Sihem Ben Mahmoud-Jouini, Thomas Paris and Sylvain Bureau
The purpose of this paper is to enrich our understanding of entrepreneurs’ daily deeds, tasks and activities. The research investigates the ways in which entrepreneurs seize…
Abstract
Purpose
The purpose of this paper is to enrich our understanding of entrepreneurs’ daily deeds, tasks and activities. The research investigates the ways in which entrepreneurs seize opportunities and gain knowledge from the start to the expansion of their ventures.
Design/methodology/approach
Two case studies were developed based on a longitudinal fine-grained analysis of two ventures over two years. Entrepreneurs’ success and learning were modeled in line with grounded theory methodology. Data were collected from both primary and secondary sources in the form of semi-structured interviews and archival documentation.
Findings
The authors develop an original conceptual framework that consists of ten entrepreneurial learning opportunities and four knowledge development modes. There are ten generic types of actions that entrepreneurs take. There are then four distinctive ways to transform these experiences into knowledge. The model is assessed in absolute terms and relatively to existing taxonomies.
Research limitations/implications
The findings question the premises on which entrepreneurial learning research traditionally relies. Opportunities can be open-ended rather than purely instrumental. Similarly, knowledge can be emerging as much as it can be espoused. This opens-up space for further research.
Practical implications
For practitioners, the findings suggest new ways for making sense of the daily experience of their entrepreneurial endeavor. The learning modes suggested can be used by coaches and mentors when helping entrepreneurs in their venture.
Originality/value
The research provides empirical evidence of what entrepreneurs do. This may help cast traditional debates about what there is to do (logical necessity) and what there is to know (a priori knowledge) in a new light.
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Merridee Lynne Bujaki and Sylvain Durocher
This qualitative paper is about social reporting in response to an incident that involved the loss of human life. It examines Loblaw’s disclosures following the Rana Plaza…
Abstract
Purpose
This qualitative paper is about social reporting in response to an incident that involved the loss of human life. It examines Loblaw’s disclosures following the Rana Plaza building collapse that killed over 1,100 Bangladeshi workers.
Design/methodology/approach
This article draws on Suchman’s (1995) comprehensive legitimacy typology to interpret Loblaw’s disclosures about the collapse in both mass media coverage of the tragedy and the company’s quarterly, annual and corporate social responsibility (CSR) reports.
Findings
Loblaw worked on many fronts to secure stakeholders’ support in the aftermath of the fatal incident. Through their social disclosures, Loblaw simultaneously managed exchange, dispositional, consequential, procedural, structural, personal and cognitive legitimacy, striving to demonstrate that, notwithstanding the incident, the company was still conforming to its social contract.
Practical implications
This research operationalizes all aspects of Suchman’s legitimacy typology in the context of social reporting. In particular, the paper further develops the concept of cognitive legitimacy. This should be of benefit to other CSR researchers.
Social implications
The loss of human life during business operations is one of the most terrible events an organization can face. Corporate activities leading to loss of human life are obviously far from being socially acceptable. Stakeholders are likely to disapprove such activities and reconsider their support, which can threaten the survival of the organization. It is thus of utmost importance to understand the strategies used by corporate managers in their attempt to secure ongoing stakeholder support.
Originality/value
This paper innovates by focusing specifically on social disclosures about a negative event. In so doing, it also contributes to a small, but important, literature within CSR research that examines incidents resulting in the loss of human life. The paper adapts and applies Suchman’s legitimacy framework to interpret social reporting in response to a specific instance of loss of life, the Rana Plaza building collapse. Finally, this paper mobilizes the notion of cognitive dissonance to further develop Suchman’s notion of cognitive legitimacy.
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Tran Liem, Marc Gaudry, Marcel Dagenais and Ulrich Blum
Sayo O. Fakayode, Jennifer Jennings Davis, Linus Yu, Paulette Ann Meikle, Ron Darbeau and Georgia Hale
Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be…
Abstract
Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.
The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.
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Tyrslai M. Williams, Melissa B. Crawford, Linda M. Hooper-Bui, Stephanie Givens, Heather Lavender, Shannon Watt and Isiah M. Warner
Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate…
Abstract
Louisiana State University (LSU)’s Office of Strategic Initiatives (OSI) is an award-winning office devoted to developing effective, educational approaches that incorporate guidance and exploration, increase students’ academic standing, and support measures to improve the institution’s diversity, predominantly in science, technology, engineering, and mathematics (STEM) departments. Through the incorporation of three main factors, Mentoring, Education, and Research, OSI has developed a holistic development model that offers students strategies to overcome those factors that affect their persistence in STEM. OSI houses several programs with a diverse population of students ranging from the high school to doctoral levels. Although varied in student population, these programs unite under the holistic development model to provide support and opportunities to students at each critical educational juncture. OSI’s holistic approach has successfully supported over 135 high school, 560 undergraduate, and 100 graduate students. Of the 560 undergraduate students served, 51% were underrepresented minorities and 55% were women. The undergraduate initiatives have garnered 445 bachelor’s degrees, with 395 degrees from STEM disciplines, and an impressive overall graduation rate ranging from 64% to 84%. Through all of the remarkable work performed in OSI, the greatest accomplishment has been the capacity to offer students from mixed backgrounds tools and strategies to thrive at any point in their academic career.