Neil Towers, Adhi Setyo Santoso, Nadine Sulkowski and John Jameson
The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst…
Abstract
Purpose
The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen.
Design/methodology/approach
The theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed.
Findings
The authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework.
Practical implications
Increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach.
Originality/value
Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector.
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Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell and Diane L. Ryndak
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general…
Abstract
Since the passage of Public Law 94-142, federal law has prioritized the education of students with disabilities with their non-disabled peers in the context of the general education classroom. This chapter examines the progress, and often lack thereof, with regard to educating students with extensive and pervasive support needs in inclusive settings. We examine current trends in placement, factors that contribute to those placement practices, and what IDEA says about the education of students with extensive and pervasive support needs. We examine what the research suggests happens in substantially segregated settings and then, in contrast, examine impacts and outcomes for students with extensive and pervasive support needs who are educated in inclusive settings. We also examine trends resulting from changing paradigms of disability that provide new opportunities for re-invigorating efforts to educate students with extensive and pervasive support needs in inclusive classrooms.
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Chester Whitney Wright (1879–1966) received his A.B. in 1901, A.M. in 1902 and Ph.D. in 1906, all from Harvard University. After teaching at Cornell University during 1906–1907…
Abstract
Chester Whitney Wright (1879–1966) received his A.B. in 1901, A.M. in 1902 and Ph.D. in 1906, all from Harvard University. After teaching at Cornell University during 1906–1907, he taught at the University of Chicago from 1907 to 1944. Wright was the author of Economic History of the United States (1941, 1949); editor of Economic Problems of War and Its Aftermath (1942), to which he contributed a chapter on economic lessons from previous wars, and other chapters were authored by John U. Nef (war and the early industrial revolution) and by Frank H. Knight (the war and the crisis of individualism); and co-editor of Materials for the Study of Elementary Economics (1913). Wright’s Wool-Growing and the Tariff received the David Ames Wells Prize for 1907–1908, and was volume 5 in the Harvard Economic Studies. I am indebted to Holly Flynn for assistance in preparing Wright’s biography and in tracking down incomplete references; to Marianne Johnson in preparing many tables and charts; and to F. Taylor Ostrander, as usual, for help in transcribing and proofreading.
The Standing Committee of the House of Commons on Trade, presided over by LORD E. FITZMAURICE, met again on July 16th and proceeded with the Sale of Adulterated Butter Bill.
Analyzes the role of women in the New York Bureau of Municipal Research (BMR) in the early years of the twentieth century. It shows that early practitioners of urban‐oriented…
Abstract
Analyzes the role of women in the New York Bureau of Municipal Research (BMR) in the early years of the twentieth century. It shows that early practitioners of urban‐oriented scientific management had close ties to the reform/social‐work community.
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IN THE DAYS BEFORE TYPEWRITERS, stenographers, and tape‐recorders, when every word of a book was written by hand, revised by hand, and eventually printed from the handwritten…
Abstract
IN THE DAYS BEFORE TYPEWRITERS, stenographers, and tape‐recorders, when every word of a book was written by hand, revised by hand, and eventually printed from the handwritten manuscript, the industry required to produce such a history as that of Gibbon is remarkable. How much more remarkable the industry of women writers, in days when authorship for women was not always regarded as a respectable profession. Consider the output of Jane Austen, compelled to write in a corner of the family sitting‐room, and to conceal her papers hastily if a caller arrived, or Mrs Trollope, nursing her dying son by day, and writing all night to support her family.
Milorad M. Novicevic, John Humphreys and Duan Zhao
The purpose of this paper is to describe and analyze Alfred Chandler's ideological shift from American exceptionalism to transnational history in research assumptions to identify…
Abstract
Purpose
The purpose of this paper is to describe and analyze Alfred Chandler's ideological shift from American exceptionalism to transnational history in research assumptions to identify significant corollaries for the study of management history.
Design/methodology/approach
Using the determinism‐indeterminism classifying framework proposed by Tucker, the paper classifies Chandler's works based on the extent to which they reflect Chandler's ideological commitment to exceptionalist versus transnational perspective.
Findings
The paper found that the year of 1980 was the turning point for Chandler's ideological shift from American exceptionalism to a more transnational comparative perspective.
Practical implications
The paper outlines the relevant implications of our findings for management history, calling for an emulation of Chandler's pursuit of comparative examinations of established concepts and management philosophy within the historical development of contemporary and past transnational firms and managers. It believes this holds great importance to furthering a historical perspective in relative management history, and global management, which, in turn, will further illuminate the history of American business and management as well.
Originality/value
The unique contribution of this paper is that it provides the first historical analysis of the ideological assumptions underpinning Chandler's works.
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This chapter explores the role of postmodern intertextuality in Neil Jordan’s 2012 vampire film Byzantium. This intertextuality serves to place the film in dialogue with earlier…
Abstract
This chapter explores the role of postmodern intertextuality in Neil Jordan’s 2012 vampire film Byzantium. This intertextuality serves to place the film in dialogue with earlier vampire fiction, in particular the 1970s cycle of British and European erotic vampire films such as Daughters of Darkness and The Vampire Lovers from Hammer Films. Byzantium recalls these earlier texts structurally and thematically, both through direct reference and more oblique allusions.
While Fredric Jameson characterizes postmodern intertextuality as mere nostalgia and the imitation of ‘dead styles’, feminist postmodern theorists such as Linda Hutcheon contend argue for the political potential of postmodernism. This chapter proposes that the postmodern intertextuality of Byzantium is a critical intertextuality, and that the foregrounding of storytelling, writing, and rewriting in the film draws attention to the ways in which the intertextuality of Byzantium is not merely a return to past forms but also a reworking of them.
Taking up the work of Linda Hutcheon and Catherine Constable, this chapter demonstrates the ways in which Byzantium critically reworks aspects of earlier vampire fiction in order to critique and expand the representation of the female vampire and through this explore issues relating to female subjectivity and community.
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Sociology has a long and ambivalent relationship with the literary and aesthetic form. Commonsense readings of the novel assume its unproblematic structure as a linear narrative…
Abstract
Sociology has a long and ambivalent relationship with the literary and aesthetic form. Commonsense readings of the novel assume its unproblematic structure as a linear narrative. Yet every novel alerts its readers to the constructed nature of social reality and identifies many of the effects of power, privilege, gender, class, desire, resistance, subversion and so on. As such a novel has the capacity to force a confrontation with fundamental, and Jameson (1981) would suggest, enduring human concerns. The novel can strip away a sense of familiarity with everyday habits, and in so doing, it can replicate the sociological process of denaturalization or defamiliarization, and allow the reader to see how ideas come to circulate, dominate and frame the ordinary world. Accordingly, David Lodge comes to the conclusion that “narrative is one of the fundamental human tools for making sense of the world.”
By examining a controversial and much debated novel like American Psycho around which a great deal of social commentary already exists, and by applying the arguments of Lodge, Jameson and others, we understand better how a work of art simultaneously functions as a deconstructive tool of the social. On this basis, when American Psycho generated a great deal of cultural anxiety in the cultural commentators of the day, it suggests that it had succeeded in denaturalizing the world, and in revealing the residual violence in an affluent, comfortable citizenry that was not expected to harbor such hostilities. American Psycho presented a disturbing “symptomatology of the times.” This capacity of the popular novel to inform on the zeitgeist makes an author such as Bret Easton Ellis a maven of our times whose products we should thus incorporate into the conceptual tool kit of any formal human studies.