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The present study examines entrepreneurship in established firms holistically and critically. The authors start by reviewing previous research and highlight a variety of definitional, conceptual, methodological, contextual, and temporal factors that have been confounding the research. The authors then present a multidimensional framework that specifies a more nuanced picture of the determinants, motives, activities, and consequences of corporate in established firms. Finally, the authors discuss conceptual, methodological, and practical implications, as well as outline future research avenues.

At its essence, entrepreneurship has the potential to empower and to transform. The key to both individual and organizational prosperity in a dynamic, threatening and complex world is the ability to think and act in more entrepreneurial ways. A new wave of economic development is sweeping the world, with entrepreneurship and innovation as the primary catalysts. Within the world of education, it can be argued that the at-risk student is the one not prepared for this entrepreneurial age. While every student has the potential, most lack the knowledge, attitudes, skills, and capabilities that define entrepreneurial competence. Over these past four decades, entrepreneurship has grown within universities faster than virtually any other area of intellectual pursuit. And it appears that the pace is accelerating with more universities seeking to develop programs and centers focused on entrepreneurship. Yet, understanding how to build entrepreneurship programs that empower and transform has remained challenging for some institutions. In this chapter, we investigate the development of entrepreneurship programs in universities. More specifically we contend that they should be created for empowerment and transformation across the campus. We describe some of the most common structural forms, outline the different degree programs, and emphasize the empowering and transforming effects of these programs for all the stakeholders of a university.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.

To streamline the process of opportunity recognition and make it more effective by clarifying the meaning of opportunity and making its elements explicit.

Clarifying opportunity is effected by providing a model and illustrating its effectiveness through application to examples and to SWOT (strengths, weaknesses, opportunities and threats) analysis.

Provides support for the practical benefits of applying an explicit model for recognizing opportunity.

The model facilitates opportunity recognition by encouraging avoidance of common dead ends, including mistaking catalysts for opportunities, associating opportunities with negative conditions, equating options with opportunities and the circular process of defining opportunities in terms of strengths and weaknesses.

Discusses conceptual links between consuming and buying by indicating reasons for adopting a macro‐level perspective that focuses on products, rather than brands, as the units of analysis. Investigates, empirically, in a study, which collected data on want‐based purchasing reasons and used perceptions from independent samples from UK housewives. Posits that two salient reasons exist for studying such consumption (not purchasing) phenomena: first, experiential aspects of consumption; and second, consumption phenomena (or its anticipation) which are likely to exert a strong influence on buying decisions. Reports that the results herein reported must be viewed as exploratory in nature, with still undetermined potential for generalization to the UK population, or to other cultures. Suggests, finally, that reasons for usage differ markedly between product categories, but, within a product category, reasons for choosing brands tend to be similar.

IT WAS DIFFICULT to believe the tidings that have only just reached me, the news that Stanley Snaith died in Dorset on December 19 last, a few days after his 73rd birthday. The rising generation of librarians may say ‘Who was Stanley Snaith?’, so all the more reason for this tribute.

For better understanding the connections between the Viennese circles in which Menger was involved, it is necessary to make some remarks on the Viennese context where they developed. Since the end of the 19th century up to the interwar period, Vienna was a very lively city from a cultural point of view, the birthplace of modernism (Janik & Toulmin, 1973). In the age of the late Habsburg monarchy as well as in the post-First War ‘Red Vienna’, the intellectual, scientific and artistic life of the Austrian capital was so fervent that those years are recalled by historians as the Viennese Enlightenment, the gay apocalypse and the golden autumn: ‘two generations were enough to cover the whole period. The economist Carl Menger (1841–1920) shaped the beginning, and his son, the mathematician Karl Menger (1902–1985), witnessed the end’ (Golland & Sigmund, 2000, p. 34). After the First World War, from an economic point of view, a high inflation overwhelmed the country; while from a political point of view, ‘the new Austria was fragmented and labyrinthine’ (Leonard, 1998, p. 6): the Christian socialists were the conservative part of the society, but one third of citizens supported the new social-democratic party, which had the majority in Vienna.