ABSTRACT Professional orientation and entrepreneurship emerge as a necessary relationship in Cuban Higher Education, taking into account the need to stimulate the training of entrepreneurial students with professional life projects that enable their contribution to the municipality as a space for the common good. By virtue of what has been expressed, the article intends to socialize an educational strategy aimed at gradually promoting entrepreneurship, from the professional orientation process. The proposal was structured into three specific strategic actions: redefinition of entrepreneurship as a process and result, training for the pedagogical group and the design of professional orientation workshops "Youth, entrepreneurship and local development." For this, a qualitative methodology was used that considers the interpretation of the results from a dialectical conception, with the use of historical-logical methods, modeling and the help of documentary analysis and the Iadov technique for the evaluation of the proposal. The results reveal the potential of an educational strategy that contains actions and operations that favor the training of entrepreneurial students with professional life projects that stimulate the use of knowledge for prosperous, sustainable, equitable and inclusive municipal development.

RESUMO A orientação profissional e o empreendedorismo surgem como uma relação necessária no Ensino Superior cubano, tendo em conta a necessidade de estimular a formação de estudantes empreendedores com projetos de vida profissional que possibilitem a sua contribuição para o município como espaço de bem comum. Em virtude do exposto, o artigo pretende socializar uma estratégia educativa que visa promover gradativamente o empreendedorismo, a partir do processo de orientação profissional. A proposta foi estruturada em três ações estratégicas específicas: redefinição do empreendedorismo como processo e resultado, formação do grupo pedagógico e concepção de oficinas de orientação profissional "Juventude, empreendedorismo e desenvolvimento local". Para isso, utilizou-se uma metodologia qualitativa que considera a interpretação dos resultados a partir de uma concepção dialética, com utilização de métodos histórico-lógicos, modelagem e auxílio da análise documental e da técnica de Iadov para a avaliação da proposta. Os resultados revelam o potencial de uma estratégia educacional que contenha ações e operações que favoreçam a formação de estudantes empreendedores com projetos de vida profissional que estimulem o uso do conhecimento para o desenvolvimento municipal próspero, sustentável, equitativo e inclusivo.

RESUMEN Orientación profesional y emprendimiento, emergen como una relación necesaria en la Educación Superior cubana, teniendo en cuenta la necesidad de estimular la formación de estudiantes emprendedores con proyectos de vida profesionales que posibiliten su aporte al municipio como espacio de bien común. En virtud de lo expresado, el articulo tiene la intención de socializar una estrategia educativa orientada a potenciar de modo gradual el emprendimiento, desde el proceso de orientación profesional. La propuesta se estructuró en tres acciones estratégicas específicas: resignificación del emprendimiento como proceso y resultado, la capacitación al colectivo pedagógico y el diseño de talleres de orientación profesional "Juventud, emprendimiento y desarrollo local". Para ello, se utilizó una metodología cualitativa que pondera la interpretación de los resultados desde una concepción dialéctica, con el empleo de los métodos histórico-lógico, la modelación y el auxilio del análisis documental y la técnica de Iadov para la evaluación de la propuesta. Los resultados develan, las potencialidades de una estrategia educativa que contiene acciones y operaciones que favorece la formación de estudiantes emprendedores con proyectos de vida profesionales que estimulan el uso del conocimiento en función un desarrollo municipal prospero, sostenible, equitativo e incluyente.

Resumo Esse trabalho tem o objetivo de descrever o contexto do empreendedor do estudante universitário no ambiente de aprendizagem durante a pandemia provocada pelo COVID-19, além de conhecer os padrões de pensamento empreendedor e as suas expectativas. Um questionário foi aplicado em 662 estudantes de uma aula de empreendimento ao nível de estudos de graduação. Os estudantes estavam no último ano dos seus estudos em várias disciplinas. O questionário foi feito com base em a filosofia educativa do Work Integrated Learning (WIL), mostrando uma análise geral em função do gênero, focando-se principalmente em mulheres. Mostrou-se o contexto atual da educação e ensino virtual, as tendências da orientação de empreendimentos, e o empreendimento individual. Os primeiros resultados mostraram que a experiência laboral previa e o fato de tomar riscos são essenciais para começar um empreendimento, com o temor dos riscos sendo o obstáculo maior nas mulheres. Os pontos fundamentais destacados para um empreendimento exitoso são a liderança, a persistência, a responsabilidade e o fato de dispor com a tecnologia necessária para seu desenvolvimento. JEL: I21 Análise da educação.

