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How does career boundary-crossing affect an entrepreneur’s new venture? When entrepreneurs cross industry or functional boundaries to lead startups, they may lack specific experience needed for performance. Conversely, the diverse experiences they carry can enhance exploration and lead to the emergence of innovation in startups. We highlight important consequences of career boundary-crossing, using a multi-industry longitudinal sample of high-technology firms. We find that entrepreneurs who cross functional boundaries are more likely to lead their startups into new product areas. We also find that entrepreneurs’ industry boundary-crossing is associated with startup failure, but it also increases the probability of an IPO.

Within hierarchical relationships, subordinates are expected to obey the existing order and to function well. Their deviance or organisational misbehaviour is usually regarded negatively and as a threat to the system. However, there seems to be a paradox: Subordinates' deviance and (occasional) misbehaviour does not threaten organisational hierarchy but often re-establishes or even strengthens hierarchical order even though it challenges it. In itself, this phenomenon is quite self-evident. What is less clear is when exactly subordinates' deviance might contribute to the (further) stabilisation, continuation and persistence of the hierarchical social order and when it might be indeed system threatening. For interrogating the specific conditions and consequences of subordinates' deviance within organisational settings, the concept of crossing of boundaries will be introduced and differentiated into weak, medium and strong crossings. The concept will then be applied to subordinates' deviance in the realms of social action, interests, identity and norms and values.

In this paper, we suggest a contemporary view of learning during the process of organizational socialization. The relationship between learning and socialization is implicit in much of the existing socialization literature. In an attempt to make this research more explicit, we suggest a theoretical approach to the actual learning processes that underlie workers’ socialization experiences. In order to accomplish this, we review previous work on socialization, information seeking and feedback seeking during socialization, and learning. In doing so we describe the learning process that underlies socialization, highlighting the beginning of the process, the role of information during the process, and integrating three different types of learning (planned, deutero, and meta) into the process of organizational socialization. In addition, we also discuss the implications of these three types of learning during the process of socialization and directions in future research on the socialization process.

Osmosis is the movement of particles across a boundary until the saturation of particles has been equalized on both sides of the boundary. Although this term is most often used in biology, it is a relevant metaphor for comparative and international education (CIE), as the boundaries which define the field are permeable, with few limitations on what is and is not considered CIE. Previous introductory chapters to the Annual Review of Comparative and International Education have examined the professionalization of the field through the characteristics of articles published in prominent CIE journals. While drawing on a similar framework, this chapter, rather than examining CIE from the inside, examines the development of the field from the outside by considering what, where, and why CIE-related articles appear in journals outside of the field. In addition to data on articles from CIE journals for 2017, education-related articles from domestic and international journals with the highest impact factor from the fields of sociology, political science, economics, anthropology, psychology, and education are also included. These components will provide multiple points of comparison and discussion to examine how non-CIE journals include CIE related topics to identify which themes permeate the CIE boundary.

The notion of “boundary” is central in both consumer acculturation research and migrants’ daily experience within and beyond the market. Yet, scholars have rarely questioned this concept and thus made it a taken for granted that conceals more than it reveals. Our study aims at moving from the etic notion of boundary we use as consumer acculturation scholars to an emic notion of boundaries, here grounded on an ethnographic inquiry of Moroccan mothers and daughters in France. This chapter shows that (1) the notion of boundary is much more articulated than expected, since migrants may use up to five different typologies of boundaries (national, ethnic, religious, biographical, and generational) in order to organize their experience; (2) first and second generations tend to attribute different meanings to these boundaries; and (3) boundaries represent problematic conceptual references in migrants’ life, which ask for specific coping strategies (crossing the borders, melting the borders, and pushing the borders). Overall, this chapter provides a more sensitive, blurred, and critical representation of boundaries, which – we hope – will stimulate sounder acculturation research. With reference to the limitations of our work, while we identify the variety and interpretive heterogeneity of boundaries migrants use to frame their experience, we limitedly address how such boundaries are performed.

This chapter proposes that enterprise education when applied to vocational education should be reconsidered according to a capability approach. This approach aims to improve students’ active participation and also their ability to make informed choices. Moreover, we believe that enterprise education needs an underpinning learning theory which can account for the collective nature of learning, innovation and movement across organisations. This new theoretical framework can be expansive learning. This chapter describes a case study carried out in 2014 in an Italian vocational course in hospitality. It documents the implementation of the theory of expansive learning for enterprise education within a series of workshops and evidences how a capabilities approach has been effectively utilised. During work experience, vocational students belong simultaneously to diverse activity systems such as school and work, which creates discontinuities in action and interaction. The basic principle of the workshops is that with the help of the researcher, vocational students, teachers and work tutors discuss the issues that students are having during work experience.

This chapter begins with a discussion on the role of enterprise education in vocational education, and continues by showing how the capability approach can contribute to education and entrepreneurship. The third section explains why and how the theory of expansive learning can underpin entrepreneurship education and how it was utilised in the model of workshops which incorporate enterprise education theory. Section four describes the case study in an Italian vocational secondary institute. The data presented includes excerpts of discussions during the fourth workshop, the student’s answer to the final questionnaire and the follow-up after two years. The conclusion draws out the learning mechanisms which characterised the workshops, what the students learnt in term of enterprise education and how the workshops are connected to a capability approach.

Cosmopolitanism represents a complex, multilevel, multilayer phenomenon manifested in a variety of social spheres, including moral, political, social, and cultural. Yet, despite its prominence in other disciplines, cosmopolitanism has received relatively scant attention in international management research. Furthermore, the understanding of cosmopolitanism as an ever-present social condition in which individuals are embedded lags significantly behind.

In this chapter, we develop a conceptual framework for cosmopolitanism as an individual-level phenomenon situated at the intersection of the moral, political, and sociocultural perspectives. The framework explicates the interrelations between macrolevel dynamics and individual experiences in a globalized world. We conceptualize cosmopolitanism as an individual disposition manifested and enacted through identities, attitudes, and practices. We also highlight the diversity of individuals who can be considered cosmopolitans, including those who may not possess the classic cosmopolitan CV. Finally, the chapter explores the implications of cosmopolitanism for global organizations and global leadership.