Search results

Entrepreneurship, Money, and Coordination begins with a single page introduction by the editor, Jurgen Backhaus, a well known economist now at the University of Erfurt, in which we learn that the contribution by Horst Feldmann (Hayek's theory of cultural evolution: A critique of the critiques) provided the impetus for the book's remaining six chapters, a mélange of papers by Brian J. Loasby,¹ Jurgen G. Backhaus, Christian Schubert, Alexander Ebner, Martin T. Bohl and Jens Holscher, and Walter W. Heering. Unfortunately, the papers assembled here do not cohere well and in some instances are not altogether “reader-friendly.” The papers by Bohl and Holscher (a six-page overview and econometric analysis of Hayek's theory of competing currencies) and Heering (on monetary theory) seem rather disconnected from the main theme of the book. Surprisingly, Backhaus’ “Introduction” does not provide a useful integrating overview of the book's subject matter and papers, something readers surely would have appreciated from so eminent a scholar.

The purpose of this paper is to reconstruct economic reasoning on entrepreneurship from the perspective of its institutional content, thus underlining the aspects of power relations and leadership, which are related with the organisational and technological dimensions of innovation and coordination as entrepreneurial functions.

In reconstructing the theory of entrepreneurship in a range from classical political economy to current efforts in economic sociology, the paper focuses on an appreciation of Schumpeterian entrepreneurship as a concept that is influenced both by Austrian marginalism and the German historical school.

The paper finds that the research perspective of economic sociology as a means for exploring the institutional foundations of entrepreneurship is of utmost relevance for further efforts in theorising the role of entrepreneurship in economic development.

The paper promotes policy implications, which underline that policies for the support of entrepreneurship need to account for the differentiation of entrepreneurial functions and their actual carriers, reconsidering the economic manifestations of their institutional embeddedness.

The paper establishes innovation and coordination as ideal types of entrepreneurial functions, perceiving them as fundamental concepts in economic reasoning on entrepreneurship in the process of economic development.

This paper suggests that an adequate understanding of the notion of the social market economy, which has become a prominent aspect of debates on the social model of the European Constitution, is to be assessed in the context of the historist tradition in German economic and social thought.

The paper explores the intellectual history of the notion of the social market economy and its conceptual relevance for a dynamic European social model by highlighting Alfred Müller‐Armack's contributions to ordoliberalism and their relationship with German historism, in particular with Gustav von Schmoller's approach to Socialpolitik.

The paper finds that the decisive concern of the notion of the social market economy is the reconciliation of economic dynamism and social cohesion in a basic setting of legal rules and cultural values, reaching beyond common interpretations that focus more narrowly on institutional aspects of social policy.

By highlighting the interplay of economic, social and cultural dimensions, the paper suggests an extension of the conceptual horizon of current debates on the social model of the European Union, promoting policy implications that account for the possibilities of balancing conflicting social interests in the process of integration.

The paper applies a reconstruction of the intellectual history of the notion of the social market economy to the problem of designing a social order for the European Union with its underlying discourse on the constitutional status of a European social market economy.

This study illuminates the assumption that internships facilitate labor market entry and answers the question of why internships have a positive effect on students' self-perceived employability. It is assumed that internships enable more positive employability perceptions by reducing career-entry worries – the worries of not finding a suitable job or not being able to obtain a satisfactory career.

A two-wave study among graduate students currently in an internship investigated these relationships. Data on career-entry worries, perceived employability and an evaluation of the internship were collected from 80 students (mean age: 24.6 years, 68% female) from various fields of study aiming at both bachelor's and master's degrees.

The results showed that positively evaluated internships contributed to graduates' self-perceived employability by means of reduced career-entry worries over an eight-week period.

By considering graduates' career-entry worries – the perceived uncertainty about finding an “appropriate” career in the future – the authors introduce a new concept to the career literature and show that these worries are significant in terms of self-assessed employability.

Several challenges of today’s higher education were motivations to reconsider the contents and formats of lectures and tutorials and to conceive the classroom communication system Backstage, a social media platform supporting a novel form of large-class teaching. The purpose of this paper is to report on the challenges met, on the novel teaching form and on an evaluation of this teaching form.

The use of Backstage in two courses is evaluated. One of the courses has been specially adapted to promote student participation, the other course has been held in a traditional way. To investigate the usefulness and acceptance of Backstage in the given settings the data collected on Backstage and student responses in surveys are analyzed.

The results indicate that Backstage can foster interactivity and awareness in large-class lectures when used in combination with a teaching format that provides opportunities for and encourges lecture-relevant communication. Furthermore, students appreciated the use of Backstage.

This paper reports on a case study which lacks generalizability. Further studies under controlled conditions and of the learning effectiveness of the approach are still outstanding.

This paper describes an approach fostering a form of Active Learning in large classes. Since large classes are widespread in higher education, the approach has a considerable practical potential.

The paper describes an approach to large class higher education teaching in using social media.