Resumen Este trabajo tiene como objetivo describir el contexto emprendedor del estudiante universitario en un ambiente de aprendizaje dentro de la pandemia provocada por el COVID-19, así como conocer los patrones de pensamiento emprendedor y sus expectativas. Se aplicó un cuestionario a 662 estudiantes de una clase de emprendimiento que se imparte en pregrado. Los estudiantes se encuentran estudiando el último año y son de distintas disciplinas. El cuestionario está basado en la filosofía educativa del Work-Integrated Learning (WIL), y muestra un análisis general por género, enfocado principalmente en mujeres. Se muestra el contexto actual sobre educación y enseñanza virtual, las tendencias sobre la orientación emprendedora, así como el emprendimiento individual. Los primeros resultados encontrados fueron que la experiencia laboral previa, tal como el tomar riesgos, es primordial para empezar a emprender, siendo este último en las mujeres el mayor obstáculo. Se destacan, además, como aspectos fundamentales para un emprendimiento exitoso, el liderazgo, la persistencia, la responsabilidad y el contar con tecnología para su desarrollo. JEL: I21 Análisis de la educación.

Abstract This study has as its objective to describe the context of entrepreneurship in university students in a learning environment within the COVID-19 pandemic, as well as learning the patterns of entrepreneur thought and its corresponding expectations. A survey was applied on 662 students in an entrepreneurship class at the undergraduate level. The students were on their last year of studies and belonged to various fields of education. The survey was made based on the Work-Integrated Learning (WIL) education philosophy, showing a general analysis by gender, mainly focusing on women. It includes the current context on education and virtual teaching, trends on entrepreneurial guidance, as well as individual entrepreneurs-hip. The first results obtained revealed that previous work experience, as well as taking risks, are essential to start an entrepreneurial activity, with fear to risk being the greater obstacle for women. Some noteworthy aspects for a successful entrepreneurial activity include leadership skills, persistence, responsibility and holding the necessary technology for its progress. JEL: I21 Education analysis.

Resumen El Modelo Conceptual Integrado, basado en la Teoría del Comportamiento Planificado, se convierte en la guía rectora para predecir la intención de comportamiento emprendedor. El objetivo fue utilizar los modelos propuestos para predecir la variable dependiente Intención de Emprender (IBE). El método de la investigación fue por medio de una estrategia de modelado de tres etapas, las dimensiones probadas y sus capacidades reflexivas fueron evaluadas con el método estadístico de segunda generación de Modelado de Ecuaciones Estructurales. En general, los modelos replican el CB-SEM y el PLS-SEM propuestos originalmente. Los resultados confirman la consistencia interna y las capacidades predictivas de todos los modelos y la mayoría de las variables independientes. Los hallazgos sugieren que el modelo debe continuar la replicación a través de diferentes muestras para la generalización. La originalidad avanza en el hecho de que hay poca o ninguna evaluación de los modelos dentro de los sujetos latinoamericanos, y mucho menos utilizando el análisis SEM. Las limitaciones incluyen las capacidades de análisis ya que los modelos se vuelven complicados y la adición de la operacionalización de los esfuerzos universitarios variables.

Abstract The Integrated Conceptual Model, based on the Theory of Planned Behavior, becomes the guiding guide to predict the intention of entrepreneurial behavior. The objective was to use the proposed models to predict the dependent variable Intention to Entrepreneur (IBE). The research method was through a three-stage modeling strategy, the dimensions tested and their reflective capacities were evaluated with the second-generation statistical method of Structural Equation Modeling. In general, the models replicate the originally proposed CB-SEM and PLS-SEM. The results confirm the internal consistency and predictive capabilities of all models and most of the independent variables. The findings suggest that the model should continue replication across different samples for generalization. The originality advances in the fact that there is little to no evaluation of the models within Latin American subjects, much less using SEM analysis. Limitations include analysis capabilities as the models become complicated and the addition of operationalization of variable university efforts.

