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This study examines the relationship of a supervisor's affect‐based trust and cognition‐based trust to a subordinate employee's self‐ratings of enterprising behavior, which includes creativity, risk taking, initiative, motivation, and assertiveness, and to the supervisor's and coworker's ratings of the subordinate's enterprising behavior. The extent to which the power distance and in‐group collectivism cultural variables moderate the relationship between affect‐based trust and enterprising behavior is assessed.

Survey responses of US, Turkish, Polish, and Russian supervisor‐subordinate‐coworker triads were collected in a number of firms. Regression results were employed to test the research hypotheses.

The findings of this study show that the supervisor's cognition‐based trust and affect‐based trust of the employee are associated with that employee's enterprising behavior. Significant two‐way interactions indicate that the relationship between affect‐based trust and enterprising behavior is stronger in the three collectivist countries than in the individualist USA. The moderating effects of power distance, on the other hand, appear to be negligible.

The main implication of this study's results is that human relations theories, which are based on the supervisor's top‐down trust of the subordinate employee, may be more effective in collectivist cultures than in individualist cultures.

Business graduates’ enterprising capability augments their work readiness, transforming them into professionals capable of driving successful outcomes. At the core lie self-confidence and negotiating competence. However, embedding enterprise education and developing assessments to evidence learning is challenging. This study aims to offer a blueprint for establishing enterprise learning in the classroom and investigating the effectiveness of cultivating negotiating competence and self-confidence.

Modelled on Kolb’s experiential learning cycle, students engage in in-class and real-life negotiations, assessing self-confidence using a scale founded in Bandura’s self-efficacy theory. Open-ended reflections are also submitted. Quantitative data is analysed through multiple linear regression, while quantitative and qualitative data triangulation substantiates enterprise learning in negotiating competence and self-confidence.

Students’ reflections show that low self-confidence poses an initial barrier in negotiations, overcome with successive engagements. Quantitative analysis uncovers response-shift biases, with female and male students overestimating initial self-confidence levels. The gender and difference score type interaction reveals a more pronounced bias among female students starting from a lower baseline than male students, implying a more substantial self-confidence improvement for female students. These findings challenge traditional assumptions about gender differences in negotiations and emphasize the need for nuanced perspectives.

Enterprising capability is pivotal for business professionals. This study highlights the advancement of negotiating competence and self-confidence. It contributes uniquely to the development of enterprise education pedagogy. Focusing on nuanced gender differences challenges prevailing assumptions, providing a perspective to the discourse on negotiating competence and self-confidence in management training.

The purpose of this paper is to explore how organizations operate in the absence of a clear regulatory authority in a self-regulating environment. Significant moves towards self-regulation by various political administrations, together with successive waves of deregulation raise questions about the ability and effectiveness of industries and markets to regulate their own behaviour. This is a topical political and social concern with governments often appearing to favour self-regulation as opposed to the constitution of an official regulator. The absence of a regulator and the possibility of voluntary compliance raise a number of issues for the way in which organizations operate and the consequences, both intended and otherwise for organizations and society at large.

Empirically the authors explore the case of an industry leader within the Passive Fire Protection industry, as it adjusts to an increasingly self-regulated market environment. The authors document how organizational members make sense of the regulatory environment and the behaviour of actors within it.

The authors find that discourses of enterprise that underpin self-regulation permit actors a choice between compliance and non-compliance. Whilst also noting the prevalence of notions of morality in terms of how actors make sense of both compliant and non-compliant behaviour. Despite common sense notions that morality is seldom clear cut or unambiguous, the case study reveals that frameworks for understanding behaviour allow participants within the industry to make very clear demarcations between moral (compliant) and amoral (non-compliant) behaviour.

