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Edited by Candida G. Brush, Nancy M. Carter, Elizabeth J. Gatewood, Patricia G. Greene and Myra M. Hart

Enterprising new firms drive economic growth, and women around the world are important contributors to that growth. As entrepreneurs, they seize opportunities, develop and deliver new goods and services and, in the process, create wealth for themselves, their families, communities, and countries. This volume explores the role women entrepreneurs play in this economic progress, highlighting the challenges they encounter in launching and growing their businesses, and providing detailed studies of how their experiences vary from country to country.
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Academic Entrepreneurship in Asia

The Role and Impact of Universities in National Innovation Systems

Edited by Poh Kam Wong

This timely book examines the rising phenomenon of academic entrepreneurship and technology commercialization among leading universities in Asia, by presenting in-depth analysis of thirteen leading universities from nine Asian economies, including Tokyo University in Japan, Tsinghua in China, IIT Bombay in India, and the National University of Singapore.
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A General Theory of Entrepreneurship

The Individual-Opportunity Nexus

Scott Shane

In the first exhaustive treatment of the field in 20 years, Scott Shane extends the analysis of entrepreneurship by offering an overarching conceptual framework that explains the different parts of the entrepreneurial process – the opportunities, the people who pursue them, the skills and strategies used to organize and exploit opportunities, and the environmental conditions favorable to them – in a coherent way.
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Women Entrepreneurs Across Racial Lines

Issues of Human Capital, Financial Capital and Network Structures

Andrea E. Smith-Hunter

Women entrepreneurs command an increasingly large presence at the international and national levels. A significant part of this impact is due to growing numbers of minority women becoming entrepreneurs. This volume provides some of the most comprehensive data to date on the topic of women entrepreneurs across racial lines. It offers a systematic and conceptual framework for understanding issues of network structures and human and financial capital, analyzed through a comparative analysis of minority and white women entrepreneurs.
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Academic Entrepreneurship

University Spinoffs and Wealth Creation

Scott Shane

In this unique and timely volume, Scott Shane systematically explains the formation of university spinoff companies and their role in the commercialization of university technology and wealth creation in the United States and elsewhere. The importance of university spinoff activity is discussed and the historical development of university spinoff ventures is traced over time.
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Effectuation

Elements of Entrepreneurial Expertise

Saras D. Sarasvathy

To effectuate is to engage in a specific type of entrepreneurial action. It has special importance for situations where the future is truly unknowable or human agency is of primary importance. In Effectuation, Saras Sarasvathy explores the theory and techniques of non-predictive control for creating new firms, markets and economic opportunities.
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Economic Development Through Entrepreneurship

Government, University and Business Linkages

Edited by Scott Shane

Despite a wealth of efforts that examine separately the role entrepreneurs and universities play in economic development, no systematic effort has been made to examine the role universities play in promoting economic development through entrepreneurship. This book fills that gap, focusing on policy aspects of government–university partnerships with a discussion both of best practices and problematic strategies. The book begins by tracing the history of American government–university–industry partnerships that have promoted economic development. In succeeding chapters, well-known scholars focus on linkages in different domains such as: technology transfer, innovation networks, brain drain, cluster-based planning, and manufacturing. Practitioner commentaries follow many of the chapters in order to present an evaluation of the arguments from the perspective of someone directly involved in the fostering of these relationships.
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Dafna Kariv, Harry Matlay and Alain Fayolle

