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This paper seeks to provide an analytical overview of the current state of entrepreneurship education in the USA for the years 2004‐2005.

The author performed an extensive review of the literature in entrepreneurship education and enhanced the review by conducting a national survey of two and four‐year colleges and universities. This survey was the sixth since 1979 conducted by the author to examine trends and the “current state of entrepreneurship education.”

The 2004‐2005 survey indicates that the trends, especially in the use of technology initially examined in prior national studies of entrepreneurship, have continued in a similar direction and in some areas, for example, the use of technology has increased dramatically. Also, new findings confirm that the traditional teaching method of requiring students to create a business plan is still used and is popular. Finally, the data show that entrepreneurship educators are increasingly using guest speakers and class discussions more frequently than the traditional approach of class lectures.

The national survey resulted in 270 schools responding. The survey findings cannot be generalized to all schools in the USA, although there are no other samples of this size. The evaluation and interpretation of some of the findings represent the author's own perceptions and experiences, and should, therefore, be viewed with caution.

Provides an evaluation of the state‐of‐the‐art of entrepreneurship education in the USA.

Social entrepreneurship courses are among the fastest growing category of course offerings to entrepreneurship students (Brock and Kim, 2011) because both high growth potential- and steady growth-social ventures can create value and help solve social issues effectively and efficiently. As knowledge disseminators, entrepreneurship educators are in prime position to develop the knowledge, skills and abilities of students, which, in turn, increases their intentions to start a social venture and their ability to manage and grow their venture. Students gain an understanding about the role of entrepreneurship in addressing social opportunities, as well as knowledge related to starting, managing and growing social entrepreneurship ventures. This paper is divided into three parts. First, the authors broadly discuss the concept of social entrepreneurship. Second, the authors present an overview of the field of social entrepreneurship education (SEE) and its evolution. Finally, the authors supplement this review with an analytical examination of SEE, in which the authors present results of a cross-country analysis survey of over 200 entrepreneurship education programs in the USA and Canada. This paper aims to present information about: student enrollment in social entrepreneurship courses in comparison to other entrepreneurship courses; the frequency of offering social entrepreneurship courses and programs compared to other entrepreneurship courses and programs; and future trends in SEE. The results revealed a strong demand for social entrepreneurship from students, room for improvement in terms of the supply of course offerings, and a strong belief in the continued growth of social entrepreneurship. The authors conclude with suggestions about the future of SEE.

Analysis of secondary data derived from the oldest and most-frequently cited sources regarding entrepreneurship education in the USA and a novel data set examining entrepreneurship education in Canada. Both data sets were collected using an online self-report survey.

Demand for SEE continues to rise in both the USA and Canada. However, course and program offerings have not kept pace. Prominent trends in social entrepreneurship such as cross-campus programs and addressing the evolving demographics of students in higher education institutions need more attention.

A cross-cultural study of SEE that provides a high-level view of the state of the field today. In addition, the paper outlines the potential of the field of knowledge management for the future of SEE.

The authors illustrate accounting information's effects in terms of necessity and sufficiency, using a set-theoretic approach, and highlight how the approach complements conventional correlational analyses.

The authors examine the relationship between accounting numbers (accounting information) and stock prices (effect) under both correlational and set-theoretic perspectives using a value relevance methodology.

The claim that accounting information is significantly correlated to an outcome does not inform the accounting information's necessity or sufficiency. In addition, findings suggest that not all control variables that are significantly correlated to a supposed accounting effect are necessary to explain that effect. Moreover, variables reflecting accounting information are not individually sufficient to explain the effect under investigation.

The study contributes to set-theoretic approach to accounting research and echoes the call for a diversity of research approaches in accounting.

The study may have practical implications for various accounting information users, including investors, financial analysts and financial market and accounting disclosure regulators as well. Indeed, accounting information users should consider the importance of the combined effect of multiple pieces of accounting information in the users' positions on firms' stocks. Understanding what might be the relevant combinations of accounting information associated with a given organizational context is a key in making compelling accounting-informed decisions. Such knowledge can inform reflections of accounting disclosures and regulations on the combined effects of several accounting information.

First, the study adds to the newly introduced set-theoretic approach to empirical accounting. The study also resonates with the call for a diversity of research approaches in accounting. The authors empirically demonstrate that significant correlation between accounting information and its effects does not connote “necessity” or “sufficiency,” which is rather revealed by qualitative comparative analysis (QCA). Such complementarity can help accounting researchers to carry out (1) new investigations of accounting's earlier hypotheses or propositions and (2) investigations of new accounting hypotheses/propositions deriving from existing accounting theories and (3) to explore new relationships between accounting phenomena. Second, the study incidentally contributes to value relevance literature in terms of contextualization of the relevance of accounting information. Specific to the African capital markets, the study complements the few recent studies on the Bourse Régionale des Valeurs Mobilières d’Abidjan (BRVM).

We know a great deal today about the impact of transformational leaders, their actions, typical behaviors and their ways of influencing others (Bass, 1985, 1999a, b; Bass & Avolio, 1990). However, we know relatively little about the psychological substructure, the internal world of these leaders, namely who they are and how they developed this way. These aspects were raised earlier in Bass’s early work (Bass, 1985) but have received little attention so far (Bass, 1998; Judge & Bono, 2000). We argue that the internal world of a transformational leader is characterized by a motivation to lead, leadership self-efficacy, motivation and capacity to relate to others in a pro-social way, optimism and openness to new experiences and viewpoints of others. We further argue that the origins of the ability and motivation to be a transformational leader lie in childhood experiences, and that the development of this ability and motivation can be understood and conceptualized by means of major developmental theories such as attachment theory (Bowlby, 1969, 1973, 1977, 1988). On the basis of these theories, we suggest a researchable conceptual framework for characterization of the internal world and the development of transformational leaders.

