Search results

Leadership education is offered in a variety of options at numerous colleges and universities: freestanding courses, seminars or within a program, case studies, online instruction, and umbrella leadership courses within various majors. This paper is about the Leadership Program at the City University of New York (CUNY). The Institute for Virtual Enterprise (IVE) is a CUNY Special Initiative charged with implementing a broad leadership program for the diverse student body found within all 17 CUNY campuses. IVE instituted a multifaceted approach to leadership education with an emphasis on having students apply their newfound leadership skills in the real world. This paper discusses the underlying theory, the curriculum design, and the events that occurred during the first run of the leadership program in 2003. It does not advocate for a particular best practice, but merely relates what worked best for the diverse student body of CUNY.

This paper explores community college entrepreneurship education's near-instantaneous transition to online course delivery following the 2020 COVID-19 pandemic.

Primary data were obtained from 92 community college entrepreneurship faculty via online survey in late March of 2020, right at the time faculty were required to transition their courses to an online mode of delivery due to the COVID-19 pandemic. Data were collected in partnership with the National Association for Community College Entrepreneurship and the Entrepreneurship Education Project.

While the majority of community college entrepreneurship educators have taught online previously, many were not familiar with exemplar education technology tools and applications, demonstrating an opportunity for continued professional development. To deliver courses online, educators primarily relied on pre-recorded lectures and using Zoom as the technology platform of choice. Last, there were significant faculty concerns about their ability to effectively create an “experiential” classroom virtually for students to learn and practice entrepreneurship.

This is the first paper investigating how community college entrepreneurship educators responded to one of the most disruptive events to ever impact entrepreneurship education (viz. the COVID-19 pandemic). More broadly, this is also one of very few studies exploring both (1) community college entrepreneurship education and (2) how unexpected crises (e.g. natural disasters, pandemics) impact educational environments.

The purpose of this paper is to provide a process view into moments of entrepreneurial crisis within the venture formation process caused by environmental stressors. A new construct is conceptualized, the entrepreneurial breaking point (EBP), as a critical and potentially insurmountable moment of crisis caused by an entrepreneur’s appraisal of environmental threats during a new venture’s formation.

To develop the EBP within a process model, this study builds upon previous environmental frameworks by expanding upon and infusing a situated social cognitive approach with a stress perspective.

The theoretical framework developed sheds light on the complex person-environment interaction that can create an EBP, the process of experiencing an EBP, how individuals vary in their activation of coping resources to respond to an EBP and how an EBP can ultimately result in new venture exit, sustained performance or growth.

The paper discusses implications for entrepreneurs during these moments of crises, including suggesting the use of trusted, impartial third-parties to overcome individual weaknesses, increasing awareness of the various environmental threats and finding a balance between goal-related commitment and adaptation.

This paper contributes to the existing literature by operationalizing and contextualizing a special case of socio-cognition under duress, filling an identified need for process work, exploring some reasons for EBP response variation across different entrepreneurs and elaborating on how the behavioral outcomes of an EBP may affect venture performance.

The purpose of this article is to analyze the supply (technology, education, labour, unemployment and real estate development) and demand (fiscal revenue and resident income) factors that influence regional entrepreneurial activity in China. Entrepreneurship develops at a rapid pace in China with significant differences among the country’s regions.

Statistics of 31 Chinese provinces from 2005 to 2010 were collected, and an econometric model of the panel data was established.

Empirical results show that technology and employment positively impact on regional entrepreneurial activity. A subsequent analysis comparing data from 2005-2008 to 2009-2010 showed that different variables on regional entrepreneurship weaken during a period of financial crisis, with technology remaining as the only significant variable across all models. Finally, the study summarizes China’s entrepreneurial activity as primarily supply-driven.

This study is limited by the data sources and index design, which may not fully capture all influences on regional entrepreneurship to determine whether an inflection point or other interaction mechanisms exist.

The study demonstrates a differential emphasis on the impact of economic supply factors in a developing economy to positively affect entrepreneurial activities and sustained economic growth at the regional level. Conversely, it can be inferred that increased government spending during an economic crisis positively influences regional entrepreneurial activities.

The study contributes toward the development of a theoretical framework that emphasizes the relationship between entrepreneurial activities and its regional supply and demand factors. The overall model and findings highlight technology’s importance on the development of innovation clusters that spur industrial agglomeration.

Search engines exist to help sort through all the information available on the Internet, but have thus fair failed to shoulder any responsibility for the content which appears on the pages they present in their indexes. Search engines lack any transparency to clarify how results were found, and how they are connected to the search terms. Thus, problems arise in connection with the protection of minors – namely, that minors have access, intentional or unwitting, to content which may be harmful to them. The findings of this study point to the need for a better framework for the protection of children. This framework should include codes of conduct for search engines, more accurate labeling of Web site data, and the outlawing of search engine manipulation. This study is intended as a first step in making the public aware of the problem of protecting children on the Internet.

COVID-19 has highlighted the need to reflect on how firms should improve their supply chains (SCs) to enhance agility and robustness. Recent studies focus more on the short-term rather than on the long-term developments and lack insights regarding the enhancement of supply chain resilience (SCRES) based on the interplay between multiple levers. Therefore, using a long-term perspective, this research evaluates the interaction between three SCRES levers – relationships, technologies and organizational structures – to improve SCRES.

Based on an extensive literature review, multiple interviews and workshops, 13 future projections were developed. These projections were assessed using a two-round Delphi study that included 83 international experts from industry, academia and politics/associations to determine the probability of occurrence by 2035, their impact on SCRES and their desirability.

This study provides empirical evidence that the long-term enhancement of SCRES is achieved through the interplay of multiple levers rather than unilateral optimization. The study suggests that, by 2035, collaboration between SC partners will be a key factor for SCRES enhancement. Additionally, SC stakeholders should be aware that failing to invest in digital technologies will negatively impact the agility and robustness of future SCs. Furthermore, humans are expected to continue to play a major role, given that relationship-oriented tasks are perceived to remain important.

This paper adds to current literature, describing how SCRES can be improved in the long term through the interplay of multiple levers and the combination of robust and agile elements. Considering the importance of ensuring resilient SCs, this paper provides valuable insights for academics and practitioners.

Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators.

The author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021.

The findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE.

The paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.

This chapter examines the origins and institutionalization of sport sociology in Germany and Switzerland and provides an overview of the current state of research. It shows how academic chairs and research committees were established and how the first textbooks, anthologies, and journals appeared from the 1970s onwards. The institutionalization process of German-speaking sport sociology proceeded parallel to the establishment of sport science. With regard to its theoretical and empirical basis, German-speaking sport sociology is rooted in theories and concepts of general sociology. Studies using a system theory perspective, conceptualizing sport as a societal sub-system and examining its linkage with and dependence on economy, media, or politics are particularly common in the German-speaking region. In addition, actor theoretic perspectives are very popular, and French sociologists such as Bourdieu and Foucault have had a marked influence on German-speaking sport sociology. A large number of sport sociology studies are concerned with the changes in leisure and elite sports. In this context, the emergence of new trends in risk sports as well as the fitness boom and its implications on body perception are of special interest. Further areas of research refer to sport participation and the impact of social inequality, particularly with respect to gender differences and social integration. Finally, organization research focusing on change at the level of sport associations and clubs has a long tradition. Major challenges for the future of German-speaking sport sociology include its internationalization and an enhanced international linkage in order to improve the visibility of research results.