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Recent shifts in the corporate configuration of the information industry are part of a spate of mergers, acquisitions and divestitures in the last five years of business history. The turbulence is due, according to some analysts, to the opening of the regulatory floodgates by the current US administration. But the phenomenon is transnational, and, arguably, is as much due to the strategic fall‐out of multinational enterprise in a turbulent global climate. Libertarian rhetoric may colour the interpretation of events, but it does not totally shape them.

Statements appear from time to time in the Press and elsewhere that aluminium cooking utensils are dangerous to health and that the small amount of the metal which may be dissolved or corroded by food may give rise to various ailments and may even be a contributory cause of cancer. These statements have been opposed as being contrary to experience and moreover have been declared by many scientific men to be devoid of any scientific foundation whatever. Nevertheless these allegations have been repeatedly made and have induced many of the public to banish aluminium vessels from their kitchens. The Ministry's Report entitled “ Aluminium in Food ” is an attempt to correlate all the known information on the subject, with the object of arriving at some definite conclusions as to whether or not aluminium is in any way injurious. Not only aluminium vessels but alum baking powders have been brought under review, although the latter have been superseded in this country for many years by phosphate baking powders. The report, after giving details of the occurrence of aluminium naturally in plants, vegetables, foods, etc., and the methods of determining it, proceeds to a critical examination of the published scientific work on the subject. The amount of aluminium which may gain access to food from aluminium vessels under different conditions is discussed, and shown to be very small. Many of the statements made as to large amounts being taken up by food must be ascribed to the use of faulty methods of analysis.

This chapter offers an introduction to the major directions that the study of culture as a social identity dimension has taken theory building and practical application. Culture is explored as it relates to a way of life of a people through arts, beliefs, ceremonies, communication, customs, ethnicity, food, gossip, language, lifestyle, music, nation of origin, religion, ritual practices, stories, and more – and ways that this filters through organizations. Various interpretive and critical approaches are used to scrutinize the nature/culture debate, challenges in operationalizing culture, the circuitous process of culture, culture’s interactions with social structures, and intersectionalities of culture with other social identity dimensions.

Culture dimensions of social identity have been explored by social scientists intrigued by ways that people report negotiating among two or more cultures – double consciousness – and making cognitive shifts for strategic reasons. Too often, even well-intentioned social policies and research designed to advance cultural plurality – or multiculturalism – ends up focusing primarily on ethnic difference while overlooking other social identity dimensions and ignoring bases of cultural differentiation. Organizational culture as an outgrowth of communication, globalization contexts, profit-centric motives, and culture’s intersectionalities with other social identity dimensions is critiqued. Chapter 4 also explores these issues according to subthemes of: Hofstede’s cultural dimensions, culture and social identity, problems with culture and social identity for individuals, and managing organizational culture.

William Baumol is best-known as an academic. He was a prodigious researcher and publisher of texts on microeconomic theory, and a highly regarded educator with roles as head of the Department of Economics at Princeton University, director of the C.V. Starr Center for Applied Economics and director of the Berkley Center for Entrepreneurship and Innovation at New York University. Less well-known were his engagements as a corporate consultant, notably for the telecommunications monopoly AT&T. Baumol’s work as an advisor, expert witness and theorist for AT&T spanned three decades from 1966. His relationship with AT&T arguably forms the context within which we can better understand his work on contestability theory, which he developed with a team of economists working for AT&T’s Bell Telephone Laboratories in the 1970s. Contestability theory was later deployed as a policy tool to justify industry deregulation and even advocate for monopolies and oligopolies on the ground that they were optimally efficient industry structures if potential competitors faced low barriers of entry. Baumol’s intellectual contribution to contestability theory was arguably influenced by the Chicago school and by AT&T’s drive toward the technological integration of telecommunications. Contestability was a rebellion against economic orthodoxies concerning competition and government regulation, and the status quo within AT&T which opposed market competition on the ground that it threatened the technological integration of the Bell system. The outcome was a revolution in industrial organization that would pave the way for the emergence of platform business models incorporating multi-sided and two-sided markets as exemplified by Amazon and Uber.

From a systems perspective, vulnerability can be defined as the relationship between a purposive system and its environment, where that environment varies over time. Which environmental perturbations are significant therefore depends upon the objectives of the system as only those perturbations that can inhibit the achievement of these objectives are significant. That system must decide whether to adjust in advance to each potential perturbation or to rely upon a recovery path when that perturbation occurs. In each case, it must then decide upon the adjustment or recovery path to adopt. In particular, the basic resources available to a household are time and energy where the rates at which these can be directly or indirectly, through earning income, converted to consumption are crucial. Perturbations can reduce the energy available as well as reduce the efficiencies with which time and energy can be converted to income.

This chapter develops an integrated model that encompasses four aspects: (1) face-to-face (F2F), (2) online teaching, (3) massive open online courses (MOOCs), and (4) the combination of Western, localized, and indigenous knowledge to provide blended entrepreneurship education. The model emphasizes the importance of a heutagogical approach and the institutional environment in blended entrepreneurship education. It is then applied to a start-up university to help develop students’ entrepreneurial mindset, entrepreneurial identity aspirations, and entrepreneurial skills. The model’s implications for research and entrepreneurship education are discussed.

