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This study aims to describe knowledge of Canada’s Good Samaritan Drug Overdose Act (GSDOA) and take home naloxone (THN) training and kit possession among people being released from provincial correctional facilities in British Columbia.

The authors conducted surveys with clients of the Unlocking the Gates Peer Health Mentoring program on their release. The authors compared the characteristics of people who had and had not heard of the GSDOA and who were in possession of a THN kit.

In this study, 71% people had heard of the GSDOA, and 55.6% were in possession of a THN kit. This study found that 99% of people who had heard of the GSDOA indicated that they would call 911 if they saw an overdose. Among people who perceived themselves to be at risk of overdose, 28.3% did not have a THN kit. Only half (52%) of participants had a mobile phone, but 100% of those with a phone said they would call 911 if they witnessed an overdose.

The authors found that people with knowledge of the GSDOA were likely to report that they would call 911 for help with an overdose. Education about the GSDOA should be a standard component of naloxone training in correctional facilities. More than one in four people at risk of overdose were released without a naloxone kit, highlighting opportunities for training and distribution. Access to a cellphone is important in enabling calls to 911 and should be included in discharge planning.

Informed by the literature on regional security and fragile states, ‘new regionalisms’, and natural resources and violent conflict, this essay investigates the challenges of state-building in West Africa. These range from the influence of diasporas and subregional strongmen to flows of small arms and light weapons (SALWs) and lootable natural resources. The analytical framework that links patron–client networks and lootable natural resources is applied to the cases of Sierra Leone and Côte d’Ivoire. In recent years, strategies by African leaders to co-opt subregional strongmen as part of patronage networks have failed. The essay finds that an ossified state presence and the erosion of a leader's influence enables subregional strongmen to gain control over valuable natural resources, such as diamonds. The essay then assesses the impact of the Kimberley Process Certification Scheme (KPCS) on state-building, concluding that although international regimes like the KPCS can increase state capacity and thereby counter the deleterious effects of state failure, they are not sufficient state-building tools. Hence, the KPCS must be supplemented through a combination of more explicit state-building initiatives under the auspices of bilateral government donors, aid agencies, diasporas and transnational and local NGOs.

The current chapter is one of the first studies to specifically address the role of civil society organisations (CSOs) for entrepreneurship development in the disadvantaged context of Sierra Leone. It highlights the important role of CSOs in the petty trading (disadvantaged) entrepreneurial ecosystem. Based on qualitative analysis of interviewers undertaken with two CSOs and three entrepreneurial firms from disadvantaged backgrounds, our findings offer interesting insights into this phenomenon. The authors find that in the context of disadvantaged entrepreneurship development, CSOs are seen as more trustworthy by the general population than the government (public bodies). The government, through the national youth commission, also tried to collaborate with CSOs regarding entrepreneurial skills development in disadvantaged entrepreneurs. The findings further reveal that despite the appreciation of the role of CSOs for disadvantaged entrepreneurship development by public authorities in recent years, they still face many bureaucratic hurdles and delays in operations. Finally, our chapter reveals several dynamics associated with skills and competencies development in disadvantaged entrepreneurship in the Sierra Leone-specific context, where skills such as basic business planning, livestock handling, and financial management emerge as being highly useful.

This chapter draws on the school improvement research of EducAid, a small NGO with schools in Sierra Leone. We review the challenge of school improvement in the context of a low-income country still emerging from the aftermath of civil war, historically low expenditure on education as a per cent of GDP, low levels of trust between people and the government and lack of a reliable evidence base on which to plan school improvement. As predictable consequences of these challenges, the Ministry of Education recognises weaknesses in teacher recruitment and training, resulting in low student attainments. In a critique of adaptations of Hood's (1998) social cohesion/social regulation matrix we argue that it may not provide a coherent framework for understanding the process of school improvement in a low-income country such as Sierra Leone. Specifically, high social cohesion, when focussed on educational improvement, is likely to be necessary for school improvement, but the concept of social regulation is more complex. Although the structure is hierarchical, both at national and local levels, implying high social regulation, lines of accountability seldom work effectively, resulting in low social regulation. The picture is further complicated by evidence that socioeconomic status may be less influential in predicting students' attainments in low-income countries than in those with high and middle incomes. We argue that a professional learning network for head teachers is a necessary starting point for head teachers to stimulate debate on change strategies within their own schools.

After studying this case, students should be able to: explain how strategic management relates to the areas of innovation, operations, technology, entrepreneurship and emerging markets; analyse strategy implementation and execution at the operational level, in contrast to strategy formulation at the strategic mission, values and vision level; discuss innovation, entrepreneurship and new technologies in emerging markets; and assess the impact of technology-driven entrepreneurship on significant socio-economic change that is on transformational entrepreneurship, in emerging markets.

