Some adaptation practices include maintaining hybrid logic, adopting social franchising model, value delivery, and value capture processes through partnership with for-profit organisations in host countries. In addition, the research identified the adaptation of the business model as one of the determinants of SB internationalisation. The study determined that the firm’s capabilities, such as designing technological apps and platforms to provide essential health, education, and medical services, contribute to internationalisation. From the findings, three broad categories of factors have been identified that influence internationalisation: firm-centric, entrepreneur-specific, and context-specific factors related to home and host country environments. MAXQDA software was used to generate the required codes and categories. The research utilised the qualitative approach to extract the required information from the selected ten (10) business cases. The current study is intended to contribute to social entrepreneurship literature by identifying the factors that can influence social business in the internationalisation process from a developing country context, Bangladesh. Social businesses (SB) have significant relevance as they create social impact through revenue-generating business models. The findings of this study can be used to inform teacher-training institutions, as well as authorities, on how to support teachers in building relationships with their students and, in turn, foster their well-being. Conflicts were not necessarily inhibiting teacher well-being. The quality of the dyadic teacher-student relationship was reflected in the social-emotional competence of both teachers and students. The results showed that dyadic teacher-student relationships played an important to a very important role in the everyday life of teachers and were a source of both positive and negative emotions, cognitions, and physical sensations. We analyzed twenty-six semi-structured interviews with Swiss primary school teachers, using a qualitative content analysis. This study takes a qualitative approach toward investigating the role of dyadic teacher-student relationships in teacher well-being. However, studies investigating the role of teacher-student relationships as a determining factor for teacher well-being are still scarce. Previous research identified social relationships in school as a crucial source of teacher well-being. Teacher well-being is not only relevant for the effectiveness of individual teaching and student learning but also for general school quality and societal functioning, because teacher well-being is related to lower burnout risks and lower attrition. Restructuring the narrative in Financial Management textbooks and consciously including routines that respond to the professional learning needs of the financial community is recommended. It was concluded that, according to the textbooks, the mastery of Financial Management consists of appropriating a broad set of financial concepts that excludes the use of these concepts to address problems that simulate the profession. It was evidenced that the narrative of the textbooks focuses on promoting the development of concepts, principles, and procedures of financial theory the financial situations presented in the narrative and in the end-of-chapter problems are artificial and therefore have limited relation with professional practice. A qualitative content analysis was performed on the narrative and the end-of-chapter problems of the textbooks, which identified the experiences they can offer and their relationship with professional practice. To this end, a conceptual framework developed from research on professional practice was integrated with the theoretical perspective of commognition and the analysis of mathematics education textbooks. This research investigated the correspondence between a sample of Financial Management textbooks and professional learning expectations synthesized in the construct of Expectation of Use.
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