This paper looks at the challenges to identity at both individual and organizational levels of analysis, posed specifically by merger‐induced change. Merger‐induced change can seriously challenge processes of identification, by disrupting cognitive alignments and emotional attachments. An extensive literature review reveals that maintaining continuity of identity from pre‐ to post‐merger is critical to successful cognitive and emotional adjustment to transformational change. Maintaining continuity is a multi‐dimensional consideration contingent not just on issues of content (image, meaning) but at a more fundamental level of identity process (maintaining distinctiveness, esteem and efficacy). It is argued, therefore, that one way in which subjective permanence can be assured is to actively manage individual careers. The literature consistently shows that for many employees, the new investment criterion (on which their contribution to an organization is predicated) is “opportunities for development”. This could be said to hold a key to maintaining and/or forging “relational” relationships in contemporary organizations. So long as employees feel that they are “developing” (e.g. learning new transferable skills, acquiring important knowledge, gaining personal credibility and confidence) and thereby increasing their employability, organisations can, to some extent, overcome employee concerns about future job insecurity by facilitating “subjective security” by furnishing maximum personal potential. In so doing, the organization can secure the human investment it needs to succeed in financial terms.

That ice‐creams prepared with dirty materials and under dirty conditions will themselves be dirty is a proposition which, to the merely ordinary mind, appears to be sufficiently obvious without the institution of a series of elaborate and highly “scientific” experiments to attempt to prove it. But, to the mind of the bacteriological medicine‐man, it is by microbic culture alone that anything that is dirty can be scientifically proved to be so. Not long ago, it having been observed that the itinerant vendor of ice‐creams was in the habit of rinsing his glasses, and, some say, of washing himself—although this is doubtful—in a pail of water attached to his barrow, samples of the liquor contained by such pails were duly obtained, and were solemnly submitted to a well‐known bacteriologist for bacteriological examination. After the interval necessary for the carrying out of the bacterial rites required, the eminent expert's report was published, and it may be admitted that after a cautious study of the same the conclusion seems justifiable that the pail waters were dirty, although it may well be doubted that an allegation to this effect, based on the report, would have stood the test of cross‐examination. It is true that our old and valued friend the Bacillus coli communis was reported as present, but his reputation as an awful example and as a producer of evil has been so much damaged that no one but a dangerous bacteriologist would think of hanging a dog—or even an ice‐cream vendor—on the evidence afforded by his presence. A further illustration of bacteriological trop de zèle is afforded by the recent prosecutions of some vendors of ice‐cream, whose commodities were reported to contain “millions of microbes,” including, of course, the in‐evitable and ubiquitous Bacillus coli very “communis.” To institute a prosecution under the Sale of Food and Drugs Act upon the evidence yielded by a bacteriological examination of ice‐cream is a proceeding which is foredoomed, and rightly foredoomed, to failure. The only conceivable ground upon which such a prosecution could be undertaken is the allegation that the “millions of microbes ” make the ice‐cream injurious to health. Inas‐much as not one of these millions can be proved beyond the possibility of doubt to be injurious, in the present state of knowledge; and as millions of microbes exist in everything everywhere, the breakdown of such a case must be a foregone conclusion. Moreover, a glance at the Act will show that, under existing circumstances at any rate, samples cannot be submitted to public analysts for bacteriological examination—with which, in fact, the Act has nothing to do—even if such examinations yielded results upon which it would be possible to found action. In order to prevent the sale of foul and unwholesome or actual disease‐creating ice‐cream, the proper course is to control the premises where such articles are prepared; while, at the same time, the sale of such materials should also be checked by the methods employed under the Public Health Act in dealing with decomposed and polluted articles of food. In this, no doubt, the aid of the public analyst may sometimes be sought as one of the scientific advisers of the authority taking action, but not officially in his capacity as public analyst under the Adulteration Act. And in those cases in which such advice is sought it may be hoped that it will be based, as indeed it can be based, upon something more practical, tangible and certain than the nebulous results of a bacteriological test.

In this paper we develop an integrated model identifying the key factors involved in managing exploratory innovation processes while also maintaining current business models and processes.

We first characterize the problem of innovation as consisting of “the four central problems” organizations face when trying to manage innovation processes (Van de Ven, 1986). We develop an enhanced version of O’Connor’s (2008) Discovery, Incubation and Acceleration (DIA) model by integrating elements of Sanchez’ (2012) theory of architectural isomorphism as well as Markides’ (2008) framework for strategically assessing the benefits of segregation versus integration of innovation processes. We develop and apply our model working with managers in two company contexts to assure the ability of our Integrated Model to identify key organizational and strategic variables that need to be recognized and managed in order to sustain successful exploratory innovation processes.

Reviews of our “Enhanced Integrated Model” with managers in the two companies suggest that our model would help them to recognize and manage key issues that were not addressed adequately in their prior efforts at exploratory innovation.

Our model building process provides a basic template for other research focused on developing normative management models through case-based research. The specific elements included in our Enhanced Integrated Models should provide managers with a useful model for managing exploratory innovation processes.

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.