Projections for coming entrepreneurial trends predict that artificial intelligence (AI) will be a thriving area for innovation; the evolution of the Internet of things will have more impact on the economy; the digital twin will take on vast importance, and Blockchain technology promises to change applications in government, healthcare, content distribution, and the supply chain (Cearley et al., 2017; Armstrong, 2018). These innovations, among other emerging entrepreneurial endeavors, will result in vast market disruption and innovation-driven growth; in Bower and Christensen’s (1995) terms, these trends encompass ‘disruptive innovation’. While the entrepreneurial landscape is fraught with constant bursts of innovation that reciprocally propel development of progressive modes of production, technology and business dynamics, entrepreneurship education (EE) does not reflect these innovations. The expectation is that EE will provide the relevant entrepreneurial-driven knowledge, skills and abilities (KSAs), along with agile, creative mindsets and other psychological aspects (for example, self-effacement, motivation, intentions) to enable the implementation of such innovations into a viable, entrepreneurial business. However, research shows that EE for adult entrepreneurs still pursues conservative models, rather than forward-looking ones. This discrepancy between entrepreneurship and EE is echoed throughout the program types: the market is witnessing a gigantic outpouring of enabling systems (Matlay, 2006, 2008; Politis, 2005; Winkler et al., 2018), such as incubators, accelerators, academic programs for entrepreneurs, co-working spaces, corporate-based innovation centers, impact hubs, scaling accelerators, and digital accelerators, among others, but this substantial flux brings with it the question of relevant preparation for the entrepreneurial journey. The massively growing number of programs seems confusing to the learner-entrepreneurs, who need to determine which program will fit their needs as well as those of their stakeholders (Bischoff et al., 2018; Kariv et al., 2018; Steiner et al., 2018). Taken together, while entrepreneurship is characterized by vast innovation and boosted developments, the consequent implementation performance, which is attained through EE, is lagging behind due to the existing conventional EE modalities. These incongruities are the impetus for this book’s undertaking: to bring fresh views and perspectives on these prevailing gaps by illustrating innovative pedagogies and innovative programs through research studies, springing from an array of academic approaches, from various countries and various entrepreneurship programs. Specifically, this book aims to bridge some of the existing and evolving gaps between the entrepreneurship landscape and EE, to introduce a ‘disruptive innovation’-based look into EE, thus providing the groundwork for a better, more vigorous fit between the learners’ needs and EE focuses. This book offers new concepts and cases embodying EE and entrepreneurship learning (EL) in different countries, thereby covering a wide range of educational undertakings for entrepreneurs. The book aims to provide convergent, rather than divergent, perspectives on EE and EL. It sets out to deliver a constructive and focused research and learning agenda that closely matches the education and learning needs of nascent entrepreneurs and the corresponding programs that are being offered at all levels of the educational system.

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Andrew Penaluna and Kathryn Penaluna

Written from the perspective of authors with extensive experience of design education as well as entrepreneurial education, this chapter observes the dominance of business school perspectives and suggests that a closer look at design education could ‘oil the wheels of development’. The main objectives are to overtly align the parallels discovered, question the perceived superficiality of Design Thinking as an interpretation of how designers are taught, and to consider areas of contrast and conformity. Our questions ask if entrepreneurial educators and researchers are reinventing wheels, and, if this is the case, where are the opportunities to learn? We find that creativity, innovation, resilience, flexibility and adaptability, opportunity recognition, dealing with ambiguity, risk and failure are aspects that bridge both worlds. However, business education is primarily evaluated through theory expression and application using analysis and hindsight, whereas design education is future oriented and rewards synthesis, novelty, insight and foresight. Design education is inherently experiential, and focuses on resourcefulness and innovation; thus, it provides exemplars for further research and development.

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Mark P. Rice and William C. Stitt

The pedagogical system described in this chapter has evolved through an iterative process of course development involving seven faculties, three universities and four courses. This learning experience has been tailored for mid-career working professionals participating in a part-time, blended learning MBA program. The learning experience utilizes a comprehensive portfolio of pedagogical techniques designed to achieve three overarching learning outcomes: mastery of knowledge; development of a skillset to enable effective application of the knowledge mastered, including the capacity for self-directed learning; and development of an entrepreneurial mindset. Instead of being instructor-centric, this pedagogical system relies on participant-centered learning. In this mode a significant part of the learning value is derived from having the students practice being autodidacts individually and collectively and also from the skill of the professor in facilitating the sharing among students of their insights about knowledge sets, skills sets and mindsets within the context of their differing work environments. The chapter provides assessment of the course from students, faculty and staff.