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Edited by Charles H. Matthews and Eric W. Liguori

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Michael L. Barnett

Oh, I hear you: ‘Barnett, what are you trying to pull here? Isn’t this just a collection of reprints?’ Sure, the bulk of the book consists of reprints. But if you’ll allow me to explain, there’s much more to it than that. And besides, there’s merit in reprints. In this book, I put forth a critical view of the business case for corporate social responsibility.

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Edited by Charles H. Matthews and Eric W. Liguori

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Luca Giustiniano, Stewart R. Clegg, Miguel P.e. Cunha and Arménio Rego

Organizational contexts are becoming growingly unstable and equivocal, increasingly as likely to host unforeseen and adverse events as to promote those that are uplifting. When crises and tragedies occur to individuals, teams, organizations or communities the responses are frequently framed in terms of ‘resilience’. What, exactly, resilience denotes is less clear. Resilience has become part of contemporary managerial jargon and, as such, it is often misinterpreted or misused. Resilience connotes capacities to absorb external shocks and to learn from them, while simultaneously preparing for and responding to external jolts, whether as organizations, teams or individuals. The book explores and illuminates contradictions related to resilience, rather than refuting them. In articulating organizational resilience, rather than merely reporting what the extant literature has already produced, this book proposes two innovative perspectives: namely, a multi-level diffusion model, and a dialectical interpretation of resilience.

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Luca Giustiniano, Stewart R. Clegg, Miguel P.e. Cunha and Arménio Rego

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Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush and Sharon Alpi

One of the most commented on and, arguably, acclaimed, contributions of the last volume of USASBE’s Annals of Entrepreneurship Education and Pedagogy was the entry titled “What I’ve Learned About Teaching Entrepreneurship: Perspectives of Five Master Educators” authored by Jerome Engel, Minet Schindehutte, Heidi Neck, Ray Smilor, and Bill Rossi. Engel and colleagues took time to practice deep reflection on their experiences teaching entrepreneurship and then translated their learnings into deeply meaningful insights for the field to draw from. In planning this volume, the editors believed it was important to build upon this work, so we invited five new entrepreneurship educators to share what they have learned about teaching entrepreneurship. Again, we reached out to faculty members acknowledged by their peers, leading academic organizations, their institutions, and their students to be among the very best in entrepreneurship education. And again, each of these individuals has over a decade of experience in the entrepreneurship classroom and has witnessed the rapid evolution of a very dynamic discipline. In the pages that follow Bill Aulet, Andrew Hargadon, Luke Pittaway, Candida Brush, and Sharon Alpi share their reflections on decades of cumulative experience both inside and outside the classroom.

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Michael H. Morris, Susana C. Santos and Xaver Neumeyer

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Ada Scupola and Lars Fuglsang

The chapter argues that the fields of service, innovation and experience research are still separated, however several studies are emerging at the boundaries between them or establishing linkages among them. This chapter shows that experience and experience industries can be seen as a continuum in relation to service and service industries. At the same time, it is possible to outline two types of integrative perspectives on services and experiences, one that is systemic and one that is practice-based. The first follows from the basic idea that innovation is an interactive process with many actors. The second argues for a unit of analysis called practices, that is, the wider historical conditions of experiences and value creation in order to grasp the complexity of innovation. Furthermore, technological transformation is an important motor of innovation and change in both perspectives.

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Edited by Ada Scupola and Lars Fuglsang