Search results

The present study examines entrepreneurship in established firms holistically and critically. The authors start by reviewing previous research and highlight a variety of definitional, conceptual, methodological, contextual, and temporal factors that have been confounding the research. The authors then present a multidimensional framework that specifies a more nuanced picture of the determinants, motives, activities, and consequences of corporate in established firms. Finally, the authors discuss conceptual, methodological, and practical implications, as well as outline future research avenues.

The purpose of this paper is to introduce the concept of team entrepreneurial competence, a team-level construct representing the level of shared abilities toward entrepreneurial activities within a new venture team. A multilevel model of the influence of team entrepreneurial competence and team entrepreneurial experience on the cognitive strategies of team members is developed and tested.

Using a sample of 47 early stage entrepreneurial teams (144 individuals), a set of hypotheses regarding the effect of team entrepreneurial competence on team member reliance on effectual and causal reasoning, together with the moderating effect of team entrepreneurial experience, are tested.

The results provide support for a positive multilevel association between team entrepreneurial competence and the reliance by team members on both causal and effectual reasoning strategies; members of teams with higher entrepreneurial competence and more entrepreneurial experience are more likely to engage in effectuation.

Understanding how team-level predictors and moderators have a role in determining individual effectuation and causation strategies offers promise in advancing effectuation theory.

Teams develop entrepreneurial competencies that transcend those of individual team members; where teams have more collective entrepreneurial experience, the effect on the tendency of individuals to engage in effectual reasoning is enhanced, which can be beneficial in highly uncertain contexts.

The results of this study are a step forward for effectuation theory, as it demonstrates the role of team-level variables in explaining individual causal and effectual reasoning.

At its essence, entrepreneurship has the potential to empower and to transform. The key to both individual and organizational prosperity in a dynamic, threatening and complex world is the ability to think and act in more entrepreneurial ways. A new wave of economic development is sweeping the world, with entrepreneurship and innovation as the primary catalysts. Within the world of education, it can be argued that the at-risk student is the one not prepared for this entrepreneurial age. While every student has the potential, most lack the knowledge, attitudes, skills, and capabilities that define entrepreneurial competence. Over these past four decades, entrepreneurship has grown within universities faster than virtually any other area of intellectual pursuit. And it appears that the pace is accelerating with more universities seeking to develop programs and centers focused on entrepreneurship. Yet, understanding how to build entrepreneurship programs that empower and transform has remained challenging for some institutions. In this chapter, we investigate the development of entrepreneurship programs in universities. More specifically we contend that they should be created for empowerment and transformation across the campus. We describe some of the most common structural forms, outline the different degree programs, and emphasize the empowering and transforming effects of these programs for all the stakeholders of a university.

There are those who suggest the experiential and action-oriented nature of entrepreneurship makes traditional content-focused lecture a less appropriate pedagogical approach when teaching entrepreneurship courses. This chapter challenges such suggestions, arguing that the lecture should be the centerpiece of entrepreneurship education, augmented by experiential learning tools and other pedagogical approaches. Such a blended model, when built around the lecture, has the potential to greatly enhance learning, improve student retention, encourage student thought and reflection, and better develop entrepreneurial skills and competencies associated with the entrepreneurial mindset. The chapter also summarizes the nature of the content delivered through entrepreneurship courses, classifying this content into three general categories, and concluding that this core content is substantive, complex, and highly inter-related. These characteristics reinforce the importance of great lectures for moving entrepreneurship education forward.

The need for entrepreneurs to engage in guerrilla behavior is heavily emphasized by entrepreneurship educators and practitioners. Yet such behavior often has serious ethical implications. The purpose of this study is to establish an assessment framework that provides ethical guidance to entrepreneurs engaged in guerrilla behaviors. A theoretical foundation for assessing the ethics of guerrilla behavior is established. The entrepreneurial context and how it gives rise to the need for guerrilla actions are examined. The guerilla concept is explored and criteria are outlined for labeling a given action or approach as being guerrilla in nature. Different forms or types of guerrilla approaches are introduced. Five primary ethical dimensions to be considered in evaluating a given guerrilla approach are identified. Examples are provided of how these dimensions can be applied to assess the ethics of three different successful guerrilla campaigns. An integrated matrix is introduced for use in evaluating guerrilla campaigns that consider our ethical dimensions together with leading theoretical perspectives on ethical action. Based on how a given guerrilla approach is scored when using the assessment matrix, conclusions are drawn for its appropriateness. By using a mix of the deontological, utilitarian and virtue-based frameworks, it becomes possible to determine the relative ethics of any given guerrilla action once implemented, and actions can be taken to either modify or abandon the action. Further, the concepts developed in this paper can be useful in ensuring new guerrilla actions are more ethical when they are first conceptualized or designed. Four design elements can be systematically applied to decisions that unfold as the guerrilla action is being formulated: resources and providers, disclosure, stakeholder effects, and inferences/conclusions. A number of suggestions for ongoing research are provided based on the work presented here.

Describes how disciplinary surveys conducted in the USA and South Africa reveal some interesting comparisons. Also how concentration strategies can assist targeting, marketplace production and assess market sales situations.

Regardless of the size of the firm, the sector of the transportation industry or the style of management, distribution runs on information. The sheer size and volume of today's distribution activities require a high degree of commitment to computer‐based technologies to support managerial decisions on a continuous basis.