social success
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Purpose The purpose of this paper is to examine how Halal entrepreneurs perceive success and accordingly develop a novel scale to measure Halal entrepreneurship success. Design/methodology/approach A sequential mixed methodology was used to develop the Halal entrepreneurship success scale (HESS). The qualitative phase began with a literature review to gain insights into (Halal) entrepreneurship success and identify gaps. Ten respondents were then interviewed to understand how they perceive success. The scale items were then generated based on insights from the literature and the interview findings. The quantitative phase was carried out in two cycles. In the first cycle, a questionnaire was developed and pilot data were collected from a representative sample of 100 respondents. In the second cycle, the revised scale was tested on 300 respondents to confirm its final items and dimensions. Exploratory factor analysis and confirmatory factor analysis were used in the quantitative phase. Findings The final HESS scale contains 24 items divided into four dimensions: Islamic success (seven items), economic success (six items), social success (five items) and environmental success (six items). Originality/value This scale is perhaps the first to measure entrepreneurial success in its association with religion. It is expected to be a useful contribution to entrepreneurship theory and the Halal industry. The paper presents a foundation for future works on how to define the measures of success of Halal entrepreneurs.

PurposeThis review highlights the need for a tourism industry turnaround combining changes in its governance and in its social success metric.Design/methodology/approachAlthough debate was ongoing before the pandemic with the sustainability approach as the main reference, the crisis caused by the SARS-CoV-2 has multiplied and amplified the voices calling for change in order to counteract the inertia of a return to the pre-pandemic “business as usual” scenario.FindingsThis review led to a proposal that combines a tourism governance framework and its principles, with a conceptualisation of social success and guidelines for building a metric for its measurement.Originality/valueThis resides mainly in a transition from a public–private partnerships (3Ps) model to a new scheme of public–private–people partnership (4Ps). The P for “people” represents the need for an alliance with society to contribute to the recovery and transformation that the tourism industry is currently experiencing. In this process, local communities should be empowered to play an active role in it. In the proposal elaborated, host communities are the focus of its conceptual architecture. To-date, analysis of the application of the 4Ps model to tourism is almost unexplored, despite the significant practical implications of a power re-balancing in decisions related to tourism planning and development. In addition, a social success-driven metric supported at the institutional level will contribute to redefining priorities in tourism destinations'/companies' strategies.

The cultural and creative industries enhance the quality of life for Canadians and visitors to Canada. However, definitions of the sector vary, presenting challenges for researchers and policymakers. Government data shows that the pandemic job and revenue loss were disproportionate in arts. The Canadian government created a range of financial tools (grants and subsidies) to support the sector during the Pandemic. This paper analyzes these financial instruments created in response to the Pandemic. This paper offers a case study on how government can support the economic and social success of the creative and cultural sector (CCS) in Canada and avoid the risk of the cultural ecosystem collapsing. In addition, the key findings may be helpful in other industries and markets when exploring ways to support the cultural and creative sectors, which are vital components of domestic and tourism activity.

