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The purpose of this article is to describe the similarities between abductive reasoning and entrepreneurial learning processes in order to contribute to the conceptual understanding of learning as an entrepreneurial process in itself.

The research is theoretically rooted in a conceptual development of the understanding of entrepreneurial learning processes as abductive reasoning inspired by the philosopher Charles Sanders Peirce. The theoretical explication of the connection between entrepreneurial learning processes and abductive reasoning is additionally illustrated by a hypotheses-based didactic model, developed by the authors to scaffold abducting reasoning into learning processes.

The authors found in the theoretical investigation of abductive reasoning a conceptualisation of entrepreneurial learning processes that connects entrepreneurial learning processes to basic cognitive human competences, and the authors found that key concepts in entrepreneurship, such as hunches and experiments, can be understood in a broader philosophical framework as basic cognitive competences.

The authors exemplify how abductive reasoning can be used in practice through a hypothesis-based didactic approach designed as a loop model.

The authors have discovered that abduction is closely related to entrepreneurship and can be a central conceptual link in understanding the relationship between entrepreneurship and learning. The athors also believe that Peirce's concept of abduction can contribute to the philosophical understanding of entrepreneurship as another name for a constant rethinking of the world.

This research aims to provide an updated meta-analysis of cross-cultural training effectiveness through quantitatively reviewing the links between cross-cultural training and three outcomes: adjustment, cultural intelligence and job performance.

Drawing from 37 independent samples from 1991 through August 2021 involving a total of 7,040 trainees, the author adopt random-effects meta-analyses method to assess the relationships between cross-cultural training and three outcomes and examine potential moderators (i.e. training phase, training method and rating source) that influence these relationships.

The meta-analytical results mainly support our hypotheses. Cross-cultural training -adjustment exhibits a medium and significant positive effect, whereas cross-cultural training is positive significantly related to job performance and cultural intelligence of small effect sizes. Training method and data source significantly moderate the cross-cultural training's impact on cultural intelligence and performance correspondingly.

This study considers longitudinal statistics for measuring cross-cultural training effectiveness, breaking down the inadequacy of cross-sectional measurement and covers sub-dimensions of cross-cultural training outcomes to provide more comprehensive and advanced evidence of cross-cultural training effectiveness for the latest 30 years.

Considers six entrepreneurial education and training programmes and in particular the development of high‐technology/knowledge‐based venture entrepreneurs. Examines the design features of entrepreneurial programmes and the outcomes which accrued in terms of new projects, new ventures and employment. Suggests a number of predictive hypotheses.

Reviews a range of theories, concepts and learning approaches that are relevant to the development of professionals. Goes on to take a look at how professionals actually learn, once they are in practice. The latter is based on empirical research conducted across 20 professions. Reports on the range of experiences and events that practitioners had found particularly formative in helping them become fully competent professionals; this point often not having been reached until long after their formal professional training had ended. An attempt is made to relate the formative experiences reported to particular theoretical approaches to learning. The experiences are classified into a number of general kinds of “learning mechanism” and these are placed within a “taxonomy of informal professional learning methods”. The results of the research should be of use both to professional developers and to individual professionals. They should assist developers in their planning of placements or post‐formal training. They should help individual professionals to maximise their professional learning, by seeking out particular kinds of experience and making the most of those that come their way.

Teacher collaboration is regarded as a central feature of school quality that promotes students’ learning processes, teachers’ professional development, and school improvement. Although the phenomenon is complex, studies often use global constructs and measures. To meet the research demands, the purpose of this paper is to take a differentiated perspective on teacher collaboration, its particular school conditions and effects on instructional development.

Data were collected through a survey of 1,105 teachers at 36 secondary schools in North Rhine-Westphalia (Germany). Using multivariate analysis of variance and structural equation modeling, the occurrence of three different forms of teacher collaboration and their relations to activities of instructional development, structural and cultural working conditions, represented by appropriate scales and indexes, are analyzed.

The results show that teachers use less resource-intensive forms of collaboration more often and practice more demanding forms of collaboration less frequently. More demanding forms of collaboration not only depend on the working climate but also on individual self-efficacy, institutionalized teams, collaborative and instructional principal leadership and in turn promote the development of interdisciplinary curricula and concepts for individual support.

This study provides evidence for the importance of distinguishing different forms of teacher collaboration. Furthermore, by relating different collaborative activities of teachers to certain school conditions and instructional development, this study makes a contribution to research by emphasizing the relativity of teacher collaboration regarding its desired outcomes as well as its necessary requirements.

