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This special issue of On the Horizon focuses on strategies for applying games, simulations and interactive experiences in learning contexts. A facet of this issue is the interactive and collaborative method in which it was created. Instead of separated individual articles, the authors and editors have orchestrated the articles together, reading and writing as a whole so that the concepts across the articles resonate with each other. It is the intention that this special issue will serve as the basis of many more discussions across conference panels, online forums and interactive media that in turn will engender more special collaborative issues.

Proposes that simulations teach timing and balance which is not possible to teach in a traditional manner through classrooms, books or films. States that these can be used to increase the power of the organization if they are used correctly. Proceeds to explain four stages, or slates of simulation deployment used today. Concludes that although simulations take more work, they result in exponentially better results.

This chapter discusses two instructional designs that sought to leverage the multiuser virtual environment Second Life to support learning and instruction with both undergraduate and graduate students at two different universities. We examine each of these curricular developments in depth and provide findings from research conducted with each. Using data collected from students and faculty, we describe 11 research-based virtual world design principles that emerged from each experience that include such suggestions as Create opportunities for sustaining virtual community beyond a task and Expect your learners to go off-task. These principles may be used by readers to guide future designs that use virtual worlds to support learning.

Engaging students in an active, self-directed approach to learning about leadership is best accomplished through personalized self-awareness, reflection, and connection to real-time, practical applications/examples through experiential learning. This is especially challenging for students whose cultural backgrounds, language, and/or educational preparation/training predispose them to more passively “receive knowledge” in an unquestioning, unexamined manner, without critical thinking. At the University of Greenwich Business School, a final year course has been re-imagined as personalized leadership development integrated with learning technology. Our teaching team is taking advantage of an interactive virtual simulation (vLeader) to engage Chinese students who otherwise might not participate fully in the expected manner of a Westernized learning environment. This chapter outlines our integrated approach to support and engage these students in learning outcomes for continuing success in their lives, careers, and leadership opportunities.

Recently, a great buzz has been surrounding e‐learning standards. But what are these e‐learning “standards”, and what do they mean to the people designing and implementing e‐learning initiatives? Today, it may translate into confusion and a daunting level of research and mental investment. But, in the future, this work should give e‐learning the flexibility taken for granted in other applications. Standards often feel remote and abstract, yet they have impact on people’s lives every day. Content prepared for one system cannot be transferred easily, if at all, to another. If a company licenses a third‐party library, they find that the content not only is married to a specific delivery system but is also dependent upon a specific interface requiring its own log‐on and system for transcripts. It is no wonder that e‐learning activities remain more fragmented and less convenient than they should. Examines the issues around e‐learning standards and how a long‐term strategy can benefit your organization.

This paper offers new conversations on entrepreneurial ecosystems as contested communities through a critique of extant work that relies uncritically on social capital. It offers new directions for theorizing and studying entrepreneurial ecosystems guided by a critical perspective of social capital (i.e., arriving from several intellectual traditions including political economy, intersectionality, critical race theory, and feminisms). In doing so, the paper offers insights around how continued structural and relational inequalities based on gender, race and/or immigrant status within the domain of entrepreneurship can be brought to the forefront of ecosystem frameworks. Doing so produces new approaches to the conceptualization and study of entrepreneurial ecosystems as more than sites of economic activity between and among actors, but rather it allows for consideration of how being differentially embedded in social structures matters for entrepreneurship. Differences in social structures within ecosystems reflect broader societal patterns and analyzing them can yield insights about the configuration of institutions. To understand the complexity of how different institutional configurations may lead to different forms of entrepreneurial ecosystems, it is necessary to have different conceptual starting points on social capital (informal) and exchange relationships (formal) as foundational aspects of entrepreneurial activities. Consequently, the paper provides these new analytic starting points, thus providing better explanatory and empirical power to demonstrate how and why inequalities persist in entrepreneurship.

Labor market studies which focus on dichotomous categories such as employed and unemployed miss a variety of marginal employment situations. This article addre‐sses the recent proliferation of jobs created by democratically controlled alternative organizations. We argue, from a population ecology perspective, that the economic potential of small alternative organizations is limited. Although current environmental con‐ditions favor small specialist organizations, the salience of non‐material incentives prevents alternative organizations from fully exploiting emerging opportunities. Alternative employment is best considered an instance of underemployment with strong tendencies toward impoverishment and self‐exploitation.

The aim of this chapter is to propose a model of entrepreneurs’ communication strategies in the start-up process by synthesizing previous empirical research. The focus on communication strategies in the start-up process is important for several reasons. We know that many businesses fail during the first year of existence and others are liquidated during the first three years of operation. We also know that new businesses face problems when entering the market. These problems are assumed to arise partly due to the liability of newness (LoN), that is lack of a track record and legitimacy. The model of communication strategies is built upon entrepreneurs’ communicative practices since strategy is seen as a social practice. The chapter also emphasizes communication strategies as being a part of the research field strategic entrepreneurship. The model focuses communicative behaviours in terms of the message and the conversation as well as the chosen strategy in terms of planned and emergent strategies. Three types of communication strategies emerge from the communication practices; (i) content-centred, (ii) behaviour-centred and (iii) adaptive-centred.

This paper uses a representative sample of U.S. workers to examine how self-employment may reduce work-life conflict. We find that self-employment prevents work from interfering with life (WIL), especially among women, but it heightens the tendency for life to interfere with work (LIW). We show that self-employment is connected to WIL and LIW by different causal mechanisms. The self-employed experience less WIL because they have more autonomy and control over the duration and timing of work. Working at home is the most important reason the self-employed experience more LIW than wage and salary workers.