Carolina Llorente-Portillo

Innovation and internationalisation are two critical strategic dimensions in corporate decision-making and implementation. However, their interconnection and mutual influence remain underexplored in both theoretical and empirical research. This paper aims to systematically examine the relationship between these two phenomena and the potential impact each may exert on the other.Our exploration departs from the essential of conceptualization and theoretical framework, move on to systematize the interactions between both phenomena in a bi-directional approach, then deals with the most characteristic methodological controls introduced to understand differential milieus. Finally, we present a concise discussion of our findings, which suggest the existence of a bi-directional, correlation-based—and possibly causal—relationship between firm-level innovation and internationalisation. We conclude by outlining significant implications for both scholars and practitioners.

Entrepreneurship Education (EE) programming is being developed at tertiary-level academic institutions, to develop the next generation of entrepreneurs. We collected data from undergraduate students from the Western region of Tecnológico de Monterrey in Mexico (N=25). The aim was to measure entrepreneurial intention by exposing the sample to a new educational structure that engages students in entrepreneurial activities. The Entrepreneurship program is highly specialized with a maximum of 25 students. This allows for students to receive individualized Monterrey is number 4 in The Princeton Review’s Top Undergraduate Schools for Entrepreneurship Ranking 2023. The school uses process-based approaches to EE. Guided by the Theory of Planned Behavior (TPB), we assessed changes in the students’ attitudes toward entrepreneurship, perceived behavioral control, and intentions to become an entrepreneur. Using a seven-point Likert scale, the data was collected using anonymous online links at two points during the semester: the beginning of the semester (T1) and the end of the 1st Period (T2). The data was analyzed with SPSS software and the Friedman Calculator. Our research findings indicate a high score at T1. There was a slight change at T2, but the change was not statistically significant. Consequently, we introduce and review other approaches to Entrepreneurship Education that might be more effective. Noteworthy is that the sample is immersed in an entrepreneurial university context, both within and outside the academic setting, which fosters a strong motivation among students to contribute societal value through entrepreneurial endeavors. Received: 17 December 2022Accepted: 8 April 2024

It is evident the interest of the European Union to encourage Entrepreneurship Education in universities, as well as public entities such as the Spanish government through the universities normative. The objective of this research is to analyze the presence of Entrepreneurship Education in the ranking methodology to measure Higher Education Institutions (Universities and Business Schools). Therefore, the research question formulated is: How do the indicators used by the world rankings measure the performance of universities in Entrepreneurship Education? Using data from the International Ranking Expert Group Observatory, the categories of Global University Ranking and Ranking of Business Schools are selected, representing a total of 30 rankings as a sample of the study. Our findings concluded that the European Commission and the Spanish government work on creating a public framework to encourage entrepreneurship education but the international rankings sample does not select entrepreneurship as a criterion to measure the university and business school performance. Received: 13 February 2023 Accepted: 13 July 2023 Es evidente el interés de la Unión Europea por incentivar la Educación para el Emprendimiento en las universidades, así como también los gobiernos públicos como es el caso de España a través de las leyes dirigidas a las universidades. El objetivo de la presente investigación es analizar la presencia de la Educación Emprendedora en las metodologías de los rankings globales universitarios para medir el desempeño de las Instituciones de Educación Superior (Universidades y Escuelas de Negocios). Por tanto, la pregunta de investigación formulada es: ¿Cómo los indicadores utilizados por los rankings mundiales miden el desempeño de las universidades en la Educación para el Emprendimiento? Utilizando la base de datos del Observatorio de International Ranking Expert Group se seleccionan las categorías de Ranking Global Universitario y Ranking de las escuelas de negocio, representando un total de 30 rankings como muestra del presente estudio. Nuestros hallazgos concluyeron que la Comisión Europea y el gobierno español fomenta la educación en emprendimiento desde el marco público, pero la muestra de rankings internacionales seleccionada para este estudio no tiene en cuenta el criterio de emprendimiento como parte de la evaluación del desempeño universitario. Recibido: 13 de febrero de 2023 Aceptado: 13 de julio de 2023

Constant environmental deterioration is a problem widely addressed by multiple international organizations. However, given the current economic and technological limitations, alternatives that immediately and significantly impact environmental degradation negatively affect contemporary development and lifestyle. Because of this, rather than limiting population consumption patterns or developing sophisticated and highly expensive technologies, the solution to environmental degradation lies more in the progressive transformation of production and consumption patterns. Thus, to support this change, the objective of this article is to forecast the behavior of consumption and regeneration of biologically productive land until the year 2030, using a deep neural network adjusted to Global Footprint Network data for prediction, and to provide information that favors the development of local economic strategies based on the territorial strengths and weaknesses of each continent. The most relevant findings about biocapacity and ecological footprint data are: fishing grounds have the great renewable potential in the global consumption of products and focused on the Asian region being approximately 55% of the world’s ecological footprint; grazinglands indicate an exponential growth in terms of ecological footprint, however South America and Africa have almost 55% of the distribution in the world biocapacity, being great powers in the generation of agricultural products; forest lands show a decrease in biocapacity, there is a progressive and exponential deterioration of forest resources, the highest deficit in the world is generated in Asia; cropland presents an environmental balance between biocapacity and ecological footprint; and builtland generates great impacts on development and regeneration in other lands, indicating the exponential crisis that could eventually be established by needing more and more resources from large built metropolises to replace the natural life provided by other lands.