Handbook of Research on New Venture Creation
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Handbook of Research on New Venture Creation

Edited by Kevin Hindle and Kim Klyver

This comprehensive Handbook provides an essential analysis of new venture creation research. The eminent contributors critically discuss and explore the current literature as well as suggest improvements to the field. They reveal a strong sense of both the ‘state-of-the-art’ (what has and has not been done in new venture creation research) and the ‘state-of-the-could-be’ (future directions the field should take to improve knowledge). The Handbook comprises nineteen chapters divided into four main sections: setting the agenda; theoretical perspectives; data and measurements; and new venture creation through contextual lenses.
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Chapter 17: Managing NVC Research in the Institutional Context: An Academic Administrator’s Perspective

Patricia G. Greene


Patricia G. Greene INTRODUCTION Questions about the state of new venture creation research can be considered at both the individual and the institutional level. For the purposes of this chapter, I draw from my five years in positions of academic leadership at Babson College to consider relationships between the researcher, the entrepreneurship curriculum, the institution, and the topic of this volume, new venture creation research. I conclude the chapter with a summary of lessons learned. When thinking of new venture creation research, several questions come to mind from an academic leadership perspective. First, what kind of research will be recognized, rewarded, supported, and so on and how is that decision made? Second, how much research is expected or required? Third, how is that research disseminated? Fourth, what impact, if any, do the research decisions have on the teaching approach of the College? And finally, fifth, what impact does the research have on the students? BABSON COLLEGE – THE INSTITUTION It is probably helpful to first have a short background on our institution, Babson College. Roger Babson, an entrepreneur, founded the Babson Institute in 1919 as a private, independent school providing practical and ethical training for young men, most of whom were expected to enter into their family’s (i.e. father’s) business. Babson intentionally emphasized a curriculum that focused on experiential opportunities, including case studies, field trips and class presentations. Students dressed in business attire, punched a time clock, and were supported by a secretarial pool. The culmination of the two-year programme was...

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