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Although the Entrepreneurship Division of the Academy of Management includes family businesses within its domain statement, it is important to recognize that these are two distinct domains, although enjoying some overlap (cf. Stewart, 2008, for comparisons of family business with entrepreneurship and other domains). Both are comprehensive domains. They encompass the various functions of business administration: accounting, economics, finance, management, marketing, and so forth. And both extend beyond business administration departments. Entrepreneurship relates to the creation of intellectual property in science and engineering; it draws from sociology, psychology, and other liberal arts disciplines; and it extends into education programs as more kindergarten through high school programs incorporate exposure to free enterprise systems and venturing into their curricula.

The peer-reviewed chapters in Volume 12 emphasize the role of family systems in shaping entrepreneurial outcomes. Interestingly, spousal influence is a major topic in three of the chapters. Another important theme is family business identity and how a range of different influences – from within-family perceptions to broad institutional pressures – affect family business image and organizational performance. Both quantitative and qualitative research methods are employed to address the role of entrepreneurship in family businesses.

Cognition has always been central to the popular way of thinking about entrepreneurship. Entrepreneurs imagine a different future. They envision or discover new products or services. They perceive or recognize opportunities. They assess risk, and figure out how to profit from it. They identify possible new combinations of resources. Common to all of these is the individual’s use of their perceptual and reasoning skills, what we call cognition, a term borrowed from the psychologists’ lexicon.

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.

New ventures contribute to the competitiveness of the United States in global markets, creating jobs and wealth. Understandably, public policy makers and researchers alike have shown an interest in understanding the factors that spur these ventures’ growth, which is also an important research issue in the field of entrepreneurship. Researchers have highlighted the role of owners’ needs and aspirations and industry conditions as determinants of new ventures’ growth. This study proposes that new ventures’ resource endowments influence their growth in domestic and international markets. Using the resource-based view (RBV) of the firm, the study examines the effect of select technological resources on the domestic and international sales growth of 419 new ventures. Start-ups (5 years or younger) benefit from using a different set of technological resources in achieving growth than those of adolescent firms (6–8 years old). These differences persist in low vs. high technology industries, reflecting the maturation of these ventures.

Research concerning family business, from our perspective, is often limited by the theoretical paradigms that the researchers examine or use in their work. From the vantage point of the sociology of knowledge, Thomas Kuhn (1962) popularized the notion of “paradigms” within theoretical and scientific communities. Paradigms impose a specific view of the world onto the topics that are studied. Like “Schroedinger's Cat,” the theory used changes the “world” that is being investigated. As Kuhn pointed out, revolutions in thinking occur most frequently from “outside” the theoretical community that is committed to specific paradigms.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

Purpose: In reality, financial decisions are made under conditions of asymmetric information that results in either favorable or adverse selection. As far as financial decisions affect growth of the firm, the latter must also be affected by either favorable or adverse selection. Therefore, the core objective of this chapter is to examine the determinants of each financial decision and the effects on growth of the firm under conditions of information asymmetry.

Design/Methodology/Approach: This chapter uses data for the non-financial firms listed in S&P 500. The data cover quarterly periods from 1989 to 2014. The statistical tests include linearity, fixed, and random effects and normality. The generalized method of moments estimation method is employed in order to examine the relative significance and contribution of each financial decision on growth of the firm, respectively. Standard and proposed proxies of information asymmetry are discussed.

Findings: The results conclude that there is a variation in the impact of financial variables on growth of the firm at high and low levels of information asymmetry especially regarding investment and financing decisions. A similar picture emerges in the cases of firm size and industry effects. In addition, corporate dividen d policy has a similar effect on firm growth across all asymmetric levels. These findings prove that information asymmetry plays a vital role in the relationship between corporate financial decisions and growth of the firm. Finally, the results contribute to the vast literature on the estimation of information asymmetry by demonstrating that the classical and standard proxies for information asymmetry are not consistent in terms of the ability to differentiate between favorable or adverse selection (which corresponds to low and high level of information asymmetry).

Originality/Value: This chapter contributes to the related literature in two ways. First, this chapter offers updated empirical evidence on the way that financing, investment, and dividends decisions are made under conditions of favorable and adverse selection. Other related studies deal with each decision separately. Second, the study offers new proxies for measuring information asymmetry in order to reach robust estimates of the effects of financial decisions on growth of the firm under conditions of agency problems.

Entrepreneurship is one of the fastest growing disciplines at colleges and universities today. Programs span campuses offering traditional coursework and a variety of experiential learning options for students from all majors. While most agree that as much learning, if not more, occurs outside of the classroom, there has not been a model for integrating curricular and cocurricular components in entrepreneurship programs. Moreover, there has not been clear agreement on how to assess value from these programs.

To resolve this, we used a five-phase competency development process to create a customized learning model that engages the learner, the educator, and the community volunteer in the learning and assessment process at both the individual and program levels. This chapter presents a case study in a private, metropolitan university of 8200 students. The case study presents the problem and rationale, a history and overview of the application of competency-based education, and a five-stage process used to develop the model and apply the model to achieve a customized learning path for students in entrepreneurship.

The five-stage model of competency-based education can be applied to develop a customized learning approach and assessment path for students who study entrepreneurship. The use of a technology support platform can extend and simplify the use of this model and allow for the integration of curricular and cocurricular components of an experiential education.

This is a unique approach to integrating curricular and cocurricular education to provide a holistic experiential education for learners. The value of this program extends to faculty who assess learning and volunteers who participate in the learning experience. Specific attention is given to the challenges and process for curriculum mapping and the use of this model for assessment.