Entrepreneurial Intention and Multidimensional Proverty

The authors intend to identify the level of entrepreneurial intention and multidimensional poverty of the population of a Spanish rural municipality; secondly, they want to know the impact of the factors that, according to the theory of planned behavior, determine the entrepreneurial intention; thirdly, they attempt to show the characteristics of the relationship between the entrepreneurial intention and multidimensional poverty; and, fourthly, and in light of previously generated knowledge, strategies, programs, projects, and/or actions that contribute to the reduction of multidimensional poverty will be proposed. This research provides social utility and is original to the extent that it remedies a weakness in the literature consulted: the deficit of studies that contemplate, from both the theoretical and empirical perspective, the relationship between entrepreneurial intention and multidimensional poverty.

One Year of Online Education in COVID-19 Age, a Challenge for the Romanian Education System

The study tried to analyze the implication of one year of online education in the Romanian education system. To achieve this goal, the authors of this study analyzed all the levels of education, primary education, lower secondary education, upper secondary education, and even the early childhood system, but also one of the smallest Romanian universities, considered representative for grade 1 universities representing 60% of the Romanian universities. The study is based on four online questionnaires for investigation, first with more than 2500 respondents from the primary and secondary Romanian education system, and the other three applied to more than 800 students and professors from the University of Petroșani. The investigation took place during 29 January 2021 and 11 February 2021. The authors had investigated the main feature of a standard online or a classical e-learning solution, such as the meeting solution or the video conference software, the collaborative work, such as homework or projects, and the testing method or the quizzes from both perspectives of the students and of the professors. The study results could influence the expected future hybrid educational system because these results were not covered in the previous literature but proved to be necessary for relevant knowledge strategies to be implemented in the new pandemic and also in the future context.

New Life for Disused Religious Heritage: A Sustainable Approach

The sustainable reuse of the built heritage is one of the main challenges of our time. Religious heritage, in particular, requires strong survey strategies and analyses in order to achieve consistent approaches for the conservation and transmission of its value, both material and immaterial. The exploitation of the latter is underpinned by knowledge analyses, prior to the conservation actions, with a focus not only on the techniques of material restoration but also on the values that it represents for the territory and local communities. With this aim, three case studies in Southern Italy are here presented, that offer a good example of how ecclesiastical heritage, although vast and diffuse, is still an undervalued asset. By combining accurate knowledge and historical research in comparison with the residual performance of the buildings, the results aim to demonstrate how integrated knowledge strategies can pursue more conscious choices of new possible uses for abandoned religious heritage, resulting in preserve their memory and add value in terms of social sustainability.

Development of Emergent Knowledge Strategies and New Dynamic Capabilities for Business Education in a Time of Crisis

The current pandemic is, above all, a crisis of knowledge—Humanity had to find a vaccine, and now we are not sure how to behave socially to minimize the pandemic bad effects. For organizations, this situation requires an update in the reflection regarding both the strategy and the actions that should be performed. Therefore, the current crisis requires new ways of applying knowledge strategies and dealing with dynamic capabilities. We first analyze the two questions (knowledge strategies and dynamic capabilities) in abstract and general terms, and then we specifically focus on business education during the COVID-19 crisis. We conclude that COVID-19 creates a need for all knowledge strategies in terms of business education. Data, information, knowledge, and wisdom will be needed; above all, it requires the Unknown-Knowns, which is the basis for Knowledge Sharing, and the Unknown-Unknowns that base Knowledge Exploration because both Knowledge Exploitation and Knowledge Acquisition are strategies business schools use to perform in times of crisis. They are more difficult to implement because both the Known-Knowns and the Known-Unknowns are less valuable to solve a crisis like this one: all this will result in “agile universities”, which will be (and already are) those that will use the right strategies and the right dynamic capabilities and will have better results. The paper is original because we link Knowledge Management and Human Resources Development Concepts to generate a broader and more comprehensive understanding of the organizational behavior about a very specific problem—business education—in a very specific time of the COVID-19 crisis. The limits of the paper relate to the evolution of society itself; we do not know when the crisis will end, and we are not sure how much of the “new normal” will remain in the “post-COVID-19” situation. The topic and analysis are of interest for practitioners because daily, they experience how their reality changed and their need to adapt, yet they do not know how. This topic and analysis are also of interest to scholars because science is based on questions, explaining and providing ways to improve one’s reality. COVID-19 has shown us, dramatically and uniquely, the need for new solutions in times of peace.

Dispersed knowledge management in ecosystems

Purpose Accessing and sharing dispersed knowledge in ecosystems is neither easy nor automatic. In ecosystems, focal firms should purposely create the right conditions and act to deal with dispersed knowledge. This study aims to investigate how focal firms manage dispersed knowledge in ecosystems characterized by a set of autonomous, heterogeneous, yet interdependent actors involved in experimentation under uncertainty. Design/methodology/approach Following a conceptual framework based on preceding literature, this study conducted a broad qualitative case study of 6 firms and 12 projects, with 43 semi-structured interviews to identify the patterns of actions associated with dispersed knowledge management (KM) in ecosystems. This paper combines coding and multiple case comparisons to examine the processes and strategies used by the firms to strategically manage dispersed knowledge in ecosystems. Findings This paper proposes a framework that articulates a new type of orchestration (dispersed knowledge orchestration) and offers a new set of dispersed knowledge strategies (transfer, modularity and circular) for ecosystems. Practical implications Innovation and knowledge managers play the roles of dispersed knowledge orchestrators. The study offers guidance on how focal firms should carefully use a particular set of approaches (e.g. integrative theorization) including a portfolio of dispersed knowledge strategies in ecosystems. Originality/value Current literature on KM and ecosystem management offers a limited understanding of how organizations manage dispersed knowledge in ecosystems. The research provides three major original contributions. First, the framework contributes to broadening the current understanding of ecosystem orchestration by identifying the micro-foundations of dispersed knowledge orchestration: integrative theorization, nurturing distributed sensemaking and a new chapter for ecosystem governance (i.e. dispersed knowledge governance). Moreover, the framework proposes a new type of strategy, the dispersed knowledge strategy. Finally, by exploring the interplay between the micro-foundations of dispersed knowledge orchestration and dispersed knowledge strategy, the results contribute to a multi-level approach in the field.

Practical Considerations for Coaching Athletes With Learning Disabilities and Neurodevelopmental Disorders

Learning disabilities and neurodevelopmental disorders are the most prevalent disabilities that affect learning. This paper will provide practical recommendations and observations for coaching athletes with three common learning disabilities (dyslexia, dysgraphia, and dyscalculia) and two neurodevelopmental disorders (attention deficit hyperactivity disorder and autism spectrum disorder). Adapted from the literature and in conjunction with previous experiences, the authors provided a range of recommendations for coaches to consider implementing within their practices. The recommendations place an emphasis on the knowledge, strategies, and behaviors of the coach and their role in providing an inclusive, safe, and accessible space for athletes—with or without disabilities—rather than problematizing the disability or the person. Coaches are encouraged to consider their coaching environment (i.e., structure, physical elements, equipment), communication styles (i.e., language, delivery, feedback), and behaviors (e.g., frequent check-ins, review of material). Furthermore, coaches are encouraged to critically reflect on their preconceived biases, assumptions, and experiences with disability and how these play a role in influencing their coaching practices.Considering the prevalence of people with learning disabilities or neurodevelopmental disorders, it is essential for coaches to have access to disability-specific information while remaining cognizant of the needs of the individual when providing an inclusive environment for all.