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At its essence, entrepreneurship has the potential to empower and to transform. The key to both individual and organizational prosperity in a dynamic, threatening and complex world is the ability to think and act in more entrepreneurial ways. A new wave of economic development is sweeping the world, with entrepreneurship and innovation as the primary catalysts. Within the world of education, it can be argued that the at-risk student is the one not prepared for this entrepreneurial age. While every student has the potential, most lack the knowledge, attitudes, skills, and capabilities that define entrepreneurial competence. Over these past four decades, entrepreneurship has grown within universities faster than virtually any other area of intellectual pursuit. And it appears that the pace is accelerating with more universities seeking to develop programs and centers focused on entrepreneurship. Yet, understanding how to build entrepreneurship programs that empower and transform has remained challenging for some institutions. In this chapter, we investigate the development of entrepreneurship programs in universities. More specifically we contend that they should be created for empowerment and transformation across the campus. We describe some of the most common structural forms, outline the different degree programs, and emphasize the empowering and transforming effects of these programs for all the stakeholders of a university.

It is impossible to provide anything other than a glimpse of such a complex figure as Nietzsche in the span of a review of a book on his influence (if any) on economics. Here I provide a summary of his life and major works. I have had to omit some works from the discussion, and also suppress a good deal of biographical detail. Some Nietzsche scholarship, especially that outside the analytical philosophical tradition, consider events in Nietzsche's life as important to understanding his philosophy, and look for explanations of his philosophy in his life, such as the lack of a father figure and the search for male role models in Wagner and Schopenhauer, and the effect of his chronic illness on his philosophy. If I consider these interpretive issues, I do so only tangentially.

This chapter explores how Clark University’s recent educational innovations in liberal education and effective practice (or LEEP) have led to a cultural shift in how “real-world,” “off-campus,” and “hands-on” experiences are viewed on campus. Instead of supplementing academic coursework, inquiry-based learning (IBL) opportunities that take place outside the classroom are being embraced as a fundamental mode of learning that animates what goes on inside the classroom. The goal is to engage students throughout their academic career by challenging them to take responsibility for connecting their learning through exploration, inquiry and by defining solutions to real-world issues. We connect IBL to the curriculum of one academic program, the entrepreneurship minor, to illustrate how a recurrent feedback loop emerges as the student moves through academic, co-curricular, and extracurricular experiences. We do this by mapping the student experience onto the curriculum and creating individual student pathways. With an emphasis on student-as-conduit, we demonstrate how non-course-based experiences can reinforce coursework, as well as how the curriculum can be responsive to the experiences of individual students.

Entrepreneurial activity is particularly rich in affective events, but these affective events are still underexplored compared to salaried work. Nevertheless, in small organizations, the running of the whole business may easily be impacted by the owner’s negative experiences.

To characterize these emotional lows, we undertook a mixed methods research study using a panel of 357 French small business owners. We collected their monthly work events 10 times and semantically categorized the negative ones. We weighted each category on its probability of occurrence and its emotional intensity of stress. Finally, we assessed the contribution of the cumulated events to the risk of burnout.

The findings of this study comprise a set of affective event categories applicable to business owners and entrepreneurs. Tables are ranked by times cited and intensity. Results of a regression analysis show that intensity of negative events is related to burnout, especially for younger and female employers.

The findings of this study extend the affective events framework to self-employed, supply a rigorous and predictive inventory for future surveys

The results offer small business owners as well as carers an “emotional stressometer” to benchmark the aversive events of the entrepreneurial activity.

Employer burnout caused by the experience of negative affective events affects the lives of employers and can carry across to non-work life.

This is the first study to develop a comprehensive list of negative affective events specifically for small business owners and entrepreneurs, rather than salaried employees.

An adverse health event can affect women’s work capacity as they need time to recover. The institutional framework in the Netherlands provides employment protection during the first two years after the diagnosis. In this study, we have assessed the extent to which women’s employment is affected in the short- and long term by an adverse health event. We have used administrative Dutch data which follow women aged 25 to 55 years for four years after a medical diagnosis. We found that diagnosed women start leaving employment during the protection period and four years later they were about one percentage point less likely to be employed. Women in permanent employment did not reduce their employment during the protection period and reduced their employment with less than 0.5 percentage points thereafter. Furthermore, we found minor adjustments in the working hours in the short term and no adjustments in the long term. Lastly, we found that for wages, and not for employment and hours, adjustments could be related to the severity of the health condition: women diagnosed with temporary health conditions experienced a short-term wage penalty of about 0.5–1.7 percent and those diagnosed with chronic and incapacitating conditions experienced a long-term wage penalty of about 0.5 percent, while women diagnosed with some chronic and nonincapacitating conditions, such as respiratory conditions, experienced no wage changes in the short or long term.

Care-fully attending to the ontologies embedded within educational research, this chapter provokes readers to consider the epistemic worlding of qualitative research. Drawing on the intersections of feminist poststructuralism, post-humanism, and new material feminisms, educational research can be seen as happening to worlds while also making worlds. As such, educational researchers are invited to care for the ethical entanglement among the research, researcher, researched, and reader. Bringing diverse mo(ve)ments into conversation, a minor sequence for decentering the educational researcher is presented. One example is the destabilization of conventional data triangulation through “Talking Triads.” Thinking with/in a multimodal triad gestures toward the possibility of engaging all scholarship as an intimate endeavor. More specifically, this chapter begins to illuminate how textual re/presentations of becoming-minor inherently raise tensions between nonhuman structures (e.g., time, tradition, concepts, mirrors, literature) and the human experience of being-educational researcher. From mirrors to monsters, the manifestation of “I” becomes-with/in that which is more than human.

This paper assesses the effect of property titling on child labor. Our main contribution is to investigate the potential impact of property rights on child labor supply by analyzing household response regarding the child labor force to exogenous changes in property ownership status. The causal role of legal ownership is isolated by comparing the effect of land titling using data from a unique study in two geographically close and demographically similar communities in Osasco, a town of 654,000 people in the Sao Paulo metropolitan area. Survey data were collected from households in both communities before and after the granting of land titles, with neither type knowing ex ante whether it would receive land titles. The econometric estimates, applying the Difference-in-Difference (DD) methodology and propensity score matching, suggest that land titling decreases child labor.