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Intellectual Capital (IC) is essential to the success of new technology-based firms. A key component of IC is human capital. Human capital is shown to affect firm innovation, growth, and survival positively. This paper investigates the signaling effect of technology-based start-ups’ initial stock of IC on obtaining skilled human capital.

The researcher employs signaling theory to analyze primary data concerning the firm’s initial stock of IC and subsequently hired human capital from founders of 236 technology-based new ventures in the USA Hypotheses are tested through a set of hierarchical linear regressions.

This study demonstrates that the firms’ IC, in the form of quantity of founders with doctorates and intellectual property, correlates with the quality (average education level) of subsequently hired technical and business human capital. In addition, the quantity of founders with doctorates is correlated with the quantity of subsequently hired technical human capital.

The paper collects retrospective data from founders of technology-based new ventures. While human capital is important for technology-based firms’ innovation and growth, little research has investigated potential connections between firms’ initial IC and subsequent hiring of top-level human capital. This paper investigates these connections explicitly.

Intellectual capital (IC) is essential to the success of new technology-based firms. However, young firms only possess some of the resources and capabilities needed to develop, produce and market their innovative products and services. Hence, many form alliances to access complementary resources. This paper investigates the signaling effect of technology-based start-ups’ stock of IC on alliance formation.

This study analyzes primary data concerning specific classes of IC and the alliances formed. Data were collected from founders of 233 technology-based new ventures in the USA. Hypotheses were tested via hierarchical linear regression.

This study demonstrates that firms' IC, in the form of founders with doctorates and patents, is positively related to the classes of alliances formed. These stocks of IC send signals about credibility to the market for alliance partners, enabling the firms to form alliances and gain access to complementary resources. The number of founders with doctorates was positively related to R&D alliances and alliance partners in a similar place in the value chain as the focal firm. In contrast, the number of patents was positively related to total alliances, production-oriented alliances and alliances considered upstream from the focal firm.

This paper collects retrospective data from founders of technology-based new ventures. The research contributes to the literature with its results that founder human capital and patent portfolios are essential for technology-based firms' innovation and growth. However, little research has investigated how firms' possession of IC facilitates alliance formation. This paper investigates this connection explicitly.

Sustainability is increasingly becoming an essential aspect of technological innovations. In addition, the diffusion of sustainable new technology-based products appears to be uneven across the globe. The authors examine the effect of three country-level Hofstede measures of culture and two national-level innovation characteristics on the diffusion of Sustainable New Technology-based Products (SNTP).

Regression and Necessary Conditions Analysis were used to analyze a panel dataset of electric and hybrid vehicles sales from 2008 to 2017 across 89 countries.

Results suggest Long-Term Orientation (LTO) was correlated with SNTP diffusion, Indulgence (IVR) was partially correlated with SNTP diffusion and was also a necessary condition. Surprisingly, Uncertainty Avoidance (UAI) was not correlated with SNTP diffusion. In addition, a national proclivity for developing innovations and a history of utilizing prior generic innovations were both correlated and necessary for SNTP diffusion.

This paper measures the impact of several macro-level variables (culture and other innovation related characteristics of countries) on SNTP diffusion. In addition to regression analyses to measure the average effect size, the authors conduct Necessary Conditions Analysis, which assesses the necessity of a variable for the outcome. These insights may help multinational companies better strategize entry decisions for international markets and aid governments in formulating more effective policies by recognizing and accommodating the influences of national culture and innovation attitudes.

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.

Research suggests that African-Caribbeans are less likely than their white British counterparts to ask for mental health support (Cooper et al., 2013). This is despite research identifying that minority groups as a whole, when compared to the white majority, report higher levels of psychological distress and a marked lack of social support (Erens, Primatesta, & Prior, 2001). Those who do request support are less likely to receive antidepressants (British Fourth National Survey of Ethnic Minorities, 1994; Cooper et al., 2010) even when controlling for mental health symptom severity, with African-Caribbeans less likely to make use of medication for depression even when prescribed (Bhui, Christie, & Bhugra, 1995; Cooper et al., 2013). Studies reporting on reasons for black people being less likely to attend for mental health consultation with their GP suggest a variety of explanations why this may be, focussing both on the suspicion of what services may offer (Karlsen, Mazroo, McKenzie, Bhui, & Weich, 2005) and the concern of black clients that they may experience a racialised service with stigma (Marwaha & Livingstone, 2002). Different understandings and models of mental illness may also exist (Marwaha & Livingstone, 2002). Different perspectives and models of mental health may deter black people from making use of antidepressants even when prescribed. Despite a random control trial showing that African-Caribbean people significantly benefit from targeted therapy services (Afuwape et al., 2010), the government, despite a report by the Department of Health in 2003 admitting there was no national strategy or policy specifically targeting mental health of black people or their care and treatment has not yet built on evidence-based success. One important aspect recognised by the Department of Health (2003), was that of the need to develop a mental health workforce capable of providing efficacious mental health services to a multicultural population. Although there were good strategic objectives little appeared to exist in how to meet this important objective, particularly in the context of research showing that such service provision could show real benefit. The Department of Health Guidelines (2003) focussed on the need to change what it termed as ‘conventional practice’, but was not specific in what this might be, or even how this could improve services to ethnic minorities. There was discussion of cultural competencies without defining what these were or referencing publications where these would be identified. There was a rather vague suggestion that recent work had begun to occur, but no indication that this had been evaluated and shown to have value (Royal College of Psychiatrists, 2001). Neither British Association for Counselling and Psychotherapy nor British Psychological Society makes mention of the need for cultural competencies in organisational service delivery to ethnic minority clients. This chapter will describe, explore and debate the need for individual and organisational cultural competencies in delivering counselling and psychotherapy services to African-Caribbean people to improve service delivery and efficacious outcomes.