The authors learn how those that are compliant within the industry come to question the effectiveness of the regime to which they comply, thus ultimately undermining the integrity of the regime. In the absence of a strong regulatory regime, some agents draw upon notions of enterprise to justify an individualist, economic and pragmatic approach that makes non-compliance permissible. Thus the discourse of enterprise is present in the justification of both “moral” and “amoral” behaviour, this leads the authors to question the wisdom of policy that promotes the idea of enterprise as effectively ensuring compliance.

The purpose of this paper is to describe and analyze the foundation of higher education policies that have promoted entrepreneurship in Sweden since the mid-1990s.

To do this, the authors use Bacchi’s (1999) “What’s the problem?” approach. A central assumption of which is that perceptions of a problem affect how its solution looks. Bacchi’s approach is described as a type of discourse analysis.

The authors show that problem definition within policies regarding the role and importance of entrepreneurship within higher education has explicitly been directed toward equipping individuals to develop action-orientated skills in the field of entrepreneurship. The equipment of action-oriented skills has implicitly been directed to individuals’ personal initiatives to meet explicit social and collective problems, fueling a neoliberal development and fostering an enterprising culture. The authors also show how policy creates a discourse, which may be characterized as “useful, unreflective citizens.”

The study addresses the implicit steering that is being exercised through policies. This steering needs to be questioned and problematized in order to avoid blindly following the implied course of action.

The study contributes to current understanding of how entrepreneurship in higher education is both governed explicitly and implicitly, by policy, through the creation of new norms in society.

The purpose of this paper is to explore the possible implications for graduate employability of the economic changes which are affecting the UK in the wake of the “credit crunch”. It explores the changing economic context and its implications both for HEIs and for graduates starting their careers.

The article uses current surveys and analysis of the graduate employment market, the labour market and the economy in general to identify and comment on possible trends and scenarios.

There appear to be variations between general media coverage of “the state of the UK economy”, which tend to emphasise bad news and survey data, which suggest that the outlook for graduate career prospects and employability remains reasonably strong. The article comments on the increasing connections between enterprise and employability which are being made by universities and summarises current developments in graduate employability and enterprising learning in order to assess how well‐prepared graduates are for the emerging economic environment, and the associated implications for HEIs and educators.

The article has practical implications for enterprise educators and careers and employability professionals within universities as well as for students. It recommends that graduates need a higher level of economic literacy in order to make informed career changes in the changing economic context. A proposal for further research to explore the topic is suggested.

The article is intentionally speculative and aims to inform the discussion on the changing nature of graduate employability and enterprise in the context of rapid economic changes.

Purpose – To reconsider the historical relationship between addiction and obesity, which current literature tends to treat as unrelated until the late twentieth century.

Approach – We describe the forms of sociality and therapeutic discourses manifested in the emerging weight loss group movement from the 1940s until 1970 in cultural and intellectual context, drawing mainly on popular media and medical literature. The histories of these ‘Fatties Anonymous’ groups serve as valuable lens for studying the mutable cultural linkage between drug addiction and obesity that was first forged in the golden age of psychoanalysis.

Findings – We show that medicine began interpreting obesity as addiction around 1940 and that this view achieved dominance in both medical and popular discourse by 1950. The theoretical framing of a psychoanalytical interpretation of obesity in the 1940s, combined with the simultaneous rise to prominence of obesity-related problems in public health and popular stigma around fatness, was translated in the Cold War United States into a popular mutual-aid weight loss movement modelled on Alcoholics Anonymous.

Originality value – Our account challenges the present received view that the stigmatised health conditions of obesity and addiction only came to be related in the late twentieth century. There is notable similarity between the 1950s ‘Fatties Anonymous’ type group and present public health campaigns in fostering the individual's sense of self-control and encouraging self-enterprising improvement. Neither historical and contemporary similarities nor differences should be elided. Further research in this area would be of value to current and future developments in public health.

