Although organizational sustainability and organizational resilience are critical dynamic capabilities for business continuity management, especially in times of crisis such as the COVID-19 pandemic, there are few studies that analyze the relationship between these three concepts to understand risks management. For this reason, our study analyzes these relationships to contribute to a better understanding of the subject and to propose future lines of research. We use bibliometric and content analysis, based on the Web Of Science and Scopus databases, during the period between 1998 and 13 May 2021. Main findings indicate that there is a bidirectional relationship between organizational sustainability capabilities and organizational resilience capabilities, but there is not enough evidence of their relationship with business continuity management. Additionally, results allow us to infer that there are four groups of relationships between them: (1) From Risk Management to Business Continuity Management and Organizational Resilience; (2) Resilience and Business Continuity practices; (3) Business Continuity contribution to Innovation and Sustainability; (4) Dynamic Capabilities for Organizational Sustainability and Organizational Resilience to enhance Business Continuity Management. Moreover, different stages were identified to understand the impact of organizational sustainability capabilities and organizational resilience capabilities on business continuity management facing disruptive events.

The general idea of this article is to analyse the interrelation between the dynamic capabilities of knowledge management, learning, adaptation, with innovation in medium and large companies in an emerging Latin American economy. This is because innovation is a key strategy for dealing with crises such as the one caused by the COVID-19 pandemic. A Likert scale survey of 106 executives from the same number of firms in the pharmaceuticals, information and communication technologies and processed food sectors was applied to obtain data. The general findings show that there is a significant inter-relationship between the different dynamic capabilities of the firms above described. However, when analyzing the interrelationship between the dynamic capability of innovation with the other three capabilities, the strongest interrelationship is with adaptive capability. These findings, positively draw attention, given that a literature review on the subject indicates that in emerging economies the companies developing these capabilities are unusual. These encouraging findings suggest that companies in these economies have the capacity to effectively address the issues posed by the COVID-19 epidemic.

This study analyzes the social communication and journalism programs accredited by the Latin American Council for Accreditation of Education in Journalism and Communication (CLAEP) to identify the competencies and subjects whose expected learning outcomes contribute to general innovative professional profiles in media entrepreneurship. The study is a qualitative, descriptive study in which in-depth interviews were conducted with deans, program directors, and lecturers in communication, and syllabi and programs of the subjects that contribute to strengthening the components of entrepreneurship and innovation were analyzed. The main conclusions make it clear that entrepreneurial profiles should be strengthened since there are market opportunities for future communication and journalism professionals; there is no traceability in the projects developed in the different subjects in a way that allows for the strengthening of the entrepreneurial proposal; these reach an ideation and prototyping phase, which does not allow for the transfer of entrepreneurship to acceleration and growth units external to the program. Likewise, a proposal for the design of expected learning results is made for programs to use in their curricular designs to strengthen the profile and competencies in innovative entrepreneurship on the basis of eight categories: 1) identify the conditioning factors that determine entrepreneurship from its context, from the form they acquire to be recognized before the state and society as media and from the elements that configure their operational functioning; 2) understand the logics of the entrepreneurial ecosystem; 3) develop capacities in entrepreneurship; 4) manage media and journalistic projects; 5) design business models; 6) generate innovation processes, prototyping, and product testing; 7) obtain resources to accelerate entrepreneurship; and 8) establish growth and consolidation plans.

Alors que l’enseignement de l’entrepreneuriat s’est souvent orienté vers la création d’entreprise, de nouvelles conceptions émergent autour de la notion de processus entrepreneurial. Au sein de cette notion, la mise en situation acquiert une place importante en tant que source favorisant l’action entrepreneuriale. Nous soulignons, dans la première partie de cette thèse, que les approches classiques focalisées uniquement sur la création d’entreprise demeurent insuffisantes pour répondre aux besoins d’apprentissage des étudiants porteurs de projet. Dans cette perspective, nous avons orienté notre travail de recherche vers l’enseignement de l’entrepreneuriat en considérant l’aller-retour entre la réflexion et l’action. Pour cela, nous proposons, dans la deuxième partie, une nouvelle façon d’aborder la Méthode des cas en adoptant un cadre conceptuel autour de la démarche de recherche-intervention appliquée au Pôle Entrepreneuriat Etudiant de Lorraine (PeeL). Il s’agit de montrer que la valorisation des expériences vécues dans la mise en situation permet de favoriser la construction de savoirs utiles pour l’action entrepreneuriale

La sensibilisation à l’entrepreneuriat a acquise une croissante importance à l’intérieur des Institutions d’éducation. Elle cherche non seulement à souligner les avantages de l’entrepreneuriat mais aussi à éveiller dans l’étudiant l’intérêt pour suivre une formation en l’envisageant en tant qu’une profession. Au-delà de susciter l’accès à l’entrepreneuriat, la sensibilisation peut encourager le développement de compétences entrepreneuriales tel que la problématisation. À ce titre, cet article montre les résultats d’une étude mis en place au sein de l’Ecole de management de l’Université du Rosario. Il s’agit de réfléchir autour de la façon dont la construction de problématiques encadrées par la complexité peut favoriser la sensibilisation à l’entrepreneuriat dans les étudiants de première année.