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Taking as reference a sample of around a hundred biographical materials on entrepreneurs in Mexico and Colombia, the purpose of this chapter is dual. Both to show the relevance and varied modalities that the biographical approach has enjoyed in business history research since the 1990s, and to display the intrinsic potential this modality of scholarship entails for entrepreneurship endeavors. In particular, it discusses the prospects to incorporate this body of empirical works into the large Latin American audience attending undergraduate, graduate and executive education programs in business, economic history and related fields. The chapter is organized into three sections. The first two are devoted to illustrate relevant patterns in the entrepreneurial trajectory of individuals and entrepreneurial families studied in each of the two countries under consideration. The last section identifies some conceptual issues that may impact current debates on Latin American business development as exemplified in recent business and economic history journal venues and scholarly conferences.

Purpose — The purpose of the chapter is to make retrospective data from biographic surveys comparable with traditional cross-section travel surveys, by correcting some biases attached to the biographic collection method. This is applied to a biographic survey passed in France within the 2007–2008 national travel survey.

Methodology/approach — The methodology implemented deals with three specific biases: the general survey sampling and response rate, the survival bias, due to differential surviving rates according to generations, and the geographical bias, as biog‘raphies were not passed in all regions. All biases were corrected by computing specific weightings.

Findings — One main finding is that with these three corrections, biographic data can yield modal shares for commuting trips to work and for commuting trips to education that are similar to those derived from the historical cross-section surveys about regular trips.

Research limitations/implications — Though biographic collection suffers from the memory effect, this effect remains low and does not disturb the modal shares derived from biographies.

The most challenging issue is that of missing generations that contributed to past mobility. But they can be replaced by modeling with an age-period model.

Practical implications — The chapter provides methodology to correct biographic data to reconstitute historical behavior.

Social implications — Exploring the memory of living people is essential to save data about the past, that otherwise could be lost, although they may be useful to understand present behavior and future likely trends.

Originality/value of chapter — Investigating biographic surveys is a new topic in the field of transport survey methods.

Narrative-biographical perspectives have taken on a very prominent role in both the research on and practices of teacher education (both preservice and in-service) over the past decades. This chapter briefly situates and explains this “narrative turn,” and continues with the presentation and discussion of concrete pedagogical applications of narrative-biographical approaches. A storied example of one approach is followed by a general discussion of its educational rationale and the necessary conditions for its use. References are made to narrative language as a genre, its contextualized nature as well as the connection with (student) teachers’ developing sense of self.

How can a qualitative life course approach inform the analysis of the impact of disability policy on individual lives? This contribution puts forward the concept of policy reception in an effort to apply the key principles of a life course perspective to the study of policy impact, a perspective which is of particular relevance in the case of disability policy. Drawing on a broader qualitative study of the reception of disability policy in France, the paper, focusing on the in-depth analysis of two life stories, makes two main contributions. The first is theoretical, putting forward the concept of policy reception to address the missing link between “the state and the life course,” as pointed out by Mayer and Schoepflin (1989). The second is methodological, detailing how biographical interviews, following this life course approach, can be used to operationalize this concept of policy reception. These contributions are illustrated by study results focusing on the reception of disability-related educational policies.