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Extant literature on entrepreneurship highlights the importance of the entrepreneurs' social network in mobilizing resources for their ventures. Over the last few years, entrepreneurial crowdfunding opportunities have become a subject of growing research interest as it acts as a tool to mobilize financial resources. However, many of these studies are limited within the scope of new ventures, creative industries, and commercial entrepreneurship. In this study, we examine crowdfunding within the context of social entrepreneurship in order to gain a deeper understanding of the motivation and the characteristics of the pool of individuals that contribute to social entrepreneurial crowdfunding. Data for this study have been collected from four cases of social entrepreneurial crowdfunding campaigns. The campaigners, who raised the funds in France for social ventures based in India, shared their knowledge of 157 individuals that contributed to their crowdfunding campaign. The findings inform that crowdfunders mainly originate from the crowdfunding campaigner's helper network, such as family, friends, and colleagues. A small percentage were also acquaintances and strangers. This network of individuals was motivated to support the campaigner achieve her/his goal or was attracted to the social cause that triggered them in creating a social impact. Moreover, the crowdfunders were generally open-minded and well-traveled individuals accustomed to participating in social and voluntary activities. Our study reveals that some members of the helper network are likely to disappoint by not supporting the crowdfunding campaign, thus emphasizing a twist to the existing literature on entrepreneurship. This has practical implications that prompt social entrepreneurs to exercise their social capital, networking skills, and communication strategies to attract and expand their community of helpers in order to trigger individuals from both their helper network as well as individuals outside their current network toward crowdfunding.

Discusses the implications for the employee and the company of an expatriate assignment. Presents the reasons why the expatriate assignment is not always a success. Suggests a methodology for choosing an employee for overseas work and discusses such aspects as personality, competences, cross‐cultural management and family issues. Suggests ways in which companies could improve the outcome of assignments for all concerned.

The purpose of this paper is to examine the literature to determine how academic librarians are measuring their libraries' institutional level impact on student success as measured by grade point average, a metric commonly used in American education. This paper highlights a range of methods, outcomes and challenges in an initial scoping study.

The methodology centered on a literature review of measuring the impact of academic libraries on student success as quantified by grade point average (GPA) from 2010 to present. Searches in ProQuest, EBSCO and Google Scholar were used to identify the relevant literature. Keywords searched in databases included various combinations of academic impact, student success, learning outcomes, library and higher education.

The analysis of 15 papers shows that academic librarians have demonstrated a small, nonnegligible positive correlation of library usage on GPA. The results of studies have highlighted that correlation does not prove the cause. Concerns and limitations of studies included using the GPA as a measurement of student success, differences between GPAs in subject areas, timeframes used, sample size collected, student privacy and the meanings of the results.

This study is limited to articles published in English measuring student success as quantified by GPA and focuses heavily on American sources.

The research can guide librarians through known challenges and highlight successful designs and study methods used by other academic librarians to measure the impact of the library on student success.

Justice rules are standards that serve as criteria for formulating fairness judgments. Though justice rules play a role in the organizational justice literature, they have seldom been the subject of analysis in their own right. To address this limitation, we first consider three meta-theoretical dualities that are highlighted by justice rules – the distinction between justice versus fairness, indirect versus direct measurement, and normative versus descriptive paradigms. Second, we review existing justice rules and organize them into four types of justice: distributive (e.g., equity, equality), procedural (e.g., voice, consistent treatment), interpersonal (e.g., politeness, respectfulness), and informational (e.g., candor, timeliness). We also emphasize emergent rules that have not received sufficient research attention. Third, we consider various computation models purporting to explain how justice rules are assessed and aggregated to form fairness judgments. Fourth and last, we conclude by reviewing research that enriches our understanding of justice rules by showing how they are cognitively processed. We observe that there are a number of influences on fairness judgments, and situations exist in which individuals do not systematically consider justice rules.

Crowdfunding has become a popular and achievable means of funding projects worldwide. The purpose of this study is to determine which personal and social traits can increase individuals’ intention to participate in crowdfunding.

This study examines innovativeness, attitudes toward helping others and interpersonal connectivity as determinants of consumers’ intention to participate in crowdfunding. Social identification with the crowdfunding community is proposed as a mediator in the model.

The results show that both social identification with the crowdfunding community and innovativeness have a positive effect on intention to participate. In addition, attitudes toward helping others and interpersonal connectivity indirectly affect intention to participate in crowdfunding through social identification with the crowdfunding community.

This study analyzes a general audience of potential crowdfunders; therefore, the results identify just the indications for potential intentions to participate in crowdfunding activities.

Companies or fund-seekers currently using or expecting to use crowdfunding have to develop strategies focused on promoting social identification with the crowdfunding community. More effort should be devoted for developing consumers’ social relationships and ties within the crowdfunding community.

This study contributes to the literature by clarifying the characteristics that potential crowdfunders should have to be more prone to participate in these types of projects.

El crowdfunding se ha convertido en un medio popular y factible de financiar proyectos en todo el mundo. El objetivo principal de este estudio es determinar qué características personales y sociales pueden aumentar la intención de los individuos de participar en el crowdfunding.

