Pub Date : 2022-02-23DOI: 10.1177/25151274211070854
Jeff G. Cohu
This short caselet focuses on the challenges and opportunities presented by an unanticipated “viral” moment for the Tennessee Peanut Company, a small start-up company still in its infancy. After receiving unsolicited recognition from a leading Twitch streamer, Dr Lupo, the company experienced explosive sales orders which repeatedly crashed their website and sales order inventory system, leading to massive levels of sales of sold-out products. The case challenges students to determine how they would respond to a similar viral moment which simultaneously presents growth opportunities and many operational challenges and risks.
{"title":"The Night Dr. Lupo “Blew Up” the Tennessee Peanut Company","authors":"Jeff G. Cohu","doi":"10.1177/25151274211070854","DOIUrl":"https://doi.org/10.1177/25151274211070854","url":null,"abstract":"This short caselet focuses on the challenges and opportunities presented by an unanticipated “viral” moment for the Tennessee Peanut Company, a small start-up company still in its infancy. After receiving unsolicited recognition from a leading Twitch streamer, Dr Lupo, the company experienced explosive sales orders which repeatedly crashed their website and sales order inventory system, leading to massive levels of sales of sold-out products. The case challenges students to determine how they would respond to a similar viral moment which simultaneously presents growth opportunities and many operational challenges and risks.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126078635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-21DOI: 10.1177/25151274211070243
Vincent Lefebvre, Gilles Certhoux
TV shows such as “Dragons’ Den” and “Shark Tank” have become common teaching materials in entrepreneurial finance classrooms because they offer a window into the process of pitching to investors. TV exposure to pitch communication and business angels’ feedback is certainly a well-documented source of vicarious learning. It enables students to observe varying investment situations and learn from other entrepreneurs’ success as well as failure. Observation, however, does not replace direct experience. We combined vicarious learning and direct experience in order to enable students to learn how to take initial investment decisions, in practice. We originally proposed this training session in an entrepreneurship graduate program in France. This learning activity invites participants to become observers and actors in a real-life experience with entrepreneurs and angel investors. Students participate in a pitch session within a Business Angels Network (BAN). The BAN chooses entrepreneurs based on their applications and an evaluation meeting for the first round of a live pitch in their usual deal flow. Students are first spectators to the real-life pitch session, in which entrepreneurs face a team of five to 10 business angels (BAs). Then, students play the role of an active participant, making their own investment decisions in a report on each entrepreneurial project, as if they were BAs themselves.
{"title":"Acting as a Business Angel to Become a Better Entrepreneur: A Learning Innovation","authors":"Vincent Lefebvre, Gilles Certhoux","doi":"10.1177/25151274211070243","DOIUrl":"https://doi.org/10.1177/25151274211070243","url":null,"abstract":"TV shows such as “Dragons’ Den” and “Shark Tank” have become common teaching materials in entrepreneurial finance classrooms because they offer a window into the process of pitching to investors. TV exposure to pitch communication and business angels’ feedback is certainly a well-documented source of vicarious learning. It enables students to observe varying investment situations and learn from other entrepreneurs’ success as well as failure. Observation, however, does not replace direct experience. We combined vicarious learning and direct experience in order to enable students to learn how to take initial investment decisions, in practice. We originally proposed this training session in an entrepreneurship graduate program in France. This learning activity invites participants to become observers and actors in a real-life experience with entrepreneurs and angel investors. Students participate in a pitch session within a Business Angels Network (BAN). The BAN chooses entrepreneurs based on their applications and an evaluation meeting for the first round of a live pitch in their usual deal flow. Students are first spectators to the real-life pitch session, in which entrepreneurs face a team of five to 10 business angels (BAs). Then, students play the role of an active participant, making their own investment decisions in a report on each entrepreneurial project, as if they were BAs themselves.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"303 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132655879","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-04DOI: 10.1177/25151274211070457
Gunn-Berit Neergård, Lise Aaboen, Diamanto Politis
The purpose of this study was to explore the impact of a 3-day entrepreneurship camp on nursing students’ empowerment to act entrepreneurially. Data were collected through individual semi-structured interviews with 17 nursing students conducted both before and after the camp. The data also included student drawings, as well as documents and interviews with 10 stakeholder representatives. Our findings show that students had very limited knowledge of entrepreneurship and had disregarded any valuable or natural link between nursing and entrepreneurship before entering the camp. The four changes in the empowerment process are as follows: (a) From ‘Entrepreneurship is not something nurses are supposed to do’ to ‘Nurses are potential actors in entrepreneurial processes’. (b) From ‘Observing problems in practice’ to ‘Nurses can shape healthcare’. (c) From ‘Not knowing how to define problems sufficiently small to act upon’ to ‘Knowing how to approach problem definition’. (d) From ‘Knowing little about the potential steps of realising a solution’ to ‘Knowing the first steps to testing a solution’s feasibility’. Our study provides insights into the meaning of empowerment to act entrepreneurially in the context of an entrepreneurship education for nursing students and has implications for the entrepreneurship education literature for non-business students.
