Search results

The purpose of this paper is to clarify how L.T. Hobhouse (1864-1929) theoretically contributed to the British New Liberalism, focusing particularly on the issue of social reform in turn-of-the-century Britain.

The question is approached in two ways: by exploring the theoretical structure of Hobhouse’s ethical theory (which can be termed an “ethics of harmony”) through a textual analysis of his rights theory and distributive theory; and by comparing that ethical theory with that of J.S. Mill, T.H. Green and J.A. Hobson so as to identify their commonalities and differences.

It is found that Hobhouse’s contribution to the New Liberalism was twofold, both of which grew out of his staunchly moralistic perspective. Hobhouse showed in his rights theory a direction towards which the morality of individuals should be developed; and provided a guideline based on a notion of justice for wealth redistribution by the state which he saw as a necessary external condition for realizing such development.

Existing literature on the British New Liberalism has paid less attention to Hobhouse than it has to T.H. Green and J.A. Hobson. Hobhouse has been relatively neglected due to a wide-spread view that his role was mainly in his expressing a typical but not necessarily original direction for the transformation of British Liberalism at the turn of the century. Against this received view, this paper demonstrates that Hobhouse made a significant contribution to the socio-political thinking of the New Liberalism by providing a distinctive ethical theory of harmony, which enabled New Liberal protagonists to address the important issue of the conceptual place of individual morality within a programme of collectivist social reform.

This paper lays the groundwork for future research in supply chain transparency in two ways. First, the authors delineate the construct and explore how it is shifting the business landscape. Second, the authors connect nine theories to the construct to guide future scholars in this growing research area.

The authors explore the practical implications for the future of supply chain transparency research through the application of nine theories: stakeholder theory; the technology acceptance model; transaction cost theory; commodity theory; competing values theory; ambidexterity; the natural-resource-based view of the firm; actor-network theory and neo-institutional theory. The authors also consider the blending of theories to provide further insights into the ways firms engage in supply chain transparency.

This analysis relates theories from several disciplines (i.e. marketing, supply chain management, economics, information systems and organizational behavior) to add theoretical insights to the concept of supply chain transparency, with suggestions for using these theories in conjunction to address complex emerging issues. The authors offer guidance and direction for cross-disciplinary research to help supply chain and logistics influence other fields.

Supply chain transparency is a boundary-spanning phenomenon swiftly proliferating multiple aspects of business. This research applies nine theoretical perspectives to guide future researchers and lays the foundation for managers looking to adopt transparency into their supply chains.

This paper seeks to address the issue of how graduate skills are developed. The focus is not on which skills, but rather what type of learning environments are required within higher education to support the development of skills valued and demanded by SMEs within Australia.

This paper takes a step back to consider the underlying issue of how an individual student's habits of thought are altered. In doing so, the past works of Morgan, Dewey, Whitehead, and Tyler are synthesized with the modern work of Baxter Magolda, Heath, and Biggs.

It is argued that that without the development of a student‐centred learning environment, most graduates will not develop the types of skills demanded by SMEs in a meaningful way. The failure to treat knowledge and skills as equal drivers of curriculum design will result in an imbalance that relegates skill development to a secondary learning outcome.

By removing the distraction of what skills should be developed, a clearer focus is possible regarding how educators should assist students to develop a broad array of generic graduate skills. From this perspective, skills can be viewed as an essential element of the educational process, rather than a new element that must be squeezed in between content.

This paper extends recent discussion of skills development through the use of an evolutionary perspective. Viewed as a process of creating social change, education becomes increasingly connected to a world that lies beyond institutional boundaries, thus promoting the notion of developing graduates for the world that awaits them.

The purpose of this paper is to survey retail investors to study the determinants of their investment behaviour and show that individual heterogeneity and financial factors such as gender, age, educational status, income, and investment levels determine their trading behaviour across three domains; however, features such as marital status and occupation do not play any significant role in shaping their trading behaviour.

