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The purpose of this study was to investigate the personal and contextual factors that influence entrepreneurial intention between two student populations from the United States and Portugal.

The data were obtained through the Entrepreneurship Education Project, a large study that collected over 17,000 responses from students in 70 countries. A subset of this data resulted in 3,008 responses from students in the United States and 1,026 respondents in Portugal. The model predicted that entrepreneurial intention would be influenced by entrepreneurial capital and entrepreneurial self-efficacy (ESE), and that the model results would be stronger in the US than in Portugal.

The main effect hypotheses were supported while moderating effect hypotheses were not, although post hoc analysis revealed some interesting culturally relevant anecdotes.

This study contributes to the generalizability of previously established antecedents of entrepreneurial intention to two highly different cultural contexts – the United States and individuals from Portugal. The cross-sectional, correlational nature of the survey limits the findings to one point in time.

Findings suggest that having the opportunity to start a business as part of entrepreneurship education may provide useful in not only enhancing ESE but also in entrepreneurial intentions. Programs might consider including starting a business, either a new venture, or as part of a corporate program as part of the degree requirement. It may be that starting a business will provide critical experience students need to choose entrepreneurship as a career.

This research explored the similarities and differences in characteristics between students from a highly individualistic nation with low uncertainty avoidance (United States) and one that is more collectivist and less uncertainty avoidant (Portugal). Findings highlight the importance of entrepreneurial capital, ESE and the role that culture plays in students' entrepreneurial intentions.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/00251749010145146. When citing the article, please cite: Donald G. Howard, William Howell, John K. Ryans, (1990), “Corporate/Marketing Philosophy: A US, Japanese and British Comparison”, Management Decision, Vol. 28 Iss: 1.

This article presents the results of a recent study of the strategic marketing and management priorities of leading British executives. Further, their views on a wide range of current and future strategy issues are compared with earlier research on US and Japanese executives conducted by the Japanese Management Association (JMA).

The focus is an examination of the evolution of marketing theory and the role the study of marketing theory plays in the marketing education process. In addition, the question whether the status of marketing theory differs among American marketing academicians and their European colleagues is examined.

Drawing from conservation of resources (COR) theory, this study investigates the relationship between employees' perceived career progress and their championing behavior and particularly how this relationship might be invigorated by two critical personal resources at the job (work meaningfulness) and employer (organizational identification) levels.

Quantitative data were collected from a survey administered to 245 employees in an organization that operates in the oil industry.

Beliefs about organizational support for career development are more likely to stimulate idea championing when employees find their job activities meaningful and strongly identify with the successes and failures of their employing organization.

This study offers organizations deeper insights into the personal circumstances in which positive career-related energy is more likely to be directed toward the active mobilization of support for novel ideas.

As a contribution to extant championing research, this research details how employees' perceived career progress spurs their relentless efforts to push novel ideas, based on their access to complementary personal resources.

The purpose of this paper is to validate a shortened measure of consumers’ satisfaction with the service quality at sporting events. The scale's ability to predict both customer satisfaction and future behavioral intentions is also measured.

The measure, entitled Eventserv‐Short, was tested across the five most popular American sports and across two levels (collegiate and professional). An online survey was utilized with a total of 854 respondents.

Results showed that Eventserv‐Short is a reliable and valid measure of satisfaction with service quality that is invariant across various sporting events; also, Eventserv‐Short predicts overall customer satisfaction and future behavioral intentions.

The paper's importance is demonstrated by the measure's consistent performance across the different types of sports and settings. Further, these results show that researchers and managers can now more quickly, reliably, and accurately measure consumers’ satisfaction with the service quality they perceive while attending sporting events.

Wheelchairs and mobility devices are important to enable mobility for students who are unable to functionally walk by themselves to fully participate in daily life. However, they can be enablers or barriers to inclusion and participation for students. Children and adolescents, like other wheelchair users, have a varying number of reasons to use chairs, but what type of chair, how it is used and what type of participation it encourages or discourages is as individual as the child themselves. This is an area of practice that has little evidence on which to base decisions, leading to inconsistencies of provision practice and inclusion in mainstream environments. This chapter will discuss why children use wheelchairs in the first place, then outline some of the typical types of wheelchair available and discuss matching the child to their wheelchair. Barriers to appropriate use of wheelchairs include policy, funding, attitudes and perceived skill set. Children who use wheelchairs often do not gain the motor experiences that their peers do yet are expected to perform skilled wheeled mobility, often without training. Finally, inclusion in school is about inclusion not only in the classroom but also in all activities to do with their school-based communities.

The choice of what type of mobility a child needs is down to their self-defined goals in the context of their school environment, family and general ecosystem. Other forms of wheeled mobility included adaptive bicycles for children who are unable to utilise nonadapted bikes. The basis for assessment for wheeled mobility is the student. The most important part of adaptive seating is to match the student, their self-defined goals and their developmental needs. Barriers to inclusion are discussed. The final section of this chapter includes a discussion of where wheeled mobility is going into the future.

The use of teams is ubiquitous in organizations, yet teams are not always effective. Much work has been conducted to understand those factors that facilitate effective team training. While much has been learned, there is no escaping the fact that team training is a complex, resource intensive endeavor. Recent advancements in the area of intelligent tutoring may provide a way forward as one method by which to reduce some of the ongoing resource requirements involved in team training. The current chapter relies on the science of team training to describe a tool, team task analysis, that should be considered in building ITSs that move beyond the training of individual tasks to those which are team-based. In that vein, an overview of team task analysis is provided, how it differs from individual task analysis, and what it may contribute to the design of ITS for teams. In doing so, we put forth five considerations that are somewhat unique as compared with traditional task analysis as well as some corresponding guidance from the literature in light of these considerations. It is our hope that this information will not only be useful to those building team-based ITSs, but spur future thought.