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The aim of this article is to show how technology‐driven business strategy can offer some distinct advantages.

The IBM Institute for Business Value studied ten companies that are known within their respective industries for strong innovation.

The study found that these companies' innovations stood out because they accomplished one or more of the following: changed the basis of competition; broke the rules of scale; and/or introduced totally new business models.

Many of today's most exciting and “disruptive” innovations now tend to occur at the intersection of market insight and technological know‐how, and many of the companies that are seizing the initiative in this new competitive environment are doing so by taking a fundamentally different approach to strategy development – an approach the authors call “technology‐driven business strategy.”

The authors observed six common principles that innovative companies, like the ten in their study and others that they have worked with, seem to follow in their approach business strategy development: Consider technology a core input. Revisit strategy and technology context regularly. Uniquely manage emerging businesses opportunities. Plan for disruptions. Manage for today's and tomorrow's context. Focus technology on the customers’ priorities.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

This Masterclass considers the lessons of two recent important books have contrasting but complementary insights to offer to company leaders and strategists on how to improve the odds for developing successful innovations in response to game changes in markets.”

In Dual Transformation: How to Reposition Today’s Business While Creating the Future (2017), disruptive innovation experts, Scott Anthony, Clark Gilbert and Mark Johnson offer corporate leaders a “dual transformation” template for simultaneously repositioning the traditional core business in the face of disruptive change, while also creating new businesses to harness the growth potential typically unlocked by such disruption. In The Power of Little Ideas: A Low-Risk, High-Reward Approach to Innovation (2017), innovation guru, David Robertson, and his collaborator, Kent Lineback, offer companies a “third way” for coping with historic market inflections by innovating around a core product to make it more compelling, rather than having to choose between attempting the radical or incremental innovation of the product itself.

The most powerful message that both books featured in this masterclass have to offer is that while it may be true, as they go on to observe, that large companies can’t innovate faster than the market, they can learn “to innovate better than the market,” through more imaginative use of legacy products, platforms and assets.

A “third way” to cope with market disruption is based on innovating around the core product, by surrounding it with a set of complementary innovations, rather than re-featuring the product itself. All of the complementary innovations operate together with the product “as a system or family to satisfy a compelling promise to the customer.”

Both Dual Transformation and The Power of Little Ideas, present different, but far from mutually exclusive, innovation strategies that can help many more great companies to survive disruptive competition.

Over the past 30 years, enrollment in entrepreneurship programming within community colleges has grown substantially. The two-year context poses unique challenges and opportunities for studying entrepreneurship, and the purpose of this paper is to use a narrative review approach to consider the vitality of entrepreneurship education in the community college system. This research captures and reflects key findings from the field and illuminates the current state of scholarship on entrepreneurship education in community colleges. Four key areas are highlighted that describe the primarily challenges and distinctiveness of entrepreneurship education in the community college setting: curricular effectiveness, emphasis, degree and non-degree programs. The general framework that emerges from this narrative review helps to identify gaps in the literature and provides a focal point for future studies.

A structured literature review methodology (Armitage and Keeble-Allen, 2008) was chosen for this study as the state of literature in the specific area of interest did not present general groupings of topics or activities. Given this lack of categorical clarity, the design was specifically focused on bringing together key groupings to provide a framework for further study. The specific methodology adopted standard SLR techniques in terms of article selection, choice and organization. No pre-conceived groupings were used as part of organization of information. The goal was to allow the disparate studies fall into natural categories as greater review and organization continued.

During the authors’ review and analysis of the extant literature, four focal areas emerge that appear to create a general framework for explaining the important matters in community college entrepreneurial education. Those areas are: overall effectiveness, education emphasis, non-credit educational programs, and for-credit educational programs. The following discussion offers a starting point for future investigation. Figure 2 presents this paper’s advocacy arguments and a full literature review follows this initial framework.

Entrepreneurship programs in universities have grown significantly over the last 30 years (Heriot and Simpson, 2007). In the early 1980s, approximately 300 schools had entrepreneurship and small business programs. By the 1990s, that number had increased to 1,050 schools and signaled the beginnings of rapid entrepreneurial education expansion (Solomon et al., 1994). By the early 2000s, entrepreneurship education had exploded to more than 1,600 schools offering over 2,200 courses including journals and mainstream trade publications as well as special issues devoted solely to entrepreneurship (Katz, 2003; in Kuratko, 2005). This growth trend has been mirrored in community colleges (DoBell and Ingle, 2009). Despite that growth, scholarship regarding entrepreneurship education in community colleges has been described as a “wild west” (Truit, 2017) highlighted by little communication or sharing of experiences or cooperative activities beyond limited partnerships both inside or outside of the community college. Existing studies tend to be scattered and practitioner-written while academic articles are often theoretical, focused more on entrepreneurial education in four-year universities and at times promote underspecified models of challenges community colleges face. Given the dearth of scholarly work in the domain, this review attempts to form a comprehensive classification of extant work in order to stimulate and direct future research in this domain. The goal is to provide a current “state of the literature” of entrepreneurial education in community colleges that shares findings, suggests potential areas of inquiry, and helps to structure research arguments. To accomplish this, in the spirit of Hammersley (2001) and Harvey and Moeller (2009), we present a descriptive, narrative review of entrepreneurship education in community colleges in order to gain a better understanding of its complexities.

Increasing minority representation in law enforcement has long been viewed as a primary means to improve police-citizen relations. The recommendation to diversify police departments was endorsed by the Kerner Commission and, most recently, the President’s Task Force on 21st Century Policing. While these recommendations make intuitive sense, little scholarly attention has examined whether greater levels of minority representation translate into positive police-community relations. The purpose of this paper is to use the representative bureaucracy and minority threat frameworks to assess the impact of the racial/ethnic composition of both police departments and municipalities on disparities in traffic stops.

A series of ordinary least squares regression analyses are tested using a sample of more than 150 local police agencies from Illinois and Missouri.

Higher levels of departmental representativeness are not associated with fewer racial/ethnic disparities in stops. Instead, the racial/ethnic composition of municipalities is more predictive of racial patterns of traffic stops.

This study provides one of the few investigations of representative bureaucracy in law enforcement using individual departments as the unit of analysis. It examines Hispanic as well as black disparities in traffic stops, employing a more representative sample of different size agencies.