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Oklahoma has seen rapid growth in the development of wind energy over the past decade. Residents are concerned about the negative impacts of turbines such as noise or their appearance. This has raised concerns about property values. Thus, this paper aims to examine and quantify the overall impact of wind turbines upon real estate prices in Western Oklahoma.

Sales prices and the history of approximately 23,000 residential real estate records for both platted and unplatted properties in five counties were examined prior to the announcement of construction, after announcement and after construction. A hedonic analysis was undertaken to examine the real estate prices of the properties near wind farms.

While there may be isolated instances of lower property values for homes near wind turbines, results show no significant decreases in property values over homes near wind farms in the study area. Similar results are found for the unplatted properties.

This paper highlights that in spite of mixed attitudes toward wind farms and misconceptions regarding the link between turbines and property values, Oklahoma’s growing wind industry can continue to thrive without negatively impacting nearby home and land values and prices.

Although there have been numerous studies examining the relationship between wind turbine locations and real estate prices, no study has combined the large quantity of records (over 23,000) as well as both platted and unplatted locations.

This issue is a selected bibliography covering the subject of leadership.

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

The aim of this paper is to analyse enterprise policy in the United Kingdom (UK), in relation to decisions about policy, policy delivery, entrepreneurial practice and academic/consultative research.

The paper offers and discusses a conceptual framework for analysis of the actors, decisions, and issues involved in enterprise policy‐making and policy delivery alongside the interests of the businesses they seek to serve and the academics who provide research support – to shed new light on the UK Government's challenge in satisfying its stated remit.

It considers whether an all‐embracing enterprise strategy – with clear ownership and shared commitment – is a realistic alternative to the more piecemeal approach we have experienced in the past. The issues are grounded in key lessons from systems and strategy to assess their relevance to the debate.

The change of government in the UK in 2010, the first change for 13 years, makes this debate apposite and the relevant issues discussed are an important challenge for the new coalition.

The purpose of this paper is to explore the provision and reported outcomes of Experiential Entrepreneurship Education (EEE), from learner, educator and university perspectives, in order to reflect upon the progress of the Entrepreneurial University. It proposes a conceptual framework for integrating the multiple stakeholder perspectives for an “education led” and student-focused Entrepreneurial University, something yet to be identified from existing research and, consequentially, future research.

A reflective literature review explores the depth and breadth of EEE provision in Universities, noting: what is taking place, who is involved, where EEE is situated (within the university context), and how the knowledge base is informed. From these reflections, a conceptual framework is proposed as a means of exploring and categorizing progress towards a student-focused Entrepreneurial University through education experiences.

The literature review is largely informed by case studies developed by educators reflecting on student learner experiences for the purpose of course enhancement. These case exemplars provide the resource for emergent, bottom-up strategy that could support the Entrepreneurial University. However, the role of the University is less researched, in terms of providing context and external strategic relationships to resource EEE and deliver a more planned approach to the Entrepreneurial University. The Entrepreneurial University and EEE are mainstream agendas and the development of both must consider the role and contribution of the University in terms of strategy formulation and implementation.

This study takes a holistic view, seeing EEE and the Entrepreneurial University as connected agendas. The student-focused Entrepreneurial University cannot result from emergent, bottom-up strategy alone and thus there is a need to address the role of top-down resource-based University strategy in creating real progress. The paper provides a conceptualization, for the purpose of analysing and informing the relationship between EEE and the Entrepreneurial University that places the University as a key stakeholder, and in doing so asks that scholars and educators build the knowledge base not only from cases of good practice but also from the review of strategic management within Universities.