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The purpose of this study is to empirically examine how individuals’ hybrid entrepreneurial venturing activities (HEVA) influence key characteristics associated with one’s wage work, namely creativity and job satisfaction.

Through a cross-sectional self-administered survey design, data were gathered from 465 US-based useable responses via Amazon Mechanical Turk and analyzed using structural equation modeling (SEM).

Findings show individuals reporting higher levels of HEVA – such as creating, founding, starting or running – tend to also exhibit higher levels of creativity and job satisfaction in their workplaces. Findings further reveal that income negatively moderates the relationship between creativity and wage work job satisfaction.

By providing a better understanding of how engaging in HEVA can impact creativity and job satisfaction, this study has important implications for (1) managers seeking to influence key employee outcomes and (2) employees considering such entrepreneurial activities.

This paper adds to the growing scholarly and practitioner interest in hybrid entrepreneurship and its outcomes. Specifically, the paper adds new insights regarding how engaging in HEVA can influence individual skills (i.e. creativity) or organizational goals (i.e. employee job satisfaction). In doing so, the paper also uses insights from the intrinsic/extrinsic motivation literature to suggest how extrinsic motivators (such as income) can interact with intrinsically motivated behaviors (such as creativity) in influencing employee outcomes in wage work. Finally, the paper contributes to the growing interest in applying the empowerment perspective within entrepreneurship research by exploring where and how empowerment may occur.

Despite intense scholarly interest in social entrepreneurship, opportunity recognition remains a poorly understood facet of the phenomenon. Linkages between the micro- and macro-level forces shaping social entrepreneurship are particularly unclear. The purpose of this paper is to introduce the concept of institutional channeling, the process by which institutions socialize and direct individuals into specific knowledge corridors, as a key mechanism influencing the ability of entrepreneurs to identify and create different types of opportunities.

Through a synthesis of institutional theory and the knowledge corridor thesis, this research offers a theory explaining why some individuals are able to recognize opportunities for social entrepreneurship.

The authors develop a conceptual model that explains how non-contested institutions channel entrepreneurs into homogeneous knowledge corridors, which support the creation of purely for-profit and non-profit organizations. By contrast, experiences involving institutional plurality activate and enable heterogeneous knowledge corridors, which are associated with the ability to recognize opportunities, like social entrepreneurship, that blend institutions.

The central contribution of this paper is an explanation of why certain individuals, because of their institutional experiences, are more likely than others to recognize for-profit, non-profit and social opportunities. This article highlights that previous efforts at addressing this issue were predominantly centered at the micro level of analysis and focus on individual entrepreneurs and their identities, personality traits and social networks. Although these studies have shed light on important facets of opportunity recognition, they do not sufficiently explain the influence that institutions can have on the micro processes involved in social entrepreneurship opportunity recognition.

The purpose of this study is to investigate the influence that national levels of social capital have on entrepreneurial activity. Specifically, we argue that national and regional level social capital positively influences the ability of entrepreneurs to mobilize and access important resources thereby positively impacting the rate of entrepreneurship within nations and regions.

We advance a multilevel and multidimensional conceptualization of social capital. Then based on a dataset of 68 nations and 665 within-nation regions, we empirically evaluate the effects of social capital at the national and regional level in explaining differences in entrepreneurial activity across nations and regions using a combination of regression analysis and multilevel hierarchical linear modeling (HLM).

Our findings emphasize the importance of formulating a multilevel conceptualization of social capital for entrepreneurship research. We discuss the results, provide implications for public policy and suggest avenues for future research.

The overwhelming majority of entrepreneurship research focused on investigating the implications of social capital reside at the individual level of analysis. Our unique inquiry is an inaugural effort to consider this important implications at the macro and meso-level of analysis by examining both regional and national-level effects.

The purpose of this paper is to investigate the relationship between culture and entrepreneurial activity at both the national and regional levels of analyses. While there has been significant progress in investigating the effects of culture on entrepreneurial activity, most work overlooks the effects that time-orientation may have on national or regional entrepreneurial activity. Specifically, this study argues for the connection between long-term orientation (LTO) and subsequent levels of entrepreneurship such that the more a nation or region is long-term oriented, the higher the subsequent entrepreneurial activity will be.

Data from the World Value Survey (WVS), which is a global project that measures individuals’ values across 62 countries (World Value Survey, 2011), were used for this project. The final sample consisted of 36,652 individual observations across 29 nations and 262 regions and was analyzed using ecological factor analyses and multilevel modeling.

The findings suggest that LTO as a cultural dimension does influence entrepreneurship activity levels. The findings also suggest that the effects of LTO at the regional and national levels vary widely. Specifically, the authors find LTO to be positively related to entrepreneurship at the regional, but not national, level of analysis.

The findings reveal important nuances about the implications that the understudied cultural factor of LTO has on entrepreneurial activity across multiple levels of analysis.

