Exploring connections within the technology-based entrepreneurial ecosystem (EE) in emerging economies: understanding the entrepreneurship struggle in the Indonesian EE

Purpose Tech startup is the new hope for sustaining economic growth and job creation in a knowledge-based economy. However, research on the entrepreneurial ecosystem (EE) is always constructed upon macro-level analysis and is still very limited to the developed economies. This study aims to tackle those issues by exploring the connections within an EE in an emerging economies context with a micro and meso-level social network approach to unravel the pattern of networks and interactions between each actor in the EE. Design/methodology/approach This research used multi-layered social network analysis, exploring actors in the ecosystem and their interactions. The authors conducted interviews with startups, support organizations and government agencies. The authors used Atlas.ti software to visualize the network structures. Findings The authors found that the content of interaction within the EE in the emerging economies differs greatly with EE in the developed economies and they produced distinctive characteristics as follows: lack of a dense network, resource scarcities and structural gaps and weak institutional policies. Research limitations/implications The research is based on a case study of tech-based EE in Yogyakarta, Indonesia. Therefore, the authors encourage other researchers to investigate networks and connections in other EEs in emerging economies. This research contributes a conceptual framework to better understand the network of connections in an emerging-economies-based EE. Practical implications The research shows grants provision alone cannot contribute to the functioning of EE. The authors argue strategic networks which promote collaboration among actors can reduce holes and structural gaps, as well as resource scarcities in the ecosystem. In addition to that, strong institutional policies and effective policy integration are needed to create a successful EE. Social implications This research promotes the importance of networks, particularly networks between tech startups and strategic organizations to provide resources and support productive entrepreneurship in hopes of sustaining and accelerating tech startup growth within an EE. Originality/value The research proposes to add to the existing EE literature by shedding light on governance of EE, as well as exploring network of connection and interaction among actors within the ecosystem. As a result, the study addresses the need for a more micro or operational-level understanding of an EE. Recent calls for EEs literature have also focused on a certain actor’s dynamic function in the ecosystem. By focusing on the role of the government, the research added to the underdeveloped EE literature.

Institutional Policies and Online Education in Developing Countries

This chapter aims to examine the effectiveness of institutional policies regarding online teaching and learning in some developing countries in the Southern African region. The study is informed by online teaching and learning principles, and it adopts qualitative and quantitative approaches. The data comprises answers of 231 students to the question: Did your institution encourage online learning before the lockdown? The sample was collected through a survey between the 1st July 2020 and the 11th March 2021, a period in which students were undertaking an online learning process as a strategy to overcome the negative impact of the COVID-19 pandemic. Over 67% of respondents confirm that their universities did not implement nor encourage online learning before the lockdown due to the pandemic. In this context, the study shows that aversive policies against online learning and lack of adequate equipment jeopardize the education goals to provide integrated and globalizing learning.

MOOCs as a Pedagogical and Strategic Tool in the Implementation of Institutional Policies Related to Gender Inequality in Educational Institutions

As a privileged means of socialization, the school's mission is to promote equal opportunities and educate for the values of pluralism and gender equality. The introduction of a gender perspective in educational policies is a fundamental tool to fight gender inequalities. This chapter aims to present a theoretical-methodological proposal for the development of a massive open online course (MOOC) addressed to those interested in learning and studying about gender inequalities and women's empowerment. The MOOC will introduce inspiring examples of feminine resistance and resilience from Portugal and Brazil, showing women who have fought for the rights and policies for gender equality, against gender biases, and building women's citizenship in and through education. The integration of MOOCs as an educational tool raises questions and challenges both in the didactic-pedagogical forum and about institutional policies.

Innovation in Preservice Teacher Education

This work presents the institutional policies and context of a teacher training institution which led to innovation in preservice teacher (PST) education. A drone-based learning activity was implemented to PSTs about the sustainability of transport infrastructure as an example of that innovation context. PSTs implemented cycles of engineering design to identify the best package to transport objects using a drone. Data collection instruments were students' work, field notes from class observations, audio and video records of the classes, questionnaires, and interviews. The PSTs engineering design performance was analyzed using the engineer notebook rubric. Their engineering education conceptions were analyzed using the framework for quality K-12 engineering education. Results show that drone-based learning proved to be a relevant approach for PSTs experiencing engineering design and construct adequate conceptions about engineering education. Furthermore, the institutional policies contributed to the experimentation of innovative technologies for educational purposes.

