An Entrepreneurial System View of New Venture Creation

This paper reports the results of a two-phase study that explores new venture creation within the context of an entrepreneurial system. First, a genealogy of high-technology companies is presented depicting a high spin-off rate resulting from the presence of seven incubator organizations. Second, semantic structure analysis ( Spradley 1980 ) based on semi-structured interviews with founders is used to develop a taxonomy. This taxonomy depicts the relationship among components in one entrepreneurial system, Boulder County, Colorado, that encourages, supports, and enhances regional entrepreneurial activity. Findings indicate that incubator organizations, spin-offs, informal and formal networks, the physical infrastructure, and the culture of the region are related uniquely and interact to form a system conducive for dense high-technology entrepreneurial activity. Additionally, greater rates of new venture formation were found following critical moments in the life of incubator organizations.     

Reinforcing collectiveness in entrepreneurial interactions within start-up teams: a multiple-case study

ABSTRACT

Using a qualitative multiple-case study approach and data from four high-technology team startups, we elaborate a theory on organizing entrepreneurial actions as team efforts and the kinds of interactions that reinforce collectiveness amongst entrepreneurial teams. Through systematic thematic analysis, we find that entrepreneurial action reinforces collectiveness through and during (a) the joint analysis and planning of entrepreneurial opportunities and strategies, (b) the joint decision-making and realization of opportunities and (c) the evaluation, feedback and sanction of entrepreneurial action. We analyse the dimensions through Giddens’s ideas on the duality of structures and agencies. We identify interactions that reflect a joint elaboration of opportunities, open and continuous sharing of knowledge and feelings, equality and democracy, joint effort and credit, informality and lack of bureaucracy, and feedback and helping. Our insights could be applied to create collectively entrepreneurial teams and to design education and training activities at a macro level to enable regional development.     

The management of variable pay in European banking

Banking is a major employer in most large European countries, facing common pressures in terms of competition and technological change. Traditional pay systems have been revised in response to changing business objectives and new forms of work organisation. This paper examines variable pay schemes (VPS) in banking in four countries with very different institutional contexts: Austria, Norway, Spain, and the UK. It finds extensive use of VPS in each case and shared managerial objectives in terms of performance management and cost control. Forms of VPS vary, with Norwegian banks in particular favouring collective forms of bonus, but overall there is a common drive towards individual (merit) pay and multiple bonus arrangements providing increased scope for management discretion. In broad terms, what the case of pay-setting in banking suggests is a course of fading path dependency at national level.     

Trade credit and company performance during the 2008 financial crisis

We investigate whether the 2008 financial crisis had an impact on companies’ trade credit, and whether changes in trade credit mitigated the crisis’s impact on firm profitability. We document that the availability of trade credit decreased, and that this decline is more pronounced, the higher the companies’ pre‐crisis reliance on short‐term debt. We further report evidence that the redistribution hypothesis holds during crisis periods. Finally, we show that the crisis had a negative impact on company performance, but that this impact was lower (greater) for firms that report an increase in trade receivables (payables) in crisis compared to pre‐crisis periods.     

Achieving globalization of AACSB accounting programs with faculty-led study abroad education

This paper is motivated by recommendations from the American Assembly of Collegiate Schools of Business (AACSB), the Pathways Commission, and NAFSA: Association of International Educators to increase global exposure in the accounting curriculum. Some schools have responded to these demands by offering short-duration, faculty-led, study abroad programs. We explain how these programs play a vital role in fulfilling the educational advisory boards’ calls to internationalize the accounting curriculum and investigate the extent to which schools are incorporating these programs. This paper provides a review of the details from our hand-collected data on the short programs that are offered by AACSB-accredited institutions. We integrate the information from our collection of data on existing programs, prior literature, pronouncements from educational advisory boards, and select faculty interviews to offer an analysis of the course design and travel considerations for schools contemplating such an opportunity for students in their programs.     

Two elementary schools’ developing potential for sustainability of engineering education

The Next Generation Science Standards present a way for engineering lessons to be formally integrated into elementary classrooms at a national level in the United States. Professional development programs are an important method for preparing teachers to enact the new engineering practices in their science classrooms. To better understand what contextual factors help a professional development program have a sustained effect on the implementation of engineering, we closely examined two elementary schools within the same school district that participated in the same professional development program but had very different outcomes in their lasting implementation of engineering. Using the case study method, we corroborate quantitative and qualitative sources of data measuring students’ learning and attitudes; teachers’ learning, attitudes, and implementation fidelity; perceived teacher community; and administrative support. Our analysis revealed that although the professional development program had district-level administrative support, there was considerable variation between schools in how teachers’ perceived school level support. In addition, teachers at the sustaining school collaborated and co-taught with one another. Our findings support previous literature on the role of administrative support and teacher learning communities. We discuss practical ways that professional development programs can seek to foster a context which is supportive of sustaining curriculum change for engineering.     

Corporations as agents of social change: A case study of diversity at Cummins Inc.

This case study on the American multinational Cummins Inc. calls into question traditional, normative theories of corporate social responsibility (CSR). Although the dominant literature views CSR as a response to society, Cummins’ promotion of diversity dates back to the 1940s, making their efforts well in advance of society’s expectations. The article shows that Cummins’ management pushed for civil and lesbian, gay, bisexual and transgender (LGBT) rights at times when society viewed these actions as being illegitimate and against community values. The study suggests that leaders for diversity at Cummins were able to gain support during these difficult times due to their high level of influence and by connecting the value of diversity to Cummins’ organisational identity.     

Communities of Practice versus Organizational Climate: Which One Matters More to Dispersed Collaboration in the Front End of Innovation?*

Dispersed collaboration provides many benefits such as members' closeness to local cultures and markets and reachability of talent worldwide. Hence, it is no surprise that dispersed collaboration is frequently being used by product development teams. A necessary but not sufficient condition for innovation performance is the sharing of tacit, non‐codified and explicit, codified knowledge by the team. Situated learning theory, however, predicts that tacit knowledge sharing will be largely prevented by “decontextualization.” Therefore, increasing usage of dispersed collaboration will decrease levels of tacit knowledge—crucial to innovation and organizational performance—in the business unit. This research investigates the moderating role of mechanisms believed to enable tacit knowledge transfer in the front end of innovation. Using data from 116 business units, the moderating role of communities of practice and organizational climate on the relationship between the proficiency of dispersed collaboration and front end of innovation performance is investigated. Encouragement of communities of practice is found to moderate the relationship between proficiency of dispersed collaboration and front end of innovation performance on the business unit level. More specifically, proficiency of dispersed collaboration is not related at all to front end of innovation performance in business units with low support for communities of practice; but a positive relationship exists in business units with high support for communities of practice. This study does not provide support for the moderating effect of organizational climate on the relationship between proficiency in dispersed collaboration and front end of innovation performance. However, supportiveness of climate has a significant direct effect on front end of innovation performance. The findings of this study suggest that managers should simultaneously invest in increasing proficiency in dispersed collaboration and supporting communities of practice. Either one by itself is insufficient. Because of its significant direct effect, managers should also nurture an open climate favoring risk taking, trust, and open interaction.     

An experimental test of warm glow giving

This paper reports the results of an experimental test of the warm glow hypothesis. A participant is presented with the opportunity to contribute from her own endowment to a charity of choice. The experiment is designed so that a pure altruist has no incentive to donate. The amount the designated charity will receive is preset; any contribution by the participant crowds out dollar-for-dollar giving by the proctor. We find that participants, on average, donated 20% of their endowments and that approximately 57% of the participants made a donation.