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Towards More Case Study Research in Entrepreneurship
Tom Duxbury
Technology Innovation Management Review , 2012,
Abstract: Entrepreneurship as an emerging discipline has made good strides, but according to some, has fallen short of bringing its theory and literature up to the standards of others in the management sciences. Rich with the descriptive detail needed for insightful theory building in entrepreneurship, scholars have called for more case study research, particularly those incorporating non-retrospective and longitudinal observations. At the same time however, it has become rare to find such research published in A-level journals dedicated to entrepreneurship. A survey presented here of major entrepreneurship journals over the past six years revealed a publication rate of only 3% using the case study method. This presents a major impediment for developing fresh research in this field based upon the study of real cases. The author explores how the case study method has been applied to entrepreneurship research and provides recommendations for improved publication rates.
Journal of Sustainability Science and Management , 2011,
Abstract: This paper explores the emergence and possibilities of sustainable entrepreneurship as a new field of knowledge in the Malaysian craft industry. Fundamentally, the paper focusses on assessing the relationship between entrepreneurial motivation in sustainable entrepreneurship involving business commitment and growth. This research used a path-model survey to acquire the causal relationships and multiple regressions to verify the R-square with data derived from 380 craftpreneurs in Kraftangan Malaysia. The results found that the first layer of the path-diagram indicated 37.8% of variance in growth performance was determined by factors involving entrepreneurial motivation and business commitment, and 43.3% of business commitment was determined by factors involving entrepreneurial motivation. The findings imply that business commitment emerges as a prominent intermediary and moderating variable in discerning the relationship between sustainable entrepreneurial motivation and growth performance. Finally, the results also imply that entrepreneurial motivation is a crucial factor in developing sustainable entrepreneurship, involving business commitment and growth.
Successive failure, repeat entrepreneurship and no learning: A case study  [cached]
Marius Pretorius,Ingrid le Roux
South African Journal of Human Resource Management , 2011, DOI: 10.4102/sajhrm.v9i1.236
Abstract: Orientation: Current theories of repeat entrepreneurship provide little explanation for the effect of failure as a ‘trigger’ for creating successive ventures or learning from repeated failures. Research purpose: This study attempts to establish the role of previous failures on the ventures that follow them and to determine the process of learning from successive failures. Motivation for the study: Successive failures offer potentially valuable insights into the relationship between failures on the ventures that follow and the process of learning from failure. Research design, approach and method: The researchers investigated a single case study of one entrepreneur’s successive failures over 20 years. Main findings: Although the causes varied, all the failures had fundamental similarities. This suggested that the entrepreneur had not learnt from them. The previous failures did not trigger the subsequent ventures. Instead, they played a role in causing the failures. Learning from failure does not happen immediately but requires deliberate reflection. Deliberate reflection is a prerequisite for learning from failure as the entrepreneur repeated similar mistakes time after time until he reflected on each failure. Practical/managerial implications: It confirms that failure is a part of entrepreneurial endeavours. However, learning from it requires deliberate reflection. Failure does not ‘trigger’ the next venture and educators should note this. Contribution/value-add: Knowing the effect of failure on consecutive ventures may help us to understand the development of prototypes (mental frameworks) and expand the theory about entrepreneurial prototype categories. How to cite this article: Pretorius, M., & Le Roux, I. (2011). Successive failure, repeat entrepreneurship and no learning: A case study. SA Journal of Human Resource Management/SA Tydskrif vir Menslikehulpbronbestuur, 9(1), Art. #236, 13 pages. doi:10.4102/sajhrm.v9i1.236
Advancing Entrepreneurship in An Elementary School: A Case Study  [cached]
Sibylle Heilbrunn
International Education Studies , 2010, DOI: 10.5539/ies.v3n2p174
Abstract: The aim of the paper is to introduce an experimental entrepreneurial elementary school in Israel. In addition to describing the organizational process of transformation from a conventional elementary school to an entrepreneurial school, the paper attempts to assess the impact of the process on teachers and pupils. The study investigates organizational culture, innovativeness of the school, the principal's proactivity and the entrepreneurial drive of pupils. The findings reveal that the interface of organizational culture fostering innovation, proactivity of the principal and a well defined project outline enables young pupils to learn about entrepreneurship, to learn to be entrepreneurial and to learn to become an entrepreneur. Since childhood and adolescence are the preferred periods in order to develop positive attitudes towards entrepreneurship and acquire basic knowledge on the issue, the presented case can provide a model for further educational undertakings fostering entrepreneurship in the future.
Designing Motivation System to Produce Creativity and Entrepreneurship in Petrochemical Company  [cached]
Aryan Gholipour,Ali Pirannejad,Samira Fakheri Kozekanan,Fattaneh Gholipour
International Journal of Business and Management , 2011, DOI: 10.5539/ijbm.v6n5p137
Abstract: Motivation is the essence of creativity and innovation and it is like fuel for them and makes them continue. Therefore this paper is identifying the motivating factors in Petrochemical Company. To produce innovation and expand technology, based on Sathe model, four series of mechanisms are considered: internal, non-financial, direct financial and indirect financial mechanisms. In addition, based on this model industrial and institutional stimuli are regarded the cause of innovation. The research sample includes managers and experts of the company and the data has been collected through interview and questionnaire. The results of the research reveal that the strongest motivations for innovation are the internal ones.