In this study we explored prospective social studies teachers’ memories of their middle and high school social studies teachers. Our goal was to determine what lessons, if any, their apprenticeships of observation taught them about teaching. Analysis of interviews with these prospective teachers indicated they talked about five ways of being a social studies teacher: an information giver, a content knowledge expert, a “character”, a caring, committed teacher, and “powerful.” After discussing these five ways of being a social studies teacher we present implications for teacher educators interested in building upon prospective teachers' initial conceptions of powerful social studies teaching and learning.

This study inquires into the ways that three preservice teachers enrolled in one English education program at a state namesake university in the Southeastern part of USA, oriented to uncertainty when interacting with one another as they discussed potentially challenging/uncomfortable topics.

The tools of conversation analysis were used to analyze the three preservice teachers’ talk as they discussed the potential for using President Obama’s (2008) A More Perfect Union speech with their own secondary students.

The findings from this study suggest that when discussing uncomfortable topics like race and politics, preservice teachers tend to work toward consensus, rather than valuing tension and disagreement. Specifically, the preservice teachers in this study engaged in several strategies as they worked toward consensus with one another and also to excuse themselves from having potentially divergent opinions from one another or their potential future students.

Possible explanations for the tendency toward agreement, as well as recommendations for future teaching that could challenge such an inclination for agreement, are delineated.

Previous studies on the role of discussion within educational settings have focused on the possibilities of dialogue to contribute to the construction of individuals’ identities and also to encourage participants to arrive at a singular understanding of the topic being discussed. This study offers a new perspective on the role of discussion, by suggesting that attempts at consensus and the development of singular identities limits potential for dialogue, thus limiting learning and development.

The educational self is a construct derived from cultural psychology that attempts to account for the role of educational experiences in the construction and elaboration of the self. It conceptualizes of self as a semiotic process that is both dialogical and polyphonic from its origin, yet grounded in some historically and culturally derived shared meanings and practices. The purpose of this chapter is to situate discussion of the educational self in the context of the United States and to explore its implications for teaching, teacher education, and self-study of practice via an examination of the life trajectory of the author that is both retrospective and introspective. An argument is put forward that examining the educational self represents a promising starting point for understanding and studying one's own teaching or teacher education practices.

In the past two decades, there has been an increase in the use of narrative in research and teacher education. Telling, writing, and interrogating personal stories can lead preservice and in-service teachers to better understandings of their contexts, and, in turn, lead them to further negotiate their teaching beliefs and develop their pedagogical approaches. This chapter outlines a narrative approach in teacher education in Singapore. A brief description is given of how a teacher education course was revamped to include and embed a narrative way of knowing in its weekly tutorials and in one of its assignments. Extracts from the students’ narratives and their responses are used to illustrate how the students explored and expanded their understandings of themselves as teachers.

As they operate in complex schools principals must allocate their attention to numerous responsibilities. This paper seeks to ask three questions: how do principals allocate their attention across major realms of responsibility; to what extent do principals in different contexts emphasize different realms of responsibility; and to what extent do individual attributes affect how principals allocate their attention across realms?

A cluster analysis is applied to data from a daily log of principal practices to identify principals who allocate their attention across major realms of responsibility in similar ways. With the three groups identified in the cluster analysis a discriminant analysis is then used to examine the individual attributes of the principals and the contexts within which these groups work to identify those individual characteristics and contextual conditions that best predict each principal's cluster membership.

The data from the log indicate that principals are not as fragmented across numerous realms of responsibility as previous research suggests. Some principals do spend considerable time on instructional leadership. The cluster analysis revealed three groups: “Eclectic” Leaders (their activities are distributed more evenly across different activities); Instructional Leaders (they focused most on Instructional Leadership); and Student Leaders (they emphasized student affairs). In the paper's discriminant analyses no individual attributes distinguished amongst the three types of principals; only contextual conditions predicted membership.

The results point to the influence that context plays on school principals' practice; principals appear to prioritize and focus their actions under more challenging contextual conditions. The next step in the analysis is to determine how the leadership clusters and principal practices relate to important school outcomes.

The paper provides useful information on influences on school principals' practice.

The purpose of this paper is to examine what school leadership practices are associated with a school’s level of instructional collaboration among school professionals and also investigates what school characteristics are linked to the level of instructional collaboration in a school.

This study drew data from the Comprehensive Assessment of Leadership for Learning (CALL) survey. CALL is a multi-source measure of distributed leadership, comprised of five domains of school leadership practices. Responses from 3,767 teachers and 167 administrators working at 129 schools were analyzed using ordinary least squares regression analysis.

The findings show that there are significant relationships between school leadership practices and the extent of instructional collaboration taking place within schools, both in terms of quantity and quality. In particular, school leadership practices that are closely related to facilitating instruction and allocating resources are associated with a school’s instructional collaboration, whereas a leadership practice related to environmental factors tends not to be significantly correlated with a school’s collaborative culture. This study also found that leadership perspectives on instructional collaboration are an important predictor of both quantity and quality of collaboration among school professionals.

This study clarifies the importance of school leadership in a collaborative culture and also provides empirical evidence of what specific practices of school leadership predict the frequencies of professional collaborative activities in school as well as their quality. In addition, this study demonstrates how schools’ contextual factors are related to the level of instructional collaboration among professionals.