Candida G. Brush, Patricia G. Greene and Friederike Welter
The purpose of this paper is to provide a brief history of the evolution of the Diana Project and the Diana International Research Conference. The authors examine the impact of…
Abstract
Purpose
The purpose of this paper is to provide a brief history of the evolution of the Diana Project and the Diana International Research Conference. The authors examine the impact of the publications, conferences and research contributions and consider key factors in the success of this collaborative research organization. They discuss the ongoing legacy, suggesting ways to extend this into the future.
Design/methodology/approach
This paper uses an historical narrative and a citation analysis.
Findings
The Diana Project was founded by five women professors in 1999 with the purpose of investigating women’s access to growth capital. Following a series of academic articles, and numerous presentations, the first Diana International Conference was held in Stockholm, Sweden. At this convening, 20 scholars from 13 countries shared their knowledge of women’s entrepreneurship, venture creation and growth, culminating in the first volume of the Diana Book Series. Since then, 14 international conferences have been held, resulting in 10 special issues of top academic journals and 11 books. More than 600 scholars have attended or participated in Diana conferences or publications.
Research limitations/implications
Contributions from the Diana International Conferences’ special issues of journals and books have advanced theory across topics, levels, geographies and methods. Articles emerging from Diana scholars are some of the top contributions about women’s entrepreneurship and gender to the field of entrepreneurship. Future research directions are included.
Practical implications
This analysis demonstrates the success of a unique woman-focused collaborative research initiative and identifies key success factors, suggesting how these might be expanded in the future.
Social implications
To date, more than 600 scholars have participated in the Diana International Conferences or publications. Diana is the only community dedicated to rigorous and relevant research about gender and women’s entrepreneurship. Going forward, efforts to expand work on education for women’s entrepreneurship, women entrepreneurship faculty and careers, and women entrepreneurs, gender and policy will take place to extend this legacy.
Originality/value
The paper is unique in that it is the first to show the substantial legacy and impact of the Diana project since its inception in 1999. Further, it demonstrates how a feminist approach to entrepreneurial principles can yield insights about this unique research initiative and collaborative organization.
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Book review by Marguerite R. Faulk. Greene, Patricia G. and Mark P. Rice, eds. Entrepreneurship Education, Cheltenham, UK: Edgar Elgar Publishing, 2007. ISBN 9781845424220
Patricia G Greene and Radha Chaganti
Contemporary studies of ethnic entrepreneurs are split into two types of discussions. On one hand they are considered as part of an underserved minority population that needs…
Abstract
Contemporary studies of ethnic entrepreneurs are split into two types of discussions. On one hand they are considered as part of an underserved minority population that needs business assistance to guide venture launch and development. In fact, the term venture would specifically not be used because of the connotation of ethnic entrepreneur as small business owner. On the other hand, some models of entrepreneurial approaches by certain ethnic groups are not only lauded, but adopted for trial by other types of communities, whether those communities be natural or artificially created. The tension between these two approaches may best be attributed to a lack of clarity in two areas. First, to whom does the designation ethnic entrepreneur actually apply? Second, what resources do ethnic entrepreneurs really use in the activities of starting and growing a business.
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This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The…
Abstract
This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.
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Culturally and linguistically diverse (CLD) families of children with developmental disabilities (DD) often face more significant challenges in obtaining services than families of…
Abstract
Culturally and linguistically diverse (CLD) families of children with developmental disabilities (DD) often face more significant challenges in obtaining services than families of typical children. It is critical for these families to build and improve their family resilience at the early stage when their children are newly diagnosed with disabilities. This paper explores how to integrate family resilience theory into daily Parent to Parent support to strengthen family resilience for CLD families of children with disabilities to better prepare them for future challenges, crises, and uncertainties. Using a case study design that includes interviews and surveys, we recruited CLD parents of children newly diagnosed with disabilities and provided adapted services to these parents for about three months. This paper explores the adapted Parent to Parent practices and outcomes from the perspectives of cultural brokers who offer the adapted daily support. Findings highlighted the promising outcomes of the adapted support model for CLD families of children with disabilities and identified challenges during the support process. Further research is needed to confirm the findings.
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Patricia Viveiros de Castro Krakauer, Fernando Antonio Ribeiro Serra and Martinho Isnard Ribeiro de Almeida
The purpose of this paper is to provide further understanding of entrepreneurship education, seeking to comprehend the use of experience in this context. Based on the theory of…
Abstract
Purpose
The purpose of this paper is to provide further understanding of entrepreneurship education, seeking to comprehend the use of experience in this context. Based on the theory of experiential learning, the authors sought to develop and test a conceptual model for teaching entrepreneurship at the undergraduate degree level.
Design/methodology/approach
Due to the need to develop a model, the authors used design science research as a method to develop and test an artifact. First, bibliographic research was conducted to develop the model, which was then tested through empirical application. This empirical application was conducted at a Brazilian educational institution, with the participation of 110 students. A total of 440 activities were analyzed through content analysis.
Findings
The authors found advantages and disadvantages regarding the use of experience in entrepreneurship learning, such as greater student engagement, sense of empowerment and aspects related to the course and assessments.
Practical implications
In this paper, the authors offer suggestions for undergraduate teachers and to faculty members on how to teach entrepreneurship, with the student as the main actor in the learning process. Furthermore, the authors have access to a study addressing a contemporary theme that is emerging in Brazilian universities.
Originality/value
In this paper, the authors contribute with the debate on entrepreneurship education, realizing that the understanding of this issue continues to require closer study due to a lack of empirical consensus in previous works. Its originality lies in the development and testing of a model for undergraduates, drawn from a theory whose main use is in graduate school.
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The management of children′s literature is a search for value andsuitability. Effective policies in library and educational work arebased firmly on knowledge of materials, and on…
Abstract
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.