Abstract This qualitative and documentary research work shows the main findings in relation to the importance of university business incubators in strengthening entrepreneurial skills, based on a bibliographic review derived from the research project entitled "Entrepreneurial skills in university students" registered in the research and postgraduate department of the Autonomous University of Baja California (UABC) during the 2022-1 and 2022-2 cycles. Among the findings found, the importance of having business incubators in universities that encourage and increase the participation of students in ventures that detonate in improving local economies according to the opinion of different authors is highlighted, and the process of the UBI “Cimarrones emprendedores” (ICEU) of the UABC. The conclusions confirm that the implementation of UBI contributes to economic growth and helps to strengthen entrepreneurial skills in university students.

Resumo Este trabalho de pesquisa qualitativa e documental apresenta as principais conclusões sobre a importância das incubadoras de empresas universitárias no fortalecimento das competências empreendedoras, com base em uma revisão bibliográfica derivada do projeto de pesquisa intitulado “Competências empreendedoras em estudantes universitários” inscrito no departamento de pesquisa e pós-graduação da a Universidade Autônoma de Baja California (UABC) durante os ciclos 2022-1 e 2022-2. Entre os achados encontrados, destaca-se a importância de existirem incubadoras de empresas nas universidades que estimulem e aumentem a participação dos alunos em empreendimentos que detonem na melhoria das economias locais segundo a opinião de diversos autores, e o processo da UBI “Cimarrones empreendedores” (ICEU) da UABC. As conclusões confirmam que a implementação do UBI contribui para o crescimento económico e ajuda a fortalecer as competências empreendedoras nos estudantes universitários.

Resumen Este trabajo de investigación de tipo cualitativo y documental muestra los principales hallazgos sobre la importancia que tienen las incubadoras de negocios universitarias (INU) en el fortalecimiento de las competencias emprendedoras. Este trabajo surgió a partir de una revisión bibliográfica derivada del proyecto de investigación titulado Las competencias emprendedoras en estudiantes universitarios, registrado en el departamento de investigación y posgrado de la Universidad Autónoma de Baja California (UABC) durante los ciclos 2022-1 y 2022-2. Entre los hallazgos encontrados, se destaca la importancia de contar con incubadoras de negocios en las universidades que fomenten e incrementen la participación de los estudiantes en emprendimientos que detonen en mejorar las economías locales, según la opinión de diferentes autores, y se documenta el proceso de la incubadora de negocios cimarrones emprendedores (ICEU) de la UABC. Las conclusiones confirman que la implementación de INU contribuye al crecimiento económico y ayuda a fortalecer las competencias emprendedoras en los estudiantes universitarios.

Abstract This article examines how a business school's environment encourages the formation of entrepreneurial intentions among its students. Building on insights from the theory of planned behaviour and the business event model, a structural equation model was applied on a sample of 283 Costa Rican university students. The main results of the study suggest that the entrepreneurial training provided by the business school contributes to improve students' entrepreneurial intentions. However, this effect develops through an indirect mechanism: that is, entrepreneurial training positively influences students’ attitudes toward entrepreneurship which, in turn, impact students’ perception on entrepreneurial self-efficacy. The proposed model rooted in cognitive frameworks allows business schools, and higher education institutions in general, to measure and evaluate the effectiveness of their entrepreneurial training programs in promoting entrepreneurial intentions.

