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Entrepreneurial ecosystems have quickly become one of the most popular topics in entrepreneurship research. Ecosystems are the characteristics and factors of a place that support high-growth entrepreneurship. This provides the ability for the field to provide important policy insights about how to aid the development of high growth, innovative ventures, as well as generate new insights into the relationship between the entrepreneurship phenomenon and the contexts it takes place within. However, work in the field remains undertheorized, with a little understanding of how the entrepreneur benefits from being in a strong ecosystem. This chapter argues that it is helpful to return to Ed Malecki’s work in a previous volume of this series, which explored the importance of networks. His work has contributed to a very broad stream of work on entrepreneurial environment. Using this as a starting point, this chapter distinguishes between “top-down” approaches to study ecosystems, which focus on the actors and factors that make up an ecosystem, and a “bottom-up” approach, which instead examines the ways in which entrepreneurs use their ecosystem to get the resources, knowledge, and support they need. The chapter concludes by suggesting how a research agenda for a bottom-up study of ecosystems can be informed by Malecki’s work.

An extensive research base supports the positive effects of self-monitoring interventions on a number of student outcomes, both academic and behavioral. While the vast majority of this research base relied on traditional paper-and-pencil forms of self-monitoring, advances in technology have created significant opportunities to develop technology-based self-monitoring (TBSM) systems that may offer a number of benefits in terms of efficiency and data management, storing, and graphing. Technology-based self-management applications have evolved and been studied extensively in health-related fields, but research and development for such applications is only beginning in the field of education. In this chapter we (1) provide a brief overview of the literature on traditional forms of self-monitoring, (2) examine how educators and educational researchers may apply lessons learned about TBSM from the medical field, (3) summarize emerging literature on TBSM for students with or at risk for emotional/behavioral disorders in particular, and (4) offer suggestions for future research and development in TBSM.

Current gazelle and high growth firm (HGF) research provides relatively little systematic knowledge if, how, why firm internationalization facilitates accelerated growth. This chapter aims at providing such an insight by addressing the following three questions: (1) What is the evidence of internationalization as an determinant of HGF; (2) How does internationalization facilitates fast growth?; (3) What do we know about the circumstance under which internationalization contributes to HGF? The chapter concludes that while there is clear evidence that internationalization and its different modes can be important determinants of accelerated firm growth, our knowledge remains limited on how different circumstances of the firm at the micro-, meso- and macro-level interact to condition growth opportunities through internationalization.

European Union (EU) member states are dedicated to a set of sustainable development goals, among them to: (1) promote well-being for all at all the ages and (2) achieve gender equality. This chapter uses the National Transfer Accounts (NTA) methodology that enables comprehensive measurement of intergenerational transfers, both public and private, and differences in the gender equality promotion among the countries. Our analysis is based on the fully comparable NTA results for 25 EU countries from 2010. The authors perform cluster analysis based on five indicators, measuring the importance of different types of age reallocations and the differences in gender equality promotion among the EU countries. Since the economic life cycle (showing the level of dependency) and its financing strongly depend on country-specific institutional and cultural settings, the authors link their results with the typical welfare regimes’ typology. The authors end up with three different groups of countries showing a clear north–south division of countries.

Both accounting and regulatory treatments classify securitizations as a “sale” of assets, therefore allowing the issuer to remove the assets from their books. The purpose of this paper is to present conjectural evidence of recourse activity and bankruptcy treatment that undermine the fundamental concept of true sale.

The authors use investor reactions to firm’s first securitizations to isolate investors’ views of the potential risk transfer.

Investor reactions to firms’ first securitization announcements suggest that investors, themselves, think of the effects of securitizations as more like a financing than an asset sale. Firms securitizing for the first time exhibit negative short-term equity returns and negative long-term operating performance, reactions more similar to financings than asset sales. Additional analysis shows that securitization is also associated with increased systematic risk, suggesting that the rapid growth fueled by securitization is similar to increasing leverage. The effect is more pronounced for banks than non-banks.

This is the first study to have used firms' first securitizations to analyze the nature of risk transfer in securitizations. The results show that off-balance-sheet treatment for securitizations may be inappropriate, given investor perceptions of the nature of potential contingent liabilities.

Despite the mounting evidence of gazelles’ higher economic contribution, there is no consensus on whether and how to support gazelles. In this chapter, we therefore discuss varied gazelle policy views as well as the inherent challenges of supporting gazelles. Here, we draw on relevant academic literature as well as on international policy examples. Additionally, we analyze Germany’s gazelle policy stance by triangulating information collected from the literature, practical policy examples and interviews, we carried out with German support agencies and policymakers. Though Germany’s general policies and framework conditions create necessary conditions for gazelles to emerge, they are insufficient to guarantee their prevalence. Moreover, Germany’s policy approach of encouraging new firm formation and self-employment and its focus on the financial support for small as well as technology or innovation-oriented firms is not consistent with the state-of-the-art knowledge about gazelles. Using the case of Germany, we argue that general entrepreneurship policies and high-growth entrepreneurship (gazelle) policies are distinct approaches having divergent and sometimes conflicting objectives and support mechanisms, which need to be synchronized to be effective.

Adolescent students with disabilities often struggle with completing writing tasks efficiently. Until recently, most research regarding writing efficiency or fluency has examined production skills such as handwriting with young writers or examined how to use measures of fluency to assess student performance. In this chapter, 10 studies that directly address the impact of instruction on adolescents' writing fluency will be reviewed. Findings indicated that when teacher modeling and structured practice was provided for writing within a time limit, students' writing improved in the number of ideas or text parts written and in holistic quality. When measured, improvement generalized to a standardized writing fluency test. Implications for future research are noted.

The emerging fields of positive psychology and positive organizational scholarship (POS) contribute new perspectives and approaches for leadership education and leadership development in higher education. While there are emerging empirical studies in these new fields, little connection has been made to the intellectual and practical applications for undergraduate leadership education. In this paper, the authors make a case for the intersection of leadership and positive organizational scholarship in the context of an academic course that combines theory-to-practice using a project-based learning approach. Student learning gains in this course are reported through a pre-post assessment of student’s competency and personal levels of well-being.