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This paper argues that currently management accounting is simply too narrow and proposes how to broaden its scope to make it more relevant and useful.

The approach is to provide a critique of the extent to which management accounting sufficiently deals with three primary areas that classic management accounting has been myopic about at least to some extent: Organizational control, Organizational measurement, and Intellectual assets.

The paper argues that management accounting has not taken a “deep dive” into these areas and has placed itself at risk of being marginalized. It presents potential frameworks and tools of organizational control, organizational measurement, and intellectual assets as “add-ons” to management accounting to increase its relevance and utility.

The paper shows how management accounting must be broadened to include all organizational measurement and accountability for planning and control.

The paper describes several global applications of the proposed revised frameworks, methodologies, and tools presented as potential add-ons to management accounting. These applications demonstrate the feasibility, utility, and generalizability of the broader management accounting “tool box” presented.

The paper proposes a revised paradigm for management accounting. This paradigm is original and its value is in serving as a catalyst for academics as well as practitioners to rethink and broaden the current paradigm of management accounting in order to be more relevant and useful. It provides a potential new set of tools for management accounting.

This paper examines the implications for accounting, information, and control of a growing body of research to develop and empirically test of a holistic model of organizational success and failure in entrepreneurial organizations at different stages of growth. It builds upon previous work by Falmholtz and colleagues on developing a model of organizational success and failure. It also builds upon a perspective previously developed by Flamholtz, which presents a broader view of the role of accounting control systems in an organizational context.

The initial model proposes that there are six key factors or “strategic building blocks” of successful organizations, and the six key variables must be designed as a holistic system, which has been termed “The Pyramid of Organizational Development”. The model together with the growing body of research designed to assess its validity has significant implications for accounting, information, and control.

This chapter is designed for use by commercialization teams evaluating the commercial relevance of a new invention. To be relevant commercially, an invention must create value in one or more markets, which involves solving a problem or satisfying customer needs currently unmet. Unmet needs create market opportunities, and the goal is to identify and evaluate the profitability of these opportunities. The chapter provides an overview of concepts and techniques commonly used in the process. Important distinctions between market and industry concepts are introduced along with common rubrics for categorizing inventions in terms of their technological and market implications. These concepts are then used to discuss the roles of prior experience, lead users, and brainstorming in identifying market opportunities for various types of inventions. Techniques covered include market analysis, Porter’s five forces of industry profitability, analysis of political, economic, social, and technical environments (PEST), and the analysis of strengths, weaknesses, opportunities, and threats (SWOT). The use of these techniques is illustrated for two startup commercialization teams.

Educators are increasingly required to develop creativity and entrepreneurial capabilities amongst students, yet within the fields of entrepreneurship and innovation these are presented as separate processes. We explore the theoretical and conceptual similarities and differences between these processes, and relate this to a range of experiential and digitally enhanced learning activities in formal education settings.

We present a conceptual model of the iterative nature of creativity and entrepreneurship as separate cognitive and social processes leading to aesthetic or sense-making outcomes. This leads to a discussion of how these processes may be experienced by students within an educational setting.

We propose a framework of learning activities which support the development of creativity through teaching entrepreneurially, at primary, secondary, and tertiary education levels. A range of different approaches is critically evaluated according to their relevance, including business planning, simulations, roleplay, co-creation, and flashmobs. Flashmobs are proposed to be most suitable and an outline learning activity design is mapped in detail against creative and entrepreneurial processes.

This chapter supports educational practice and research on learning through entrepreneurship in allowing educators and researchers to evaluate how learning activities may directly contribute to students’ learning through experience and the development of their creative and entrepreneurial mind-set.

This chapter is of value to educators as it explains how creative and entrepreneurial processes may be experienced by students through different forms of learning activity. It is of further value to research on entrepreneurial learning in considering how the creative process may inform entrepreneurial action.

This paper examines in what ways cultural representations of money reveal deprivation and empowerment in poverty.

The study draws on Finnish poor consumers’ narratives of their daily lives to identify the discursive practices involved in money talk. Poverty is seen as a frame in which the tacit cultural knowledge of money and the ways of enacting discursive practices are sustained and produced.

The research constructs a theoretical illustration of consumer empowerment and deprivation in poverty, which is based on four discursive practices: Moneyless is powerless, Capricious money, Wrestling with money, and Happiness cannot be bought with money. The illustration shows the dynamic evolution of empowerment and deprivation as they grow from and vary within the discursive practices.

The study highlights the practical carrying out of life in poverty, which does not emerge only as deprived or as empowered, but instead involves a tension between them.