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This chapter sets forth how and why diary data analysis can help significantly advance inquiry into the intersubjective aspects of entrepreneurial opportunities. We start the chapter with a presentation of the sensemaking perspective for the study of intersubjectivity in entrepreneurship. Next, we address epistemological limitations of retrospective data collection methods and examine the relevance of real-time, prospective data, specifically diary data, for the study of intersubjective phenomena associated with entrepreneurial activity. Furthermore, we describe our experiences with application of this method to the study of entrepreneurial cognitive development in the context of longitudinal, diary data-based research on this topic. We also address limitations of the diary data collection method and propose future research avenues for studies on intersubjective dimensions of entrepreneurial agency, before concluding this chapter.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

The purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.

The paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.

The main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.

The paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

The article builds upon recent developments in feminist theories as they were adopted in organization studies to review the state of research into women in MNCs and to offer new directions for the study of MNCs as “gendering organizations,” both as they are shaped by gender relations and are active agents in constructing gender categories, division of labor, images, and inequalities. Juxtaposing insights from gender studies and International Business and Management, the article offers a new agenda for the studies of corporate internationalization and its social consequences.

Education funding has been a significant concern of both providers and consumers of the educational system in the United States for many generations. This expenditure accounts for the single largest allocation in most state and local government budgets; and scholars, practitioners, and the general public often question whether or not American students are getting the most “bang for their buck”. While school board members are not responsible for the allocation of revenues from federal, state, and local governments, these individuals are directly responsible for the distribution of these funds for the operation of local schools within their districts. The purpose of this study is to determine if school board members in Tennessee understand the role they play in allocating educational finances which ultimately influence student achievement. The results of this analysis suggest that the perceptions of school board members in Tennessee are not always reflective of the actual outcomes when real data is examined regarding school district expenditures.

Based on a review of multiple literatures, a comprehensive content domain of essential intercultural competencies for effective global leaders is presented. This domain is then used to guide the development of the Global Competencies Inventory (GCI), a 160-item self-report measure that assesses the degree to which individuals possess the intercultural competencies that are associated with global leader effectiveness. Using sample sizes ranging from several hundred to nearly 9,000 subjects, evidence from several studies is presented showing the GCI to have convergent validity, predictive validity, and freedom from demographic and ethnic subgroup biases. Implications for theory and future research are also discussed.

Like other public and nonprofit leaders, academic librarians face multiple challenges (McGregor, 2000) such as tight and declining budgets, technology-savvy users, higher performance expectations from clients and overseers, complex production networks, rapid technological change, and increased competition (Stoffle, Allen, Morden, & Maloney, 2003). These challenges require new leadership roles, skill sets, and techniques for academic librarians, as well as restructuring the library organization. A discussion of their changed roles and organizations contextualizes the discussion of how academic librarians should meet the challenges of a changed service environment (Stoffle et al., 2003). However, a void in the discussion is the failure to suggest a leadership role best suited to governing complex academic libraries, as well as the lack of a coherent strategic framework to guide academic librarians in formulating, implementing, and assessing strategy to create additional value (Gilreath, 2003).

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.