Andrei Alexander Lux, Flávio Romero Macau and Kerry Ann Brown
This paper extends entrepreneurial ecosystems theory by testing how aspects of the local business environment affect individual entrepreneurs' ability to translate their personal…
Abstract
Purpose
This paper extends entrepreneurial ecosystems theory by testing how aspects of the local business environment affect individual entrepreneurs' ability to translate their personal resources into firm performance.
Design/methodology/approach
Data were collected from 223 business owners across Australia. Moderation hypotheses were tested using multiple hierarchical regression and confirmed with the Preacher and Hayes (2004) bootstrapping method.
Findings
The results show that business owners' psychological capital, social capital and entrepreneurial education directly affect their individual firm performance. These positive relations are moderated by specific aspects of the business environment, such that they are stronger when the environment is more favorable.
Originality/value
This study puts individual business owners back into entrepreneurial ecosystems theory and explains how they can make the most of their personal resources, suggesting a complex interplay where one size does not fit all. Far-reaching practical implications for policymakers are discussed.
Details
Keywords
Kerry L. Priest, Eric K. Kaufman, Kelsey Brunton and Megan Seibel
This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the…
Abstract
This practice paper describes how leadership education faculty and students at Virginia Tech have facilitated change through the use of appreciative inquiry (Ai) at the departmental level, program level, and project level. Appreciative inquiry has been found to be a useful tool for leadership educators, as its foundation in social constructionist philosophy aligns with contemporary leadership and learning theories. This paper outlines (a) the philosophy of Ai as it applies to organizational development (b) illustrates Ai practices associated with a five-stage model, and (c) highlights three examples that can be used as models for leading change in a variety of organizational situations. The authors suggest that leadership educators are uniquely positioned to serve academic communities as facilitators of change by bridging theory and practice in pursuit of new ways of knowing and working together.
The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of…
Abstract
Purpose
The purpose of this poetic inquiry was to understand how the professional development school (PDS) model can help pre-service teachers (PSTs) develop an inclusive philosophy of teaching while positioning themselves as social justice advocates. Four clinical interns collaborated in the research process guided by the university professor-in-residence (PIR).
Design/methodology/approach
To conduct this poetic inquiry the interns kept journals, participated in individual interviews and weekly book club discussions to help us understand how education is situated within a broader social justice framework. Transcription poems were created from discussion and interview transcripts to capture the interns' perspectives and experiences in developing their philosophies.
Findings
The findings, shared through transcription poems, indicate that the interns established inclusive beliefs, experienced tensions between their beliefs and practices and emphasize the importance of community in developing as social justice advocates.
Originality/value
By sharing the findings through poetry, this study invites a more focused look into the nuances of PST’s emerging beliefs on inclusive education in a PDS.
Details
Keywords
Rebecca J. Reichard, Brendon Ellis, Kristine W. Powers, Dayna O. H. Walker and Kerry Priest
Challenging, novel, and educational experiences are critical contributors to effective leader and follower development, in part, because such developmental experiences enable…
Abstract
Challenging, novel, and educational experiences are critical contributors to effective leader and follower development, in part, because such developmental experiences enable people to reconceptualize their perceptions about the traits and characteristics of effective leaders, or their implicit leadership theory (ILT). To understand how ILTs develop throughout developmental experiences, we examine the ILTs of 276 undergraduate students at the beginning and end of their first year of college. Using an open-ended ILT response format, a unique ILT trait of integrity emerged along with the dominant ILT traits of sensitivity, charisma, and dedication identified in previous literature. Overcoming limitations of the factor-based ILT approach, we investigate the development of ILT constellations, allowing a holistic picture of ILTs and how they throughout a developmental experience. Based on cluster analyses, four constellations of ILT themes emerged. Participants shifted to different ILT constellations after a year in college, moving from a non-descript, varied constellation toward constellations with clearly defined, dominant themes. Exploratory analysis revealed that completion of leadership coursework partially explains the shift towards more descript ILT constellations. Results have implications for new methods of future research using the ILTs constellation perspective and the practice of undergraduate leadership education in facilitating leader development among college students.