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Research in entrepreneurship education faces substantial tensions and methodological challenges. Building on a review of extant empirical studies in the field, the purpose of this paper is to develop an integrative methodological framework for studying entrepreneurship education. Central questions are: What forms of entrepreneurship education research exist? Which data sources, research methods and approaches are used in this research? What are the methodological strengths and weaknesses of entrepreneurship education research? How can entrepreneurship education research be improved methodologically?

The paper combines a literature review with a conceptual discussion. The review identifies 88 journal articles reporting empirical studies of entrepreneurship education published between 2002 and 2012. The literature is coded according to method used, type of study, data collection and analysis techniques. From the analysis of the reviewed literature, a conceptual discussion of the advantages and drawbacks of various methods is undertaken, and an integrated approach to entrepreneurship education research is proposed.

Research in entrepreneurship education is fragmented both conceptually and methodologically. Findings suggest that the methods applied in entrepreneurship education research cluster in two groups: first, quantitative studies of the extent and effect of entrepreneurship education; and second, qualitative single case studies of different courses and programmes. Benefits and drawbacks haunt both clusters. Quantitative studies bring objectivity, comparability and generalizability, but show limited appreciation of the heterogeneity of the education they seek to measure. Qualitative single case studies are ripe with contextually sensitive descriptions and best pedagogical practices, but suffer from limited comparability and generalizability as well as severe biases of teacher-researcher conflation.

The suggested methodological framework builds on a systematic review of the research methods applied in extant entrepreneurship education research. It integrates qualitative and quantitative techniques, the use of research teams consisting of insiders (teachers studying their own teaching) and outsiders (research collaborators studying the education) as well as multiple types of data. To gain both in-depth and analytically generalizable studies of entrepreneurship courses and programmes, the suggested framework integrates the empirical sensitivity of qualitative techniques and diverse research positions, with the rigour of quantitative measures. The authors argue that studies of entrepreneurship education benefit from this integration. Furthermore, the authors describe a variety of helpful methods, explore the potential relation between insiders and outsiders in the research process and discuss how different types of data can be combined. The integrated framework urges researchers to extend investments in methodological efforts and to enhance the in-depth understanding of the dynamics and challenges of teaching entrepreneurship.

Is eco-entrepreneurship (the provision of new products, processes, services with environmental benefits) different from standard entrepreneurship, where the emphasis is on the provision of private goods, processes, and services? In some sense, it must be because of the nature of the public goods outcome. There will be measurement and enforcement problems in eco-entrepreneurship that exceed those found for more standard new ventures. It is for these reasons government is normally associated with the provision of public goods. At the same time, however, society is increasingly turning to private individuals to respond to growing demands for environmental improvement. Private entrepreneurs are seen as reacting more quickly, more completely, and more precisely to environmental concerns. New technology, on which many environmental benefits are linked, typically requires private entrepreneurs to engage in discovery, development, and delivery. Business plans are prepared and presented to venture capitalists and other investors seeking to capture the private returns from these new ventures that also provide critical public goods. Yet, eco-entrepreneurship is not well understood regarding its motives, returns, products, services, organization, and property rights.

The purpose of this research is to investigate how parents and caregivers describe their concerns about the HPV vaccine for their children on open Internet websites. The study examines what the discourse among parents reveals about their concerns regarding the HPV vaccine.

Our exploratory study utilized a grounded theory approach as a method of collecting data and simultaneously formulating research questions based on emerging themes from the data. We used purposeful sampling to select sets of comments posted on websites that provided news, scientific information, or parental support regarding HPV and its vaccine.

Findings suggest support for Bond and Nolan’s (2011) theory that familiarity with a disease is central to parents’ assessment of risk, and that dread of a serious disease such as cervical cancer is weaker than dread of unknown possible side effects in parents’ motivation to give or withhold the vaccine for their children.

Research limitations include our usage of a purposeful convenience sample of websites. The limitation of this sampling technique is that the comments made by website “users” and used in the analysis may not be representative of the wider population, and may include Americans as well as non-Americans.

Our research fills an important gap in the literature by looking at the ways in which parents share their concerns about the HPV vaccine on Internet websites as they consider whether to reject, delay, or consent to the vaccine.

The purpose of this study is to examine Kelly's proposed fundraising roles scales to describe the daily activities of male and female fundraisers.

The data collection procedure involved a national survey to a random sample of 286 fundraisers from the American Health Association. The pen‐and‐paper survey had a 48 percent response rate, and the scale indices were found to be reliable with Cronbach alpha tests.

