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Article
Publication date: 1 November 1999

Christopher P. Neck, Heidi M. Neck, Charles C. Manz and Jeffrey Godwin

The concept of “Thought Self‐Leadership” involves individual self‐influence through cognitive strategies that focus on self‐dialogue, mental imagery, beliefs and assumptions, and…

7819

Abstract

The concept of “Thought Self‐Leadership” involves individual self‐influence through cognitive strategies that focus on self‐dialogue, mental imagery, beliefs and assumptions, and thought patterns. A plethora of studies from various fields including management, counseling psychology, sports psychology, education, and communication, address the effect of these Thought Self‐Leadership cognitive strategies on cognitions and behaviors. This research provides consistent support for the relationship between constructive self‐leadership of these cognitive processes and enhanced performance. The application of these cognitive strategies to the entrepreneurship domain, however, is sparse. We propose that the application of these principles to the entrepreneurial process offers the potential to enhance individual performance and mental states for both practicing and aspiring entrepreneurs. Propositions derived from the proposed framework are developed to serve as catalysts for empirically testing the applicability of Thought Self‐Leadership to the entrepreneurship context.

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Journal of Managerial Psychology, vol. 14 no. 6
Type: Research Article
ISSN: 0268-3946

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Book part
Publication date: 17 September 2018

Rob Elkington

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Exceptional Leadership by Design: How Design in Great Organizations Produces Great Leadership
Type: Book
ISBN: 978-1-78743-901-6

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Book part
Publication date: 18 June 2004

Shaker A Zahra, Heidi M Neck and Donna J Kelley

Research on corporate entrepreneurship (CE) has grown rapidly over the past decade (for reviews, see Dess et al., 2003). This interest in CE stems from rising international…

Abstract

Research on corporate entrepreneurship (CE) has grown rapidly over the past decade (for reviews, see Dess et al., 2003). This interest in CE stems from rising international competition, requiring companies to learn new skills and develop new competencies (Eisemhardt & Santos, 2003). These competencies enable companies to compete in new market arenas both at home and internationally, creating value for shareholders (McGrath, MacMillan & Venkataraman, 1995). With more and more companies focusing on international expansion, recent research on CE has focused on examining international issues. Though most past research is comparative in nature, some has investigated companies’ international expansion as a forum within which CE activities unfold (Zahra & Garvis, 2000).

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Advances in Entrepreneurship, Firm Emergence and Growth
Type: Book
ISBN: 978-1-84950-267-2

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Book part
Publication date: 18 June 2004

Abstract

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Advances in Entrepreneurship, Firm Emergence and Growth
Type: Book
ISBN: 978-1-84950-267-2

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Book part
Publication date: 18 June 2004

Abstract

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Advances in Entrepreneurship, Firm Emergence and Growth
Type: Book
ISBN: 978-1-84950-267-2

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Article
Publication date: 25 May 2012

Domingo Ribeiro Soriano

637

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Management Decision, vol. 50 no. 5
Type: Research Article
ISSN: 0025-1747

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Article
Publication date: 14 August 2017

Harry Matlay

681

Abstract

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Education + Training, vol. 59 no. 7/8
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 23 November 2018

Svanborg Rannveig Jónsdóttir and M. Allyson Macdonald

The purpose of this paper is to construct a means of assessing the feasibility of implementing innovation and entrepreneurial education (IEE) in schools. The study focuses on…

561

Abstract

Purpose

The purpose of this paper is to construct a means of assessing the feasibility of implementing innovation and entrepreneurial education (IEE) in schools. The study focuses on teaching IEE in middle school (Grades 5–7).

Design/methodology/approach

Data were collected from six middle school teachers in three Icelandic compulsory schools through on-site observations and semi-structured interviews with teachers and principals. Data including documentary evidence were subjected to the method of constant comparison. A model of nested systems provided concepts to create categories for a general rubric of feasible IEE development, the Social ecology rubrics for innovation and entrepreneurship in schools (SERIES).

Findings

Profiles of the six IEE teachers emerged during data collection. Teachers found some IEE methods challenging, especially “standing back” allowing students freedom and agency. Implementation was fragile when IEE developed without support from neighboring systems. In all three schools the weakest connections were with the exosystem (general views in society).

Practical implications

The range of knowledge, skills and competences that emerged in the data could be discussed with teachers as a source of professional development. The application of the SERIES approach can benefit policy, research and practice and developing similar rubrics can provide a valuable assessment approach in other curriculum areas.

Originality/value

An advantage of the rubric is that it is descriptive rather than prescriptive, giving schools an opportunity to develop their own standards. Any professional group can produce their own profile, with categories of levels and systems that reflect their own practice and development.

Details

Journal of Small Business and Enterprise Development, vol. 26 no. 2
Type: Research Article
ISSN: 1462-6004

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Article
Publication date: 25 May 2012

Theresa M. Welbourne, Heidi Neck and G. Dale Meyer

In this paper the authors aim to introduce a concept that they call the “entrepreneurial growth ceiling” (EGC). They develop arguments that new venture IPOs hit the EGC prior to…

1422

Abstract

Purpose

In this paper the authors aim to introduce a concept that they call the “entrepreneurial growth ceiling” (EGC). They develop arguments that new venture IPOs hit the EGC prior to their IPO, and the ceiling is part of the impetus for going public. The paper argues that proceeds from the IPO will aid firms in breaking through the ceiling if the proceeds are strategically allocated.

Design/methodology/approach

The study examines a cohort of firms that went public in the same year. The authors code data from the prospectuses of 366 organizations, including how proceeds were to be spent, and then add performance data post‐IPO.

Findings

The results from a longitudinal study of IPOs indicate that firms that allocate proceeds to human resources and innovation (research and development) are more likely to break through the EGC quickly and enhance long‐term stock performance.

Practical implications

Entrepreneurial firms will have higher success when investing money into their human resources (people) and in research and development (innovation). Given the current high rate of change in business, the authors expect these findings are even more relevant for not just IPOs but for all organizations going through change.

Social implications

Organizations that support and fund entrepreneurship and new venture growth should consider expanding their training to include human resource management, in particular as it ties to innovation.

Originality/value

The entrepreneurial growth ceiling is a new concept introduced in this paper. This research has important implications for IPOs and other high‐growth organizations.

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Book part
Publication date: 30 September 2020

Julia B. Lindsey, Rachelle Kuehl and Heidi Anne Mesmer

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the…

Abstract

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

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