Search results

Using data from securities analysts, who are awarded status by the third-party organization Institutional Investor magazine, we examine the emergence of competition and articulate a model of competitive response among actors aware of the importance of status and some of the dimensions on which it may be gained. We predict analysts’ initiating or ceasing coverage of stocks in response to other analysts initiating coverage on stocks they cover. We find that competition can emerge because of status seeking rather than as a response to own capabilities or market needs, with compelling, and potentially negative, market implications for overt status seeking.

The purpose of this paper is to proffer a reconstructed theoretic model of entrepreneurial generatively that accounts for personal and social identities in the narrative construction of entrepreneurial identity..

The authors followed general analytically structured history processes using the life of Andrew Carnegie to understand how generativity scripts aid in aligning personal and social identities in the formation of entrepreneurial identity.

The authors argue that Carnegie used entrepreneurial generativity as a form of redemptive identity capital during the narrative reconstruction of his entrepreneurial identity.

This paper extends Harvey et al.’s (2011) model of entrepreneurial philanthropy motivation by including forms of self-capital (psychological capital and self-identity capital) as part of the co-construction of entrepreneurial identity and proposing a reconstructed capital theoretic model of entrepreneurial generativity.

This exploratory paper discusses the undemocratic agenda setting of elites in Britain and how it has changed politics within a form of capitalism where much is left undisclosed in terms of mechanism and methods. It argues for a more radical exploratory strategy using C. Wright Mills’ understanding that what is left undisclosed is crucially important to elite existence and power, while recognising the limits on democratic accountability when debate, decision and action in complex capitalist societies can be frustrated or hijacked by small groups. Have British business elites, through their relation with political elites, used their power to constrain democratic citizenship? Our hypothesis is that the power of business elites is most likely conjuncturally specific and geographically bounded with distinct national differences. In the United Kingdom, the outcomes are often contingent and unstable as business elites try to manage democracy; moreover, the composition and organisation of business elites have changed through successive conjunctures.

The purpose of this paper is to ask: what effect does moving from individual to collective understandings of the entrepreneur in enterprising education have on the student’s learning? And given this shift in understanding, is there a need for a new paradigm in entrepreneurship learning?

This paper draws on ethnographic data from entrepreneurship education (EEd) at a summer school in Denmark. The purpose of the summer school was to bring the students from an awareness of their own competences to a shared understanding of resources, relationships and opportunities for becoming enterprising.

Drawing on the recent developments in understanding creativity, the authors’ explore the potential for similarities between becoming an entrepreneur in collaboration with others and being creative in collaboration with others. The authors’ found that a focus on the collaborative and distributed character of entrepreneurship, as within the We-paradigm from creativity, does not exclude the importance of perceptions of individuals’ self-images as part of a course in entrepreneurship. Yet, a reformulation of these could be an entry point for richer group work and articulation of diverse group potential.

This study suggests that it is possible to take at least one step further in what can be achieved during an EEd course. Rather than remain a focus on individual learning and treating group work a didactics instrument, team formation processes can be used as a pedagogy/andragogy experiential tool in the classroom with its own learning outcomes, as presented and discussed above. For educators, this means that they have an additional tool to aid the complicated task of bringing EEd to students across campus. For students, this new approach means that the often dreaded and frustrating process of classroom team formation can become a positive experience of purposeful team assembly and collaboration. Two possible limitations regarding the findings of this paper can be identified: for students with extensive experience in forming teams and working in groups, taking them through this process may not have the desired effect as they may rely on habits and known mechanism without much reflection; it may be difficult to achieve the desired effect with students that know each other well before the course starts, as they may have too strong hidden agendas about who they want to work with and who they do not want to work with that this will over-power the idea/opportunity/subject-matter driven approach (Aldrich and Kim, 2007). Educators should consider if they may be subject to these limitations as this may have an effect on the use of active, opportunity-driven team formation in practise. To counter the second limitation, educators may want to consider how far into a course they want to facilitate the team formation; especially for courses running over significantly longer periods than two weeks. Future research may be able to assess the significance of these limitations.

This paper explores how students experience and handle a shift from an individual to a collaborative understanding of entrepreneurship imposed on them by the novel and unique design of a course that explicitly incorporates the team formation process into the curriculum. This is undertaken to gauge the extent to which students experience this shift as fitting the actual and perceived need for shared practices in developing enterprising behaviour, and to shed light on what action/process-based EEd courses may benefit from actively including a team formation process in the course design.

EEd may be offered for a number of reasons. New enterprises are seen as a potential source of economic wealth and for the student, this type of education offers the possibility of using their knowledge in new ways, becoming entrepreneurs or intrapreneurs. Also, from the perspective of both the higher education institution and the student, in the fast changing world in which we live, the digital mobility and multiplicity of work environments requires a workforce that possesses a range of individual competences. Such as being persistent, engaged and having good ideas, competences that are difficult to teach and hard to learn. Adding to our knowledge of how to handle these concerns, the paper points at a number of social implications of EEd.

The research conducted in this research paper contributes to the field of EEd by exemplifying how conceptual understandings of entrepreneurship as a collective enterprise, rather than an individual one, impact students’ understanding and experience of entrepreneurship. Furthermore, it provides a foundation for expanding research aimed at providing students with a learning experience more in line with the everyday life of an entrepreneur.

Contemporary cinema and video games express considerable skepticism toward the colonization of further planets. Contemporary films including Elysium and Passengers depict space travel as the prolongation of inequalities within human civilization, while others such as Gravity and The Martian predict a rebirth of the human species through technological advances and space travel limited to a lucky few. Games, meanwhile, explore topics ranging from private spaceflight to the genetic modification required for long-term space habitation, especially in EVE Online, which we focus on in this chapter. Although both contemporary films and games celebrate technological advances, these media also show that multiple inequalities lurk behind the celebratory human renewal into a multiplanetary species.

This paper looks at “dance” or “rave”, a phenomenon usually associated with youth culture. It suggests that there is a hidden consumer who falls into the 30‐40 age group. The paper examines the emergence of dance/rave, and the process of commodification of a sub‐cultural movement. It suggests that youth‐related activities are migrating up the age scale and draws on the results of a phenomenological study to support this. The findings suggest that the experience is closely related to cognitive age and the dimensions of “felt” age, “look” age, “do” age, and “interest” age.