Search results

This paper assesses the efficacy of the 18 small business development centers (SBDCs) located throughout the state of Pennsylvania during 2013–2016 as a proxy for publicly funded, small business consulting services in general.

The paper compares the sales growth of SBDC clients, as reported in postconsultation surveys, to comparable growth measures for the corresponding business population using one- and two-sample t-tests.

The results show that respondent clients with existing businesses clearly outperform the broader population following consultation, both in aggregate and when decomposed by region and industry.

Although the best available data, the results are tempered by low response rates and self-reporting.

The paper empirically demonstrates that SBDC clients experience higher growth in sales and employment following their consultation than the broader business population. The net benefit of such services is, however, impossible to determine.

With the COVID-19 pandemic introducing social distancing measures around the world, how we conceptualise and experience intimacy has significantly and suddenly shifted. Intimate moments such as funerals, weddings and the nurturing of everyday relationships have unfolded over video calls, and digitally mediated contact has been granted, for many, greater importance. At the same time, who we can be close to, and the conditions of this closeness have come under intense scrutiny as we become aware of how bodily proximity and bodily performances such as breathing are implicated in the spread of the virus. With this awareness comes a renewed intimacy with seemingly mundane bodily gestures and performances such as breath – and with the ways in which we are always entangled with those around us. In this chapter, we examine intimacy in a post-COVID future through the themes of proximity, breath and mediation. While intimacy is often conceptualised as occurring only between human subjects, we contribute to a more expansive understanding of intimacy that can account for the closeness and familiarity we feel with non-human objects. We argue that our social worlds are layered with familiar objects that facilitate our everyday encounters – a facemask or Zoom interface – and we argue that conceptualising intimacy must account for these entanglements.

The purpose of this paper is to investigate whether levels-classified fair values of US banks based on SFAS 157: Fair Value Measurements, as recognised in the quarterly financial statements of the banks over the period from 2008 until 2015, have predictive value in relation to the banks’ future financial performance measured by operating cash flows and earnings over a three-quarter horizon period. In addition, we consider whether the global financial crisis (GFC) impacted the relationship between SFAS 157–based levels‐classified fair values and bank future financial performance.

We develop hypotheses connecting the net levels-classified bank fair values based on SFAS 157 with banks’ future financial performance. We test the hypotheses by estimating three-period quarters’ ahead forecasting models. We also use these models to test for the impact of the GFC on the relationship between the fair values and future financial performance.

Our findings suggest that the levels-classified net fair values based on SFAS 157 have predictive value in relation to future cash flows for banks. There is significant variation, across the levels, in the predictive value of levels-classified net fair values for future performance. Our findings indicate that the GFC has limited impact on the predictive value for cash flows, but the GFC had a significant adverse impact on earnings, and, with allowance for the effect of the GFC, the Level 2 net fair values have predictive value for the future earnings.

The study provides the first direct empirical evidence on the relationship between the SFAS 157 levels-classified quarterly bank fair values recognised in publicly available financial statements and banks’ future performance. Our results are consistent with the findings from earlier research (Ehalaiye et al., 2017) using annual data disclosed in the supplementary notes to the financial statements of US banks based on SFAS 107. The study, makes a significant contribution to the question of frequency of reporting and to the disclosure vs recognition debate. The study has implications for policy makers, regulators and accounting standards setters such as the Securities and Exchange Commission and the Financial Accounting Standards Board in evaluating the use of fair value measurement in financial reporting.

Women entrepreneurs face a myriad of challenges in running their enterprises, such as inadequate market information for their products or services, lack of marketing skills, insufficient capital to start and run the business and unfavourable policies in county governments among others, leading to unwillingness to participate in businesses. To overcome these challenges, a number of initiatives had been put in place as a way of empowering these women, for example, Women Enterprise and Development Fund (WEDF) aimed at financing and sustenance of women-owned small and medium enterprises (SMEs). Despite these initiatives, women continue to lag behind in terms of entrepreneurship leading to this study to unearth underlying issues pertaining to women entrepreneurship and empowerment. The study was guided by the following objectives: to determine the effects of WEDF loans on women empowerment, to evaluate accessibility of credit by women entrepreneurs, to establish the role of capacity building on the performance of women enterprises and to establish the effects of women enterprises on household livelihoods. This study is significant as it aimed at establishing the relationship between gender enterprise in relation to women empowerment by use of descriptive and explanatory research designs. The study targeted 246 women entrepreneurs in Eldoret whereby 51 respondents were sampled randomly who were issued with questionnaires having closed- and open-ended questions. Secondary data obtained from the banks were also used to enhance the accuracy of the data. The study established that WEDF loans had a positive effect on women empowerment and an improved household livelihood. On accessibility of loans, a few entrepreneurs had benefitted as women were required to be in groups in order to benefit and in addition, have collaterals. Performance of business enterprises owned by women who possessed marketing skills was good as opposed to those without the skills necessitating capacity building. The study therefore recommends that there is a need to encourage vulnerable groups to participate in economic development and women entrepreneurs to form groups which will enable them do table banking hence making them financially empowered.

The relevance of institution leaders’ personal qualities for providing quality education is widely recognized. The purpose of this paper is to explore vocational education and training (VET) institution leaders’ character features. The research question was twofold: What are the features of the character of the pedagogical leaders of three Latvian VET institutions according to students, teachers and institution board members? What are the differences between respondents’ groups regarding their perceptions of leaders’ virtues?

Six members of the institution board, five teachers and six students participated in structured qualitative interviews collected in 2013 in three high-quality VET institutions from different fields (tourism, sports and maritime education). Secondary analysis of latent content was used to explore respondents’ perceptions of leaders’ virtues, using software AQUAD 7 for qualitative data analysis.