The purpose of this paper is to offer an epistemological vantage point for theory development in the case of strategic leadership, an emerging focus of scholarly attention in strategic management.

The authors invoke Rescher's epistemological platform for making the case, Rescher being one of the most influential philosophers in the USA.

The analysis suggests that since strategic leadership differs from supervisory leadership, both on organizational reach and incorporation of external elements, defining the strategic leadership problem exclusively as a difference in context – what Weick referred to as a strategy of knowledge growth by extension – is likely to prove unproductive. Rescher's platform can be put to use for specifying the two critical though inter‐related epistemological challenges in the beginning of the theory development project: the choice of concepts, and the type of relations among the concepts. These epistemological challenges may be reframed as opportunities to capture the phenomenal variety embedded in these concepts, and to deploy a diversity of approaches to examine their correspondence.

Contending and complementary views on strategic leadership, and hence concepts representing alternate views should be allowed. Bridges should be built between islands of scholarship, but these bridges are likely to be found in special issues of journals (devoted deliberately to nurture multiple perspectives), edited books and invited conferences.

Engagement with “strategic” leaders is an epistemological necessity for both theoretical and pragmatic reasons.

This paper demonstrates how epistemology can strengthen theory building in the case of strategic leadership. Given the signal importance of this phenomenon, good theories and, therefore, epistemological challenges should occupy a central stage of discussions in this early stage.

The purpose of this paper is to serve as a summary of resources on flipped learning for workplace learning professionals. A recent buzzword in the training world is “flipped”. Flipped learning and the flipped classroom are hot topics that have emerged in K-12 education, made their way to the university and are now being noticed by the corporate world. Unfortunately many learning professionals have misconceptions about what it really means to flip a learning experience, and little literature exists to support implementation of flipped learning in the workplace.

The methodology adopted in this article is a literature review.

The paper presents several tools for moving lecture outside of the classroom and for making class time more student-centered through active learning techniques.

This paper discusses the benefits and challenges of a flipped learning approach, both in general and specifically in the workplace. Additionally, the paper explores several case studies of flipped learning use in the workplace.

The paper is a literature review that explores the definition of flipped learning as a learner-centered approach to education and looks at two models of flipped learning with applicability to workplace settings.

Past studies have shown wide variation in the obesity rates of Asian American ethnic subgroups. However, whether weight-related behaviors that occur during acculturation are associated with obesity disparities among Asian American ethnic subgroups is unknown. This study examines the differences in body mass index (BMI) across Asian American ethnic subgroups and assesses how acculturation and weight-related behaviors influence these differences. The linear regression models employed in this study use data pools from 2011 to 2014 released by the California Health Interview Survey (CHIS). The sample comprises 3,248 foreign-born Asian Americans aged 18–59 years. Asian Americans who spoke fluent English had significantly lower BMIs than those who spoke poor English, but English fluency did not explain body size disparities among Asian American ethnic subgroups. Filipino Americans had the highest average BMI (25.89 kg/m²) and obesity rate (53.12%), and they were particularly prone to engage in unhealthy weight-related behaviors, such as consuming fast food, drinking soda, and engaging in sedentary lifestyles. However, weight-related behaviors did not explain their high risk of obesity compared to other Asian American ethnic subgroups. The results underscore the potential for misinterpretation when pan-ethnic labels, such as Asian American, collapse the unique experiences of different immigrant origin groups. Future research may investigate whether other factors that affect the acculturation process, such as attitudes, self-identity, beliefs, or experiences with racism and discrimination, explain obesity disparities among Asian American ethnic subgroups.