Our understanding about the unique dynamics of entrepreneurial ecosystem in the developing world remains limited. We argue that the entrepreneurial ecosystem model from the western world fails to capture the intricacies in the developing world contexts. In addition, the literature on entrepreneurial ecosystem treats entrepreneurs as homogenous, not accounting for different types and orientations of entrepreneurs such as returnee entrepreneurs. Given that returnee entrepreneurs contribute to economic growth in developing countries through creating businesses, it is important that future research develops an understanding of how they engage with the entrepreneurial ecosystem where they conduct their business. Thus, this study aims to develop an understanding of how an entrepreneurial ecosystem influences returnee entrepreneurs' entrepreneurial endeavour. To achieve this goal, the study examines the
interactions between returnee entrepreneurs and the entrepreneurial ecosystem elements in their country of origin (COO). It adopts a qualitative research approach involving in-depth interviews, observations and artefacts. The findings of this study will offer insights for institutions and policymakers in the formation of programmes and policies for entrepreneurship and entrepreneurial ecosystem development of developing countries.

Property rights capture the right to control strategic assets and associated rights to income generated or loses incurred from ownership. Existing research maintains that property rights within MNEs can be transferred within the firm - including to specific units or subsidiaries within the MNE network. As distinguished from mandate specific rights which are typically asset-exploitative in nature, property rights reflect strategic assets with the scope to generate new revenue and significantly drive local efforts at long-term growth and innovation. Where valuable MNE intellectual property is concerned, it is unsurprising that few subsidiaries are entrusted with the allocation of property rights.

While previous research has examined how ownership rights may serve as a mechanism for tax avoidance or for the further development of technological innovation, the motivations to assign such rights to subsidiaries may be more varied and complex. Further, less is known about how the specific actions of subsidiaries can influence the allocation of ownership rights within MNEs. Critically, there remains a gap in our knowledge in understanding the mechanisms that may facilitate a subsidiary’s evolution from mandate specific rights to ownership rights.

Drawing upon theory on subsidiary evolution, autonomy and legitimacy we examine dynamism in the allocation of ownership rights using a longitudinal multiple case study approach across three subsidiaries of a Swedish MNE. Our findings reveal how resource-based, relational and legitimacy mechanisms can play a pivotal role in facilitating this transition towards management of ownership rights at the subsidiary level. Additionally, our study provides new insights into subsidiaries with multiple responsibilities and on the critical processes of leveraging both internal and external relationships to develop greater legitimacy between the corporate parent and the subsidiary.

The number of students reporting disabilities in UK universities is rising. Consequentially, appropriate disability management is an increasingly important consideration for higher education institutes. This form of management is often ‘responsibilized’, where responsibilization refers to a neoliberal governance technique rendering the individual as a self-autonomous subject, responsible for putting policy into practice. The aim of this paper is to reflect upon the responsibilized nature of disability management, to open the discussion on where this might be failing both students and staff members. Adopting an autoethnographic approach to present a reflexive discussion, this paper provides an ‘insider’ insight into some of the problems evident with current processes. From this reflection, two significant paradoxes are problematised.

This paper explored medical students perceived the use of an academic planner designed for use on clinical placements. Revision and exam preparation lie at the heart of entrepreneurship in medical education, leaving a gap in the market for potential enterprises to focus on supporting the learning experience of medical students. Self-determining theory suggests that a sense of control, self-efficacy and belonging are important factors in students’ learning experiences.

Semi-structured interviews were conducted with 25 undergraduate medical students. Results showed that students enjoyed using free space in the academic planner to note personal and educational information. Educational content within the academic planner helped students prepare for clinical skills performed on placement. Students requested a clear contents page for ease of navigation and gave mixed responses about the dual nature of the prototype. Results revealed a preference for medical students purchasing products from in store retailers. Students also expressed a willingness to pay up to £15.00.

It was concluded that users of the academic planner reported improved time management skills and preparedness for placement learning. This study proposed that entrepreneurs and medical educators could provide educational resources that enrich learning experiences without the mention of assessments in medical students.

The debate on decolonising education has recently been receiving increasing attention in UK newspapers, with more conservative commentators referring to ‘secret cows’ and fearing a culture war, and progressive contributions siding with student union-led calls for decolonisation of the academy. As higher education institutions in the UK and elsewhere continue to push for the internationalisation of their study programmes, this paper discusses how the decolonisation discourse can inspire the revision process the “International Business Strategy” (IBS) course unit on the University of Manchester’s Global MBA program. The paper is organised as follows: The paper first introduces relevant concept and categorises existing recommendations to decolonise university curricula. These categories are then used to discusses selected elements of the existing IBS curriculum. The last part outlines actionable recommendations and discusses potential implementation challenges.