Esta investigación examina la capacidad de innovación, las actitudes hacia ayudar a los demás y la conectividad interpersonal como determinantes de la intención de los consumidores de participar en el crowdfunding. La identificación social con la comunidad de crowdfunding se propone como un mediador en el modelo.

Los resultados muestran que tanto la identificación social con la comunidad de crowdfunding y la capacidad de innovación tienen un efecto positivo en la intención de participar en proyectos de crowdfunding. Además, las actitudes hacia ayudar a los demás y la conectividad interpersonal afectan indirectamente la intención de participar en el crowdfunding a través de la identificación social con la comunidad de crowdfunding.

Esta investigación analiza una audiencia general de posibles “crowdfunders”, por lo tanto, los resultados identificaron solo indicaciones de intenciones potenciales para participar en actividades de crowdfunding.

Las empresas o emprendedores que actualmente usan o esperan usar el crowdfunding como método de financiación, deben desarrollar estrategias enfocadas en promover la identificación social con la comunidad de crowdfunding; así como fomentar el desarrollo de las relaciones y las relaciones sociales de los consumidores dentro de la comunidad de crowdfunding.

Esta investigación contribuye a la literatura explicando las características sociales y personales de los individuos que con más propensión participarían en este tipo de proyectos.

The purpose of this paper is to explore the possible affects of personal traumas on the pedagogical practices of educators sometimes resulting in a type of pedagogical malpractice. The content shares an interest towards reformation in artist training programs, and personal learning experiences for K-12 teachers.

Beginning an inward/backward journey of narrative inquiry, I use autoethnography to explore the following questions: What am I teaching my students, explicitly and implicitly? To what extent do I perpetuate the traumas of my pre-professional training? How can I interrupt this legacy of abuse in my own pedagogical practices? My journey is shared through a collection of brief narrative vignettes, referred to by the musical term suite, in which I critically examine my life experiences in search of answers to these questions.

Like most qualitative research puzzles, I’m left with more questions rather than finite answers. How would my educational experiences have been different, if I understood learning as a shared privilege between teacher and student? How much more transformative could my teaching, have been, if it were not a catchall just in case I wasn’t successful in my chosen path? How might I have grown as a performer, if teaching had been a respected and integrated part of my performance curricula? How much less of a failure would I have felt when I found myself leading a classroom in later years? Would I have perceived it as a failure at all?

This situated narrative stops for the sake of article length, but the journey into becoming continues and will require consistent reflection to remain headed in the right direction.

This piece is an autoethnographic account that contributes to positive pedagogical practices.

The purpose of this paper is to provide insight into the effectiveness of cognitive and emotional appeals to mobilize resources in prosocial crowdfunding settings that combine the creation of economic and social value.

The authors quantitatively measure the effectiveness of cognitive and emotional appeals in the entrepreneurial narratives of 2,098 entrepreneurs from 55 countries shared via the Kiva platform by performing multiple regression analysis.

The findings suggest that using cognitive appeals can attract more resources than using emotional appeals. In fact, using affective language in general, and negative emotion words specifically, can be detrimental and attract fewer resources.

The authors contribute to the entrepreneurship and social entrepreneurship literature by linking insights from the Elaboration Likelihood Model (ELM) of persuasion and motivational framing to understand resource mobilization in prosocial settings. This study demonstrates that cognitive and emotional appeals could lead to different outcomes in contexts where entrepreneurial narratives are all framed as “doing good” and individuals allocating resources are highly socially motivated.

The purpose of this paper is to propose a better understanding of how entrepreneurial narrative influences resource acquisition in the fundraising context.

The paper combines the literature on emotion as information theory from psychology with behavioral finance findings to develop a conceptual framework with research proposals highlighting the use of narratives in the crowdfunding process.

The proposition of the paper advocates that entrepreneurial narrative may influence crowdfunders’ attitude and decision to fund a project. It theorizes how emotions in narratives shape the funders’ attitude toward a project and, in turn, their decision to support it. This potential influence is qualified by taking into account the funders’ primary motivations. These motivations affect the degree to which funders rely on affect or cognition to form their attitude and to which they are influenced by more emotional or cognitive narratives.

This framework is the result of an effort to achieve the recognition of emotions in entrepreneurial funding. The paper creates a bridge between the narrative emotional content and the often neglected emotional arousal of funders (considered as traditional investors) to provide a framework for explaining crowdfunders’ decision making. The paper also offers nuances by taking into account the different audiences’ motivations to fund a project.

Writers, their practices, and their tools are mediated by the contexts in which they work. In online spaces and classroom environments, today’s writers have increased access to collaborators, readers, and reviewers. Drawing on our experiences as English teacher educators and as researchers of digital literacies and online affinity spaces, this chapter offers examples from three English teacher education programs in the United States and Australia to demonstrate how we link our research in out-of-school spaces to literacy practices in school contexts for our pre-service teachers. To do so, we share an illustrative example from each program and consider how in-class activities and assessment tasks can encourage pre-service teachers to learn about: the importance of clear goals and real-world audiences for writers; the value of self-sponsored, interest-driven writing in the English curriculum; and the role of authentic conversations between readers and writers as part of the writing, revising, and publishing process. The chapter concludes with recommendations for class activities and assessments that could be used within English education programs.