{"title":"Enabling Entrepreneurial Empowerment Through a Three-Day Entrepreneurship Camp","authors":"Gunn-Berit Neergård, Lise Aaboen, Diamanto Politis","doi":"10.1177/25151274211070457","DOIUrl":"https://doi.org/10.1177/25151274211070457","url":null,"abstract":"The purpose of this study was to explore the impact of a 3-day entrepreneurship camp on nursing students’ empowerment to act entrepreneurially. Data were collected through individual semi-structured interviews with 17 nursing students conducted both before and after the camp. The data also included student drawings, as well as documents and interviews with 10 stakeholder representatives. Our findings show that students had very limited knowledge of entrepreneurship and had disregarded any valuable or natural link between nursing and entrepreneurship before entering the camp. The four changes in the empowerment process are as follows: (a) From ‘Entrepreneurship is not something nurses are supposed to do’ to ‘Nurses are potential actors in entrepreneurial processes’. (b) From ‘Observing problems in practice’ to ‘Nurses can shape healthcare’. (c) From ‘Not knowing how to define problems sufficiently small to act upon’ to ‘Knowing how to approach problem definition’. (d) From ‘Knowing little about the potential steps of realising a solution’ to ‘Knowing the first steps to testing a solution’s feasibility’. Our study provides insights into the meaning of empowerment to act entrepreneurially in the context of an entrepreneurship education for nursing students and has implications for the entrepreneurship education literature for non-business students.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116284472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1177/25151274211068191
L. Stolz, R. Sternberg
Originating from business plan competitions at universities, start-up competitions (SUCs) are nowadays a widely used policy tool to foster entrepreneurial learning among a larger group of potential and nascent entrepreneurs. While the literature on entrepreneurial learning highlights the importance of participants’ prior experiences, studies on learning in SUCs often ignore these experiences, but detect different perceptions of the learning outcomes from SUCs. To address this research gap, we explore configurations of prior experience and the participation routines of entrepreneurs at SUCs. To do so, we apply fuzzy-sets qualitative comparative analysis (fsQCA) to in-depth interview data from 26 participants at two German SUCs. Based on theories on entrepreneurial learning, insights from the interviews, and our empirical results from fsQCA, we identify one necessary condition and two specific configurations of conditions that lead to the outcome. The absence of entrepreneurial knowledge was found to be a necessary condition for entrepreneurial learning in SUCs. Prior industry experience is part of both solutions, but whether the presence or absence of it is important depends on whether it is combined with active participation in the competition. We present implications for policymakers, entrepreneurs, and researchers.