Structured surveys are conducted on retail and small investors using the brokerage services of a firm. Data collected from primary methods are used for statistical analysis in ANOVA and multiple regression frameworks.

The authors also report that retail investors’ self-perceived confidence as a function of both expected and unexpected changes in the market and personal factors largely determines trading behaviour of retail investors and that self-perceived confidence level and self-reported portfolio size are positively associated implying that (over-)confident retail investors tend to believe that their investment skills being superior are bound to perform better and thus they typically hold larger than average investment portfolios.

These findings are significant because research on cross-sectional variance of individual investment behaviour explains how investor heterogeneity plays a critical role in investment and asset allocation decisions. Investors, researchers, and practitioners would use the results for financial decision making specifically related to personal finance, behavioural portfolio management, and investment advisory.

This paper is an empirical approach to explore the retail investor behaviour using psychometric approach with respect to self-perceived confidence and other perceived measures of investor behaviour. The authors contribute to the emerging set of literature on investor behaviour and behavioural finance.

The purpose of this paper is to offer a critique of Sen’s utilisation of aspects of Marx’s thought that inform his idea of justice. Marx’s ideas appear in four main areas of discussion: Sen’s positioning of Marx in relation to the other thinkers in his approach to justice; Marx’s fluid notion of identity and its relation to social choice; the problem of going beyond a subjective perspective to consider objective concerns by considering the impact of what Sen calls “objective illusion”; and the issue of just redistribution.

The author utilises a Marxian framework of analysis that engages in immanent critique of Sen’s use of Marx in relation to his theory of justice. This is accomplished through textual analysis and by critical assessment of the analytical Marxist tradition that Sen can be seen as using in his own theories with all their inherent weaknesses.

Sen’s attempt to use Marx’s ideas to inform his theory of justice founder because: he groups Marx with thinkers that would not accept his desire for the abolition of capitalism and a more just society beyond it. He reduces Marx to the analytical tradition with all its inherent weaknesses. He resorts to a methodological individualist approach of choice that Marx rejects. His search for positional objectivity is undermined by the power of capitalist ideology and ruling class interest. His discussion of just redistribution ignores how Marx’s approach can overcome the arbitrariness that Sen thinks is inevitable when making just decisions.

Theoretically, the paper suggests that, based on immanent critique and textual analysis, Sen’s use of Marx’s idea of justice is problematic most notably because Sen keeps his analysis within the framework of capitalism that Marx would reject. The implication for further research is the development of Marx’s own arguments on what constitutes a just society.

Practically, the paper raises questions about the capacity for justice to be achieved within the capitalist system for the reasons discussed in relation to Sen.

Socially, the paper implies that far greater measures to tackle the injustices of the world are necessary than seem to be admitted to by justice theorists such as Sen.

The author shows that the use of Marx’s theories to inform Sen’s notion of justice, while to be welcomed, lose their efficacious power to expose the full injustice of capitalism and the need for its transcendence.

This paper explores the idea of the prudent entrepreneurial self, through re-conceptualizing prudence into the domain of entrepreneurial education, to unite the two processes of becoming enterprising and entrepreneurial. It is argued that developing a capacity for prudence among graduates involves past, present and conjecture forms of knowledge that the authors find in the interplay between individuation and social awareness.

Building on Palmer's idea of wholeness, the authors discuss six poles of paradoxes in entrepreneurial education and in conjunction establish a philosophical argument for the idea of stimulating the development of prudence as fundamentally important to contemporary notions of entrepreneurial education.

The paper presents a model to develop a schema that moves students towards becoming prudent entrepreneurial selves. The model rests on two interrelated developmental processes – individuation and social awareness – conditional for developing the three forms of knowledge (past, present and conjecture) that makes up prudence where developing prudence is a means to handle or cope with the unknown.

This paper argues that for enterprise and entrepreneurship education to realize their potential contributions, both the relationships between each field and the overarching purpose that ties the fields together need to be rethought, and the poles of paradoxes need to be connected to further develop both fields and creating wholeness for the emerging scholarly discipline.

