Search results

The purpose of this paper is to present and compare alternative theoretical frameworks for understanding entrepreneurship policy: targeted interventions to increase venture creation and/or performance. The authors contrast the Standard view of the state as a coherent entity willing and able to rectify market failures with an Individualistic view that treats policymakers as self-interested individuals with limited knowledge.

The authors draw on the perspective of “politics as exchange” to provide a taxonomy of assumptions about knowledge and incentives of both entrepreneurship policymakers and market participants. The authors position extant literature in relation to this taxonomy, and assess the implications of alternative assumptions.

The rationale for entrepreneurship policy intervention is strong under the Standard view but becomes considerably more tenuous in the Individualistic view. The authors raise several conceptual challenges to the Standard view, highlighting inconsistencies between this view and the fundamental elements of the entrepreneurial market process such as uncertainty, dispersed knowledge and self-interest.

Entrepreneurship policy research is often applied; hence, the theoretical rationale for intervention can be overlooked. The authors make the implicit assumptions of these rationales explicit, showing how the adoption of “realistic” assumptions offers a robust toolkit to evaluate entrepreneurship policy.

While the authors agree with entrepreneurship policy interventionists that an “entrepreneurial society” is conducive to economic development, this framework suggests that targeted efforts to promote entrepreneurship may be inconsistent with that goal.

The Individualistic view draws on the rich traditions of public choice and the entrepreneurial market process to highlight the intended and unintended consequences of entrepreneurship policy.

Existing scholarship indicates that more research is needed to explore beneficial spillovers from public entrepreneurship. The purpose of this paper is to fill the gap in that literature by examining a case of public entrepreneurship by a corporation. While political engagement by private firms frequently reduces to rent-seeking, this paper explores an instance in which public entrepreneurship by a private firm lead to beneficial spillovers – specifically, positive externalities resulting from the engagement of Cummins Engine Company with city government in Columbus, Indiana. In the case study, these spillovers consist of improved infrastructure, altered norms, and the reintroduction of economic calculation.

This case study uses publications in popular outlets, newspapers, and historical documents to understand the relationship between Cummins Engine Company and its local government.

Contrary to the presumption that public engagement by private firms necessarily reduces to rent-seeking, the activities of the Cummins Engine Company lead to beneficial public spillovers by way of improved infrastructure and norms, as well as by restoring a degree of economic calculation to the production of public buildings in Columbus, Indiana.

The authors illustrate the precise mechanisms that generate the potential spillovers from public entrepreneurship that Klein et al. (2010) explore theoretically.

The case provides a great illustration of women leadership in crisis times. A failed merger forced a deep review of the firm strategy and a realization that the legacy leadership arrangement was not optimal anymore. The hustand-and-wife team ended up swapping executive positions, with Charlotte resolutely taking on the CEO position.

The case is designed as an integrative case looking simultaneously at key subjects such as leadership, entrepreneurship and management of a fast growing service firm, strategy as applied to IT consulting and finally gender studies, with the possibility to discuss the impact of gender roles.

The case investigates Charlotte's efforts at building an original Search Engine Optimization firm in Seattle, progressively taking control from her husband to save the firm from bad strategic decisions.

The case is written to convey the emotional rollercoaster lived by Charlotte and key decisions she had to make as the leader of this fast growing data analytics firm. Learning outcomes focus on what is expected of a leader in such situation, in particular a female leader in a male-dominated technology environment.

Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Consulting in general, and data analytics consulting in particular, are male-dominated worlds where a female leader faces many obstacles to realize their potential. Charlotte provides a masterful example of how to contribute to and lead a fast-growing firm and manage the family and the relationship to a partner who also happens to be the co-founder of the firm.

CSS 3: Entrepreneurship

The Austrian School of Economics, pioneered in the late nineteenth century by Menger and developed in the twentieth century by Mises and Hayek, is poised to make significant contributions to the methodology, analytics, and social philosophy of economics and political economy in the twenty-first century. But it can only do so if its practitioners accept responsibility to pursue the approach to its logical conclusions with confidence and absence of fear, and with an attitude of open inquiry, acceptance of their own fallibility, and a desire to track truth and offer social understanding. The reason the Austrian school is so well positioned to do this is because (1) it embraces its role as a human science, (2) it does not shy away from public engagement, (3) it takes a humble stance, (4) it seeks to be practical, and (5) there remains so much evolutionary potential to the ideas at the methodological, analytical, and social philosophical level that would challenge the conventional wisdom in economics, political science, sociology, history, law, business, and philosophy. The author explores these five tenants of Austrian economics as a response to the comments on his lead chapter “What Is Still Wrong with the Austrian School of Economics?”

It is suggested that mentor teachers engage in reflective conversations with preservice teachers to develop formative assessment as a teaching skill. However, there is minimal evidence documenting this process. The purpose of this paper is to investigate the process and impact of reflective conversation on preservice teachers’ learning about implementing formative assessment in the classroom.