The study found that there were no statistical differences in how male and female fundraisers enacted the technician role; however, gender differences emerged for all three managerial roles with males enacting the roles at statistically significant greater rates.

This study represents an important initial step in advancing theoretical knowledge on fundraising, and it is the first quantitative test of Kelly's proposed fundraising role scales.

Purpose—Joan Acker proposed her gendered theory of organization as a framework to analyze organizations and to understand how gender underlies organizational structure in such a way as to subordinate women. Much of the previous work that has utilized this framework has examined highly (male-) gendered organizations. This archival case study aims to use Acker’s framework to examine a purportedly female-gendered organization—the 1970s feminist organization, Stewardesses for Women’s Rights (SFWR).

Design/methodology/approach—Using these archived materials, this chapter uses a critical hermeneutic approach across Acker’s framework of gendered organization to make sense of the rise and fall of SFWR. The chapter discusses lessons learned from this short-lived organization.

Findings—The chapter finds that societal pressure and organizing women’s understanding of what is “real” and valued in an organization pushed them to create an organization that was as highly (male-) gendered as the organizations from which they were escaping. Many in the organization never saw SFWR as a “real” organization because of the underlying organizational logic that was directing what the organization should be. Even if the organization did, on the surface, look different than other explicitly male-gendered organizations, the same underlying organizational logic manifested itself in similar organizational structure.

Originality/value—This archival case study uses Acker’s framework to examine a purportedly female-gendered organization—the 1970s feminist organization SFWR and reveals lessons learned.

The purpose of this paper is to identify the key characteristics of business-to-business relationships in the early stages of the relationship that will influence the successful creation of value chains. Identification of these characteristics will provide a decision-making tool for continuing the effective development of the value chain process.

Key characteristics necessary to develop strong relationships were identified from the literature. These characteristics will assist the relationship to evolve into a long-standing mature relationship. An expert panel evaluated four value chain analysis (VCA) case studies against these characteristics in order to identify patterns in relationships that could explain the varied performance of these cases.

In total, 15 relational characteristics were identified that must be present in the engagement stage before initiating the next step in the VCA process. An assessment of the activities associated with pre-relationships and early relationships within the value chain provide a strong indication of the chains ability to conduct successful VCA.

This research furthers the understanding of value chains and adds an important and novel contribution of relationship characteristics to the early stages of relationship development within value chains.

The application of relationship development to the engagement of value chains is an extension to the VCA literature. Relationships are a proven foundation component of successful value chains, and yet relationship development research from business-to-business marketing has not been well incorporated into the value chain literature. The framework proposed in this paper facilitates an assessment on the level of chain engagement and readiness to take the next step in the value chain process, thus making a valuable practical contribution.

To explore annotated video-based portfolios and the communicative practices embedded in this technological mediation as a means for teacher candidates to construct pedagogical knowledge and develop self-examination skills leading to a deeper reflection on practice, greater perceived value of the reflection process, and the ability to identify specific behaviors for improvement.

In this chapter, we present the development of an online graduate practicum course in a Masters in Reading program, and the supportive measures put into place so students could reflect on their own and others’ practice within a video-based portfolio construction.

Observations indicate course members’ discussion regarding teaching follows a clear progression: the importance of teachers’ management of materials, space and time; developing their ability to discern patterns in student behavior; and a growing recognition of the impact teacher talk and habits have on their students. To support practicum students’ progress, we have developed a set of assumptions to guide talk about practice during annotation and discussion of video, as well as ways of using talk effectively during a video lesson.

We share this glimpse into the design of our practicum course as a means to make transparent the support systems developed so students could capture and discuss quality practice within the context of their own work with a student. We hope sharing our journey will provide others engaged in this work with a common language and lens for discussion about quality, resulting in positive outcomes for students.

Tiered systems may hold particular benefit for students with intensive intervention needs, as this continuum of supports is ideally comprised of evidence-based practices. In this chapter, we explore three intensive interventions: functional assessment-based interventions (FABI), First Step to Success, and Read 180 as they feature a range of practices and programs to meet students' academic, behavioral, and social needs. We define and describe each intervention, including information on essential features necessary for drawing valid inferences: treatment integrity, social validity, as well as student performance. We also provide examples of supporting evidence, featuring treatment-outcome studies documenting intervention effectiveness. We close with clarifications and considerations for meeting the multiple needs of students requiring intensive intervention efforts.