This study examines how transformational leadership on the part of senior attorneys in law firms may affect their subordinate attorneys' performance in an industry experiencing both distinctive leadership challenges and widespread economic upheaval. Specifically, our multilevel theoretical model attempts to capture the moderated mediation relationships between transformational leadership, innovative climate, entrepreneurial orientation, and individual performance.

The study employs of a multilevel path analysis to examine the earlier described conceptual model utilizing primary data collected from 484 attorneys at 31 professional service firms.

The authors used multilevel path analysis to examine the existence and the extent of a multilevel mediation effect. They found that a firm's entrepreneurial orientation mediates the relationship between supervising attorneys' transformational leadership and individual attorneys' performances. The authors also found that the indirect effect of supervising attorneys' transformational leadership on individual attorneys' performances through entrepreneurial orientation is conditional on the degree of firm innovative climate.

The authors draw on theories of social learning to construct a dual-level theoretical model that connects domains within the leadership and entrepreneurship literatures. It does so by examining the relationships between the law firms' supervising attorneys' change-oriented leadership and their subordinate attorneys' billable hours during a period of severe economic disruption.

The purpose of this paper is to report on the initial validation of a new method, called the “Meaning of the Child Interview” (MotC), to assess the psychological meaning all children have for their parents, but which in cases of risk, submerge or distort the child’s identity. The MotC analyses parental discourse using a method developed from the discourse analysis used to classify the Adult Attachment Interview together with patterns derived from the infant CARE-Index, a procedure that evaluates face-to-face parent-child interaction. This allows the MotC to illuminate how the parent’s thinking influences the developing relationship between parent and child.

Parents are interviewed using the Parent Development Interview (PDI), or an equivalent, and then the interview transcript is classified using the MotC system. The coding method was developed from interviews drawn from the first author’s work with children and families in the family court system, and then tested with a sample of 85 mothers and fathers, 62 of whom were parents drawn from an “at risk” context. The parents were also videoed in a short free play interaction, using the CARE-Index.

The study found a strong correspondence between the levels of risk as assessed by the MotC patterns of parental representation of care giving, the risk to the parent-child relationship observed using the CARE-Index. There was also corroboration of the patterns of interaction identified by the MotC.

The results of the study provide good evidence for the Meaning of the Child as an identifiable construct, and as an assessment tool to identify and assess the nature of “at risk” parent-child relationships. MotC was developed in a clinical setting within the Family Court justice system, and is designed to offer assistance to child protection and mental health practitioners deciding how to intervene in particular parent-child relationships.

To explore the roles of perceived leader caregiving, and followers’ leader-specific attachment orientations, in followers’ experiences of negative interactions and emotions.

In a qualitative field study, individuals identified as secure and insecure (avoidant or anxious) on a pre-measure of leader-specific attachment, were interviewed regarding perceptions of leader caregiving and experiences of negative affective events in their current leadership dyad.

Followers perceived and interpreted negative interpersonal events and emotions in ways that reflected underlying attachment concerns, and embedded perceptions, of leader caregiving quality.

The study was small-scale but provides rich relational information on which future researchers can build to further explore the development and impact of leader-follower attachment dynamics.

Attachment-focused leadership development training may be useful in enhancing leader-follower relationship quality.

This study is the first to demonstrate qualitatively the associations between followers’ leader-specific attachment orientations, their perceptions of leader caregiving, and their experiences of negative affective events in the leader-follower dyad.

Fifty eight per cent of reporting companies have a shortage of skilled workers and 64 per cent of manufacturers believe entry‐level workers lack the necessary skills to positively impact their company. The most recent reports estimate that employers spend around one per cent of payroll on training. Lack of investment in training is an often‐cited reason why companies in the USA. are losing market share to foreign competitors. This study provides data regarding the extent to which training is conducted, formally and informally, in a sample of small businesses. According to the results of the study and a review of current literature, employees need training in a variety of areas and are not receiving adequate training in today’s small business environment. The study specifically includes information with respect to: (1) the types of training that small business owners believe they need to be more successful; (2) the various training methods currently used in training both employees and managers; and (3) the primary training resources used by the small businesses. The study was intended not only to determine what is happening in training and development in small businesses, but also to make owner‐managers more aware of the importance of training to their long‐term success. If owner‐managers of small businesses worldwide both read and apply the results of the study to their own individual small businesses, they could be expected to increase the level of their training programmes and change their overall attitude towards the importance of training.

The purpose of this paper is to explore the relationship between general education, specific forms of entrepreneurial education and a range of entrepreneurial activities.

The relationships were investigated through an analysis of peer‐reviewed research published in a wide range of journals and proceedings between 1995 and 2006.

Findings suggest strong evidence supporting the relationship between levels of general education and several entrepreneurial success measures. The findings are less clear in regards to the link between general education and the choice to become an entrepreneur. The findings linking specific programs of entrepreneurship education to entrepreneurship, although ambiguous, suggest a positive link between such education and both the choice to become an entrepreneur and subsequent entrepreneurial success.

The review of research suggests four implications for existing research: a need for increased research outside the USA; an understanding that inconsistencies in findings may be to a great extent temporal artifacts; a need for increased research focused on innovation; and an acknowledgement that “venture exit” as an outcome measure has received limited attention.

Given the significant investments by both private organizations and governments aimed at increasing rates of entrepreneurship and entrepreneurial success through education, it is important to understand that while the evidence supporting the links between education and entrepreneurial outcomes is promising it is not yet definitive.

In addition to providing a review of existing research this paper suggests an integrative framework for future research.