This study draws on two dyads of mentor and preservice teachers to examine the role of conversation in helping preservice teachers learn to use formative assessment in elementary classrooms in the USA. A comparative case study method is used to analyze and synthesize the similarities, differences and patterns across both cases.

Qualitative data indicate that reflective conversations enable preservice teachers to reflect on their teaching practices and learn how to conduct formative assessment. However, a lack of critical reflection in the conversations results in generic solutions that do not focus on specific aspects of student learning.

This study suggests that mentor teachers using reflective conversation to guide preservice teacher’s critical analysis of their prior assumptions and teaching practices while referencing actual student learning is an essential element in learning to use formative assessment in the classroom.

This study contributes to the line of research that explores conversation between mentor and preservice teachers and provides an empirical analysis of conversations focused on learning to use formative assessment in elementary classrooms.

By analyzing variables from the fields of business and neuropsychology, this document examines alternative combinations of behavioral economics and neuropsychological characteristics that would explain a successful entrepreneurial profile.

The research is based on information gathered through a survey of 1,080 entrepreneurs. The findings offer interesting perspectives for academics, professionals and government institutions, which illustrate various neuropsychological characteristics that a person must have to be a successful entrepreneur. The method consists of a novel perspective that integrates qualitative comparative analysis (QCAs), a method based on Boolean algebra that offers a study from a configurational perspective.

From the mixture of configurations, the paper explores following possible traits of an entrepreneurial mindset: cognitive flexibility, risk-taking, decision-making and teamwork.

This paper contributes to the literature on emerging attempts and approaches to understand the entrepreneurial mindset and the possible skillset that underpins successful entrepreneurship.

Mediante el análisis de variables de los campos de los negocios y la neuropsicología, este documento examina combinaciones alternativas de la economía del comportamiento y las características neuropsicológicas que llevan a los emprendedores en perfiles exitosos.

La investigación se basa en información recopilada a través de una encuesta a 1.080 emprendedores. Los hallazgos ofrecen perspectivas interesantes para académicos, profesionales e instituciones gubernamentales, que ilustran diversas características neuropsicológicas que una persona debe tener para ser un emprendedor exitoso. El método consiste en una perspectiva novedosa que integra el análisis comparativo cualitativo (QCA), un método basado en el álgebra de Booleana que ofrece un estudio desde una perspectiva configuracional.

A partir de la mezcla de configuraciones, el artículo explora los siguientes rasgos posibles de una mentalidad emprendedora: flexibilidad cognitiva, toma de riesgos, toma de decisiones y trabajo en equipo.

este documento contribuye a la literatura sobre intentos y enfoques emergentes para comprender la mentalidad emprendedora y el posible conjunto de habilidades que sustenta el emprendimiento exitoso.

This chapter explores the development of the dangerous, sexualized fembot archetype in science-fiction film and television, drawing a line from the robot Maria in Fritz Lang's Metropolis (1927) to contemporary versions of the archetype.

Primarily, this chapter outlines how this historically villainous trope has been augmented and redefined in twenty-first Century posthuman science-fiction texts Ex Machina (Alex Garland, 2014) and Westworld (Joy et al., 2016 –). Both feature fembot characters who are central to the narrative, and can be defined as both villainous at times, but who also occupy the position of arguable sympathetic protagonists. In part, this redefinition can be argued as more a reflection of a Western hegemonic shift towards feminist values. Nevertheless, there have been criticisms of the male gaze present in both and of the emphasis on female suffering.

As oblique texts for an 18–35 audience, both Ex Machina and Westworld ask more questions than they answer. Through textual analysis and with reference to relevant scholarship, this chapter considers the impact of audience and institution on representation, the interplay between genre conventions and the presentation of the archetype as well as a considering how both offer different treatment of intersectional androids.

As interest in the “politics of education” continue to mount in the United States it becomes important to try to explicate the fundamental political ideology which continues to shape current developments in school finance in that country. In this article it is argued that there is an identifiable “democratic theory of school finance” and that the roots of this political theory can be found in the works of such “classical” authors as Aristotle, Thucydides, Thomas Jefferson, Alex de Tocqueville, Caleb Mills, and others. A body of current professional educational literature and some court opinions are then summarized and illustrations are provided to show that the basic political values of the “classical” authors are still very much present in the newer professional literature and in the court opinions. Finally a postscript is provided to bring the reader even closer to additional school finance literature in the United States. Students of the politics of education might be interested to learn that this was a bipartisan effort. Professors Hickrod and Hubbard are normally associated with the Democratic Party in the United States, while Professor Laymon customarily finds himself on the Republican side of the aisle. The article thus provides some evidence that there can be agreement on principles of democracy and constitutional government that transcends political party affiliation.