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Gama Perruci and Sadhana W. Hall

When reviewing the promotional materials of most colleges and universities in the United States, we are hard pressed to find any without the use of the word “leader” or “leadership.” Yet, when we delve deeper into their catalogues and websites, the numbers dwindle. Teaching leadership goes beyond mission statements in which leadership is articulated. This chapter reviews the evolution of teaching leadership and its place in higher education. We approach the teaching of leadership as having three conceptual approaches – as an intellectual enterprise (the study of leadership), a focus on competency-building (leadership training), and the promotion of leadership development. We frame the teaching of leadership through four levels of analysis – individual, team/community, organizational, and global. At the end of the chapter, we combine these two perspectives (the three conceptual approaches and the four levels of analysis) to create an overarching map of the different topics that are used in the teaching of leadership.

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Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick

This chapter puts the discussion of the book’s theme – quality, performance and accountability – into context, and introduces the ideas, structure and contributions of this book. It explores the book’s rationales and the three framing ideas. Next, it surveys the five parts of the book, and its 42 chapters that follow. The chapter concludes with suggestions for future progress in this field.

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Gama Perruci and Sadhana W. Hall

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Gama Perruci and Sadhana W. Hall

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Gama Perruci and Sadhana W. Hall

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Edited by Ellen Hazelkorn, Hamish Coates and Alexander C. McCormick

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Alain Fayolle

Considering the current state of knowledge in entrepreneurship education, we call for a pragmatic and critical approach in the development of future perspectives on entrepreneurship education research. We highlight the need to develop research focusing on the three main dimensions: target, connect and reflect. Target refers to building theoretical foundations. Connect and reflect refer to bridging disciplines and communities (research and practice) and increasing the critical thinking perspective respectively. In this line of thoughts, this chapter presents the different contributions of the Research Agenda in Entrepreneurship Education book. This collective work is an attempt to promote innovative and to a certain extent provocative contributions aiming at producing knowledge on the three dimensions above. Our intention is to bring a significant value to entrepreneurship education researchers, policy-makers and practitioners.

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Making academic superheroes

Establishing and Sustaining a Successful Career in the Social Sciences, Arts and Humanities

Iain Hay

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Jerome S. Engel, Minet Schindehutte, Heidi M. Neck, Ray Smilor and Bill Rossi

In this opening chapter five highly experienced educators share insights that have been gleaned from teaching entrepreneurship for, collectively, over 60 years. Their experiences include undergraduate and graduate teaching, curricular and co-curricular development, and working with students in institutions that are private and public, small and large, and both research- and teaching-focused. They describe different teaching philosophies, styles, principles and techniques.
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Michael H. Morris and Eric Liguori