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This study sought to distinguish characteristics of cognitive processes while using information technology. In particular, it identifies similarities and differences between mind wandering and cognitive absorption in technology-related settings in an effort to develop a deeper understanding of the role that mind wandering plays when using information technology.

Data was gathered using an online survey including responses from 619 English-speaking adults in 2019. We applied a confirmatory factor analysis and used a robust variant of maximum likelihood estimator with robust standard errors and a Satorra–Bentler scaled test statistic. The data analysis procedure was conducted with the R environment using the psych package for descriptive analysis, and lavaan to investigate the factorial structure and the underlying correlations.

We discuss the benefits of carefully differentiating between cognitive processes in Information Systems research and depict avenues how future research can address current shortcomings with a careful investigation of neurophysiological antecedents.

To date, mind wandering has been explored as a single phenomenon, though research in reference disciplines has begun to distinguish varieties and how they distinctly impact behavior. We demonstrate that this distinction is also important for our discipline by showing how two specific types of mind wandering (i.e. deliberate and spontaneous mind wandering) are differently correlated with sub-dimensions of cognitive absorption, a well-studied construct.

Entrepreneurial education (EE) has grown rapidly and become important for how we prepare future generations for work. However, a less addressed piece of the puzzle is: who is the entrepreneurial educator? In this paper, our aim draws upon Palmer’s (1998) idea of wholeness, where we seek to connect the two problem spaces of the role diversity of entrepreneurial educators and how the educator is closely tied to the evolutionary development of the domain in constructing signature pedagogies that could cater for the issue of a low capitalization rate.

We problematize on a conceptual level the entry-level personas that have been addressed in prior literature by using the processes of transferability and evolutionary theory to tease out how variability among educators could create antecedents to form a signature pedagogy.

We recognize four archetypes: the experienced entrepreneur, the entrepreneurship scholar, the academic scholar and the pedagogical expert. Our problematization on the variance of the four archetypes provides a fertile ground to engage in addressing “the elephants in the room” in EE, the capitalization rate of graduates and the importance of developing a signature pedagogy, acknowledged in other domains, to enhance legitimacy.

The paper provides a nuanced outlook on who is teaching in the entrepreneurial classroom and problematizes from an evolutionary perspective the potential future paths to continue staying relevant for society as well as justifying our presence as a legit domain in academia.

The paper provides a detailed historical account of Douglass C. North's early intellectual contributions and analytical developments in pursuing a Grand Theory for why some countries are rich and others poor.

The author approaches the discussion using a theoretical and historical reconstruction based on published and unpublished materials.

The systematic, continuous and profound attempt to answer the Smithian social coordination problem shaped North's journey from being a young serious Marxist to becoming one of the founders of New Institutional Economics. In the process, he was converted in the early 1950s into a rigid neoclassical economist, being one of the leaders in promoting New Economic History. The success of the cliometric revolution exposed the frailties of the movement itself, namely, the limitations of neoclassical economic theory to explain economic growth and social change. Incorporating transaction costs, the institutional framework in which property rights and contracts are measured, defined and enforced assumes a prominent role in explaining economic performance.

In the early 1970s, North adopted a naive theory of institutions and property rights still grounded in neoclassical assumptions. Institutional and organizational analysis is modeled as a social maximizing efficient equilibrium outcome. However, the increasing tension between the neoclassical theoretical apparatus and its failure to account for contrasting political and institutional structures, diverging economic paths and social change propelled the modification of its assumptions and progressive conceptual innovation. In the later 1970s and early 1980s, North abandoned the efficiency view and gradually became more critical of the objective rationality postulate. In this intellectual movement, North's avant-garde research program contributed significantly to the creation of New Institutional Economics.