Administrative Sciences

Employee innovative behavior is an important source of organizational competitiveness and sustainable development. Accordingly, increasing scholarly attention has been directed toward how leadership behaviors are associated with employees’ innovative actions. Drawing on Affective Events Theory and the ABC Theory of Emotion, this study develops a cognition–emotion–attitude–behavior framework to examine the relationships among inclusive leadership, positive emotions, creative self-efficacy, and employee innovative behavior. Using a questionnaire survey, data were collected from 463 employees working in innovation-oriented enterprises. Hierarchical regression analyses and bootstrap procedures were employed to examine the proposed associations and indirect effects. Inclusive leadership plays a positive role in stimulating employee innovation. Moreover, positive emotions and creative self-efficacy each exhibit significant indirect associations linking inclusive leadership to employee innovative behavior. This study contributes to the literature by clarifying the affective and attitudinal processes associated with inclusive leadership and by enriching understanding of the psychological pathways linked to employee innovative behavior.

The entrepreneurial performance of new ventures operating within the sustainable open innovation paradigm remains underexplored, particularly in terms of how specific sustainability-oriented practices translate into measurable performance outcomes. Prior research has largely examined sustainability, entrepreneurship, and open innovation in isolation, offering limited empirical evidence on their combined effects at the early venture stage. To address this gap, this study analyzes panel data from 407 new ventures incubated in science and technology parks, employing regression-based panel data analysis to examine the relationships between sustainable practices, open innovation engagement, and entrepreneurial performance. The findings suggest that new ventures widely adopt sustainable materials and energy as key strategies, which significantly influence entrepreneurial performance. In contrast, support from local communities does not have a statistically significant impact. Among the sociodemographic factors tested, only the number of years participating in open innovation networks shows a significant effect on entrepreneurial performance. Theoretically, this study advances sustainable open innovation literature by empirically integrating sustainability practices into entrepreneurship performance models. From a managerial perspective, the findings offer actionable insights for entrepreneurs and incubator managers, highlighting which sustainability strategies and network engagements are most likely to yield performance benefits in new ventures.

The pursuit of disabled students’ inclusion in higher education remains a significant global concern, particularly in developing nations where systemic and institutional barriers persist. Despite progressive legislative and policy frameworks promoting inclusive education, Kenyan and Pakistani universities continue to encounter structural, financial, and attitudinal challenges that hinder equal participation in learning and research for disabled students. This study aims to identify, analyze, and prioritize the complementary support strategies necessary for disabled students’ inclusion in learning and research opportunities in both Kenyan and Pakistani higher education institutions. Employing a quantitative research design, data were gathered through structured questionnaires distributed among disabled students in institutions of higher learning. The data were analyzed using the fuzzy synthetic evaluation (FSE) approach, which integrates fuzzy logic with descriptive statistics to objectively determine the weight, level of agreement, and internal consistency of the identified support strategies. Among the six support strategies, Physical Facility Support emerged as the most crucial in Pakistan, followed by Attitudinal and Community Support. On the other hand, the Kenyan group indicated Policies and Advocacy as the most essential support strategy for disabled students’ inclusion in higher education. The findings underscore that the two countries differ in how they prioritize support strategies for the inclusion of students with disabilities. This study contributes theoretically by advancing the application of the FSE model within inclusion research, offering a rigorous, data-driven framework for understanding multidimensional support strategies for disabled students.