Background Social communication difficulties are a clinical characteristic of autism, but social interactions are reciprocal in nature and autistic individuals’ social abilities may not be the only factor influencing their social success. Non-autistic individuals’ social perceptions and behavior also contribute to autistic individuals’ social difficulties, and previous research has identified that non-autistic individuals’ perception of autistic individuals is influenced by autism knowledge and the quantity and quality of exposure to autistic people. We explored whether high school students’ perceptions of autistic adults can be improved by an autism education presentation and whether these perceptions were associated with their self-reported social competence. Methods151 senior high school students completed the First Impression Scale on video-recordings of 20 autistic and 20 non-autistic adults in social situations either before or after viewing a 50 minute autism educational presentation detailing the everyday experiences of autistic people and participating in a question-and-answer session. The students’ prior experiences with autistic people was assessed using the Quantity and Quality of Contact Scale, and their own self-perceived social competence was measured using the Multidimensional Social Competence Scale. ResultsStudents who provided their judgements after viewing the educational presentation rated autistic adults as more attractive (β = -.05, p = .042) and likeable (β = -.06, p = .029), and reported greater interest in hanging out with (β = -.06, p = .028) and being near the autistic adults (β = -.06, p = .026), relative to peers who completed their judgments before watching the presentation. Consistent with a Double Empathy framework, students who reported being more socially competent endorsed more negative judgments of autistic adults (r = .211, p = .011), whereas students reporting higher quality interactions with autistic individuals expressed more positive judgments (r = -.278, p = .010). Conclusion Improving non-autistic individuals’ understanding of autistic social behaviors, whether through educational presentations or quality interactions, may revise their expectations of social behavior and improve perceptions of autistic differences. Changing non-autistic individuals’ social expectations may provide an avenue for improving interactions for autistic individuals without putting the onus on autistic individuals to change or mask their behavior and identity.

Introduction. The relevance of studying the emotions of employees in organizations is due to the economic and psychological crisis, as a result of which many managers are trying to cope with their stress at work and, in some cases, their job duties remotely. The study aims to examine the relationship between emotional intelligence and individual characteristics of self-actualization in managers of a large trading company. Materials and methods. Forty employees from various trade organizations took part in the study. The following methods were used: the emotional intelligence assessment technique (N. Hall) and the self-actualization test (SAT) (E. Sjostrom). Spearman rank correlation method was used. Research results. A reliable direct relationship between self-motivation and contact was obtained (rs = 0.460; p ≤ 0.05). Self-motivation, defined as managing one’s emotions, determines a person’s ability to quickly establish contacts with people and communicate. The feedback of self-motivation and self-esteem was revealed (rs = -0.555; p ≤ 0.05). According to the respondents’ evaluations, social success is not affected by a person’s ability to manage emotions and feelings. An inverse relationship of empathy and self-esteem was also revealed (rs = -0.463; p ≤ 0.05). Respondents believe that empathy with others can hinder the achievement of social success, recognition, and self-esteem. Conclusion. Emotional intelligence of employees: contributes to developing their leadership skills, increases stress resistance at work, job satisfaction, motivation, interest in organizational learning, reduces emotional exhaustion and fatigue, and is a means of conflict resolution. All this has a positive effect on the company’s efficiency.

