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The authors present concepts developed at University of Naples Federico II (Italy), where the Challenge Based Learning methodology (CBL) is utilised in a programme aimed at software development for the Apple technology ecosystem. The collaborative and self-guided, inquiry-based learning method focusses on intrinsic motivation of learners, working on real world problems organised in projects (Challenges in CBL) with an experiential and progressive approach. As entrepreneurship is best promoted through practice, the programme is a guided immersion into reality that is entrepreneurial in nature, rather than a simulation of hypothetical projects, and requires learners to take ownership of entrepreneurial skills to complete the course. Academic research has shown that use of storytelling is beneficial to learning and can foster engaging and more formative experiences. Additionally, scholars have developed systems to design unscripted narratives within educational contexts using emergent narrative concepts. This conceptual chapter describes an educational experience design system that encourages unscripted, emergent narratives for experiential education. It categorises the components for designing an educational experience that allows the learning progression to be affectively driven by learners. By focussing on setting parameters and giving learners autonomy as co-authors, the model describes mechanisms that allow powerful, unscripted narratives to emerge based on intrinsic motivation. The Emergent Narrative System developed by the authors is a contribution to innovation in entrepreneurship teaching and intends to empower learners towards building entrepreneurial and twenty-first century skills complementary to software development education in a conducive and experiential learning environment.

Organizational performance is widely recognized as an important – if not the most important – construct in strategic management research. Researchers also agree that organizational performance is a multidimensional construct. However, the research implications of the construct's multidimensionality are less understood. In this chapter, we use a synthesis of previous attempts to describe the dimensions of performance and our own analysis of performance measurement in the Strategic Management Journal to build a conceptual model of organizational performance and its dimensions. Our model suggests that operational performance and organizational performance are distinct, and that organizational performance can be further dimensionalized into accounting returns, stock market, and growth measures. The model has implications for how future research might advance understanding about performance and how empirical studies should conceptualize and measure performance.

The experimental parliamentary subsidy on knights' fees and freehold incomes from lands and rents of 1431 was the only English direct lay tax of the Middle Ages which broke down. As such, this subsidy has a clear historiographical significance, yet previous scholars have tended to overlook it on the grounds that parliament's annulment act of 1432 mandated the destruction of all fiscal administrative evidence. Many county assessments from 1431–1432 do, however, survive and are examined for the first time in this article as part of a detailed assessment of the fiscal and administrative context of the knights' fees and incomes tax. This impost constituted a royal response to excess expenditures associated with Henry VI's “Coronation Expedition” of 1429–1431, the scale of which marked a decisive break from the fiscal-military strategy of the 1420s. Widespread confusion regarding whether taxpayers ought to pay the feudal or the non-feudal component of the 1431 subsidy characterized its botched administration. Industrial scale under-assessment, moreover, emerged as a serious problem. Officials' attempts to provide a measure of fiscal compensation by unlawfully double-assessing many taxpayers served to increase administrative confusion and resulted in parliament's annulment act of 1432. This had serious consequences for the crown's finances, since the regime was saddled with budgetary and debt problems which would ultimately undermine the solvency of the Lancastrian state.

The history of empire, conquest, and the role of the university occurs at the confluence of White supremacy and anti-Blackness. Knowledge is classified not only in texts but also through images, artwork, and even statues—all of which are found on university campuses around the world. The production of knowledge is uniquely tied to power through empire, belief systems, and economy. When universities house knowledge that is rooted in a Eurocentric view of the world and are situated in Black and Brown communities in the global South, they function as conflicted carriers of White dominance. This is evidenced via monuments, statues, physical architecture, curricula, language of instruction, and codes of conduct which all serve as indicators that the university stands at the nexus of empire maintenance and the cultures they invaded. This chapter includes case studies in three regions of the world: South Africa, Brazil, and Oceania (particularly Australia and New Zealand). The ways in which universities are both complicit actors in invasion as well as byproducts make the examination of universities as carriers of White dominance a global and complex project. This historical and contemporary examination provides an in-depth view of university participation in global White dominance through a tenacious and lasting global anti-Black sentiment.

The paper focuses on the question of the extent to which individual preference-based values are suitable in guiding environmental policy and damage assessment decisions. Three criteria for “suitableness” are reviewed: conceptual, moral and legal. Their discussion suggests that: (i) the concept of economic value as applied to environmental resources is a meaningful concept based on the notion of trade-off; (ii) the limitations of the moral foundations of cost-benefit analysis do not invalidate its use as a procedure for guiding environmental decision making; (iii) the input of individual preferences into damage assessment is compatible with the basic foundations of tort law; (iv) using individual preference-based methods provides incentives for efficient levels of due care; (v) determining standing is still very contentious for various categories of users as well as for aggregating non-use values. Overall, the discussion suggests that the use of preference-based approaches in both the policy and legal arenas is warranted provided that they are accurately applied, their limitations are openly acknowledged and they assume an information-providing rather than a determinative role.