Construction of Agricultural University Students’ Entrepreneurship Incubation Base – Taking Sichuan Agricultural University as a Case Study  [PDF]
Xia Yao,Jianping Xie,Linchun He
International Journal of Academic Research in Business and Social Sciences , 2013,
Abstract: In the recent years, as an effective practice in university students’ entrepreneurship education, construction of university students’ entrepreneurship incubation base has been rapidly developed in different universities. This paper takes construction of the entrepreneurship incubation base in Sichuan Agricultural University as a case study, analyzes the current status of university students’ entrepreneurship incubation base and makes a discussion on establishment of management institution, formation of management method, improvement of the service system, establishment of entrepreneurship directors, strengthening of entrepreneurship guidance, development of entrepreneurship education and construction of entrepreneurship culture by combining the actual situation.
Technological and organizational preconditions to Internet Banking implementation: Case of a Tunisian bank
Achraf AYADI
Journal of Internet Banking and Commerce , 2006,
Abstract: This paper explores the importance of some prerequisite factors in developing Internet Banking (IB) services. According to the emergent case of Web services in the Tunisian banking sector, two types of preconditions are investigated: technological preconditions and organizational preconditions. Based on a case study, a set of qualitative and quantitative research methods were carried out beside the bank direction, the commercial staff and subscribed customers to IB services. The research illustrates that centralised architectures, fragmented Information Systems (IS), organizational rigidity and disregarding user's implication could be factors of slowness (or failure) in implementing IB.
Creating Tomorrow’s Global Entrepreneurs: A Case Study of the Stu Clark Centre for Entrepreneurship
Malcolm C. Smith,Mavis McRae
Technology Innovation Management Review , 2012,
Abstract: This article presents a case study of the University of Manitoba’s Stu Clark Centre for Entrepreneurship. The Centre provides experiential entrepreneurial training for youth as well as undergraduate and MBA students. The article describes the various programs the Centre is involved with both locally and internationally. These include preparing students for investment competitions, entrepreneurship day camps for at-risk youth, undergraduate entrepreneurship student exchange, and national and international training of entrepreneurship teachers.
Sharda Gangwar,Master Sujit Ku. Vishwakarma
International Journal on Research and Development : A Management Review , 2013,
Abstract: This Paper sets out to develop a model of entrepreneurial action that takes its point of departure in entrepreneurs’ experiences of risk-taking, opportunity identification and the role of self. By focusing on what entrepreneurs experience as relevant aspects of their life worlds the goal is to attain a better understanding of the drivers and motivations of venture creation and development, it is also important that how much entrepreneurs thinks about the welfare of the society and do work for them and not for the profit earning . We can also discuss the problems, opportunity and there cure for the entrepreneurs, because education system and the cultural trends is not supportive to develop entrepreneurs skill in the youth of the country. The proportion between the male and female entrepreneurs also and important aspect so, role of women entrepreneurs not to be taken at lighten, and opportunity to these people so that they can enhance their talent and make a good business plan for the country and also for the company. Based on the individual studies, the discussion section outlines the contours of a general model of entrepreneurial action that centers around the questions: Who am I?, What do I see?, What do I do?, and What are the effects? By taking the experiences of the acting entrepreneur as the point of departure, it is also possible to re-examine many questions and assumptions in the study of entrepreneurship. Theoretically the salience of individual experiences suggests a new understanding of who the entrepreneur is. It also indicates that personal and often conflicting perceptions of risks and opportunities, regardless of their realism, constitute important drivers of entrepreneurial action. Practically the results may allow entrepreneurs, managers, educators, venture capitalists and others to take more informed actions. For entrepreneurs the results may increase awareness of their own role, problematize risks and opportunities, and also suggest new and creative ways for developing the venture. More specifically the results can be used as an analytical template in the evaluation of, e.g. financial and technological risks. The thesis also contributes methodologically by demonstrating how phenomenological methodologies may advance understanding of entrepreneurship and entrepreneurial action..
Teachers’ Thought Processes: The Case of Tunisian Gymnastic University Teachers  [PDF]
Naila Bali
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.47A2020

Teacher’s behaviour is substantially influenced and even determined by teachers’ thought processes. Several studies concerning effectiveness in physical education have analysed various topics such as student engagement, curriculum time allocation, teaching methods, teacher behaviour, and teacher perceptions. However, these investigations have not applied the classroom research findings identified by other researchers. Firstly, this study explains the implied thoughts of the explained Tunisian Gymnastic University Teachers (TGUT) to teach gymnastics learning processes by analyzing their thought processes. Secondly, we included the analysis of the connection, interaction and relationship between the three topics reviewed. Thirdly, we identified and analyzed the difference between different Tunisian physical educational teachers’ thoughts and its influence on their didactical practice intervention. Data were collected during 4 months of observations and interviews with six TGUT at the high institute of sport and physical education (ISSEP) in Tunisia. They all teach not mixed class in Level1 (first year, BAC + 1). These interviews were semi structured (40 minutes each) and gave teachers the opportunity to share their perspectives on broad topics such as education, teaching, and society, and also on more succinct topics such as individual students and situations that had occurred in previous lessons. The data were analyzed using constant comparison. Three topics emerged illustrate how the teachers’ thinking influenced their selecting, ordering, and formulating of curriculum units, their didactic and pedagogical manoeuvring during lessons. This study revealed three major conceptions used by TGUT: 1) Teaching based on pedagogical conceptions (7.20%), 2) Teaching based on sciences (17.42%), and 3) Teaching based on means and practices (75.37%). A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. The perception of the TGUT had two consequences: 1) a didactic consequence; the TGUT plan activities that will assist students in developing only physical skills, 2) the legitimacy of the contributory sciences in training programs for student teachers of physical education (PE). Basis on this argument, we might reasonably ask what might be done to address this problem. The issues discussed in this paper will encourage teachers to reflect on their own teaching beliefs and practices and to include them in the process of planning and teaching effectiveness.

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