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This paper explores evidence of “social capital” within the service delivery process of a large telecommunications company. It considers the extent to which a specific business process exhibited structural, relational and cognitive features of social capital, which enabled social credits to be traded and status to be conferred across operational boundaries. Through a textual analysis of interview data, the research generates an understanding of how certain groups within business processes – often utilising informal structures – created, maintained and exchanged social credits. This framework of analysis is then applied to address the function of social capital within the process. Evidence is presented to suggests that credits shared across functional boundaries informed upon employees ability to deal with emergencies, recover services and to cope when things went wrong. The paper concludes by making a range of propositions that may enable managers to identify, build and maintain social capital within processes.

The purpose of this study is to understand how narratives are generated in stores.

The study design is based on ethnographies documented in 10 sports stores in the Paris region. The ethnographic method enables a precise and in situ observation of how narratives are structured. Narrative structures develop from the accommodation of the narratives specific to retailers and narratives specific to the customer.

The findings of this study identified four main narratives in retail spaces (the serial, the tale, the epic, the legend), each of which is distinguished by the commercial/non-commercial orientation of the narratives and by a superficial/in-depth modification of the narratives produced outside the store. These four narratives are characterized by the vendors’ roles and by the distinct interactions between customers and retail stores.

The originality of this study is to propose a narrative framework for retail structures. It illustrates the fact that the narrative is not solely a product of experiential marketing, but that it may be found in any retail store. From a practical point of view, it highlights other less costly experiential narrative strategies.

From a practical point of view, it highlights other less costly experiential narrative strategies.

The original value of this study is to apply structural semiotics to analyse narratives in the store.

Despite the gains that have been made by adopting contemporary theories of practice in entrepreneurship studies, the field still lacks a comprehensive practice theory of entrepreneurial learning. In this article, we develop a practice theory of entrepreneurial learning by elaborating on the relations between practicing, knowing and learning.

Using a video ethnography of a two-day “Startup Weekend for Refugees” event in Amsterdam, our aim is to further theorise the relational, material and embodied nature of entrepreneurial learning through analysing video fragments of naturally occurring practices.

Our findings demonstrate that entrepreneurial learning transpires through, and is emergent from, practices and their relations. On the one hand, practitioners learn to competently participate in various practices by sensing, observing and experimenting with the meaning of others' gestures and utterances. On the other, the learning of new opportunities for value creation emerges as practitioners connect various practices to one another through translation.

This article contributes by illustrating and explaining real-time instances of learning to develop a practice theory of entrepreneurial learning. This contributes to the literature by detailing the relations between learning, knowing and practising entrepreneurship, which leads to a novel alternative to existing individual- and organisational-level learning theories.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Index by subjects, compiled by K.G.B. Bakewell covering the following journals: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Compiled by K.G.B. Bakewell covering the following journals published by MCB University Press: Facilities Volumes 8‐18; Journal of Property Investment & Finance Volumes 8‐18; Property Management Volumes 8‐18; Structural Survey Volumes 8‐18.

Teachers comment that there is no time in the day to cover social studies as they struggle to implement new programs designed to increase the reading levels of the students in their classrooms. Successfully adapting the project called Kids Voting USA during the fall, 2004 election helped pre-service teachers learn how to infuse civic learning goals, social studies, and voting education into the primary classroom on a daily basis. Pre-service teachers taught lessons on the voting process to students in a public school district in grades kindergarten through second, during their internship course in the fall of 2004. Students learned how their vote made a difference and discussed the issues when presented with the facts. Pre-service teachers developed a list of children’s literature to support the skills that were being taught. Data compiled at the end of the project confirmed that the students were able to use their skills across the curriculum while pre-service teachers not only increased their understanding of civic learning goal, but also increased their own knowledge of the voting process.