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The European Innovation Scoreboard is an important indicator of innovation performance across European Member States. Despite its wide application, the indicator fails to highlight the interlinkages that exist among innovation measures and focuses primarily on the linear relationship between the individual measures and the predicted outcome. This study aims to address this gap by applying a novel technique, the fuzzy-set qualitative comparative analysis (fsQCA), to shed light on these interlinkages and highlight the complexity of the determinants underlying innovation performance.

The authors adopted a configurational approach based on fsQCA that is implemented on innovation performance data from European Member States for the period 2011–2018. The approach is based on non-linearity and allows for the analysis of interlinkages based on equifinality, that is, the model recognises that there are different potential paths of high and low innovation performance. In addition, the approach allows for asymmetric relations, where a low innovation outcome is not the exact inverse of that which leads to high innovation outcome.

The results clearly indicate that innovation outcomes are not based on simple linear relations. Thus, to reap the desired effects from investments in innovation inputs, the complex set of indicators on which innovation performance is based should be taken into consideration. The results clearly indicate the elements of equifinality and asymmetric relations. Different paths lead to high innovation performance and low innovation performance.

The method applied to investigate the determinants of innovation performance is the prime original factor of this study. Thus, the study contributes to literature by highlighting the complexity involved in understanding innovation. By recognising and attempting to detangle this complexity, this study will assist not just academics but also policymakers in designing the necessary measures required to reach this important outcome for a country’s competitive edge.

Boutique hotels reflect a nascent phenomenon in the literature and in the accommodation sector. As a result, they are void of governmental classification and regulation. Concurrently, they lack any form of operational definition. The purpose of this paper is to address these limitations by identifying the core attributes found to define boutique hotels.

To fulfil the purpose of this paper, the authors conducted a systematic literature review on Web of Science. This resulted in an analysis of 33 peer-review articles published from 1994 to 2022.

The findings of this review revealed that boutique hotels are defined by eight core attributes; these are (1) multiple ownership structures, (2) situatedness in a historic premises, (3) strategic locations, (4) thematized internal décor, (5) experience design, (6) high levels of personalization, (7) novelty in service provisions and (8) niche marketing strategies.

For policymakers, this paper may be used as a reference point to establish designated classification systems for boutique hotels. For practitioners, this paper may be used as a source of inspiration and benchmark to establish boutique hotels which align to the criteria highlighted in this paper. For scholars, this paper proposes an operational description of boutique hotels and novel areas for future research.

This paper represents one of the initial efforts undertaken by researchers to unify the literature on boutique hotels.

Firms need to develop absorptive capacities to effectively source and exploit knowledge relevant to environmental behaviour for their own innovation activity. Business-to-business interactions can represent a significant route through which knowledge and resources about environmental innovations are transferred along the supply chain. The purpose of this paper is to explore how firms exploit business partnerships in order to build capacity for environmental innovation. In order to do so, it investigates two elements of B2B interactions – partner alignment and compatibility – and their influence on absorptive capacity-building.

This paper is based on a qualitative interview study of knowledge intensive business services (KIBS) operating in the environmental goods and services sector and their clients involved in adopting environmental innovations. Matched pairs of engineering consulting firms and their clients – tourism accommodation establishments – were selected as a sampling frame in order to study the influence of partner alignment and compatibility on the exchange of environmentally relevant knowledge and competencies.

The findings show that the synergistic attributes of business partners influence absorptive capacity-building and give rise to different patterns of interaction of KIBS with their client. The B2B interactions investigated are characterised by alignment along multiple objectives about the relevance of environmental behaviour. Furthermore, the compatibility of the partners’ competences is a key determinant of environmental innovation outcome.

The study highlights the role of managers in identifying and selecting those business partnerships that accrue greater potential benefit for accessing resources and competencies for eco-innovation.

The study contributes to the literature on absorptive capacity and innovation by demonstrating how B2B interactions – in this study, the interaction of KIBS with their clients – influence the capacity of firms to adopt environmental innovations which is an area of study that deserves further attention.

