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Increasingly, companies are using alliances and joint ventures to pursue entrepreneurial opportunities. These collaborations are voluntary arrangements between two or more firms that exchange, share, bundle, and create resources in pursuit of entrepreneurial opportunities. This paper proposes that the innovativeness and risk characteristics of these entrepreneurial collaborations significantly influence the outcomes that partner firms realize. Furthermore, interfirm trust works to moderate the effects of these characteristics and allows partners to effectively manage these arrangements. Using data from a sample of alliances and joint ventures engaged in new product development in the telecommunications, medical, and electronics industries, we empirically test the effects of these characteristics on partner satisfaction and partnership success.

Distribution concerns who gets what. But does “who” refer to the personal distribution of income among individuals or the functional distribution of income among suppliers of productive factors? For nearly 150 years, Anglophone distribution theory followed the Ricardian emphasis on functional distribution – the income shares of labor, land, and capital. Only beginning in the 1960s, and consolidated by a research outpouring in the early 1970s, does mainstream economics turn to the personal conception of distribution. This essay documents Anglophone (primarily American) economics’ move from functional to personal distribution, and tries to illuminate something of its causes and timing.

The purpose of this single case study is to examine secondary-certificate-seeking preservice teachers' (PST) perceptions of their teaching practice.

This single case study used student responses to a two-part reflection assignment to examine what it revealed about PST self-efficacy.

The findings revealed: (1) PSTs were generally more confident when reflecting in a second reflection assignment, (2) there were points of tension between confidence and unease, (3) there were instances of PSTs with mixed confidence and (4) some PSTs crafted plans for their future teaching. The authors further discuss these findings by exploring how PSTs reflected on their teaching experiences, and the authors reflected on the role of teacher educators in modeling this reflective practice for PSTs.

This study has important implications for teacher preparation programs and teacher educators, particularly those who work with PSTs in clinical experiences.

The aim of this paper is to empirically investigate how the business orientations of customer orientation (CO) (represented by responsiveness to customers) and entrepreneurial orientation (EO) (represented by proactiveness, innovativeness and risk‐taking) impact the growth of SMEs.

This study uses a quantitative empirical approach, using structural equation modeling with the software package AMOS to analyze the results of 660 surveyed SMEs from Austria.

This analysis reveals that EO is positively related to SME growth but CO shows a negative association with growth. Moreover, this analysis suggests that SMEs grow the most if they exhibit high EO and low CO.

This analysis shows that CO, interpreted as a purely responsive and reactive construct, cannot be considered a strategy that leads to sustainable SME growth. If an SME desires growth, EO is needed to fuel these growth aspirations. In spite of these findings however, this study shows that SMEs tend to respond to a scarcity of financial resources with more CO and less EO, which then leads to less or even negative growth.

Sustainable firm growth seems impossible without an EO. However, this does not mean that CO is not of any value for SMEs. Being non‐entrepreneurially oriented does not mean that a firm is automatically customer oriented. So, it is not only about implementing CO or EO since there is still the third option: implementing neither.

This paper contributes to the ongoing scholarly conversation on the value of different orientations to firms and takes the view that the conversation on CO and EO has mis‐specified business performance in seeking to understand their performance consequences. By looking at firm growth, relevant to the longer‐term performance of a firm, EO might drive growth because of its emphasis on innovation to renew the firm's growth trajectory whereas CO might stifle growth owing to its myopic focus. Thus, this study addresses calls in the business and entrepreneurship literatures to more fully understand how SMEs can capture value from their customer and entrepreneurial orientations.

This study explored young males' suggestions for food skills education in three domains: food selection and planning, food preparation and food safety and storage. It also solicited young males' perspectives on mandatory food skills education.

This descriptive qualitative study employed a semi-structured interview guide. A one-page list of food skills was provided to each participant to form a consistent basis for the interviews. Data were analyzed using the constant comparative method.

Forty-four young men aged 17 to 35 participated in the study. Thirty-seven supported mandatory education for food skills. Gender stereotypes around food skills were identified as a barrier to young males enrolling in elective food skills courses. When asked how food skills should be taught, the two main strategies mentioned were “online” and “hands-on.” Most participants identified skills in the food preparation domain as essential to include in the curriculum, although some recognized the importance of incorporating skills from all three domains.

Understanding important characteristics of effective food skills education for young males may increase their participation in school, virtual and community-based food skills education. Curricular content should consider young males' interests and baseline competencies and emphasize practical hands-on skills. Mandatory food skills education in secondary schools for all genders represents a comprehensive solution.

This study is among the first to report young males' opinions on crucial components of, and methods for, effective food skills education for this population.

The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills.

Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically.

All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum.

The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents.

Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills.

The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ² analyses were performed.

The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills.

These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours.

This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context.