ECSB aims to strengthen the cooperation with internationally recognized journals and to offer members information on publishing opportunities. This page lists ongoing special issues and call for papers. Members are invited to send information on open calls related to entrepreneurship to our secretariat email@example.com.
"Connecting Entrepreneurship Research and Practice in Entrepreneurship Education" Special Issue in Entrepreneurship Education and Pedagogy - DL 1 February 2023
Lise Aaboen, NTNU, Norway
Riccardo Fini, Bologna University, Italy
Einar Rasmussen, Nord University, Norway
Johan Wiklund, Syracuse University, USA
Over the years, entrepreneurship education has established itself as an emerging and growing research area (Landström et al., 2022). Historically, entrepreneurship education research leans on empirical findings of how entrepreneurs learn (Hägg & Kurczewska, 2021). Recently, entrepreneurship education has become increasingly experiential in nature (Neck et al. 2014; Rasmussen and Sørheim 2006), meaning that students engage in entrepreneurial activities during their studies. For example, tools developed for practice, such as design thinking, the lean startup model, and the business model canvas are frequently used in the classroom, often constituting the core of the curriculum. There are also tendencies that entrepreneurship education has become highly standardized and intellectually comfortable, e.g., ‘McEducation’ (Hytti, 2018). Simultaneously, the gap between entrepreneurship research and practice receives increasing attention in entrepreneurship research (e.g., Shepherd & Gruber, 2021). As the rigor of entrepreneurship research has increased, scholars seem less concerned about its practical relevance (e.g., Wiklund, Wright & Zahra, 2019). The gap between research and practice in entrepreneurship is particularly pressing in the classroom where instructors meet expectations of providing knowledge with practical relevance.
In this special issue, we argue that there is a potential for a stronger connection between entrepreneurship research and entrepreneurship education research as well as connecting research with entrepreneurship education practice. By bringing in new content, and study it through the lens of teaching and learning (c.f. Neck and Corbett, 2018), we can ensure that the entrepreneurship education field develops, explores, and remains relevant.
Given the limited attention to the topic, the call for papers will be intentionally broad. The following is not an exhaustive list but provides some examples of potential topics.
- Entrepreneurial mindset. What is an entrepreneurial mindset and can it be developed? How does entrepreneurial mindset relate to other concepts in entrepreneurship (such as entrepreneurial
orientation, entrepreneurial self-efficacy, and entrepreneurial intentions)? How can entrepreneurship education contribute to igniting and developing an entrepreneurial mindset? What would a high-quality research design aimed at studying entrepreneurial mindset look like?
- Entrepreneurial education and training. What theoretical contributions can entrepreneurship education research provide? The education setting provides a context for learning that is more intensive, time-compressed and pre-determined compared to the context that entrepreneurs normally face. Although this setting needs context sensitive theorizing it may also provide an
interesting setting from a methodological point of view for contributions to mainstream entrepreneurship, management, education, or psychology research.
- Entrepreneurial skills. How to equip would-be entrepreneurs with the right entrepreneurial skills? What kind of competencies do entrepreneurs need to succeed? How do potential entrepreneurs learn, as individuals and/or in a team?
- Policy intervention to foster entrepreneurship. What is the effect of different types of interventions on individuals and organisations? How can the entrepreneurial ecosystem be conducive for entrepreneurial skills and mindsets? How to account for broader outcomes from entrepreneurship, such as wellbeing or sustainability?
- Facilitation of experiential learning of new (developments of) concepts and findings from entrepreneurship research. How may new entrepreneurship research findings be translated to classroom activities and extra- curricular activities for entrepreneurship students from all disciplines? How should the learning be measured? And how does it develop concepts within entrepreneurship education further?
Read the full SI Call (pdf).
"Echoes of the Past: Capturing the Influence of Legacy on Individuals, Families and Organization" Special Issue in Academy of Management Perspectives - DL 1 March 2023
The Special issue seeks scholarly papers that engage with theory development and policy implications on the topic of legacy. We encourage contributions focused on, but not limited to, the following overarching themes:
- What kinds of legacies enable positive or negative impacts on individuals, organizations, society and the environment, social and environmental growth?
- Why is a legacy transmitted? Why are legacies accepted or rejected? What are the motivations of legacy senders such as founders to create legacies? What does the role of generativity play in triggering legacy intentions (Faßbender, Wiebe & Bates, 2019)? What is the role of performativity (e.g., Austin, 1962; Barad, 2003; Cavanaugh, 2015) in shaping legacies? Why are certain legacies accepted or rejected by individuals, families, businesses?