To educate towards the prudent entrepreneurial self means educating towards an unknown end where student development aims to meet both the objectives of individual development and the growth in social awareness required to handle the changing nature of contemporary society.

This study philosophically conceives a united enterprise and entrepreneurship education landscape in which deeper student learning makes possible the notion of the prudent entrepreneurial self.

This paper seeks to demonstrate that a truly learner‐centred enterprise education programme can be developed within a traditional business school environment.

This paper unites the broad teaching philosophy of Alfred Whitehead with that of Allan Gibbs's enterprise specific teaching philosophies to consider the fitness of the recently developed hic et nunc enterprise framework. This is largely achieved by testing the framework for constructive alignment.

It is argued that the hic et nunc framework is consistent with the philosophies of both Whitehead and Gibb. Further, the framework illustrates a process through which enterprise education programmes can be developed independently of any pressures to conform to more traditional pedagogy.

Through careful consideration of the process of constructive alignment, an analytical approach to developing and/or refining an enterprise education program exists. Importantly, it represents an approach that is explicitly learner‐centred, and therefore free from the constraints of the environment within which the programme is delivered.

This paper brings to life the wonderful ideas of the great philosopher, Alfred Whitehead, combining them with the contemporary ideas of Allan Gibb. In doing so, the complementary nature of their thoughts helps to illustrate the minimal requirements of a learner‐centred approach to enterprise education.

The purpose of this paper is to address the increasing demand for entrepreneurship education (EE) across all levels of education globally. Specifically, the need to identify a signature pedagogy for entrepreneurship that can be used in all teaching and learning contexts associated with all forms of EE.

This conceptual paper draws upon the seminal work of Lee Shulman to contemplate and propose a signature pedagogy for EE. Contemporary ideas from the scholarship of teaching and learning (SoTL) literature are also used to develop a sound pedagogical foundation for the approach advocated.

This paper proposes an innovative solution that addresses the challenge of defining what minimally speaking, is EE? The development of a signature pedagogy for EE provides clarity around the challenge of developing a standard minimalist approach to teaching entrepreneurship.

There are important implications that arise from this paper for all educators of entrepreneurship. Most importantly being that we can all share a SoTL regardless of the context of the author’s teaching.

This paper presents new thinking that has the potential to fundamentally reshape how we conceive the process of designing and delivering EE. Importantly, this paper contributes to the future development of SoTL in EE.

Informal entrepreneurship is seen as a direct outcome of either the failure of formal institutions or the asymmetry between formal and informal institutions. These two viewpoints are so far debated as alternative theoretical explanations for the prevalence of informal entrepreneurship. In this paper, the authors offer a theoretically integrative approach to further advance the institutional perspective of informal entrepreneurship. The purpose of this paper is to address these issues.

Using face-to-face surveys of 322 street entrepreneurs from Lahore, Pakistan, the authors deploy the hitherto unused partial least square approach (PLS) to structural equation modeling (SEM) to analyze data within the field of informal entrepreneurship.

The empirical findings strongly support the theoretical propositions of the new institutional perspective that the authors present in their paper. The authors find no direct impact of factors like procedural justice, redistributive justice and public sector corruption (i.e. formal institutional failings) on the formalization intentions of street entrepreneurs. Their findings demonstrate that the relationship between formal institutional failings and formalization intentions can only be explained through the mediating role of institutional asymmetry (i.e. tax morality).

From a policy perspective, the authors find that if they can encourage street entrepreneurs to obtain a local-level registration as the first step toward formalization, it will significantly increase their chances to opt for higher national-level registrations.

This paper presents a unique attempt to further understand the context of street entrepreneurship through the theoretical lens of the institutional theory. In doing so, it synthesizes the arguments of existing institutional perspectives and further develops the institutional theory of informal entrepreneurship. Moreover, the paper develops the concept of “formalization intentions”.