The results revealed significant differences between students’ and staff (teachers’ and institution board members’) perceptions: the staff members appreciated particularly leaders’ performance virtues (“teamwork orientation”) and intellectual virtues (“critical thinking”), whereas, for students, heads’ moral virtues were more relevant, especially “magnanimity”. Respondents also showed concern about VET institution leaders’ civic virtues (“neighborliness,” “community awareness,” and “communicability”).

The results suggest that different perspectives, and in particular students’ voices, should be integrated in VET leaders’ assessment process and that their continuing professional development should also address their intellectual, moral and civic virtues.

This study represents an innovative methodological trial for investigating educational institution heads’ leadership from the lens of virtue ethics.

In the US minimum wages were initially enacted by individual states, beginning with the Commonwealth of Massachusetts in 1912. These laws were modeled on legislation enacted over the previous two decades in Australia, New Zealand, and England (Fisher, 1926, chap. 8; Hammond, 1915, 1913; Hobson, 1915; Hart, 1994, chaps. 2 & 3; Morris, 1986). From 1912 to 1923, the legislatures of 16 states, Puerto Rico, and the District of Columbia passed minimum wage legislation, although not all of them were operational by the end of this period (Brandeis, 1935, p. 501; Clark, 1921; Millis & Montgomery, 1938, chap. 6; Morris, 1930, chap. 1).

Definitions of entrepreneurial marketing (EM) abound. Unfortunately, a consensus definition and a unified description of the construct still eludes scholars in the field, as multiple frameworks of EM have been proposed without agreement on which is the most valid and what variables are critical to an EM framework. The purpose of this paper is to provide a more comprehensive definition and framework of EM.

Following a review of the extant literature pertaining to EM, as well as a brief review of the relevant literature regarding entrepreneurship in general, the authors identified a set of variables common and critical to this marketing approach. The authors then examined the historical case of Lillian McMurry, the founder of Trumpet Records, to provide a historical example of EM. Utilizing an abductive approach, the authors repeatedly analyzed the case alongside the salient literature.

Through a methodology of systematic combining, the authors were able to advance a more comprehensive framework and definition of EM.

The primary limitation of most single case studies is the issue of generalizability. However, the authors accept the trade-off between limited generalizability and the conceptual understanding that this historical case provided.

The proposal of a comprehensive definition and process framework of the relatively nascent construct of EM, supported by a historical case example, provides a solid base upon which future research can investigate the nuances of the variables critical to this emerging marketing approach.

The goal of this chapter is to address the importance of helping teachers develop an understanding of LGBTQ+ issues and ways to create inclusive classrooms for LGBTQ+ students with particular attention to how LGBTQ+ identities/experiences can be valued and visible through literary and literacy practices. The issues addressed in this chapter are grounded in queer theory and intersectionality, which provide a space for challenging heteronormative environments in many schools as well as acknowledging the complex intersectionality of diverse identities. This framework is unpacked so readers can see how it supports instructional practices. Theory and literature inform discussion of the move in the literacy profession toward LGBTQ+ -inclusive mindsets and pedagogies. They further inform practical implications and examples provided by the author. A major issue of our time is LGBTQ+ inclusion in schools and the role of teachers in implementing literacy practices that address the needs of LGBTQ+ students and making visible their diverse identities. For the field of literacy, this is evidenced in the revision of Standard 4 Diversity and Equity in the International Literacy Association’s (ILA) Standards for the Preparation of Literacy Professionals 2017 (Standards 2017). ILA Standards 2017, which will be released in 2018, require programs preparing literacy professionals to develop candidates’ knowledge of queer theory and literacy practices inclusive of diverse students, with diversity including sexual orientation, gender identity, and gender expression. Further, ILA Standards 2017 acknowledge intersectionality across forms of diversity and that a rich understanding of diversity improves the quality of teaching and learning within and across classrooms, schools, and communities. This chapter expands on these topics and offers foundational content and resources to help literacy teacher educators, candidates in literacy programs, and other stakeholders to answer this call for building a literacy field that is welcoming, inclusive, and equity-oriented. Developing the knowledge base about LGBTQ+ issues, including theoretical foundations, social justice teaching mindsets, and concrete pedagogical literacy practices that build inclusive classrooms, can be an accessible, meaningful, and fruitful endeavor that will enrich literacy education programs and the learning communities in which literacy professionals work. Teacher educators and teachers can utilize book choices, approaches to classroom discussion and assignments, and school initiatives to build a learning environment that values LGBTQ+ students’ identities and experiences and disrupts heteronormativity in the curriculum. Multiple examples of how this can be done are offered. Understanding intersectionality also helps teacher educators and teachers see how forms of diversity are not silos. Individuals’ identities are comprised of various aspects. The topics discussed in this chapter center on LGBTQ+ issues but are applicable beyond just this scope.

Previous research suggests that women receive less critical attention and acclaim in popular music. The authors expect that gender differences in the amount and content of media discourse about popular musicians occur because music critics draw on the cultural frame of gender as a primary tool for critical evaluation. In order to explore the role of gender as a frame through which aesthetic content is evaluated, the authors conduct detailed content analyses of 53 critical reviews of two versions of the popular album 1989 – the original released by Taylor Swift in 2014 and a cover version released by Ryan Adams less than a year later. Despite Swift’s greater popularity and prominence, the authors find that reviews of her version of the album are more likely to focus on her gender and sexuality; less likely to describe her as emotionally authentic; and more likely to use popular aesthetic criteria in evaluating her music. By contrast, Ryan Adams was more likely to be seen by critics as emotionally authentic and to be described using high art aesthetic criteria and intellectualizing discourse. The authors address the implications of the findings for persistent gender gaps in many artistic fields.