developing countries, responsible entrepreneurship, small-scale individual entrepreneurs, social responsibility,

This study investigates inclusion in higher education, examining learning environments for students with physical disabilities (SWPD) and the challenges faced in promoting inclusive education, using an Australian university as a case study. Drawing from the social model of disability and interviews with 40 stakeholders, our findings suggest that despite marked progress towards inclusive education through reasonable adjustments for all, learning environments remain largely driven by adjustments for individual students, creating organisational and personal challenges. Four key challenges emerged: (1) staff perception about too many resources creating student dependencies; (2) staff training needs; (3) low representation of students with visible disabilities; and (4) moving inclusion beyond education into employment. Our findings emphasise the need to embed employability and skills development in all aspects of teaching and learning while moving towards inclusive education, to enable all students to develop professionally, and reinforcing calls for an inclusive workplace that values and accepts SWPD.

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Customer loyalty and trust are increasingly recognized as crucial for businesses to gain a unique and advantageous position over their competitors. In order to build customer loyalty and trust, businesses in developed countries are increasingly incorporating corporate social responsibility (CSR) practices in supply chains. While CSR is increasingly being considered in supply chains in developed countries, incorporating CSR practices in local supply chains presents a challenge in the context of developing countries and, as a topic, remains under-researched. Drawing from the literature, this article presents a conceptual model with certain propositions to explain the contextual constraints of incorporating CSR practices in local supply chains in developing countries. These propositions