Статья посвящена актуальной для данного этапа развития российской системы профессионального образования проблеме формирования профессиональных и личностных компетенций по стандартам WorldSkills у обучающихся профессиональных образовательных организаций, от уровня сформированности которых зависит успешность деятельности современного специалиста в профессиональной сфере. В статье представлен авторский подход к проектированию модели формирования профессиональных компетенций при подготовке и проведении демонстрационного экзамена по стандартам WorldSkills с учетом личностной составляющей обучающегося колледжа. Раскрыто содержание основных структурных компонентов модели: координационно-методический, образовательный, мотивирующий, процессуальный, результативный. Координационно-методический компонент модели включает описание процесса координации, подготовки и методического сопровождения образовательного процесса и проведения демонстрационного экзамена по стандартам WorldSkills. Образовательный компонент модели раскрывает содержание процесса организации повышения квалификации педагогических работников профессиональной образовательной организации и представителей работодателей в условиях действия стандартов WorldSkills. Мотивирующий компонент разъясняет механизм роста обучающихся и возможности мотивации дальнейшей профессиональной образованности и траектории ориентации на получение соответствующего уровня профессиональной квалификации. При описании процессуального компонента модели продемонстрированы возможности использования модульно-компетентностной образовательной технологии для её реализации. Результативный компонент модели включает критерии и диагностические методики оценки сформированности профессиональных и личностных компетенций, обеспечивающих профессиональную и социальную успешность обучающихся. Учёт и реализация выявленных организационно-педагогических условий формирования профессиональных и личностных компетенций обучающихся при подготовке и проведении демонстрационного экзамена по стандартам Worldskills будут способствовать эффективной организации практической деятельности обучающихся как работников предприятия, формированию у них практического опыта деятельности, обеспечению их признания как состоявшихся и востребованных работодателем специалистов на рынке труда. The paper discusses the formation of professional and personal competencies on WorldSkills standards at students from professional educational organizations. This subject is relevant for the current stage of development of the Russian system of professional education. The success of the modern expert’s activity in the professional sphere depends on the level of formation of these competencies. This paper presents the authors’ approach to designing a model for the formation of professional competencies when preparing and conducting a demonstration exam on WorldSkills standards, taking into account the personal component of the college student. The content of the main structural components of the model is disclosed: coordination-methodological, educational, motivating, procedural, and resulting. The coordination-methodological component of the model includes a description of the process of coordination, preparation and methodological support of the educational process and the conduct of a demonstration exam on WorldSkills standards. The educational component of the model discloses the content of the organizing advanced training of pedagogical workers of a professional educational organization and employers' representatives in the conditions of WorldSkills standards. The motivating component explains the mechanism for the growth of students and the possibilities for motivating further professional education and the trajectory of orientation towards obtaining an appropriate level of professional qualifications. When describing the procedural component of the model, the possibilities of using modular-competent educational technology for its implementation were demonstrated. The resulting component of the model includes criteria and diagnostic methods for assessing the level of formation of professional and personal competencies that ensure the professional and social success of students. The obtained results of research will contribute to the effective organization of the practical activities of students as employees of the enterprise to the formation of their practical experience in activities, and to their recognition as specialists held and demanded by the employer in the labor market.

It is proved in the article that personality had to be able to think, constructing logical reasoning with the help of concepts, judgments and inferences, and the ability to interact constructively with others, working in a team, to succeed in the society. The content and structure of social success of a child of primary school age are presented. This concept is proposed as an integrated quality, which consists of three components: motivational, instrumental and emotional and behavioral. The motivational component is characterized by the presence of the need for knowledge, the desire to succeed. The instrumental component covers three components: cognitive (systematized program knowledge; developed conceptual, divergent, critical thinking); operational (intellectual, intellectual and cognitive, research, intellectual and creative skills); evaluative and effective (reflection and adequate self-esteem). The emotional and behavioral component of social success of junior high school students is represented by the following components: value (presence of value orientations), emotiona and volitional (developed emotional intelligence, respect, sensitivity to others, self-control, volitional qualities), communicative (developed social intelligence). Psychological and pedagogical conditions are characterized as a mechanism of formation of social success of a child of primary school age in the process of studying in the Institutions of general secondary education (IGSE), namely: dominance of problem searching dialogue between teachers and students and between students in the educational process of primary classes; implementation of the course “Logic” in the educational process of primary school in 2–4th classes and tasks related to the content of the course “Logic” on lessons in Humanities and Natural Sciences and Mathematics cycles; creating tasks for joint learning activities, providing “I am – the inclusion” of each pupil in joint work. The mission of the course “Logic” in the content of primary education is described; the techniques of organization and implementation of problem searching dialogue between the subjects of the educational process, the organization of educational activities in a team are revealed.

Persistence of a distant goal is an important personality trait that determines academic and social success. Recent studies have shown that individual differences in persistence involve both genetic and environmental factors; however, these studies have not examined the role of maternal factors on a young children's persistence. The present study examined whether mothers' persistence is associated with persistence in children aged 3–6 years. In addition, the associations between mothers' persistence/parenting style and children's self-control/social development (prosocial behaviors and difficulties) were examined. Our results showed that maternal persistence is essential for the child's persistence. Children's self-control and social development were also associated with the mothers' persistence and parenting style. Our findings suggest that a young child's persistence may develop under the influence of a familiar adult (i.e., mother) and characterizes their social development, highlighting the importance of persistence in parenting.