Search results

The theme of collegiality and more broadly of changes in the governance of universities has attracted growing interest within the sociology of higher education. As institutions, contemporary universities are inhabited by competing logics often defined in terms of market pressures and are shaped by the higher education policies of governments. Collegiality is an ideal-type form of university governance based on expertise and scientific excellence. Our study looks at manifestations of collegiality in two publicly funded universities in Canada. Collegiality is explored through the structural attributes of governance arrangements and academic culture in action as a form of self-governance. Case studies rely on two data sources: (1) policy documents and secondary data on various aspects of university development, and (2) semi-structured interviews with key players in the governance of these organisations, including unions. Two main findings with implications for the enactment of collegiality as a governance mode in universities are discussed. The first is that governance structures are slowly transitioning into more hybrid and corporate forms, where academics remain influential but share and negotiate influence with a broader set of stakeholders. The second is the appearance of forces that promote a delocalisation of collegiality, where academics invest in external scientific networks to assert collegiality and self-governance and may disinvest in their own institution, thus contributing to the redefinition of academic citizenship. Status differentiation among academic colleagues is associated with the externalisation of collegiality. Mechanisms to associate collegiality with changes in universities and their environment need to be further explored.

This study aims to explore the motivations and business ideation processes of 776 entrepreneurs from three diverse cohorts of technology, youth and arts entrepreneurs.

Using an inductive approach inspired by grounded theory, observations resultant from the use of a Web-based digital test environment are openly coded, in which 776 individual entrepreneurs have stated their objectives for engaging in entrepreneurship and performed a business ideation process.

The study inductively derives a typology of objectives types – “GET GIVE MAKE LIVE” – and finds that beyond the pursuit of profitable opportunities, there is considerable variation, complexity and combinations to the reasons why individuals engage in entrepreneurship. A total of 76 percent of the population in this study have more than one objective, with 48% having more than one type of objective. While the arts entrepreneurs tended to engage in entrepreneurship to “LIVE” and the tech entrepreneurs were more inclined to “GET,” the most frequently observed objective type in all cohorts was to “MAKE.” A total of 74 percent of the entrepreneurs took an effectual approach and began defining their business idea with their core competency, yet technology entrepreneurs were the most likely to start by defining their key market.

Entrepreneurship educators, trainers and helpers should refrain from a standardized approach which assumes that entrepreneurs share the same set of singular motivations. Interventions might benefit from a student-centered program which promotes reflection and articulation of the entrepreneurs’ objectives and their diversity.

This study answers the call for research to embrace entrepreneurial diversity and compliment previous explorations of entrepreneurs’ motivations through an empirically grounded study of three diverse cohorts of entrepreneurs.

This article presents a pedagogical model that utilizes students as primary researchers in the identification, interviewing, and then reporting on women entrepreneurs as a major component of a multidisciplinary entrepreneurship course. The purpose of the course is to attract students who may not be familiar with the entrepreneurship concept itself, the role of women in such economic ventures, or the possibilities for people like themselves in such a career avenue. Students are exposed to the accomplishments of women entrepreneurs throughout U.S. history in the broad categories of agriculture and mining; construction; communication; manufacturing; service (both for profit and not-for-profit); transportation; and wholesale and retail trade. This content experience is then enhanced by the studentsʼ own direct interaction with and interviewing of women entrepreneurs. The implementation, potential outcomes, and possible adaptations of the course are described, and this transformational learning process model is illustrated.