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An attempt is made to redefine educational leadership and to create a new “practical theory” of educative leadership which is of relevance to all concerned with the management of education. The approach, techniques and early outcomes of a research project in Australia designed in 1985 and mounted in 1986 to create the new “theory” are reported.

The purpose of this paper is to explore the role of the entrepreneur in the knowledge transfer (KT) process of a start-up enterprise and the ways that role should change during the development phase to ensure mid-term business survival and growth.

An in-depth, qualitative case study of Birra Flea, an Italian Craft Brewery, is presented and analysed using Liyanage et al.’s (2009) framework to identify the key components of the KT process, including relevant knowledge, key actors, transfer steps and the criteria for assessing its effectiveness and success.

The entrepreneur played a fundamental and crucial role in the start-up process, acting as a selective and passionate broker for the KT process. As Birra Flea matures and moves into the development phase, the role of the entrepreneur as KT’s champion needs to be integrated and distributed throughout the organisation, with the entrepreneur serving as a performance controller.

This study enriches the knowledge management literature by applying a framework designed to provide a general description of KT, with some modifications, to a single case study to demonstrate its effectiveness in differentiating types of knowledge and outlining how KT can be configured to support essential business functions in an SME.

The analysis systematises the KT mechanisms that govern the start-up phase of an award-winning SME, with suggestions for how to manage KT during the development phase. Seldom are practitioners given insight into the mechanics of a successful SME start-up; this analysis serves as a practical guide for those wishing to implement effective KT strategies to emulate Birra Flea’s success.

The world’s economy thrives on SMEs, yet many fail as start-ups before they even have a chance to reach the development phase, presenting a motivation to study the early stages of SMEs. This study addresses that gap with an in-depth theoretical analysis of successful, effective KT processes in an SME, along with practical implications to enhance the knowledge, experience and skills of the actors that sustain these vital economic enterprises.

This study aims to investigate how the inter-organizational learning (inter-OL) of small and medium enterprises (SMEs) promote intra-organizational learnings (intra-OL) and how inter- and intra-OL jointly promote organizational innovation in the Korean electronics industry. This study also examines the moderating effect of organizational dynamism.

A unique theoretical model shows how inter-OL promotes organizational innovation through intra-OL, knowledge flows and stocks. Data was collected from 201 SMEs in the Korean electronics industry and analyzed by structural equation modeling.

The findings show that inter-OL directly and indirectly influences innovation. Inter-OL promotes both knowledge flows and stocks, but the only feedforward flows influence innovation through knowledge stocks while feedback flows directly influence innovation. Additionally, the study finds an indirect effect of inter-OL on knowledge stocks and a strong direct effect on innovation when dynamism is high. Intra-OL activities fully mediate between inter-OL and innovation when dynamism is low.

This study uses single informants to measure all constructs. Future studies should use multiple informants.

This study shows that OL in SMEs is shaped by internal processes and external collaborations. Maintaining a connection with various external knowledge sources and creating collaborative opportunities to share learning experiences is critical to innovation.

This study is the first to empirically examine the relationship between inter- and intra-OL activities within a conceptual framework. The study provides a strategic view of how to facilitate OL activities considering the degree of organizational dynamism.

This paper describes the nature of burnout among teachers, examines the differences in burnout between teachers and school‐based administrators, and explores the extent to which specific work factors predict teacher burnout. Teachers were experiencing less Emotional Exhaustion and Depersonalization burnout, but more Personal Accomplishment burnout than other helping service professionals. Their levels of Emotional Exhaustion and Personal Accomplishment burnout were higher than those for administrators. Both job satisfaction and job challenge were significant predictors of each burnout sub‐scale. The findings indicate that burnout is both the result of organizational factors such as work load, as well as the result of failure of the job to satisfy the motivational needs of teachers to be challenged and rewarded by their work. These results dispute some established research findings, and contribute new evidence to the growing data base on educator burnout.

The purpose of this paper is to draw on emerging ideas related to the concept of entrepreneurial leadership which emphasises a “distributed” model synonymous with terms which indicate that authority is decentralised (“shared”, “team”, “democratic”, “representative” and “dispersed”).

A model of authentic entrepreneurial leadership was developed based on a review of the literature. Eight small manufacturing companies were selected to empirically examine, via interviews, the extent to which authentic entrepreneurial leadership was adopted by owner‐managers.

Interviews with owner‐managers indicated that they did in fact rely on an approach to leadership which emphasised the role of employees as genuine stakeholders in the business. This finding can be related to the concept of what Dovey and Fenech, describe as “enterprise logic” which the authors link to the emergence of knowledge‐based capitalism. Owner‐managers were keen to involve their employees in development of the businesses through the development of new products and new services.

This study confirms earlier work which points out the importance of entrepreneurs adopting an authentic approach to leadership. Authentic leadership means that employees are encouraged to develop their individual strengths and owner‐managers adopt an ethical approach to their dealings with all stakeholders.

The paper develops a model of entrepreneurial leadership which sets out the links to organizational innovation. The empirical study provides clear evidence of links between this approach to management and higher levels of innovation within small firms.

We link the exploration–exploitation framework of organizational learning to small- and medium-sized enterprises (SMEs) in a developing economy. SMEs in a developing economy generally lack abundant resources and capabilities because of an evolving set of industrial and environmental regulations. Studying two SMEs in China, we argue that their approaches to balancing exploration and exploitation depend on the development stages of the SMEs and their industrial and environmental contexts. In particular, we propose a four-stage framework that unfolds via initiation, innovation, transformation, and expansion. In this framework, SMEs balance exploration and exploitation by adopting temporal separation and organizational separation sequentially. We also find that SMEs may benefit from exploring a narrow scope of products and exploiting them in a wide market scope.

Suggests bereavement strategies for educative leaders. Reports action research that helped a school community come to terms with the effects of a staff member committing suicide. Summarizes the advice to the principal from an external counsellor; the stages that people go through in learning how to cope with trauma, coming to terms with loss and negotiating a new stable state. Shows that the school community experienced extremes of emotion and a collapse of confidence and professional legitimacy. Argues that bereavement processes and particular strategies at each stage should be justified in terms of consequences. Finds the principal was central to the politics of grief. Examines different micro‐political leadership styles and suggests a fifth, more educative approach.

Drawing on the resource-based view of the firm, this article explores the influences of market intelligence on the development of small business marketing capabilities, with reference to specialized marketing capabilities, architectural marketing capabilities and dynamic capabilities.

The conceptual framework and propositions present and interpret the resource–capability complementarity between market intelligence and small business marketing capabilities and outline the relationship between individual capability sets.

Market intelligence is shown to be crucial in the development of small business marketing capabilities and in the implementation of more formalized marketing strategies that allow small businesses to create value for customers and improve their performance. However, the level to which market intelligence is utilized and marketing capabilities are developed is found to be considerably influenced by the small business owner-manager and firm learning.

It is imperative that small businesses acknowledge the practical benefits of market intelligence and harness these advantages accordingly. However, owner-managers must be motivated to encourage the development of more formalized marketing capabilities and act incisively upon the information derived from market intelligence.

Recent research indicates that market intelligence and marketing capabilities can interact to enable a firm to align its resources with the market, by providing customer insights that guide them as to which value-adding activities they should implement. However, extant research in this area remains in its infancy, and very little is known about the adoption processes of market intelligence in small businesses and its role in developing marketing capabilities.