Multimedia technology has been the object of hype for a number of years now. But what is it really? Is it a viable commercial solution or simply a fringe technology with no real benefit to the average end‐user? The glossy description of multimedia is that it is the mix of sound and vision just like television — but it's more than that, because it is interactive and it has great appeal in its application as a method for companies to produce top‐notch, all‐singing, all‐dancing presentations: taking graphics, voice, music and video and manipulating them to provide three‐dimensional PC‐generated business shows. This technology is incredible but its promise has yet to be realised.

Planned episodic change programs, rigid processes and traditional structures, optimized for efficiency rather than agility, are no longer appropriate in a context where competitive advantage is fueled by high-speed innovation, supported by a more entrepreneurial mindset. The purpose of this paper is to offer a review of relevant research to provide an informed case for continuous strategic transformation facilitated by enhanced organizational agility. The concept of agility is explored, defined and a framework for categorizing agility-enhancing capabilities is presented. Specific aspects of this agility framework are examined to better understand how these interrelated competencies contribute to overall corporate performance in this fast-paced world.

A range of published empirical and practitioner research articles were reviewed to study the concepts of organizational agility and transformation as critical factors contributing to sustained competitive advantage, organizational performance and survival in the increasingly competitive global context. This literature review explores how organizations are overcoming the challenges imposed by their traditional structures, cultures and leadership models and identifies dynamic competencies to be developed to achieve a greater level of corporate agility.

Increased organizational agility increases the ability to respond proactively to unexpected environmental changes. The commitment to continuous transformation and agile strategies implies changes at all levels of the organization from its structure, through its leadership and decision-making dynamics, down to the skills and interpersonal relationships of the individuals implementing the agile mission.

There is a gap in the literature with respect to agility, namely that most research focuses on the characteristics of agile organizations, with little attention given to how to develop agile capabilities and embed the commitment to continuous change deep into the corporate DNA, beyond the process level, into the psyche of the people driving the organization.

Managers should consider agility as an overarching principle guiding strategic and operational activities. Fostering agility-enhancing capabilities will be paramount in ensuring the successful integration of agility as a performance enhancing paradigm.

For small- and medium-sized companies with limited resources, this reality makes staying relevant an uphill battle but also opens windows of opportunity. The challenge of the next century for large organizations will be to rekindle their innovative agile beginnings and for start-ups to continue to foster their dynamic capabilities as they grow.

The paper provides practical and empirical evidence of the importance of enterprise agility and specific dynamic capabilities on firm performance.

The purpose of this case study was to increase the knowledge base of how research librarians experience and cope with the turbulence of change within their library system. A library belonging to the Association of Research Libraries was selected for case study investigation. Seventeen librarians participated in on-site interviews, utilizing a protocol composed of a clustering technique and semi-structured interviewing. Instrumental case studies of each individual were then developed through a collective case method. The findings presented in this chapter include: the competing tensions between the physical and virtual environments, the speed of change, the search for professional meaning, and coping with the experiences of professional change. Analysis of the findings suggest: the emergence of a hypercritical state, the limiting nature of negative feedback, a complex systems framework for professional thinking, and coping in the hypercritical organization.

This article aims to give an overview of how neuro‐linguistic programming (NLP) has been applied in a fast moving consumer goods (FMCG) environment over a number of years.

The article includes practical examples of how tools have been applied and lessons learnt from integrating NLP into a commercial setting.

This paper demonstrates that for NLP to be effectively applied it needs to be: paced to organisational needs; paced to stage of development; championed from within; delivered with credibility; and directly relevant to the workplace.

NLP is a “soft skills” tool kit which is not necessarily a business priority and therefore needs to be responsive to organisational needs. NLP jargon needs to be changed to make it readily accessible and understandable for most business people. Organisations are at different stages of development and some tools and techniques within NLP are inappropriate. Champions need to have sufficient leadership credibility for the model to be accepted. Credibility of the trainer is a core requirement – have they “earned their stripes”? Tools and techniques need to be directly relevant to the workplace.

