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There has been considerable debate concerning the contribution of venture capitalists (VCs) to their investee companies (Sapienza, Manigart, & Vermeir, 1996). This research has shown that VCs can add value and impact the strategic direction of their investee firms through their skills and knowledge. These skills lie in two distinct areas: financial (monitoring) and non-financial (strategic and operational involvement) skills (Pruthi, Wright, & Lockett, 2003). The monitoring and involvement of VC firms in their investees have been shown to vary according to their needs (Lerner, 1995). On balance, the evidence suggests greater involvement during the more uncertain earlier stages than during the later stages when the firm is more established (Sapienza, Amason, & Manigart, 1994; Elango, Fried, Hisrich, & Polonchek, 1995). This suggests that the VC's ability to bring about change will be mediated by the impact of the history of the firm via path dependency (Teece, Pisano, & Shuen, 1997).

This eighth volume in the series Advances in Entrepreneurship, Firm Emergence and Growth focuses on international entrepreneurship. We are fortunate to draw on scholars both new to the field as well as some of those who founded this unique specialty. International entrepreneurship, perhaps more than any subfield of entrepreneurship, is a product of our particular zeitgeist. The last quarter of the 20th Century brought about one of the periods of the greatest internationalization in all phases of business.

Social Work education has seen some changes since my first paper on how The Archers could be used to enhance a student's understanding of service user experiences (Burrows, 2016). Social Work students still, however, need to understand the difficulties that their future service users may experience; learning is developed through lectures, seminars and workshops, and most of all through practice experience, but a real challenge for educators is how to show students the constant lived reality of families and communities who have complex difficulties. A visit to a household only gives a snapshot of their life, and service users may be guarded in their behaviour during a professional visit. My original paper considered the educational value of the ‘fly-on-the-wall’ perspective of The Archers, in catching unguarded moments and drawing attention to issues in the community. From the impact of rural poverty and unaffordable housing, through issues of mental health, hospital discharge, to adult survivors of child sexual abuse and the tangled webs of modern slavery, these issues will resonate with any social worker, in Adult, Children and Families or Mental Health fields. These are not just issues in a rural setting; professionals in more urban settings will recognise these as things the families and individuals they work with must deal with from time to time.

Advances in Artificial Intelligence (AI) technologies and Autonomous Unmanned Vehicles are shaping our daily lives, society, and will continue to transform how we will fight future wars. Advances in AI technologies have fueled an explosion of interest in the military and political domain. As AI technologies evolve, there will be increased reliance on these systems to maintain global security. For the individual and society, AI presents challenges related to surveillance, personal freedom, and privacy. For the military, we will need to exploit advances in AI technologies to support the warfighter and ensure global security. The integration of AI technologies in the battlespace presents advantages, costs, and risks in the future battlespace. This chapter will examine the issues related to advances in AI technologies, as we examine the benefits, costs, and risks associated with integrating AI and autonomous systems in society and in the future battlespace.

As part of a larger study into the influence of a Writers in the Schools (WITS) professional development consultancy, this narrative inquiry began just as Hurricane Harvey, the second most costly hurricane to hit the United States, devastated the Texas Gulf Coast in August 2017 and drew to a close in late 2020 during the COVID-19 global pandemic. This chapter explores the 2017–2018 school-year interactions between WITS Collaborative writer, Mary Austin (pseudonym), and six writing teachers with whom she worked at McKay High School (pseudonym) in the aftermath of Hurricane Harvey. With record flooding and widespread damage causing school-opening delays, teachers, students, and WITS consultants navigated a rip tide of emotions as they strived to balance educational/professional needs and duties with personal loss and unexpected financial burdens. This inquiry examines how WITS teacher professional development was carried out in the midst of these trying circumstances.

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.

In this chapter, the authors adopt a macrofoundations perspective to explore punishment within institutional theory. Institutional theorists have long focused on a single type of punishment – retribution – including the use of sanctions, fines, and incarceration to maintain conformity. The authors expand the types of punishment that work to uphold institutions, organized by visible and hidden, and formal and informal characteristics. The four types of punishment include (1) punishment-as-retribution; (2) punishment-as-charivari; (3) punishment-as-rehabilitation; and (4) punishment-as-vigilantism. The authors develop important connections between punishment-as-charivari, which relies on shaming efforts, and burgeoning interest in organizational stigma and social evaluations. The authors also point to informal types of punishment, including punishment-as-vigilantism, to expand the variety of actors that punish wrongdoing, including actors without the legal authority to do so. Finally, the authors detail a number of questions for each type of punishment as a means to generate a future research agenda.