A Systematic Review of Philippine Research Productivity: A Bourdieusian Perspective

In a neoliberal globalized institution, research productivity (RP) among faculty members has become an important aspect determining university rankings and academic performance. Coping with the demands of RP, many universities aim to improve their faculty’s scholarly academic repertoire through incentivizing research publications and providing research training programs. Drawing from sociological perspectives, this systematic review outlines the factors and consequences of research productivity as a capital in the context of Philippine academics. Based on the review, one glaring issue is the low RP of the country compared to its ASEAN and Western counterparts across both soft and hard sciences. Using Bourdieu’s theory on capital, the constant accumulation of faculty members for RP as capital has resulted in their struggle for legitimization in their professions and overcoming the paradox of national policies and institutional policies. Moreover, the review revealed additional pressure for faculty members to keep up with the demands of national policies requiring scholarly outputs while struggling to handle various institutional practices that can be restrictive towards research works.

Reflections on the scientific research carried out in Mexico during the COVID-19 pandemic

Mexican researchers have developed resilience as a result of sustained public and institutional policies that fail to optimize the creative and productive processes of this valuable human resource. Nevertheless, they still manage to produce competitive research. Since March 20, 2020, Mexican researchers have had to cope with the COVID-19 pandemic, in addition to the institutional and work challenges they already faced. They continued working under the conditions created by the preventive measures imposed by their institutions thanks to the commitment with students and with higher education. Because of the passion for researching and teaching, and because Mexico requires and demands it.

Managing Challenging Patient Interactions in Breast Imaging

Managing challenging patient interactions can be a daily stressor for breast imaging radiologists, leading to burnout. This article offers communication and behavioral practices for radiologists that help reduce radiologists’ stress during these encounters. Patient scenarios viewed as difficult can vary among radiologists. Radiologists’ awareness of their own physical, mental, and emotional states, along with skillful communications, can be cultivated to navigate these interactions and enhance resiliency. Understanding underlying causes of patients’ emotional reactions, denial, and anger helps foster empathy and compassion during discussions. When exposed to extremely disruptive, angry, or racially abusive patients, having pre-existing institutional policies to address these behaviors helps direct appropriate responses and guide subsequent actions. These extreme behaviors may catch breast imaging radiologists off guard yet have potentially significant consequences. Rehearsing scripted responses before encounters can help breast imaging radiologists maintain composure in the moment, responding in a calm, nonjudgmental manner, and most effectively contributing to service recovery. However, when challenging patient encounters do trigger difficult emotions in breast imaging radiologists, debriefing with colleagues afterwards and naming the emotion can help the radiologists process their feelings to regain focus for performing clinical duties.

Embedding a culture of academic integrity: A two-pronged approach

While universities have instituted use of various forms of technologies to help identify instances of academic integrity compromises, these tools are unable to detect cases where students get someone else to do their academic work for them. This paper discusses a two-stage approach to addressing academic integrity at a postgraduate business studies course where students were engaged in understanding what academic integrity means within their context and explore various forms of unethical behaviours. They were also made aware about various institutional policies and procedures for academic integrity breaches. This was followed with a post-assessment, ad-hoc feedback from students about their submitted work. Although a thorough evaluation is planned at a later stage, this paper shares some initial results about the effectiveness of this approach to countering academic misconduct behaviours. The paper will be of interest to other teaching academics interested in developing a culture of academic integrity.

From ‘Content Providers’ to ‘Key Social Structures’: a Turn to Practice in Citizens’ Discourses on Spanish Public Service Television (TVE)

This work analyses the evolution of citizens’ discourses on public service broadcasting in Spain before and after the wave of social unrest occurring between 2011 and 2013. A shift from a demand for barely defined towards more specific content, relating to the very structure of public service broadcasting, was detected. On the basis of an analysis of 11 focus groups formed by viewers of Televisión Española (TVE) and performed in two stages (2008-2009 and 2014-2016), a paradigm definable as a ‘turn to practice’ is confirmed. It has been observed that the practices pertaining to that paradigm have advocated for convergence and collaboration in the fields of information, the arts, critical thinking and certain institutional policies, which are also present in the citizenry’s definition of public service broadcasting. This has led viewers to call for a greater say in public service broadcasting and to emphasise communitarian forms of relating to it.