Resumen Este artículo examina cómo una escuela de negocios fomenta la formación de intenciones emprendedoras entre sus estudiantes. Sobre la base de los conocimientos de la teoría del comportamiento planificado y el modelo de eventos de negocios, se aplicó un modelo de ecuaciones estructurales en una muestra de 283 estudiantes universitarios costarricenses. Los principales resultados del estudio sugieren que la formación emprendedora que imparte la escuela de negocios contribuye a mejorar las intenciones emprendedoras de los estudiantes. Sin embargo, este efecto se desarrolla a través de un mecanismo indirecto: es decir, la formación emprendedora influye positivamente en las actitudes de los estudiantes hacia el emprendimiento que, a su vez, impactan en las percepciones de los estudiantes sobre la autoeficacia emprendedora. El modelo propuesto basado en marcos cognitivos permite a las escuelas de negocios, y las instituciones de educación superior en general, medir y evaluar la eficacia de sus programas de formación empresarial en configurar intenciones empresariales.

INTRODUCTION: Self-employment, in which individuals work for themselves in a small business or microenterprise to earn an income or generate a salary, has been encouraged to facilitate employment opportunities in South Africa. However, participation in self-employment within the community served by professionals such as occupational therapists is limited by many factors, including effective government initiatives, such as implementing the Small Enterprise Development Agency (SEDA) policies. To enable individuals and community participation in this type of work for those with occupational dysfunction, mainly persons with disabilities, professionals such as occupational therapists need to understand the structural, contextual and occupational outcomes related to self-employment. Based on the Framework for Occupational Justice, this study explored the occupation of self-employment in microenterprises in the low-resourced urban community of Alexandra Township. METHOD: A quantitative descriptive non-experimental design study was used to identify informal microenterprises in the community using a transect walk and community mapping. Structured interviews were conducted to complete a questionnaire with key informants (service providers and business owners) who provided perceptions on factors that impacted the occupational outcomes of microenterprises. RESULTS: Structural and contextual factors from the participants' experience resulted in unjust occupational outcomes, which indicates that occupational rights, particularly participation, choice and balance, were negatively affected by the lack of opportunities, such as jobs. Occupational marginalisation and imbalance were reported since many businesses lacked adequate and appropriate space for trade. Some business owners, however, reported just occupational outcomes related to the occupational right for meaningful occupation in providing a service to the community and financial income to support themselves and their families. CONCLUSION: Occupational therapists need to play various active roles in raising the consciousness of unjust occupational outcomes and support for just occupational outcomes that are achieved in engagement in self-employment in informal microenterprises. IMPLICATIONS FOR PRACTICE: Occupational therapists should take note of the factors and occupational outcomes of being self-employed identified in this study and consider the roles they could play in expediting success in this occupation for clients. Occupational therapists could assume: • A collaborative role, such as referring and working with various key role players or sectors in the interest of sourcing and providing opportunities for skills development for those entering self-employment, particularly in entrepreneurial training. This may include working with the government (e.g., Department of Labour and Small Enterprise Development Agency), private sector (e.g., yes4youth), other professions (social workers and industrial psychologists) and organisations for persons with disabilities (e.g., Disabled People South Africa). • A researcher role by conducting further research in this field, e.g., the development of an evidence-based framework on self-employment for occupational therapists. More research is still needed on, e.g., domains such as performance patterns, performance skills and client factors related to self-employment for persons with disabilities. • An educator's role by incorporating and teaching content on self-employment as an occupation when training occupational therapy students. • A clinical role, where they could assist with adaptations to the skills, tasks or environment to facilitate engagement in self-employment. Essential aspects to consider by the occupational therapist together with their clients during the collaborative occupational therapy process include, but are not limited to, o The client's motivation, dedication and whether self-employment is the client's primary choice. o The client's potential to be self-employed and their level of resilience in dealing with factors affecting self-employment in the informal labour sector.

Resumo Since the Bologna Process came into force, many Higher Education (HE) institutions have started to include in their curricula professional competences and skills that help to develop entrepreneurship in their graduates in the context of a constantly evolving labour market. Within the framework of Translation and Interpreting (T&I) Studies, although numerous initiatives are being carried out in recent years to improve professional skills and encourage students' entrepreneurial attitudes, several recent research studies show that professional and entrepreneurship contents are not clearly integrated in all undergraduate T&I curricula. This article aims to describe the scene of T&I training in Spain in relation to entrepreneurship between 2015 and 2020. To do so, we will first analyse the concept of entrepreneurship in the current HE framework, paying special attention to its integration into the curricula for translator training in Spain. Subsequently, we will present a specific proposal for the development of employability and entrepreneurship skills in this context, developed at the University of Valladolid over several academic years. force (HE market TI T I (T&I Studies students attitudes 201 2020 so Subsequently 20 202 2

