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We advance entrepreneurship research by developing a theoretical model of how founding teams form. Our neo-Carnegie model situates nascent founders in particular network-structural milieus, engaging in aspiration-driven search for and evaluation of prospective co-founders. The formation of co-founding ties between nascent founders can be divided into four theoretical steps, which we label activation, evaluation, approach, and reciprocation. Successful founding team formation is a consequence of mutually favorable evaluations by nascent founders in a multi-sided matching process. Nascent founders with higher and less flexible aspirations are more likely to undertake distant search for co-founders by seeking referrals, forming ties with strangers, and forming new ties to social foci where they might meet potential co-founders. Churn in newly formed founding teams emerges as a consequence of shifting dominant coalition dynamics in the founding team caused by organic venture evolution and intentional changes in strategic direction. Our theoretical model provides new insights on the formation pathways of founding teams, their initial task and relational resource endowments, and initial team dynamics.

Past research involving turnover in work teams has largely focused on turnover as a dependent variable. With the growing trend towards more fluid, project-based teams, the effects of team membership changes on team processes and outcomes are in need of theoretical development and systematic study. Building on previous work by others (e.g. Arrow & McGrath, 1995; Marks, Mathieu & Zacarro, 2001), we develop a framework for understanding the effects of the rate of membership change, or team fluidity, on emergent states and processes in teams. Specifically, we: (a) discuss the theoretical underpinnings of team fluidity; (b) review past team research involving turnover; (c) make theoretically-grounded propositions about the effects of team fluidity on emergent states and process variables as well as additional propositions about boundary conditions; (d) discuss implications for human resource management practices; and (e) identify methodological challenges, including measurement issues, in studying team fluidity.

Since 2018, millions of students have mobilised as organisers, advocates and activists for action on global warming in movements like the School Strike 4 Climate. In Australia, an estimated 500,000 school students, some as young as five, and predominantly girls and young women, have taken part in coordinated school strikes, protest actions online and in cities and towns around the country (Hilder & Collin, 2022). While children and young people have long been central to politics, this more recent mass mobilisation raises new questions about how the various new forms of political participation and expression adopted by young people are significantly reshaping political norms, values and practices in ostensibly liberal democratic regimes like Australia. In this chapter, we propose that close attention be given to whether young people’s political views and demands for political recognition, rights and climate justice is re-constituting politics and whatever passes for ‘democracy’ in contemporary societies. Drawing on a study of the student climate movement in Australia, this chapter briefly describes the emergence of the movement globally and locally. Deploying Isin’s notion of ‘acts of citizenship’ (Isin, 2008), we examine the ways young climate activists are engaged in critical, performative, political practice, making claims for political recognition, rights and climate justice.

The ADA provides its own definition of disability. The term is defined as: a physical or mental impairment that substantially limits one or more of the major life activities of such individual; a record of such an impairment; or being regarded as having such an impairment. The phrase physical or mental impairment means: (i) Any physiological disorder or condition, cosmetic disfiguration, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genitourinary; hemic and lymphatic; skin; and endocrine; and (ii) Any mental or psychological disorder such as mental retardation, organic brain syndrome, emotional or metal illness, and specific learning disabilities.…The phrase major life activities means functions such as caring for one’s self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning, and working (EEOC & U.S. Department of Justice, 1991, pp. 16–18 as cited in Hishinuma & Fremstad, 1997).Apparently, persons identified with specific learning disabilities are covered under the ADA (Hishinuma & Fremstad, 1997). Grant and Grant (2002) affirmed that learning disabilities have been viewed as a perplexing category of exceptionality. Learning disabilities are marked in persons by a discrepancy between intellectual ability and actual school achievement. There are many definitions for the term learning disability. In fact, lack of commonality for defining the term has been cited as the reason for a vast difference in agreement of prevalence (Kirk et al., 2003). As Stanovich (1989) stated, “the decision to base the definitions of a reading disability on a discrepancy with measured IQ is…nothing short of astounding. Certainly, one would be hard pressed to find a concept more controversial than intelligence in all psychology” (p. 487). Even though there is a lack of common definition for learning disability, it is agreed upon that students with learning disabilities comprise the largest proportion of students receiving special education services (Kirk et al., 2003). The Federal Register (1999) has established criteria and non-criteria for identification of students with a specific learning disability. The criteria include: (a) presence of academic difficulties; (b) perceptual disabilities; (c) brain injury; (d) minimal brain dysfunction; (e) dyslexia; and (f) developmental aphasia. The non-criteria include: (a) academic problems due to visual, hearing, or motor disability; (b) mental retardation; (c) emotional disturbance; and (d) environmental, cultural, or economic disadvantage (Murdick et al., 2002).

