title: Investing in green intellectual capital to enhance green corporate image under the Influence of green innovation climate: A case of Chinese entrepreneurial SMEs

authors: Khan, Adnan

subjects: green intellectual capital

abstract: Modern firms have been urged to play their role toward a sustainable business environment. The relevance of green prospects in the work environment continues to expand. Still, little research has been conducted to understand the role of green intellectual capital plays in promoting environmental behaviours and outcomes. With China's higher level of carbon emission, it has become imperative for businesses to investigate ways to improve their environmental performance. For this purpose, we collected the data from 451 entrepreneurial small and medium-sized enterprises based in Jiangsu province of China and then analyzed it through partial least square-structural equation modeling (PLS-SEM). Based on the social cognitive theory assumptions, this research study argues that; green intellectual capital, measured with green human resource, relation capital, and structural capital, positively influences green core competence. And, Green core competence positively impacts the green corporate image (environmental performance and green innovation practices). Additionally, Green core competence was found to mediate the relationship between green intellectual capital and green corporate image. Lastly, the study's outcome delineated that innovative green climate moderates the relationship between green core competence and green corporate image. This study broadens the scope of social cognitive theory and presents a viable solution for entrepreneurial small and medium-sized enterprises stakeholders to use the knowledge generated by green intellectual capital and core competence to improve their green corporate image.

text: Investing in green intellectual capital to enhance green corporate image under the Influence of green innovation climate: A case of Chinese entrepreneurial SMEs Modern firms have been urged to play their role toward a sustainable business environment. The relevance of green prospects in the work environment continues to expand. Still, little research has been conducted to understand the role of green intellectual capital plays in promoting environmental behaviours and outcomes. With China's higher level of carbon emission, it has become imperative for businesses to investigate ways to improve their environmental performance. For this purpose, we collected the data from 451 entrepreneurial small and medium-sized enterprises based in Jiangsu province of China and then analyzed it through partial least square-structural equation modeling (PLS-SEM). Based on the social cognitive theory assumptions, this research study argues that; green intellectual capital, measured with green human resource, relation capital, and structural capital, positively influences green core competence. And, Green core competence positively impacts the green corporate image (environmental performance and green innovation practices). Additionally, Green core competence was found to mediate the relationship between green intellectual capital and green corporate image. Lastly, the study's outcome delineated that innovative green climate moderates the relationship between green core competence and green corporate image. This study broadens the scope of social cognitive theory and presents a viable solution for entrepreneurial small and medium-sized enterprises stakeholders to use the knowledge generated by green intellectual capital and core competence to improve their green corporate image.

year: 2023

title: Student Companion: Intellectual Property (March 2012)

authors: Kingsbury, Anna

subjects: court

abstract: This article discusses Intellectual Property cases(respectively): “Human Genome Sciences Inc v Eli Lilly & Co.” [2011, UKSC 51] and“Fonterra Brands (Tip Top Investments) Ltd v Tip Top Restaurant Ltd” [HC Wellington CIV 2011-485-001011, 4 November 2011].

text: Student Companion: Intellectual Property (March 2012) This article discusses Intellectual Property cases(respectively): “Human Genome Sciences Inc v Eli Lilly & Co.” [2011, UKSC 51] and“Fonterra Brands (Tip Top Investments) Ltd v Tip Top Restaurant Ltd” [HC Wellington CIV 2011-485-001011, 4 November 2011].

year: 2012-03

title: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other

authors: Joyce, Chrisandra Itirana

subjects: Relational Pedagogy

abstract: This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

text: Relational Responsive Pedagogy, Teachers and Māori students Listening and Learning from each other This thesis examines the culturally responsive and relational pedagogical practices of a group of teachers in one Phase four Te Kotahitanga school. It then considers the influences of these pedagogies on four Māori students.
The thesis begins by seeking to understand the two different worldviews in Aotearoa/New Zealand (a Western worldview and a Māori worldview) and some of the discourses that have emerged in the shared Māori and colonial history of this country. It examines kaupapa Māori as both a movement of resistance to the dominant Western worldview that came with colonisation; and a movement of revitalisation to Māori ways of knowing and understanding the world that began to be lost at the same time. It focuses on Te Kotahitanga as a kaupapa Māori response in secondary schools.
The collaborative storying of teachers and Māori students in a Te Kotahitanga school alongside their data of practice and achievement are discussed and examined. Shifts across three levels of the school are identified and understood alongside the Te Kotahitanga professional development cycle. These understandings are discussed in relation to Māori metaphors.  The overall implications of Māori metaphors in relation to the research questions are then considered.
This thesis concludes with considerations and implications for others in addressing the on-going educational disparities of Māori students in mainstream educational settings in New Zealand.

year: 2012