Resumo Objetivo: Este estudo tem como objetivo analisar o efeito da necessidade de segurança na intenção de empreender quando mediada pela motivação empreendedora com o foco regulatório em estudantes universitários. Metodologia/abordagem: Utilizando análise de variância e testes de regressão linear, realizamos análise de dados de relações diretas e mediações com uma amostra composta por 217 estudantes universitários. Principais resultados: Identificamos que a necessidade de segurança influencia positivamente a motivação empreendedora. Também reconhecemos que esse resultado ocorre por meio da dupla mediação sequencial da motivação empreendedora e do foco regulatório. Assim, os alunos com foco regulatório promocional mostraram-se mais dispostos a empreender do que aqueles com foco regulatório na prevenção. Contribuições teórico-metodológicas: Higgins e Pinelli (2020) indicaram que o empreendedorismo raramente utiliza a teoria do foco regulatório apesar de ser adequado. Além disso, a crise econômica gerada pela pandemia do COVID-19 pode ser um fator que influencia a motivação para empreender, pois é uma motivação extrínseca impulsionada pela necessidade de segurança. Relevância/originalidade: Identificamos que a necessidade de segurança pode desencadear a motivação para empreender, fazendo com que os indivíduos apresentem um estado de autorregulação promocional. Contribuições sociais/de gestão: Com base nos resultados, é possível afirmar que a educação empreendedora deve abordar diferentes tipos de comunicação para incentivar futuros empreendedores. A explicitação do ganho é comumente aplicado em salas de aula, mas a comunicação sem perdas também deve ser adotada. Objetivo universitários Metodologia/abordagem Metodologiaabordagem Metodologia abordagem linear 21 resultados Assim mostraramse mostraram se prevenção teóricometodológicas teórico metodológicas teórico-metodológicas 2020 (2020 adequado disso COVID19 COVID 19 COVID-1 Relevância/originalidade Relevânciaoriginalidade Relevância originalidade sociaisde sociais gestão empreendedores aula adotada 2 202 (202 COVID1 1 COVID- 20 (20 (2 (

Abstract Objective: This study aims to analyze the effect of the need for security on the intention to undertake when mediated by entrepreneurial motivation with the regulatory focus on college students. Methodology/approach: Using analysis of variance and linear regression tests, we conducted data analysis on both direct relationships and mediations with a sample consisting of 217 university students. Main results: We identified that the need for safety positively influences entrepreneurial motivation. We also recognized that this result occurs through the double sequential mediation of entrepreneurial motivation and regulatory focus. Thus, students with a promotional regulatory focus were more willing to undertake than those whose regulatory focus is on prevention. Theoretical/methodological contributions: Higgins and Pinelli (2020) indicated that entrepreneurship rarely uses regulatory focus theory despite it being adequate. Furthermore, the economic crisis generated by the COVID-19 pandemic may be a factor that influences the motivation to undertake, as it is an extrinsic motivation driven by the need for security. Relevance/originality: We identified that the need for security can trigger the motivation to undertake, making individuals present a state of promotional self-regulation. Social/management contributions: Based on the results, it can be stated that entrepreneurial education should address different types of communication in order to encourage future entrepreneurs. Clarification of the gain is commonly applied in classrooms, but no-loss communication should also be adopted. Objective Methodology/approach Methodologyapproach Methodology approach tests 21 results Thus prevention Theoreticalmethodological Theoretical methodological contributions 2020 (2020 adequate Furthermore COVID19 COVID 19 COVID-1 Relevance/originality Relevanceoriginality Relevance originality selfregulation. selfregulation self regulation. regulation self-regulation Socialmanagement Social management entrepreneurs classrooms noloss no loss adopted 2 202 (202 COVID1 1 COVID- 20 (20 (2 (

