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The fast-changing, highly competitive and technology-driven business environment forces established firms to continually search for new business opportunities and innovative ideas. In reaction, corporations such as Google, Microsoft, Cisco and Bertelsmann have launched new corporate venture capital (CVC) units or have intensified existing CVC activities. This chapter examines the structure, patterns and investment focus of telecommunication, IT, consumer electronics and media & entertainment firms’ CVC investments by conducting a data-mining project based on the Thomson Reuters Private Equity database. The data-mining project reveals the increasing importance of CVC activities as a strategic development tool to address the requirements of the increasing costs, speed and complexity of a technology-driven industry since the bursting of the Internet bubble. Therefore, following chapter is one of the first CVC studies to describe and compare CVC investments of the last CVC wave across industry sectors.

Entrepreneurs and their ventures are often portrayed as unambiguously positive forces in society. Specifically, high technology and equity-funded startups are heralded for their innovative products and services that are believed to alter the economic, social, and even political fabric of life in advantageous ways. This paper draws on established theory on the causes of misconduct in and by organizations to elaborate the factors that can give rise to misconduct in entrepreneurial ventures, illustrating our arguments with case material on both widely known and less well-known instances of entrepreneurial misconduct. In venturing into the dark side of entrepreneurship, we hope to contribute to theory on entrepreneurship and organizational misconduct, augment entrepreneurship pedagogy, and offer ideas and examples that can enhance entrepreneurs’ awareness of their susceptibility to wrongdoing.

Our perceptions of real crime, law and justice can be manipulated by fiction. This chapter addresses whether The Archers helps us better understand today's offenders, their crimes and its policing. Some of Ambridge's known offenders are split into three categories to help explore whether usual criminal story lines and characters, seen and heard elsewhere, are perpetuated or subverted in Borsetshire. If they support usual tropes, this tells us how we view the management of crime in the twenty-first century rural idyll: outsiders are not to be trusted, the misdemeanours of the pastoral poor are tolerated, and the actions of elites brushed aside. In Ambridge, we regularly hear examples of reintegrative shaming supporting desistance from crime. Those propping up the Bull's bar might disapprove of criminal actions, but they recognise people's roles in village cohesion. Sgt. Harrison Burns preserves his identity as a dedicated police officer. Being a rural copper often means having to deal with a wide range of crimes – from attempted murder to anti-social behaviour – but on a less frequent basis than those based in Felpersham. While Harrison might not have great detective skills, he regularly supports colleagues from specialist units, and as the only officer in the village, should use his social networks and tea spots to help maintain Ambridge's mostly orderly conduct. It is questionable to what extent he does this, being at times perceptive about and dismissive of clues to significant criminal activity going on under his nose.

Previous research has demonstrated that students’ participation in class is an important factor in their learning; yet, significant barriers exist to all students’ participation during whole group discussions. These barriers include dynamics related to class size and available time as well as personal dimensions such as gender, age, and learning preferences. The emergence of new forms of social media can help break down those barriers by enabling collaborative construction of understanding. The present study examined whether the concurrent use of a shared learning document during class might provide a means of enhancing participation and learning. Because of the natural tendency of students’ attention to wander over time, the study examined whether providing a parallel learning and sharing space might serve to “focus distraction” in productive ways. During graduate and undergraduate courses in two different universities, the authors used a single Google document, open to every class member. Analysis of these collaborative documents and their use are described, along with student self-reports and videotapes. Data indicate that this approach created the type of participatory space we intended. Its use often broadened the numbers of students involved and increased the quality of spoken and virtual conversations as students negotiated meaning. When attention began to drift, the shared document created new opportunities for students to stay focused and explore course content through its use as an alternative back-channel. This approach also facilitated self-differentiation, as students determined which mix of available media best met their needs.