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Article
Publication date: 4 February 2014

Martin McCracken

136

Abstract

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Education + Training, vol. 56 no. 1
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 29 June 2017

Denise Fischer, René Mauer and Malte Brettel

The purpose of this paper is to examine the role of regulatory focus in sustainable entrepreneurship processes to answer questions on how sustainable entrepreneurs pursue their…

3056

Abstract

Purpose

The purpose of this paper is to examine the role of regulatory focus in sustainable entrepreneurship processes to answer questions on how sustainable entrepreneurs pursue their goals and what motivates them. Knowledge about an entrepreneur’s motivational attribute is essential when trying to understand new venture creation processes. To determine an entrepreneur’s affiliation with one of the two self-regulatory systems, promotion focus and prevention focus, it is helpful to establish whether he or she is motivated by growth and development goals (promotion) or rather by responsibility and security goals (prevention).

Design/methodology/approach

In a qualitative study of seven sustainable ventures, two semi-structured interview rounds with 14 founders were conducted. Archival data from internal and external sources were gathered, resulting in more than 80 text documents.

Findings

Findings reveal that the self-regulatory focus of sustainable entrepreneurs changes during the entrepreneurial process with regard to the temporal dynamics of motivation. While conceiving ideas, sustainable entrepreneurs engage in a prevention-focused self-regulatory process because social or ecological problems induce them to direct their attention toward sustainable development goals. During rollout, in contrast, they increasingly engage in a promotion-focused self-regulatory process and concentrate more on venture growth goals.

Practical implications

The results highlight the important role of a regulatory fit between key self-regulatory entrepreneurial behaviors and entrepreneurs’ regulatory orientation toward increased motivation and enjoyment when pursuing goals.

Originality/value

This study’s contributions extend and combine the theories of regulatory focus, entrepreneurial motivation, and entrepreneurial processes in the field of sustainable entrepreneurship. They are valuable for understanding the determinants of sustainable entrepreneurial action.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 24 no. 2
Type: Research Article
ISSN: 1355-2554

Keywords

Content available
Article
Publication date: 3 April 2007

Yehuda Baruch

470

Abstract

Details

Career Development International, vol. 12 no. 2
Type: Research Article
ISSN: 1362-0436

Article
Publication date: 14 October 2007

Vicki Macknight

Barry Down describes curriculum design in much the same way when he claims that in the years following World War Two Australian civics education was planned under ‘perpetual…

Abstract

Barry Down describes curriculum design in much the same way when he claims that in the years following World War Two Australian civics education was planned under ‘perpetual tension and conflict between the imperatives of capitalism and democracy’. The suggestion seems to be that an ideal democratic education is possible, if short‐term political and economic considerations had not prevented this. I argue that this suggestion is naive. The democratic idea is not static ‘short term prudential requirements of the moment’, whether concerned with war, imperialism, fear of communism, industrial development, or otherwise, create the conditions by which democratic society is defined. This definition is embedded in civics education with the hope that children might perfect that society in adulthood. But visions of the ideal society do not only concern civics education, lessons on right behaviour. Rather, the very world children are educated to see depends on the politics and economics at the time that curriculum is designed. The content of lessons, the way the lessons are taught, and the underlying assumptions about what the world is like ‐ all are constituted by politics. Therefore, to understand civics education it is important to delve deeper and locate the epistemological basis of social studies education in the political context of its time. What children are taught about the social world as a whole should be considered before civics education can make any sense. To make this argument I look at the two curricula used at Victorian primary schools in the mid twentieth century, put in place in 1934 and 1952

Details

History of Education Review, vol. 36 no. 2
Type: Research Article
ISSN: 0819-8691

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