{"title":"Do the Winners Really Take It all? Exploring Entrepreneurial Learning in Start-Up Competitions","authors":"L. Stolz, R. Sternberg","doi":"10.1177/25151274211068191","DOIUrl":"https://doi.org/10.1177/25151274211068191","url":null,"abstract":"Originating from business plan competitions at universities, start-up competitions (SUCs) are nowadays a widely used policy tool to foster entrepreneurial learning among a larger group of potential and nascent entrepreneurs. While the literature on entrepreneurial learning highlights the importance of participants’ prior experiences, studies on learning in SUCs often ignore these experiences, but detect different perceptions of the learning outcomes from SUCs. To address this research gap, we explore configurations of prior experience and the participation routines of entrepreneurs at SUCs. To do so, we apply fuzzy-sets qualitative comparative analysis (fsQCA) to in-depth interview data from 26 participants at two German SUCs. Based on theories on entrepreneurial learning, insights from the interviews, and our empirical results from fsQCA, we identify one necessary condition and two specific configurations of conditions that lead to the outcome. The absence of entrepreneurial knowledge was found to be a necessary condition for entrepreneurial learning in SUCs. Prior industry experience is part of both solutions, but whether the presence or absence of it is important depends on whether it is combined with active participation in the competition. We present implications for policymakers, entrepreneurs, and researchers.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131034799","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1177/25151274211069032
Philip T. Roundy
Teacher entrepreneurs pursue innovative opportunities to create value for their students and colleagues; however, it is unclear how local communities enable teacher entrepreneurs and why some communities provide fertile ground for teacher entrepreneurship while others stifle teacher entrepreneurs. To address the limited understanding of how communities can support teacher entrepreneurship, this paper draws from entrepreneurial ecosystems research and the micro-foundations approach to develop a multi-level framework to explain the attributes of “teacher entrepreneurial ecosystems.” The main insight is that where teachers engage in entrepreneurship matters and that, in addition to teacher- and school-based characteristics, important contextual differences exist at the community-level in the depth of support for teacher entrepreneurs. Specifically, the theory explains how key differences in teacher entrepreneurial ecosystems influence teacher entrepreneurship and, in turn, how the activities of teacher entrepreneurs influence the diversity, coherence, and resilience of their ecosystems. The theory contributes by explaining how teacher entrepreneurial ecosystems function, motivating an agenda for studying teacher entrepreneurial ecosystems that catalyzes research at the entrepreneurial ecosystem and education interface, and generating insights that can help teachers and school administrators to harness their local communities and empower teacher entrepreneurs.
{"title":"Teacher entrepreneurial ecosystems: How local communities support teacher entrepreneurs","authors":"Philip T. Roundy","doi":"10.1177/25151274211069032","DOIUrl":"https://doi.org/10.1177/25151274211069032","url":null,"abstract":"Teacher entrepreneurs pursue innovative opportunities to create value for their students and colleagues; however, it is unclear how local communities enable teacher entrepreneurs and why some communities provide fertile ground for teacher entrepreneurship while others stifle teacher entrepreneurs. To address the limited understanding of how communities can support teacher entrepreneurship, this paper draws from entrepreneurial ecosystems research and the micro-foundations approach to develop a multi-level framework to explain the attributes of “teacher entrepreneurial ecosystems.” The main insight is that where teachers engage in entrepreneurship matters and that, in addition to teacher- and school-based characteristics, important contextual differences exist at the community-level in the depth of support for teacher entrepreneurs. Specifically, the theory explains how key differences in teacher entrepreneurial ecosystems influence teacher entrepreneurship and, in turn, how the activities of teacher entrepreneurs influence the diversity, coherence, and resilience of their ecosystems. The theory contributes by explaining how teacher entrepreneurial ecosystems function, motivating an agenda for studying teacher entrepreneurial ecosystems that catalyzes research at the entrepreneurial ecosystem and education interface, and generating insights that can help teachers and school administrators to harness their local communities and empower teacher entrepreneurs.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125996339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-01DOI: 10.1177/25151274211061693
Crystal J. Scott
Live Cycle Delight (LCD) and Live Cycle Delight Hot (LCD Hot) is a boutique fitness studio founded in 2017 in Detroit, Michigan, by owner, Amina Daniels. The studios are nestled in a quaint up and coming historic multicultural neighborhood just outside of Downtown Detroit. After winning two start-up contests in 2015, Amina’s business started turning a profit in year two. LCD had a loyal client following and Amina was hopeful that LCD would continue growing and expanding. In March 2020, all of that changed when LCD, like all other gyms in Michigan, had to close their doors. In addition to the pandemic, there was social unrest across many states in the country and Amina’s outward support for Black Lives Matter (BLM) did not sit well with some of her customers. Now 9 months later, Amina is wondering how to survive. Many customers have become accustomed to virtual and online fitness classes and some have invested in at-home gyms and fitness equipment. Amina has considered adding on-demand classes, offering more virtual offerings and developing partnerships with other gyms across the country. In the meantime, she has lost 80% of her customers and must figure out how to rebuild.