Waste is an increasing global environmental issue. South Africa's informal sector plays a crucial role in diverting recyclables from landfills. Despite their indispensable contributions, informal recyclers form part of a societal group that is marginalised, negatively labelled and deemed 'disposable' under neoliberal capitalist structures. This article draws on data from interviews held with 21 participants who work in the informal recycling sector in Gqeberha (formerly Port Elizabeth) in South Africa. It investigates the participants' own perceptions of their societal role, of which four became prominent, namely: (1) cleaners of the environment, (2) providers for dependents, (3) informal environmental educators and (4) community uplifters. We argue that the participants' positive self-views can be seen as a powerful counter-narrative that challenges harmful prevailing stereotypes, which allows for a more nuanced perception of their lives and labour. Their positive self-perceptions and resourcefulness should not be interpreted as an endorsement of neoliberal capitalism that compels them to actively combat stigmatisation. Instead, their determination to resist negative stereotypes simultaneously underscores the necessity of confronting stigmatisation in society. TRANSDISCIPLINARY CONTRIBUTION: The parallel themes of agency and autonomy in both informal recycling and entrepreneurship prompt a reconsideration of the conventional entrepreneurial discourse and its applicability to marginalised communities. We recommend that informal recyclers' accumulated knowledge, skill set and well-being be acknowledged to ensure their dignity and that their labour is valued

BACKGROUND: Small and medium social enterprises (SMSEs) in developing countries, particularly in South Africa, play a crucial role in a country's economy. With an entrepreneurial mindset, they respond innovatively to social, economic and environmental societal problems. However, SMSEs in emerging economies experience critical survival and performance challenges, including financial sustainability. Thus, investigating the funding model is important to overcome those challenges. AIM: The study aims to investigate the funding model of SMSEs in KwaZulu-Natal (KZN), South Africa, to identify the initial and primary funding source, and to explore the revenue-generating activities and revenue growth. SETTING: The research was conducted in KZN with SMSEs participated in the champions' programme of local economic development (LED) project at the University of KwaZulu-Natal (UKZN). METHODS: A qualitative research design of 10 purposively selected case studies were conducted using an in-depth interview. The data were analysed using NVivo software. RESULTS: The study found that self-funding followed by revenue generated from a commercial business is the most common funding model SMSEs adopt. A lack of access to different funding sources to secure success and sustainability hindered the development and growth of SMSEs. CONCLUSION: Diversifying funding might help SMSEs avoid the challenge of sustainability and will enable them to focus on improving their activities towards achieving their social mission. CONTRIBUTION: The study brings a new theoretical approach to the funding model of SMSEs. Furthermore, the study contributes to the enterprises' management.

BACKGROUND: There is a growing body of literature on the contribution of hard skills to the enhancement of entrepreneurial behaviour. However, the role of acquiring soft skills in shaping entrepreneurial readiness is yet to be sufficiently comprehended. AIM: This research sought to examine the significance of soft skills in shaping the entrepreneurial readiness behaviour of students at higher education institutions in South Africa. Specifically, the study investigated the effects of soft skills on the selected dimensions of entrepreneurial readiness behaviour namely venture creation, innovative financing and venture growth. SETTING: Students from the Central University of Technology (CUT) and the University of the Free State (UFS) participated in this study. METHODS: A descriptive, explorative cross-sectional design involving 300 students enrolled for entrepreneurship courses, was adopted. Cluster sampling was employed as the main sampling technique. The average variance extracted (AVE), linear regression and Cronbach's alpha coefficient were used as indicators of reliability and validity in the statistical package for the social sciences (SPSS) and Smart PLS software. RESULTS: The results suggest that soft skills exert a positive, and significant, effect on the entrepreneurial readiness behaviour of students. CONCLUSION: This study provides critical insights into how entrepreneurial readiness behaviour can be explained through fostering soft skills, honing venture creation, innovative financing, venture growth and entrepreneurial activities of students. CONTRIBUTION: The study contributes to the Theory of Planned Behaviour (TPB) by demonstrating how soft skills create a germane context for the stimulating, exhibiting and actioning specific entrepreneurial behaviours among nascent entrepreneurs in South Africa.