Similar results have not been published so far.

This chapter is about helping you provide a solid platform for your organisation to engage with impact, by shining a light on what sits behind the decisions you make. This chapter will firstly set out why focussing on societal impact, whilst historically relevant, is really not a natural thing for today's organisations – in a sense, it goes against everything we have told ourselves about business for the past number of decades. At the same time, uniting the energy of an organisation to drive positive wellbeing impact is where the heart of the current revolution to address our multifaceted sustainability crises lies. It is a challenge we must rise to.

Many useful frameworks of sustainability/corporate responsibility maturity exist that can help us think about impact (e.g., Schaltegger, Hansen, & Lüdeke-Freund, 2015; Baumgartner & Ebner, 2010; Ainsbury & Grayson, 2014). This chapter extends this by delving deeper into the underlying economic mental models that structure existing organisational decision-making logics regarding impact. It outlines three archetypes of impact logic and the level of impact you would expect to be able to achieve if you operate from each one. All three sit within a ‘capitalist’ approach. Two of them are tightly bounded with neo-classical economic assumptions that have dominated business, the third marks a seismic break with these assumptions. In clarifying these archetypes, this chapter sets a trajectory that leaders can follow if they want to move towards delivering greater impact. The leadership lesson is that when it comes to delivering impact, if you want to go far, you have to go deep.

Business enterprises…are organs of society. They do not exist for their own sake, but to fulfil a specific social purpose and to satisfy a specific need of a society, a community or individuals.

Drucker (1974, p. 39).

Business enterprises…are organs of society. They do not exist for their own sake, but to fulfil a specific social purpose and to satisfy a specific need of a society, a community or individuals.

This paper reports some interim findings from organisational research into site fire safety which looks at the relevance of Contractor and Facilities Manager attitudes to safety as a component of the overall safety process. Presents a discussion on some of the practical problems associated with Facilities Managers managing the maintenance of fire safety during alterations works. Commences with an illustration of the Facilities Management context of site fire safety that draws upon a number of relevant fire events. It is intended to provoke a wider debate on the relevance of the Facilities Management role in protecting the business. A Project Safety Plan checklist is suggested for Facilities Managers, based on the authors’ review of existing construction site fire safety guidance and codes of practice. Explores a broadening of the Facilities Management role, as interface manager, which in most cases of refurbishment and alterations will constitute the common managerial link to the core business.

In the era of financial capitalism, how to manage and hold global corporations accountable has become too multifarious a topic for a solitary focus of one theme, to sufficiently outline the whole gamut and implications of their activities. Capitalism is characterized by several well-organized antinomies and contrasts, with reflections of critical dualities that bear a resemblance to the primeval paradoxes of Hellenic philosophy. The challenge of governance of capitalism to be effectual entails breaking out of the entrenched precincts of habitual academic silos. Various standpoints while reasonably informative falls short to explain fully the complex interlinkages between the concept of global governance and the state’s capacity to put into effect its will on corporate power.

Spotlighting on assessing the praxis of political economy at global and national level and the corporate reality, this chapter aims to provide a renewed thrust for the focused recalibration of global regulatory regime. In this chapter, the inquiries take the regulation as the main explanandum for elucidation of the shifting governance framework.

Based on Behavioral Theory of Negotiations (Walton & McKersie, 1965), the purpose of this paper is to discuss the existing gap between negotiation theory and pedagogy and presents an experiential teaching tool that closes this gap. The tool is a ‘serious game’ (Abt, 1975) that reinforces all four core negotiation subprocesses while allowing students to practice their negotiation skills and several critical business competencies in a realistic and improvisational context.

After successfully using NegotioPoly for five years, qualitative and quantitative data were collected in three sections of negotiation classes to assess student learning and behaviors while playing NegotioPoly and to collect student feedback on the effectiveness of NegotioPoly in teaching and reinforcing key negotiation skills.

Findings support that NegotioPoly is highly effective in engaging students in a series of realistic negotiations, joint problem solving and strategic decision-making. Results show that, during the game, students demonstrate their negotiation skills and learnings, and they practice all four negotiation subprocesses of distributive, integrative and intraorganizational bargaining and attitudinal structuring.

NegotioPoly enables students to engage in distributive and integrative bargaining, multiple levels of negotiations and coalitions in quick succession. Students practice organizational politics and adjust their negotiations based on relationships and social realities, as they demonstrate advanced deal-making behaviors and core business competencies of problem solving, decision-making, analytical skills and ability to work with others.

NegotioPoly reinforces core business competencies such as negotiation, problem solving, analytical skills and the ability to work in teams that employers look for and, therefore, is a useful tool for preparing students for the business world.

NegotioPoly is an experiential learning tool that closes the gap between negotiation theory and pedagogy while providing deep learning and realistic practice opportunities for students where they can use their negotiation skills in a gaming environment that uses multi-party and multi-round negotiations.