- How is legacy transmitted and received? Is legacy always intentionally shared and what is the degree of control that legacy senders can exert over the process of legacy transmission? What are the mechanisms enabling the transfer of legacy (e.g., role modeling, persuasion, learning)?
- Who sends and who receives legacy? Legacy always has a sender, an identified source. Who is that source and what are their characteristics? Is it always intentional? Who are the legacy receivers of that source? Does a legacy survive only if a legacy receiver is willing to accept it (in some form) and to cultivate it over time?
- What are the effects of sending and receiving legacy? Legacy can be a source of pride and identity, but also restrain freedom of choice and behavior. Legacy can also be negative, a brand that an individual or organization must carry. What are the enabling and the constraining effects of legacy in succession? How does legacy contribute to organizational continuity and change? What are the dark sides or unintended consequences of legacy? Under what conditions will legacy help or harm people and organizations?
- Where and when are legacies transmitted and received? What are the socio-material and temporal micro-, meso- and macro-contexts explaining the circulation of legacy over time? Are certain cultures more sensitive to preserving legacy? Are different places and circumstances more conducive to long-lasting legacies? What are the circumstances that lead to a legacy’s collapse?
- Prospective authors are reminded that AMP seeks papers that advance theory and contribute to policy (broadly defined).
- We welcome conceptual and qualitative (e.g., narratives, multiple cases, experiments) papers, but note that AMP is not a theory-tested journal.
SPECIAL ISSUE EVENT
Post-submission: The guest editors will organize a hybrid special issue Paper Development Workshop on 16 October 2023 at Audencia Business School (Paris campus, France). Authors who receive a “revise and resubmit” (R&R) decision on their manuscript will be invited to attend this post-submission workshop. Participation in the workshop does not guarantee acceptance of the paper in the Special Issue and attendance is not a prerequisite for publication.
- Submission deadline (full paper): 1 March 2023
- Submissions should be prepared using the APM Manuscript Preparation Guidelines (https://aom.org/research/publishing-with-aom/author-resources/editorial-style-guides)
- Manuscripts should be submitted using the APM ScholarOne system (https://mc.manuscriptcentral.com/amp)
- Articles will be reviewed according to the AMP double-blind review process.
- Paper Development Workshop at Audencia Business School, Paris, France: 16 October 2023.
- We welcome informal enquiries relating to the Special Issue, proposed topics, and potential fit with the Special Issue objectives. Please direct any questions on the Special Issue to the Guest Editors:
- James Davis, Utah State University (USA), firstname.lastname@example.org
- Miruna Radu-Lefebvre, Audencia Business School (France), email@example.com
- William B. Gartner, Babson College (USA), Linnaeus University (Sweden), firstname.lastname@example.org
- Sarah Jack, Stockholm School of Economics (Sweden) and Lancaster University Management School (UK), email@example.com
- Alfredo De Massis, Free University of Bozen-Bolzano (Italy), IMD Business School (Switzerland) and Lancaster University Management School (UK), DeMassis@unibz.it
- AMP Editor: Gideon Markman, Colorado State University, firstname.lastname@example.org
Read the full Call for Papers (pdf)
"Exploring Entrepreneurship Policy in a Global Context: A gender perspective" SI in International Journal of Entrepreneurial Behavior & Research - DL 30 April 2023
Women are less likely to be entrepreneurs than men in most countries around the globe, and they tend to start smaller and less dynamic businesses than their male counterparts (GEM, 2021; OECD, 2021). This impacts negatively on local economies and reduces revenue-generating opportunities for women and their families. The OECD has posited that if women were to participate in early-stage entrepreneurship at the same rate as core-age men, there could be as many as 25 million additional entrepreneurs across OECD countries (OECD, 2021).
