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Despite recognition of the centrality of emotions in entrepreneurship, little attention has been given to role of emotions in the development of entrepreneurial identity or enactment of entrepreneurial role. The contribution of the chapter is in the development of a dynamic model of the process leading to identification or dis-identification as an entrepreneur. In this chapter, we develop a dynamic model of the process leading to identification or dis-identification as an entrepreneur. We theorize that the driver behind an individual’s decision to become an entrepreneur, and their significant emotional experiences in the entrepreneurial role, influence the likelihood of following an identification or dis-identification cycle. Specifically, our framework proposes that positive emotions strengthen approach motivation and identification with the role, while negative ones foster avoidance motivation and dis-identification. We argue that contextual embeddedness can prompt transition between these two cycles. Our theorization provides new insights into methods of analyzing the role of emotions in the entrepreneurial process, more specifically in the process of entrepreneurial identity crafting. These insights also can be translated into studying the crafting of any professional identity.

Theory is not only good for predicting behaviors but also for understanding a phenomenon. Twelve theoretical insights are presented in this chapter. These insights have bearing on intercultural dialogue not only when we go from our own culture to another but also when we interact with people who are different from us in our own culture (in terms of race, gender, sexual preference, ability or disability, social class, profession, and so forth). The first seven insights (universality of ethnocentrism, ethnocentrism of universalism, motivated reasoning, false consensus effect, fundamental attribution error, fixed and growth mindsets, and well-meaning conflicts) refer to issues that affect all intercultural interactions, and learning about them and guarding against them can improve intercultural dialogue. The next five insights (making isomorphic attribution, managing disconfirmed expectations, learning how to learn, moving from unconscious incompetence to mindful competence, and developing organizationally relevant cross-cultural skills) refer to skills that are grounded in theory that can facilitate skill development for intercultural dialogue.

Introduced into the literature a decade ago, grit originally defined as perseverance and passion for long-term goals has stimulated considerable research on positive effects primarily in the academic and military contexts, as well as attracted widespread media attention. Despite recent criticism regarding grit’s construct and criterion-related validity, research on grit has begun to spill over into the work context as well. In this chapter, the authors provide an overview of the initial theoretical foundations of grit as a motivational driver, and present newer conceptualizations on the mechanisms of grit’s positive effects rooted in goal-setting theory. Furthermore, the authors also draw attention to existing shortcomings of the current definition and measurement of grit, and their implications for its scientific and practical application. After establishing a theoretical understanding, the authors discuss the potential utility of grit for human resource management, related to staffing and recruitment, development and training, and performance management systems as well as performance evaluations. The authors conclude this chapter with a discussion of necessary and potential future research, and consider the practical implications of grit in its current state.

This study used phenomenological narrative methodology to get insights into lived experiences of 10 Asian immigrant woman scholars in science, technology, engineering, and mathematics (STEM) in US institutions of higher learning. A feminist research approach overall guided the study. The concepts and theories of intersectionality, cultures of the academy, mindset, and mind tools framed the examination of the impacts of gender and work–family–community environments on the career pipeline of this group of women. The data were from two sources: (1) 48 documents on the participants and their institutions and (2) in-depth semi-structured interviews with these 10 participants. The findings show that gender and environment impacted the Asian women scholars’ career pipeline and advancement differently. On the negative side, barriers separately or jointly rooted in gender-based, racial, and hierarchical biases at stages of their career pipeline, from professional education to faculty appointment and leadership, challenged them. On the positive side, other gender-based and environmental agents and interventions supported them to overcome obstacles to their upward career mobility. This chapter has implications for how higher education institutions can improve their gender-based and environmental policies and praxis and facilitate the advancement of Asian immigrant women in STEM. It also has implications for how Asian women can prepare themselves to be successful in academic STEM careers.