The purpose of this paper is to explore the association between public schools' networks and strategies of entrepreneurship.

The Public School Entrepreneurship Inventory (PSEI) and a questionnaire on schools' networks were administered to a stratified, random sample of teachers and principals from 140 Israeli elementary schools.

It was found that although the network is associated with school entrepreneurship, it is limited to non‐radical entrepreneurship. Thus, extensive connections in the school's network may be considered an advantage for some entrepreneurial purposes and a burden for others. It may therefore be concluded that extensive connections create pressure to conform with network norms, thus restricting radical endeavors.

The study bridges the gap between the general literature on networks and the literature on educational networks, reflecting how a school's entrepreneurship is contingent on the qualities of its network ties.

The purpose of this paper is to investigate the antecedents of manager voice in Chinese business from the theory of plan behavior perspective. The paper focuses on how antecedents including organization‐based self‐esteem, psychological ownership, and supervisor‐subordinate guanxi influence manager voice. It also examines the cross‐level moderating effect of Chinese indigenous leadership style authoritarian leadership on the relationships between antecedents and manager voice.

A literature review on manager voice, organization‐based self‐esteem, psychological ownership, supervisor‐subordinate guanxi, and authoritarian leadership provided the model and hypothesis. Using a sample of 262 supervisor‐subordinate dyads collected in Chinese business, a cross‐level analysis was conducted to test the model and hypothesis.

The results of hierarchical linear modeling show that on a individual level, in comparison with the organization‐based self‐esteem and psychological ownership, supervisor‐subordinate guanxi is a more critical factor influencing manager voice; on a group level, authoritarian leadership is negatively related to manager voice; and authoritarian leadership moderates the relationship between the supervisor‐subordinate guanxi and the manager voice: for weak authoritarian leadership group, the positive relationship between supervisor‐subordinate guanxi and manager voice is stronger.

It was a cross‐sectional study, and the samples were limited to Chinese business. It is necessary to replicate this research in other organization contexts. The results indicate that indigenous guanxi and authoritarian leadership significantly influence manager voice, which advances voice research in Chinese management studies.

Results of the study suggest top Chinese business leaders should strengthen the interpersonal relationship between supervisors and subordinates in order to encourage manager voice. Moreover, the top leaders should change their authoritarian leadership to facilitate voice behavior.

The paper is original in its investigation on how Chinese indigenous organizational factors – guanxi and authoritarian leadership – influence manager voice. The paper also explains the relationships between antecedents and manager voice from a cross‐level perspective.

Entrepreneurial learning through formal growth-oriented training programs for SME managers promises to enhance the growth competences and growth intentions of the enrolled managers. The impact of such programs, however, depends on who enrolls since initial competence and growth-intention levels vary significantly. Potential participants may suffer from limited ability to transform new knowledge into practice, absence of growth intention and too high or too low a prior competence level to be able to benefit substantially. Selection and self-selection processes therefore have a bearing on the extent to which such programs result in additionality, i.e. improved growth performance compared to non-intervention. The paper aims to discuss these issues.

Selection and self-selection processes are explored through a study of a large-scale training program for growth-oriented managers of small Danish firms. This program has, from 2012 to 2015, trained about 700 SME managers. Data are currently available for 366 of these participants. This evidence is compared with survey results from a randomly selected control group of 292 growth-oriented SME managers in the same firm-size group. The data were analyzed through descriptive statistics and logistic regression analysis.

A number of selection and self-selection biases were identified in the analysis. While some of the identified biases did not seem to conflict with the ambitions of this growth program, others potentially have consequences for the additionality of the program.

The paper is the first systematic study of the importance of who enrolls in training programs for SME managers.

The use of interactive, case method and other experiential teaching has a very recent history in the Czech and Slovak educational systems. Before the “Velvet revolution”, courses were typically taught using non‐interactive lecturing. Along with the recent introduction of the free market economy has come a real need for business administration courses. The Czechoslovak Management Center has attempted to introduce and foster interactive techniques through direct training and through pairing western and Czech/Slovak Faculty in the classroom. Experiences during the first 18 months revealed market resistance to interactive methods among some local faculty and students. Reviews issues which impinge on receptivity to interactive teaching on the part of Czech and Slovak Faculty and students. Identifies lessons learned and makes recommendations.