upskill and future proof is a major challenge for higher education. Retailers need to proactively develop their employees by identifying clear progression pathways and promoting careers in retail.