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A corporate entrepreneurship (CE) strategy implies that a firm’s strategic intent is to continuously leverage entrepreneurial opportunities for growth- and advantage-seeking purposes. CE has gained greater research attention with a focus on the factors that influence an organization’s willingness to initiate and sustain a CE strategy. In the current disruptive age, firms acknowledge the importance of CE (also referred to as corporate innovation) as the critical element for sustained competitive advantage in the global economy. Yet, so many organizations struggle with the actual implementation of an innovative strategy. There are key challenges that must be addressed by today’s corporate entrepreneurial leaders in this age of disruptive innovation. These include framing the innovation, developing the internal architecture, coordinating the managerial levels, integrating design thinking, recognizing the grief associated with project failure, and demanding ethical standards. As research on corporate innovative activity has evolved, numerous researchers have acknowledged the importance of these leadership activities to enhance the effectiveness of corporate entrepreneurial activity. In this chapter, the authors discuss these critical elements confronting corporate entrepreneurial leaders.

Transition is important to all students but especially important to students with intellectual disability who may need additional supports throughout their vertical transitions in education. This chapter discusses different vertical transitions students with intellectual disability face in education, with particular attention to the movement from high school to adult life. Throughout the chapter, research regarding current transition practices and outcomes for students with intellectual disability is discussed as well as evidence-based practices to support students with intellectual disability as they transition to post-school.

Students with an intellectual disability historically faced exclusion in both schools and in their communities. Through court cases, legislation, and parental advocacy, students with an intellectual disability were awarded the right to an education, and under the Individuals with Disabilities Education Act, an education in the least restrictive environment. This chapter explores the historical and current state of inclusion for students with an intellectual disability as well as the current and historical research base regarding inclusive educational placements for students with an intellectual disability. The chapter concludes with a discussion of the future of inclusive education for students with an intellectual disability.

The education of students with intellectual disability, like all students, is influenced by assessments. For students with intellectual disability, assessment is used to evaluate individuals as having an intellectual disability (e.g., intellectual functioning assessments and adaptive behavior assessments), as well as to guide instruction and making decisions about what to teach. Throughout this chapter, the authors present assessments related to the determination of individuals having intellectual disability as well as ones that inform, guide, or evaluate instruction for students. In addition to presenting traditional assessment options for students with intellectual disability, the chapter also presents some innovative options for determining what to teach students with intellectual disability.

High-tech start-up creation is associated with complex challenges originating from quick transformations in technologies and markets. To raise start-up survival and success chances, founders need to ensure a rapid conversion of a venture idea into a working business. This paper aims to explore how identity-related characteristics of founders influence the speed of the start-up creation process.

For this study, a longitudinal multiple-case-study design was selected to identify a vivid flow of decisions and actions taken by high-tech start-ups for analysis in depth. Over 20 months, a series of interviews were organized with founders of six start-ups located in the same business incubator in Russia. Also, a set of additional data sources was engaged, including publicly available data and internal documents provided by businesses.

The findings reveal contrasting dynamics of start-up creation processes among founders with differing role identities. Identity fit and identity misfit are suggested to be serious pull and push factors in the process of organizational becoming through the impact they have on the situational regulatory focus of founders.

The current research contributes to the entrepreneurship stream of research by extending the knowledge of how cognition affects the process of new venture creation.