Policy support for women entrepreneurs is critical to helping more women engage in entrepreneurial activity. However, current entrepreneurship policy instruments in most countries have been shown to be biased toward male models of entrepreneurship and do not take into consideration the different challenges women face in their entrepreneurial endeavours and the different contexts in which they operate (Henry, Coleman, Foss, Orser & Brush, 2021). A recent report by the OECD in conjunction with the Global Women’s Entrepreneurship Policy Research Network (GWEP) found that many countries lack a formal overarching entrepreneurship policy; have no dedicated women’s entrepreneurship policy; offer few or no programmes that operationalise their policy; or have no evaluative measures in place to determine which initiatives are working and which are not (OECD-GWEP, 2021). Furthermore, academic research has demonstrated that scholars continuously fail to offer policy recommendations from their research work (Foss, Henry & Ahl, 2018). This, despite policy being identified as an important part of the entrepreneurial ecosystem (Mason & Brown, 2017; Spiegel & Harrison, 2018; Isenberg, 2010), and the overall effectiveness of entrepreneurship policies being called in to question (Arshed, Cater & Mason, 2014; Nziku & Henry, 2021).
The aim of this Special Issue (SI) is to gather a collection of high calibre research-based articles that explore entrepreneurship policy from a gender perspective and, in so doing, to offer valuable insights into the gendered nature of entrepreneurship policy. The SI will highlight issues relating to culture, skills, finance, networks and regulations, and argue that current public policies for entrepreneurship are often inadequate to address the gender gap. Potential policy solutions will also be identified, and existing ‘promising practice’ policy examples will be highlighted. Our overall objective is that – based on findings from this SI collection – scholars will have a much better understanding of the nature of entrepreneurship policy, its embedded gender biases, its generally (although not exclusively) perceived ineffectiveness, the importance of linking policy instruments to the wider entrepreneurial ecosystem, the importance of including women at the design stage, and the need to ensure relevant monitoring and evaluation mechanisms are built into all policies from the outset. This SI will also provide valuable insights into theoretical frameworks and methodological approaches that are appropriate to the study of entrepreneurship policy when applying a gender lens, including new theories and methods.
List of topic areas
- To what extent does policy influence gender differences in the scale and nature of entrepreneurship activity?
- How and to what extent is current entrepreneurship policy gendered?
- What needs to change in current entrepreneurship policies in order for them to be more gender-focused?
- How can policy frameworks be evaluated or improved upon?
- To what extent are current entrepreneurship policies targeted at women entrepreneurs connected to the broader entrepreneurial ecosystem?
- What can policy-makers learn from previous policy-making efforts, and are there specific lessons to be learned from developed/under-developed countries?
- Are there notable entrepreneurship policy differences between countries?
- What evaluation and monitoring frameworks can be applied to entrepreneurship policies?
- How does context affect entrepreneurship policy?
- What existing theoretical frameworks and methods are appropriate to the critical and robust exploration of entrepreneurship policy from a gender perspective?
Opening date for manuscripts submissions: 1 November 2022
Closing date for manuscripts submission: 30 April 2023
Closing date for abstract submission (encouraged, but not compulsory): 30 June 2022
Email for submissions: Colette.email@example.com
“Developing the Future Scholarship of Entrepreneurship Education: Exploring educator authenticity through practice and identity - Celebrating 10 years of the 3E Conference ” Special Issue in International Journal of Entrepreneurial Behavior & Research - DL 31 August 2023
Michael Breum Ramsgaard, Karen Williams-Middleton, Breda Kenny, David Higgins, Helle Neergaard
“The discussion around whether entrepreneurship can be taught is becoming obsolete as the number of entrepreneurship courses, specializations and degrees is rising at an unprecedented rate all over the world and the demand for entrepreneurial education teachers or instructors is constantly growing“ (Hägg & Kurczewska, 2021).
As a consequence of this development, over the past decade, the field of entrepreneurship education research has also grown significantly. But what have we learnt from the past decade about doing education-based research? What improvements do we perceive, what do we still know too little about? If as a scholarly community, we are serious about developing and crafting our practice, we must be mindful to question our own (past, present, and future) assumptions and beliefs.
In this SI we aim to surface and reflexively engage with tensions between the universal and the unique, the social and the self, in terms of what it means to be a scholar and educator in the field of entrepreneurship education. In particular, as academics, we are expected to excel both as researchers and as educators, as well as being compliant and entrepreneurial employees (Lackéus et al., 2020; Tomkins & Nicholds, 2017). Furthermore, each of us brings our own self-perception into our teaching practice. Hence, this SI wants to address questions surrounding how an educator develops into a credible, engaged, and authentic entrepreneurship educator accentuating the underlying means, processes, and reflections.
We especially welcome contributions that examine the foundations of entrepreneurship education and study what we have learned from the past ten years of entrepreneurship education research and discuss and reflect upon where we are going – and question where we should be going regarding the scholarship of teaching entrepreneurship education.