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Crowdfunding is an emerging phenomenon that has attracted significant interest from scholars and practitioners alike, mainly due to its appeal as an alternative source of funding. As crowdfunding has grown exponentially, so have the associated challenges and opportunities. In this conceptual paper, we define crowdfunding; discuss its characteristics, related terminologies, key elements and ethical issues. We also propose a typology for crowdfunding and indicate various issues associated with it. The final section includes the implications of this study and suggestions for future research. This paper aims to inspire a scholarly debate and further develop the theoretical foundation of the crowdfunding literature. This may also prompt practitioners to take note of the emerging concerns as the crowdfunding phenomenon is transforming from a marginal to a mainstream discipline.

Purpose This paper aims to contribute toward the extension and further development of the social exchange theory. It provides conceptual insights on social networks in geographically dispersed organizations, and how intra-organizational social interactions influence organizational behavior, employees relationship exchange inclination and innovation drive. Design/methodology/approach A thematic literature review method was used to conduct an extensive review of relevant literature. Findings Guided by the tenets of the social exchange theory, the authors’ analysis and discussions elucidate how intra-organizational social network architecture can be developed, supported and utilized to drive innovations in geographically dispersed organizations. Research limitations/implications A general limitation and perhaps also a strength of this type of conceptual paper is that it is a synthesis (thematic discursive analysis) of existing theory and published research. Thus, there are no primary empirical content. However, the issue of empirical evidence is nevertheless mediated by the fact that the discussions and argumentation process generate key propositions which could be validated in subsequent research endeavors. Also, the selection of relevant literature is restricted specifically to the topic of the study. The authors strived to ensure rigor through a robust and comprehensive literature review which was organized thematically according to all the key words in the main and sub-topics covered in Section 2. Practical implications The insights presented suggest that management should pay serious attention to organizational design – that is, not only from the conventional contractual obligations point of view, but rather, the increasing importance of social capital should also be given some priority when thinking of resilient ways to encourage collaborations and efficient knowledge management. In other words, intra-organizational social network architecture should be considered as organizational capability and utilized as a toolset for the SIHRM to harness knowledge flow and unleash innovation. Social implications As both bonding and bridging ties are not only critical for success of project teams but also intensify knowledge symmetry across different units of the organization, they are a major conduit for sustainable open innovation culture within organization. To develop competitive capabilities throughout the organization, it is important for the SIHRM to be involved in global networking, and as a network leader, the human resource management function must have an awareness of leading trends and developments in social networking. The ability to mobilize the appropriate resources and a sense of timing and context in implementing such architecture within the geographically spread organization is crucial. Originality/value The novel contribution of this paper is twofold. First, the study provides an implementable framework which scholars and practitioners could use to develop and test the actualization of an intra-organizational social network architecture in a geographically dispersed organization. Second, the study has provided some key propositions and a well-grounded direction for further research to inspire further development/extension of the social exchange theory.

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The generation "Z" was born into the digital information society, with smartphones, tablet PCs and social media replacing a huge chunk of the traditional learning tools and earlier forms of educational enquiry. As this generation of "virtual learners" is entering into both the workplace and the higher education classrooms, the yesteryears traditional teaching and learning methods have become obsolete. Learner-centered instruction designs enabled by modern ICT are taking preference over expository teaching methods. However, at the same time, most of the educational sectors have surprisingly lacked behind compared to how modern day ICT have infiltrated into every sphere of the larger society. In this study, we contend that even though most academic curriculum has arguably remained the same since the 1950s (Gonzalez et al., 2000), there is a looming change that will befall on how the 21 st century education is organized. We use arguments for the adoption of videography in business education and the entrepreneurship discipline in particular to elucidate the challenges and competitive landscape of ICT infiltration into the mainstream academia.

Changing environment requires not just creativity, but disruptive creativity. The traditional planning paradigm within business organizations heavily relies on long- and short-term forecasting in order to predict the future and plan accordingly. However, a large share of business development is now characterized by rapid changes, inconsistency and unpredictability. Taking that into account a key task for managers is to explore and innovate in chaotic conditions, but how can owner–managers, business leaders and the employees respond to such rapid changes without the appropriate skillset and educational background? This study calls for the modernization of enterprise education systems in order to provide students and graduates with tools relevant to the changing requirements of the business environment. We argue that such needed mastery of unconventional innovative thinking and acting “as if” rather have a lot in common with art education concepts and theatrical skills. Using videography as an example, we illustrate how advances in digital technology can help incorporate such theatrical concepts into enterprise education. As a contribution we provide insights and falsifiable propositions toward a renewal and revitalization of enterprise education pedagogy.

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