This case outlines key global challenges facing higher education in the African context. It discusses the African Leadership University (ALU) as an innovative higher education institution, including its origins, establishment, strategy and purpose, curriculum, technology and operations, student support network and funding. It also describes ALU’s ongoing challenges and future prospects. ALU was launched in 2015 by Fred Swaniker, founder and chief executive officer and Khurram Masood, co-founder and chief operating officer. ALU’s vision was to transform Africa by developing and connecting three million high-calibre, ethical and entrepreneurial leaders by 2035. In August 2019, Swaniker and Masood considered how to ensure ALU’s sustainability and its vision. They had already changed ALU’s operational strategy by establishing micro-campuses instead of universities to scale rapidly and avoid regulatory barriers. However, would that be enough to uphold ALU’s vision for 2035?

This case is appropriate for postgraduate-level academic programmes and executive education programmes in management.

Teaching Notes are available for educators only.

CSS 11: Strategy.

My first experience of an African university library was at Fourah Bay College in Sierra Leone in 1963. The library, serving one of the earliest established universities in Sub‐Saharan Africa, was then housed in a linked series of wooden buildings (formerly part of a military hospital) ventilated by louvred windows and fans, in which library staff struggled valiantly against the trials of Freetown's hot and humid climate. The book stock, some of it dating from the last century, was climate‐stained and insect‐eaten and successive dustings of laterite had left its unmistakeable imprint (and smell). Whilst I was at Fourah Bay the library moved to occupy the first stage of new and air‐conditioned premises. This included a room in which the rich collection of early Sierra Leoneana could be brought together. A few years later I moved too, to Ahmadu Bello University in the savanna belt of northern Nigeria where, for much of the year, the book collection (and readers) baked in a poorly ventilated concrete box. That library as well has since moved to a more spacious and air‐conditioned building. Since 1974 I have been at the University of Zambia in Lusaka. Here, at 1250 metres elevation on the Central African plateau, climatic problems are much less acute, and we are also fortunate in having an exceptionally well designed library with a book stock founded in the heady years of Zambia's immediate post‐independence period when copper prices were booming, and funding relatively easy. Today the major problem is that of maintaining the high standards of library provision established in those more affluent early years. Apart from lengthy association with these three libraries, I have also had a more casual acquaintance with university libraries in a number of other African countries (and elsewhere). In making these comments on the African university library, I do so as an expatriate (geographer) academic able, I hope, to view sympathetically these libraries relative to other such libraries in the world, and to do so in the context of the particular constraints of the African/Developing World situation. Despite an interest in things bibliographical I can claim no specific library expertise.

The purpose of the present study is to investigate the extent to which female and male university students from low-income countries express different entrepreneurial intentions. Specifically, the study empirically tests whether the anticipated financial returns to entrepreneurship versus salaried employment, or the perceived barriers to entrepreneurship exert a stronger influence on the relationship between gender and entrepreneurial intentions.

To test the relationship of anticipated rewards versus barriers to entrepreneurship on gender and entrepreneurial intention, the study uses new data from a field survey in Sierra Leone and employs multiple mediation analyses.

The authors find that the relationship between gender and entrepreneurial intentions operates through the mediator of perceptions of the financial returns to entrepreneurship but not perceived barriers to entrepreneurship.

The authors study intent, not behavior, acknowledging that cognitive intent is a powerful predictor of later behavior. Implications for future research on entrepreneurship in the African context are discussed.

The results from this study can be applied to both pedagogic and business settings in the field of entrepreneurship, with concrete implications for policymakers.

Results suggest that the gender gap in entrepreneurial intentions (EI) for science, technology, engineering and mathematics (STEM)- and business-educated students in Sierra Leone is predominantly influenced by anticipated financial returns to occupational choices, as opposed to perceived barriers to entrepreneurship, a more frequently studied antecedent to EI.

This chapter presents the African context, and in particular Sierra Leone, one that can be used as an example with common structural conditions and contingencies of many other African and developing countries. Specifically, this chapter will aim to present a brief history of Sierra Leone, its culture, and an overview of its economic and entrepreneurial ecosystem and related challenges. This chapter will also present clear evidence of the fact that EE needs contextualisation, as much as other studies on entrepreneurship. It will also present an analysis of a set of structural, education-related, and cultural factors that may impede the full application of theoretical models developed in western countries and contexts.

In recent years, guides to hiking trails and wilderness areas have enjoyed an increase in popularity. Here, Douglas J. Ernest and Lewis B. Herman evaluate more than 100 such books.