This ethnographic study explores how local and global forces influence a unique set of self-employed people in Havana’s tourism industry – dance instructors – and how these circumstances drive the strategies and rationalities they use to navigate socioeconomic transformations. Cuba’s recent history of economic crises, the decline in welfare assistance, and an array of market-driven economic reforms have driven many Cubans to search for incomes in Havana’s lucrative tourism industry. Global circulations of people, wealth, and ideas shape the opportunities Cubans find in this type of work. Furthermore, strict state policies and regulations, in conjunction with underlying systems of oppression, hinder and constrain Cubans who work in tourism-based ventures. Building on theories of neoliberalism and tourism, we discuss how Cuban dance instructors develop professional skills, standardize their activities, and address global consumer desires/demands while simultaneously drawing from collectivized social norms cultivated under Cuban socialism. These hybridized formal/informal business tactics reveal how self-employed Cubans are positioned between socialist configurations and the capital-driven tourism industry. These innovative socioeconomic logics are also critical in understanding how people living in centrally planned economies, some of which are socially marginalized because of patterns of inequality, gain access to and participate with contemporary modalities of the global economy.

The purpose of this paper is to provide an empirical contribution by exploring how secondary school students are governed and shaped when entrepreneurship is emphasised in school curricula, and if female and male students are governed in different ways through different techniques connected with entrepreneurship in school.

This study takes its departure in Michel Foucault’s concept of governmentality. In total, 90 students in gendered focus groups from three upper secondary schools were interviewed about how entrepreneurship in school was implemented and experienced. The schools were geographically dispersed.

The analysis indicates, the three schools included in the study provide different prerequisites for students to become an active subject. This partly depends on where the individual school is geographically located, but also on the students gender. When entrepreneurship in school is implemented throughout the entire curriculum, female students tend to adopt male-coded entrepreneurial abilities. The neoliberal agenda, with an aim of fostering entrepreneurial self, appears to have permeated the awareness of students, especially female students.

First, the paper contributes with an empirical research regarding students’ experiences of entrepreneurship in school. Second, the paper contributes to a gender perspective on entrepreneurship in school. Third, the paper contributes to the understanding of how entrepreneurship in school is realised in a different school context.

School districts across the United States have adopted web-based student information systems (SIS) that offer parents, students, teachers and administrators immediate access to a variety of data points on each individual. In this chapter, I offer findings from in-depth interviews with school stakeholders that demonstrates how some students, typically ‘high performers’, are drawn into ‘pushed self-tracking’ (Lupton, 2016) of their academic achievement metrics, obsessively monitoring their grades and other quantified measures through digital devices, comparing their performance to other students and often generating a variety of affective states for themselves. I suggest that an SIS functions as a neoliberal technology of childhood government with these students internalising and displaying the self-governing capacities of ‘enterprise’ and ‘autonomy’ (Rose, 1996). These capacities are a product of and reinforce the metric culture of the school.

Following the example of the critical management education tradition, the purpose of this paper is to argue whether we should keep EE vital by disturbing it, in particular by interrogating that which has seemingly become “untouchable” from interrogation.

This paper takes inspiration from Paolo Freire’s work by proposing a pedagogical approach to entrepreneurship education which builds on an iterative and interactive process, oscillating between deconstructing and reconstructing entrepreneurship, creating space for invention in the classroom. The paper provides exemplary contributions in developing suggestions as to ways forward.

The ways forward being proposed in this paper include entrepreneurship educators engaging students as co-learners, and evoking their curiosity to pose new questions about the phenomenon; “grounding” students in their own creativity and supporting them to build the confidence needed to develop alternative understandings of how entrepreneurship can function – for themselves, in their future organizations and for society as a whole; and challenging our own teaching positions, and adopting a pedagogical process of invention, stimulating curiosity, co-creation, thought-provoking questions and entrepreneurial action.

This paper provides ways forward in keeping EE “fresh”, by sketching how we need to teach about entrepreneurship, adopting the critical insights emerging in the field. The paper argues how we do not only need other models and approaches to understand entrepreneurship, but also to understand learning and education.