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High divorce rates have coincided with higher rates of remarriage. Although remarriages are more susceptible to dissolution than first-order marriages, less research has focused on factors that promote vulnerabilities among remarried couples. In the current study, the authors focused on whether predictors of divorce differ by the number of times someone has been married. The authors examined some of the most common reasons for divorce, as identified by parents who completed a state-mandated divorce education course (n = 8,364), while also controlling for participant sociodemographic characteristics. Participants going through their first divorce were more likely to identify growing apart and infidelity as reasons for seeking a divorce. Conversely, those going through a subsequent divorce were more likely to list problems with alcohol/drug abuse, childrearing differences, emotional/psychological/verbal mistreatment, money problems, physical violence, and arguing. Multivariate analyses indicated that sociodemographic factors were stronger predictors of divorce number than commonly listed reasons for divorce for both male and female participants. Implications for remarital and stepfamily stability and directions for future research are discussed.

William J. Baumol was one of the most prolific economists of his generation, analyzing a broad range of central economic issues addressing real problems of the world. In this essay, we present and critically evaluate Baumol’s research contributions in entrepreneurship economics and point to areas for future research. Baumol contributed an impressive number of important insights, increasing our understanding of entrepreneurship from both a macro and a micro perspective. He also devoted a large part of his writings to discussing public policy, linking his theoretical insights with policy issues in practice. His analyses are rooted in contemporary mainstream neoclassical economics, and one of his main objectives was to integrate the entrepreneur into this tradition. Today, Baumol is best known for his tripartite distinction between productive, unproductive, and destructive entrepreneurship and his associated idea that the institutional framework, “the rules of the game,” will determine how entrepreneurs allocate their time and effort across different – productive or unproductive – activities. An institutional environment that encourages productive entrepreneurship and spontaneous experimentation while disincentivizing unproductive activities becomes, through this insightful lens, the driving force of economic growth. As an economist, Baumol was knowledgeable and well acquainted with earlier scholars and their writings about entrepreneurship. Baumol’s writings were greatly inspired by Joseph Schumpeter’s views on entrepreneurship, and he made several attempts to formalize Schumpeter’s concept of the innovative entrepreneur. Baumol was in all senses an innovative contributor to entrepreneurship economics. His work has inspired the research community of entrepreneurship scholars, but like all great scientists, he also encountered criticism. His effort to integrate entrepreneurship into the mainstream theory of the firm was only partly successful.

Implicit in the traditional model of communication is the assumption that an individual or organization sends a single message to one receiver, or class of receivers. However, in practice there are often multiple senders, targeted receivers and even messages. This paper proposes expanding the traditional model of communication to include these additional facets and thus make the model more representative of business communication.

The authors review the German voluntary turnover literature and examine how it reflects and extends the overall knowledge of employee turnover. First, the authors describe legal, institutional, and cultural influences specific to Germany that may affect voluntary turnover and its relationships with antecedents and outcomes. The authors then explain how research paradigms, which in German turnover research are primarily embedded in sociology and labor economics and to a lesser degree psychology and management, affect the lens by which voluntary turnover is examined. For instance, the variety of research perspectives leads to a variety of research questions, theories, data, and methodological approaches. Using these diverse perspectives, the authors explain how measurement and data quality concerns may hamper the understanding of turnover in cross-country/cross-cultural comparisons. This review further reveals many similarities with US-based turnover research, regarding the theories, methods, and results. The authors also find that turnover levels are, on average, considerably lower in Germany than in Anglo-Saxon labor markets. The authors suggest that the industry structure in Germany, coined by its strong and traditionally organized “Mittelstand” companies, may partly drive these findings. The authors close by identifying several research opportunities, available through advances in technology to improve the matching process, nonstandard work arrangements (such as in the gig economy), and a broader perspective on institutional peculiarities.

This chapter seeks to help and support online educators in their efforts to improve tomorrow. Specifically, the chapter shares practical strategies and tools that online educators can easily apply, adapt, and/or personalize in order to help promote a mindfully multicultural classroom in their online classrooms and programs. The chapter includes a wide range of actionable tools and exercises to help online instructors optimize the learning experience for all students by building upon the unique strengths and diverse cultural backgrounds of all students in their online classrooms. The strategies help instructors leverage diversity as a means to promote equity and social justice in online programs and, ultimately, the world as a whole. The chapter relies upon Gollnick and Chinn’s (2017) six beliefs that are fundamental to multicultural education and presents strategies from two perspectives or lenses (student-focused and faculty-focused). Approaching the issue from a dual-sided lens is intended to best support the ultimate goal of improving the student learning experience. Emphasis is placed on both public and private interactions between faculty and students. Public interactions include all discussion board and announcement communications. Public interactions also include resources that are shared in the online classroom for all students’ benefit.

In spite of decades of focus on decision making and decades of research on cross‐cultural management, few authors have devoted attention to the combination of decision making and specific cultural settings. The focus of this paper is the decision‐making processes in French and Danish companies. Results from empirical data indicate that there are clear differences in the ways decisions are arrived at in terms of how managers emphasize different phases of the decision‐making process. The analysis also shows what happens when different stages become the responsibility of people in different roles within the organisation. In the analysis, the importance of decision rationality is discussed, and the different cultural styles are linked to the classical theories in decision making such as economic man, administrative man, and muddling through. Since these are found inadequate to characterize French and Danish actual behaviour, new models are suggested under the labels of emotional man and action man.

Entrepreneurship as a socially engaged and responsible movement is increasingly conceptualised as creating multiple sources of value: social, environmental, technological, cultural as well as financial, all contributing to wider economic performance. There is a rapid growth in the availability and expectation of ‘Open’ tools and resources, including innovation; data; research access; source code; educational and learning materials; and government. There is an increasing interest in their potential for value creation, requiring research attention and clarity of what ‘Open’ means in this context.

This chapter explores the following three dimensions of the ‘Open Space’ of freely available resources for entrepreneurship:

• (1)

  What is ‘Open’ in the context of entrepreneurship?

• (2)

  Why is Open Entrepreneurship (OE) important for conceptualisation, education and practice?

• (3)

  Can OE provide significant new opportunities for innovation, value creation and learning, and if so, how can these be realised?

What is ‘Open’ in the context of entrepreneurship?

Why is Open Entrepreneurship (OE) important for conceptualisation, education and practice?

Can OE provide significant new opportunities for innovation, value creation and learning, and if so, how can these be realised?

The chapter defines ‘OE’ as a unifying approach for value creation through a conceptual model combining ‘Open’ tools and resources. Open resources for digital and data-led entrepreneurship offer conditions for new, pervasive and distributed forms of value-creating entrepreneurial activity. These can create learning environments with rich access to data and resources, innovative connections and opportunities for co-creating value in multiple forms. This learning-centred approach builds on the concept of entrepreneurship as an educational philosophy of value creation for others. Without this, there are risks that entrepreneurial education, and the capabilities of micro-business owners and managers, may lag the development of an Open digital economy, rather than creating new forms of OE.

This paper examines how cultural holes that exist at the intersection of institutional fields influence the exploitation of entrepreneurial opportunities. Through an exploration of physician-founded ambulatory surgery centers in the United States, we examine how the presence of cultural holes presented doctors with alternative beliefs, values, and practices to overcome the cultural constraints around entrepreneurship within the medical profession. In doing so, this study extends cultural entrepreneurship research by bringing cultural holes to the forefront, empirically showing how they facilitate entrepreneurial action and proposing other contexts where cultural holes may affect entrepreneurial actions and outcomes.