Live Cycle Delight (LCD)和Live Cycle Delight Hot (LCD Hot)是一家精品健身工作室，由所有者Amina Daniels于2017年在密歇根州底特律成立。工作室坐落在底特律市中心外一个古雅的历史多元文化社区。在2015年赢得两场创业竞赛后，阿米娜的业务在第二年开始盈利。LCD拥有忠实的客户，Amina希望LCD能够继续发展壮大。2020年3月，当LCD像密歇根州的所有其他健身房一样不得不关门时，这一切都改变了。除了大流行之外，美国许多州都出现了社会动荡，阿米娜对外支持“黑人的命也是命”(BLM)的做法让她的一些客户感到不满。9个月后的今天，阿米娜正在思考如何生存。许多客户已经习惯了虚拟和在线健身课程，有些人已经投资了家庭健身房和健身设备。Amina已经考虑增加点播课程，提供更多的虚拟课程，并与全国其他健身房建立合作关系。与此同时，她失去了80%的客户，必须想办法重建。
{"title":"Live Cycle Delight: An Urban Fitness Boutique Fights to Stay Alive","authors":"Crystal J. Scott","doi":"10.1177/25151274211061693","DOIUrl":"https://doi.org/10.1177/25151274211061693","url":null,"abstract":"Live Cycle Delight (LCD) and Live Cycle Delight Hot (LCD Hot) is a boutique fitness studio founded in 2017 in Detroit, Michigan, by owner, Amina Daniels. The studios are nestled in a quaint up and coming historic multicultural neighborhood just outside of Downtown Detroit. After winning two start-up contests in 2015, Amina’s business started turning a profit in year two. LCD had a loyal client following and Amina was hopeful that LCD would continue growing and expanding. In March 2020, all of that changed when LCD, like all other gyms in Michigan, had to close their doors. In addition to the pandemic, there was social unrest across many states in the country and Amina’s outward support for Black Lives Matter (BLM) did not sit well with some of her customers. Now 9 months later, Amina is wondering how to survive. Many customers have become accustomed to virtual and online fitness classes and some have invested in at-home gyms and fitness equipment. Amina has considered adding on-demand classes, offering more virtual offerings and developing partnerships with other gyms across the country. In the meantime, she has lost 80% of her customers and must figure out how to rebuild.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116974884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-10DOI: 10.1177/25151274211068867
Renee D. Watson
The first Heritage’s Dairy Store opened in Westville New Jersey on October 10, 1957. The chain of convenient stores is known for their quality lunchmeats, fresh coffee, and their own brand of milk and ice cream. The company wholesales candy, tobacco, and groceries from its Heritage’s Wholesale Company, which supplies more than 75% of products sold in its 33+ locations. Additionally, Heritage’s now offers customizable food options throughout the day. As the business transitions to the next generation, the leadership has noticed changes within their markets, new trends within the industry, and several marketing related challenges. Following marketing research, Heritage’s found the majority of their consumers were over the age of 50. Research also showed many respondents under 25 were unaware of the company. Additionally, many within the 20–39 age bracket who had heard of the company still did not have a clear understanding of the product offerings or overall brand. Heritage’s is faced with maintaining their current consumer base while simultaneously attracting the younger demographic. Additionally, major changes in technology, store design, marketing, and branding would come at a significant cost. Lastly, the management of Heritage’s seeks to honor their company history while looking toward the future.
{"title":"Heritage’s: MOOving Forward","authors":"Renee D. Watson","doi":"10.1177/25151274211068867","DOIUrl":"https://doi.org/10.1177/25151274211068867","url":null,"abstract":"The first Heritage’s Dairy Store opened in Westville New Jersey on October 10, 1957. The chain of convenient stores is known for their quality lunchmeats, fresh coffee, and their own brand of milk and ice cream. The company wholesales candy, tobacco, and groceries from its Heritage’s Wholesale Company, which supplies more than 75% of products sold in its 33+ locations. Additionally, Heritage’s now offers customizable food options throughout the day. As the business transitions to the next generation, the leadership has noticed changes within their markets, new trends within the industry, and several marketing related challenges. Following marketing research, Heritage’s found the majority of their consumers were over the age of 50. Research also showed many respondents under 25 were unaware of the company. Additionally, many within the 20–39 age bracket who had heard of the company still did not have a clear understanding of the product offerings or overall brand. Heritage’s is faced with maintaining their current consumer base while simultaneously attracting the younger demographic. Additionally, major changes in technology, store design, marketing, and branding would come at a significant cost. Lastly, the management of Heritage’s seeks to honor their company history while looking toward the future.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114206357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-07DOI: 10.1177/25151274211057200
Lizhu Davis, Lynn M. Forsythe, John M. Mueller
Drilling through hard rock to explore for underground oil and gas is especially complicated in geographic areas where the sub-layer is full of dense and impenetrable rock. Charlie Scent, an Engineering Professor working at a university, undertook research to solve this dilemma and developed a solution after approximately 20 years of effort. To commercialize the technology, Scent collaborated with one of his PhD students and formed a company. Through the commercialization process, friction developed among the participants—Scent, the graduate student, and the university. This discord brought to light several important questions regarding intellectual property that is created in a university setting. This case is about who owns intellectual property and decreasing the probability that there will be friction between the individuals who are at the heart of an invention.