All organisations are reliant on their workforce to deliver business outcomes to a lesser or greater extent. Often training programmes do not directly relate to the competencies required of an employee in a range of contexts or take into account the human factor. NLP provides an evidence based tool kit to harness performance excellence within the arena of soft skills.

The article proposes that NLP can be applied in industrial and commercial environments with success and provides simple examples of how this has worked.

This review explores the Confederation of British Industry Education and Skills Annual Report (2018), which considers the issues and challenges facing employers in managing future workforce requirements against a backdrop of unprecedented global change. The review examines the evolvement towards the broader competencies of problem solving, resilience, communication and leadership to address concerns of a growing talent shortage. The review incorporates debate surrounding the relevance of student-owned identity, work-based learning, degree apprenticeships, lifelong learning and reflective practice. The purpose of this paper is to share a practitioner’s view of the report and provide a range of recommendations to develop and improve employer and higher education institutions practice.

This review combines desk research combining an industry-based perspective with a literature review to effectively consider the implications upon current and emerging higher education institutions and employer practice.

There were a number of key themes which emerged from the report. These include the need for effective, employer-led curriculum design, resilience building strategies, effectively situated workplace learning, the creation of time and space for reflective practice and normalising lifelong learning.

As global change and technology continues to gather pace, skills demands will shift, new programmes and competitors will enter the higher education market and opportunities, funding and resourcing will rapidly change in the context of government policy, impacting upon employer appetite and strategies for supporting lifelong learning. This means that additional findings, beyond those highlighted within this review may emerge in the near future.

There are a number of practical implications in supporting skills development in the workplace from this research. These are reflected in the recommendations and include the development of flexible, innovative and collaborative curricula and effective work-based pedagogies.

This review is of particular social relevance at this time because of the alarming fall in part-time and lifelong learning numbers juxtaposed with the threat of funding cuts and United Kingdom Government’s failed initiative to expand the number of apprenticeships in the workplace to 3m new starts by 2020.

This review is based upon one of the first published skills reports of the employers’ perspective within the new apprenticeship policy context in the United Kingdom. As a result, the work offers a unique insight into the emerging challenges and issues encountered by higher education institutions and employers working collaboratively in the twenty-first century business environment.

The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.

Three EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.

The study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.

Additionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.

The work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.

The purpose of this paper is to disrupt traditional, separate roles in preservice teacher (PT) education, moving toward hybrid mentoring spaces, which is practice-based and a collaborative model of supporting PTs into teaching.

Design-based research was collaboratively enacted by a research team. The authors focused analysis on video-recorded collaborative coaching conferences, as well as shared discussions of those conferences between researchers, cooperating teachers (CTs) and field supervisors (FSs). At each of three iterations of coaching conversations, changes were made to the practice of collaborative coaching, allowing the research/design team to reflect upon practices and deepen the understanding of the development of design principles.

Three design principles of collaborative coaching grew through this research – a need for shared understanding and valuing of a coaching model amongst participants to guide decision making; a partnership between CTs and FSs in centering the PTs’ reflection on problems of practice, including the need for CTs and FSs to continually reflect on how their shifting roles toward this goal; and a relational framework including transparent communication. The authors extend these principles through two narrative vignettes and a framework that focuses on hybrid spaces for coaching.

The research questions and design did not inquire into the relationship between collaborative coaching and PTs’ teaching practices.

Each narrative serves as a coaching model of how PTs, CTs and FSs, or triads, worked toward resolving practical challenges in coaching to better support PTs. The authors provide practical tools for teacher preparation programs to build collaborative relationships with teachers and schools.

Placing the PT into an active, leadership role in reflection on practice disrupts expert-novice and other binaries that may not serve programs that seek to prepare reflective practitioners. Previous studies have identified tensions when mentoring is not a collective process, but few studies have explored models that disrupt the two activity systems that often operate separately.