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Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.

The main objective of the present study is to determine the role of citation-based metrics (PageRank and HITS’ authority and hub scores) and non-citation metrics (Goodreads readers, reviews and ratings, textbook edition counts) in predicting educational ranks of textbooks.

The rankings of 1869 academic textbooks of various disciplines indexed in Scopus were extracted from the Open Syllabus Project (OSP) and compared with normalized counts of Scopus citations, scores of PageRank, authority and hub (HITS) in Scopus book-to-book citation network, Goodreads ratings and reviews, review sentiment scores and WorldCat book editions.

Prediction of the educational rank of scholarly syllabus books ranged from 32% in technology to 68% in philosophy, psychology and religion. WorldCat editions in social sciences, medicine and technology, Goodreads ratings in humanities, and book-citation-network authority scores in law and political science accounted for the strongest predictions of the educational score. Thus, each indicator of editions, Goodreads ratings, and book citation authority score alone can be used to show the rank of the academic textbooks, and if used in combination, they will help explain the educational uptake of books even better.

This is the first study examining the role of citation indicators, Goodreads readers, reviews and ratings in predicting the OSP rank of academic books.

This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks.

In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials.

The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended.

Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition.

Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship.

The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.

An increasing amount of students’ and teachers’ work in the classroom involves digital technologies such as tablets and laptop computers. The purpose of this paper is to gain insight into the possibilities and challenges related to teachers’ use of digital textbooks and, through this work, the conditions for technology-enhanced learning (TEL).

This study was based on interviews with two teachers. In the analysis, The Ecology of Resources Model (Luckin, 2010) was used.

The findings of this study show that teachers see challenges in finding time to review digital textbooks and support the work with the textbooks in the classroom. However, the teachers in this study prioritize this work, seeing it as providing structure and improved accessibility for students.

The findings of this study point toward the need to support teachers in their work with reviewing and using digital textbooks, as well as other digitalized resources. How schools as organizations can support teachers’ activities, both individually and collaboratively, will be important. If this work is supported it may, in turn, have impact on TEL and promoting students’ use of digital textbooks and improving student outcomes.

This small study provides interesting insights into how teachers prioritize their work with digital textbooks to, despite challenges related to time, individualize and support students’ work with digital textbooks and other digital resources. Research on teachers’ use of digital textbooks in practice is limited.

Philip Kotler is one of the pioneers who has contributed to the broadening of academic inquiry in the field of marketing. He has had a significant role in shaping how marketing is taught to and practised by students and managers of marketing. By examining the personal and macroenvironmental influences that have come to shape his work, this paper seeks to explore how Philip Kotler has achieved such influence in the field of marketing.

The research was driven by a desire to understand the context in which Kotler developed his work, including the personal influences on his life as well as the macroenvironmental forces within which his work has emerged. To this end, the reseaerch employed qualitative techniques to analyze a number of data sources including depth interviews with Philip Kotler and nine of his colleagues, participant observation at Kotler's 75th birthday celebration hosted by the Kellogg School, a review of marketing textbooks, and a review of relevant literature.

The research reveals the keys to Philip Kotler's success are his ability to learn from the people around him and the events of the times, and his ability to integrate this knowledge into succinct, well‐communicated, timely lessons for others to follow. Kotler's work emerged within a period of time that has witnessed a thrust towards marketing as a science and the rise of the managerial school of thought. Given this context, the significance of Kotler's work is that it has contributed to the legitimacy of the field of marketing as both a rigorous academic discipline and a managerial domain of strategic importance within organizations.

Gaining an understanding of Philip Kotler and his work contributes to our understanding of how the marketing field has been shaped, including the kinds of academic inquiry marketers deem legitimate and the nature of how we teach students to practice marketing management.

Little attention has been paid to the factors that have influenced the work of Philip Kotler and how he has, in turn, come to shape the field of marketing. This research allows the reader to see the man behind the work and the influences on his thinking.

In the decade since Tillery, Rutledge and Inman reviewed the treatment of quality management in leading US production and operations management (P/OM) textbooks, attention to quality, once the watchword and driving force in world business, has faded in both the practitioner and popular press. The ultimate purpose of the present research was to establish the progress, current status, and relevancy of the treatment of quality in current US P/OM textbooks, which remain the principal source of quality information in the undergraduate P/OM core course, preparing most future US managers as well as many international managers of tomorrow. Results of the present study indicate that over the last decade US P/OM textbooks have begun to reflect a more proactive and less reactive approach to quality management. However, results also indicate that current US P/OM textbooks lack relevancy of their quality content to practitioner needs, treat TQM and other holistic approaches to quality management superficially, and have little consistency concerning quality emphases.

This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share analyses with researchers and experts in the fields of MENA studies, history, and religion; (3) synthesize and integrate innovative scholarship on the region for potential curricula; and (4) generate robust alternative curricula for Grades 9-12 teachers. The authors, consequently, consider how educational research spurs innovative and culturally relevant curricular interventions for high school teachers. We argue thorough analysis of existing textbooks, informed by deep understandings of contested versions of historical events, should undergird social studies curriculum development. We suggest multidisciplinary and transnational collaboration can inform curricula in order to respond critically to singular narrations of peoples, cultures, and histories of a region.

This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting education to provide both discipline-specific skills and liberal education.

This paper adopts a qualitative research design to collect data through semi-structured interviews with 33 accounting educators across Indonesia. This study uses the institutional theory approach to explain how accounting textbooks are selected and used to meet the objectives of accounting education at universities.

The study provides evidence of the adoption of a systematic procedure for the selection of recommended IFA textbooks. The selection was driven by the technical-regulatory objective of providing technical training. This objective also guides the use of the recommended textbooks. In a sense, accounting educators were more concerned about responding to institutional pressures of preparing accountants for work in the accounting industry rather than providing students with a liberal education that promotes critical thinking and problem-solving skills.

This study focuses on the selection and use of IFA textbooks. Further research should examine the contents of various accounting textbooks and obtain feedback from the people involved in the publication of the textbooks.

The findings of this study have important implications for accounting educators. They can use these findings to improve their selection and use of accounting textbooks.