{"title":"Intellectual Property Ownership in a University Setting","authors":"Lizhu Davis, Lynn M. Forsythe, John M. Mueller","doi":"10.1177/25151274211057200","DOIUrl":"https://doi.org/10.1177/25151274211057200","url":null,"abstract":"Drilling through hard rock to explore for underground oil and gas is especially complicated in geographic areas where the sub-layer is full of dense and impenetrable rock. Charlie Scent, an Engineering Professor working at a university, undertook research to solve this dilemma and developed a solution after approximately 20 years of effort. To commercialize the technology, Scent collaborated with one of his PhD students and formed a company. Through the commercialization process, friction developed among the participants—Scent, the graduate student, and the university. This discord brought to light several important questions regarding intellectual property that is created in a university setting. This case is about who owns intellectual property and decreasing the probability that there will be friction between the individuals who are at the heart of an invention.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117207485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.1177/25151274211044703
Richard H Jonsen
Wedeven Associates is a small tribology research and engineering consulting firm located near Philadelphia, Pennsylvania. The company faced a variety of challenges associated with the COVID-19 pandemic as did most small businesses in 2020. As the company became fully operational again, Wedeven Associates was approached by a longtime client to solve a tribological problem the client’s engineers had been trying to address for many years. The catch: Wedeven Associates only had a little over 2 months to do the work while complying with pandemic-related travel and meeting restrictions. This case tells the story of how the Wedeven Associates team met the challenge using virtual tools and a collaborative approach built on first principles. Readers are introduced to “tribology” as an engineering discipline and “first principles” as a problem-solving approach.
{"title":"Wedeven Associates: Finding New Ways to Develop Novel Solutions to Persistent, Intractable Problems","authors":"Richard H Jonsen","doi":"10.1177/25151274211044703","DOIUrl":"https://doi.org/10.1177/25151274211044703","url":null,"abstract":"Wedeven Associates is a small tribology research and engineering consulting firm located near Philadelphia, Pennsylvania. The company faced a variety of challenges associated with the COVID-19 pandemic as did most small businesses in 2020. As the company became fully operational again, Wedeven Associates was approached by a longtime client to solve a tribological problem the client’s engineers had been trying to address for many years. The catch: Wedeven Associates only had a little over 2 months to do the work while complying with pandemic-related travel and meeting restrictions. This case tells the story of how the Wedeven Associates team met the challenge using virtual tools and a collaborative approach built on first principles. Readers are introduced to “tribology” as an engineering discipline and “first principles” as a problem-solving approach.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"2015 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114777612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-31DOI: 10.1177/25151274211071021
Christoph Winkler, E. Liguori, M. van Gelderen, Erik Noyes, Thomas G. Pittz, F. Liñán, U. Hytti, A. Walmsley, Sara L. Cochran, M. Hudson, S. McGuire
In this editorial, the editors of Entrepreneurship Education and Pedagogy (EE&P) reflect back on the journal’s first 4 years of production and the impact the journal has had. They also reflect back on the submission trends of unsuccessful submissions, offering insights into why articles are commonly rejected. Last, they discuss research translation, its importance, and strategies for scholars to help disseminate their work to a wider audience.
{"title":"Publishing in Entrepreneurship Education and Pedagogy","authors":"Christoph Winkler, E. Liguori, M. van Gelderen, Erik Noyes, Thomas G. Pittz, F. Liñán, U. Hytti, A. Walmsley, Sara L. Cochran, M. Hudson, S. McGuire","doi":"10.1177/25151274211071021","DOIUrl":"https://doi.org/10.1177/25151274211071021","url":null,"abstract":"In this editorial, the editors of Entrepreneurship Education and Pedagogy (EE&P) reflect back on the journal’s first 4 years of production and the impact the journal has had. They also reflect back on the submission trends of unsuccessful submissions, offering insights into why articles are commonly rejected. Last, they discuss research translation, its importance, and strategies for scholars to help disseminate their work to a wider audience.","PeriodicalId":435934,"journal":{"name":"Entrepreneurship Education and Pedagogy","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114682657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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