Abstract
This study aims to investigate how specific graduate attributes relate to university students’ employability and entrepreneurial intentions, with a focus on higher education institutions in the United Arab Emirates (UAE). The research distinguishes between traditional and emerging attributes and examines their predictive value for distinct post-graduation pathways. A quantitative, cross-sectional survey design was adopted. Data were collected from 524 undergraduate students and analysed using multivariate multiple regression to assess the simultaneous effects of nine graduate attributes. The findings reveal that employability intention is significantly are associated with goal-directed behaviour, continuous learning, problem-solving, and the ability to present and apply information. Entrepreneurial intention, on the other hand, is more strongly predicted by enterprising behaviour, analytical thinking, and artificial intelligence literacy. Some attributes, such as ethical responsibility and interactive communication, were not significant predictors. University prestige had a minor but significant effect on employability intention, while the presence of a university incubator showed no significant relation. This study contributes to the theoretical development of graduate attribute frameworks by validating digital-era competencies and empirically distinguishing between employability and entrepreneurial orientations. It offers practical insights for higher education institutions seeking to develop curricula that better prepare graduates for diverse career outcomes.

Abstract
Entrepreneurial ecosystems are key drivers of regional development, yet limited attention has been paid to how startups experience these systems and how their positions within the ecosystem shape those experiences. This article examines the role of startups in the entrepreneurial ecosystem of the Porto Metropolitan Area, through an in-depth qualitative case study based on semi-structured interviews with founders, investors, intermediaries, and higher-education actors, complemented by contextual indicators analysis. The findings show that the ecosystem is experienced in differentiated ways across actors. Founders primarily experience challenges through market uncertainty, access to funding, and scale-up challenges, while academic entrepreneurs emphasize institutional pathways and knowledge translation processes. University actors focus on talent pipelines, graduates' employability, and collaboration with firms. Although the region benefits from strong early-stage support and a dense institutional infrastructure, a persistent scale-up gap and weak political embeddedness constrain startups' longer-term contributions to regional development, despite their economic significance. The article contributes to entrepreneurial ecosystem research by adopting an actor-centered, positional perspective and by highlighting how institutional diversity, within higher-education, shapes differentiated roles, while pointing to the limits of startup creation policies and the need for stronger coordination, improved scale-up finance, and more meaningful channels for startup participation in decision-making.

Abstract
This study addresses a gap in literature by empirically examining the role of FLIGBY in the development of thinking skills and creativity, contributing to a more holistic understanding of the pedagogical value of serious games in higher education. Two research questions guide the study: (i) how FLIGBY assesses and contributes to the development of thinking skills; and (ii) how the pedagogical approach and challenges embedded in FLIGBY foster creativity. A mixed-methods design was adopted. Quantitative methods were first used to assess students’ performance in thinking skills, which in FLIGBY are measured continuously through behavior-based analytics using the Master Analytics Profiler (MAP) system. In parallel, qualitative methods were employed to explore the development of creative competencies through thematic analysis of interview data. The results indicate that FLIGBY is an effective tool for the integrated development of thinking skills and creative competencies in higher education. Statistical analysis reveals moderate to high levels of cognitive skills such as emotional intelligence, leadership, and systemic decision-making, with strong and significant interrelationships among these dimensions. The thematic analysis further shows that FLIGBY fosters creativity by providing a safe environment for experimentation, adaptive decision-making, complex problem solving, and metacognitive reflection. Accordingly, the findings suggest that FLIGBY not only strengthens strategic cognitive skills but also stimulates creative and reflective processes transferable to real-world leadership and management contexts, offering important implications for educational practice and policy in higher education. © 2026 Elsevier Ltd.

Abstract
SMEs in developing economies operate under persistently volatile environments where economic instability, regulatory uncertainte and technological disruptions threaten their survival. Here, sustainability shifts from long-term environmental or socioeconomic performance to strategic resilience. In this study, we investigate how dynamic capabilities condition the effect of business environmental forces on SME sustainability in Nigeria. Grounded in contingency and dynamic capability theory, this study adopts a quantitative, cross-sectional survey design using data from 285 Nigerian SMEs. It examines the direct effects of economic, legal and technological environmental forces, as well as the moderating roles of sensing and seizing, and learning and reconfiguration capabilities, on SME strategic resilience using PLS-SEM. The results show that economic, legal and technological turbulence significantly affect SME strategic resilience, with legal turbulence emerging as the strongest constraint. Findings further reveal that dynamic capabilities-sensing and seizing, learning and reconfiguration-significantly moderate the effect of environmental turbulence on SME strategic resilience and strengthen SME capacity in absorbing shocks, reconfiguring resources and sustaining operations under disruptions. This study contributes by reframing SME sustainability as strategic resilience amid environmental turbulence, differentiating external pressures into economic, legal and technological dimensions, and showing how dynamic capability bundles condition SME strategic resilience in a highly volatile developing-economy context. This study offers insights relevant to other emerging economies characterised by institutional instability, policy unpredictability and uneven technological development. It also broadens understanding of contingency and dynamic capability theory in developing economies and positions dynamic capabilities as vital for resilience-building, not just competitive advantage.

Abstract
Understanding how structural change drives long-run growth requires jointly considering the dynamics of productive and scientific specialisations, and science-industry alignment. This paper develops and tests a unified framework that integrates evolutionary, structuralist, complexity, and innovation-systems perspectives to assess how productive and scientific specialisations, science-industry alignment, diversification, and global value chain integration shape economic performance. To operationalize this framework, we construct new indicators, including a Science-Industry Matching (SIM) index, measures of dynamic entry and relatedness density, and specialisation-based diversity indices, and apply them to a panel of up to 142 countries over 2000-2018/2023. Estimation relies on country fixed effects with Driscoll-Kraay standard errors to address heteroskedasticity, autocorrelation, and cross-sectional dependence. The results reveal that persistent specialisation in high- and medium-high-tech industries fosters growth, while low-tech dependence constrains it. Scientific specialisation in enabling fields such as mathematics, physics, chemistry, and energy/environmental sciences supports growth, but excessive concentration risks lock-in. Science-industry alignment enhances growth in advanced economies with strong absorptive capacity but penalises weaker systems. Industrial diversification often dilutes resources, whereas scientific diversification consistently promotes growth by broadening the knowledge base for recombination. Finally, integration into global value chains is growth-enhancing in developing economies, while advanced economies can sustain higher domestic value added without significant penalties.

Abstract
This study provides a comprehensive quantitative review of the determinants of aggregate productivity growth using bibliometric and network-based methods. Drawing on 523 peer-reviewed articles published between 1973 and 2024 in Scopus and Web of Science, the study systematically maps the intellectual foundations, research fronts, and conceptual evolution of the field. Results show that research has remained overwhelmingly macro-focused, with 85%-90% of studies addressing aggregate-level determinants. Innovation, institutions, and technology diffusion dominate the literature, while firm-level (microeconomic) explanations, though increasing since the mid-2000s, remain secondary, largely addressing resource allocation. Competition, firm-level innovation, and organizational capabilities are underexplored despite their relevance for aggregate outcomes. By combining co-citation, bibliographic coupling, and keyword co-occurrence analyses, the study reveals the multilevel structure of productivity research, illustrating how macro theories, meso-level sectoral mechanisms, and micro-level firm dynamics interact. These findings highlight the limits of macro-centric explanations of productivity slowdowns and underscore the need to explore cross-level mechanisms, firm heterogeneity, and institutional interactions. This study offers a novel methodological benchmark and a structured agenda for research and policy, aiming to enhance productivity growth.