Drawing on the social cognitive theory, this study investigated the effect of mentors' drinking norms on their protégés' alcohol misuse by focusing on the mediating role of conformity drinking motives and the moderating role of moral disengagement. We conducted a three-wave survey of 148 mentor–protégé dyads and found that mentors' drinking norms were positively related to their protégés' alcohol misuse and that this relationship was fully mediated by conformity drinking motives. Moreover, the moderated mediation model revealed that moral engagement strengthens the main effects of mentors' drinking norms on conformity drinking motives and the indirect effects of mentors' drinking norms on protégés' alcohol misuse via enhanced conformity drinking motives. The theoretical and practical implications are discussed.

Globally, growth in the number of students from diverse backgrounds entering university requires broader understanding of how persistence and success is enacted at an individual lived level. We know very little about how learners draw on ‘internal capabilities’ when persisting in higher education; these capabilities are not innate but instead develop in interaction with an individual's environment (social, cultural, familial and political) and are informed by existing access to forms of capitals. Exploring how internal capabilities and capitals inform the act of persistence contributes much needed alternative perspectives to the issue of educational participation. This chapter outlines how the work of Amartya Sen and Pierre Bourdieu can be usefully combined and utilised within the higher education setting. In presenting this theoretical fusion, this chapter defines one approach to exploring what learners bring to the higher education field (capitals) and how existing capabilities are actioned to support relative success within this environment. Details of how this approach was applied within one study are provided and conclusions are drawn relating to wider applications of this methodological approach.

Purpose – To provide teachers with an outline of characteristics typically associated with young adolescent students and the nature of effective teaching and learning opportunities appropriate at this distinct level of human growth and development.Design/methodology/approach – The chapter presents concepts associated with differentiated instruction and authentic learning activities; both are examined as central when exploring ways to close the learning gap between students of poverty and their more advantaged peers.Findings – The goals of establishing effective pedagogy and closing demographic achievement gaps based on test scores must be addressed in parallel since closing the latter without addressing the first does not produce lasting effects.Research limitations/implications – The authors present a sampling of researchers’ findings related to effective pedagogy for adolescent learners; these include conclusions on differentiated instruction, developmentally appropriate curriculum, technological literacy, inquiry, project-based, and expeditionary learning.Practical implications – Factors that make particular middle schools in a large urban area effective are examined as well as each school’s partnership connection with a college literacy program.Originality/value of chapter – Teachers’ adherence to research-tested methodologies appropriate for adolescent learners requires knowledge of valid, reliable sources, and successful models of implementation.

This paper examines the conditions under which ancient peoples might have developed a concept of “sustainability,” and concludes that long-term resource management practices would not have been articulated prior to the development of the first cities starting c. 6,000 years ago.

Using biological concepts of population density and niche-construction theory, cities are identified as the first places where pressures on resources might have triggered concerns for sustainability. Nonetheless, urban centers also provided ample opportunities for individuals and households to continue the same ad hoc foraging strategies that had facilitated human survival in prior eras.

The implementation of a sustainability concept requires two things: individual and institutional motivations to mitigate collective risk over the long term, and accurate measurement devices that can discern subtle changes over time. Neither condition was applicable to the ancient world. Premodern cities provided the first expression of large population sizes in which there were niches of economic and social mutualism, yet individuals and households persisted in age-old approaches to provisioning by opportunistically using urban networks rather than focusing on a collective future.

Archaeological and historical analysis indicates that a focus on “sustainability” is not an innate human behavioral capacity but must be specifically articulated and taught.

Contemporary organizations are facing an operating environment characterized by volatile, uncertain, complex, ambiguous, and “permanent whitewater.” To sustain high performance in this context, organizations must be able to change and develop as efficiently and effectively as possible. Within organizations, there are actors who catalyze and advance change in this manner; these actors are known as “champions.” Yet the scholar who wishes to conduct research concerning champions of change and organizational development is likely to be met by a highly fragmented literature. Varying notions of champions are scattered throughout extant research, where authors of articles cite different sources when conceptualizing champions; often superficially. Furthermore, many types of highly specific and nuanced non-generalizable champions have proliferated, making it difficult for practitioners and researchers to discover useful findings on how to go about making meaningful changes in their context. The purpose of this study was to address these problems for practitioners and researchers by engendering thoroughness, clarity, and coherence within champion scholarship. This was done by conducting the first comprehensive, critical yet insightful review of the champion literature within the organizational sciences using content analysis to re-conceptualize champions and develop a meaningful typology from which the field can be advanced. The chapter first suggests a return to Schön (1963) as the basis from which to conceptualize champions and, second, offers a typology consisting of 10 meta-champions of organizational change and development – Collaboration, Human Rights, Innovation, Product, Project, Service, Strategic, Sustainability, Technology, and Venture Champions – from which change practice and future research can benefit.