PURPOSE: This study investigates how the business environment affects the entrepreneurial intentions (EIs) of female university students in Saudi Arabia. Specifically, the research examines the role of perceived social norms (PSNs) as a mediator and self-efficacy as a moderator DESIGN/METHODOLOGY/APPROACH: Data were gathered electronically from universities in Saudi Arabia using university-endorsed email. The survey questionnaire was formed based on rigorous literature and pre-tested and validated by two professors who specialise in entrepreneurship and four students from four different universities. A total of 300 usable responses were collected and partial least squares structural equation modeling (PLS-SEM) was used for data analysis. FINDINGS/RESULTS: The study's findings indicate that PSN indirectly influence EI through other antecedents rather than directly. Moreover, the study confirms that self-efficacy moderates the relationship between personal attitude and EI. The results also demonstrate that the business environment significantly contributes to female students' EIs. PRACTICAL IMPLICATIONS: By incorporating the business environment into the Theory of Planned Behaviour (TPB) framework, this study offers a more profound insight into the determinants influencing EIs. In addition, the study proposes a revised TPB model that considers the mediating role of self-efficacy and personal attitudes and the moderating role of self-efficacy. Overall, this study is ground-breaking in this area of research. Originality/value: This article fulfils an identified need to study which factors influence females' intention to be an entrepreneur in a country that is strongly anchored in religion and tradition.

BACKGROUND: The Fourth Industrial Revolution has given rise to the demand for universities to produce knowledge and innovation. Universities play a significant role in equipping students with skills and knowledge conducive for commercialisation of innovation (CoI). This investigation addressed the commercialisation dynamics research gap of entrepreneurial universities. OBJECTIVES: To investigate commercialisation dynamics of a strategic information management (SIM) system to facilitate the CoI process of an entrepreneurial university. METHOD: This paper presents the qualitative component of a larger mixed method complex action research strategy. Data were collected through an in-depth face-to-face interview and analysed through descriptive content analysis. RESULTS: The results highlight successful CoI practices fulfilled through the signification framework for the SIM system for commercialisation dynamics of entrepreneurial universities. The system is based on various components deemed suitable for commercialisation. CONCLUSION: This study has the potential to guide the University of Johannesburg (UJ), as well as other higher education institutions (HEIs) and institutions involved in entrepreneurship, innovation, and commercialisation, in creating an entrepreneurial environment for their innovators. Furthermore, this study can guide students, entrepreneurs, inventors, and innovators in terms of the process to follow to commercialise their business ideas, inventions, and innovation. CONTRIBUTION: The SIM system incorporates dynamic system principles with intervention benchmarks and has intervention keys that will provide innovators with the safety net that will assist them in converting their ideas into commercialised products and services.

BACKGROUND: This study evaluates the interface between expert multistakeholder engagement and the development of Advanced Diploma in Visual Impairment Studies (VIS). Additionally, the study validates the content included in the modules of this training programme for teachers of learners with visual impairment (VI AIM: The aim of the study was to anchor on one of the objectives of a broader main study, namely to establish a network of experts that could provide input in terms of suitable content to include in the VI qualification SETTING: The study setting was the University of Pretoria, South Africa METHODS: Snowball sampling was used to identify 56 stakeholders from different organisations working in or having interest in visual impairment field. Two-phase Participatory Reflection and Action (PRA)-guided workshops and focus groups were utilised to generate data. Subsequestly, member checking was conducted with the stakeholders during a follow-up workshop, validating results RESULTS: Stakeholder partnerships were identified as a prominent theme. Sub-themes included the identification of potential stakeholders, collaboration and networking, maintaining partnerships, and community outreach CONCLUSION: The establishment of networks with key stakeholders was found to be important, however, the necessary care had to be taken to continuously engage stakeholders in content reviews and efforts to accommodate learners with VI through learnerships and entrepreneurial developments CONTRIBUTION: Teachers feel ill-equipped to work with learners with VI. This article attempts to highlight the benefit of involving the perspectives of multiple stakeholders when developing a programme informing the learning, teaching and supporting system in schools of learners with VI