Socioemotional Aspects of Entrepreneurship for the Classroom

Author(s):  
Alexander Bolinger ◽  
Mark Bolinger

There is currently great enthusiasm for entrepreneurship education and the economic benefits that entrepreneurial activity can generate for individuals, organizations, and communities. Beyond economic outcomes, however, there is a variety of social and emotional costs and benefits of engaging in entrepreneurship that may not be evident to students nor emphasized in entrepreneurship courses. The socioemotional costs of entrepreneurship are consequential: on the one hand, entrepreneurs who pour their time and energy into new ventures can incur costs (e.g., ruptured personal and professional relationships, decreased life satisfaction and well-being, or strong negative reactions such as grief) that can often be as or more personally disruptive and enduring than economic costs. On the other hand, the social and emotional benefits of an entrepreneurial lifestyle are often cited as intrinsically satisfying and as primary motivations for initiating and sustaining entrepreneurial activity. The socioemotional aspects of entrepreneurship are often poorly understood by students, but highlighting these hidden dimensions of entrepreneurial activity can inform their understanding and actions as prospective entrepreneurs. For instance, entrepreneurial passion, the experience of positive emotions as a function of engaging in activities that fulfill one’s entrepreneurial identity, and social capital, whereby entrepreneurs build meaningful relationships with co-owners, customers, suppliers, and other stakeholders, are two specific socioemotional benefits of entrepreneurship. There are also several potential socioemotional costs of entrepreneurial activity. For instance, entrepreneurship can involve negative emotional responses such as grief and lost identity from failure. Even when an entrepreneur does not fail, the stress of entrepreneurial activity can lead to sleep deprivation and disruptions to both personal and professional connections. Then, entrepreneurs can identify so closely and feel so invested that they experience counterproductive forms of obsessive passion that consume their identities and impair their well-being.

Author(s):  
Rachel Gottlieb ◽  
Jeffrey Froh

Gratitude is important for social and emotional health. Research suggests that there is a relation between experiencing and expressing gratitude and happiness. The aim of this chapter is to review current research regarding gratitude development and happiness, adolescent gratitude development, and to discuss future recommendations. This chapter also discusses a study examining adolescent perspectives on the meaning of being thankful. To obtain adolescent perspectives on the meaning of being thankful, adolescents (N = 1,098) wrote essays describing what being thankful meant to them. Thematic analysis was used to identify and analyze themes within the essays. Percentiles were calculated for the most recurrent themes across essays (Appreciation = 54.07%, Family = 31.42%, Positive Emotions = 28.81%, Assistance/Support from Others = 25.99%, Friendship = 21.18%, and Downward Comparison = 16.60%). Understanding gratitude development in adolescents can aid in creating effective interventions, potentially increasing adolescent well-being and happiness.


Author(s):  
Vlad Glăveanu

This chapter addresses why people engage in creativity. This question can be answered at different levels. On the one hand, one can refer to what motivates creative people to do what they do. On the other hand, the question addresses a deeper level, that of how societies today are built and how they, in turn, construct the meaning and value of creativity. Nowadays, people consider creativity intrinsically valuable largely because of its direct and indirect economic benefits. However, creative expression also has a role for health and well-being. Creativity also relates to meaning in life. The chapter then considers how creativity can be used for good or for evil.


Author(s):  
Rachel Gottlieb ◽  
Jeffrey Froh

Gratitude is important for social and emotional health. Research suggests that there is a relation between experiencing and expressing gratitude and happiness. The aim of this chapter is to review current research regarding gratitude development and happiness, adolescent gratitude development, and to discuss future recommendations. This chapter also discusses a study examining adolescent perspectives on the meaning of being thankful. To obtain adolescent perspectives on the meaning of being thankful, adolescents (N = 1,098) wrote essays describing what being thankful meant to them. Thematic analysis was used to identify and analyze themes within the essays. Percentiles were calculated for the most recurrent themes across essays (Appreciation = 54.07%, Family = 31.42%, Positive Emotions = 28.81%, Assistance/Support from Others = 25.99%, Friendship = 21.18%, and Downward Comparison = 16.60%). Understanding gratitude development in adolescents can aid in creating effective interventions, potentially increasing adolescent well-being and happiness.


Author(s):  
Ph.D. Sevar Mammadova

The significance of business simulation games (BSG) rapidly increases. And this quite understandable. Because simulation games are based on the model playback mode realistic processes, events, locations or situations. The necessity of BSG in the educational process can be explained on the one hand by the growing demand of the labor market in specialists with practical skills, and on the other hand by growing needs of students to be able to navigate themselves through unfamiliar situations and find their decision in a proper and responsible way, instead of blind copying teachers instructions. BSG offers a broad scope of the forms of competencies students such as an ability to work in group teamwork, find a common language and understand that is globally relevant and informed while providing space to adapt the framework to local contexts. Business simulation games train students create risk-free spaces where everyone can work out specific skills and feel the effects of own decision-making, requiring a certain level of risk. Entrepreneurial activity is pivotal to the continued dynamism of the private sector, as the generation of new businesses fosters competition and economic growth. This is particularly relevant for Azerbaijan, whose entrepreneurship and business innovation levels are low, and it faces a central challenge to create conditions that will facilitate growth in nonoil tradable sectors. Therefore the proposed paper has three objectives:  development of teaching resources and tools for delivery of entrepreneurship education. BSG will facilitate strategic problem-solving in life-like simulated business environments and it will be attached to the existing UNEC incubator. BSG should become an integral part of the educational process.  Simulation games allow students to practice and improve their entrepreneurial skills in a ‘virtual’ environment by making informed decisions and applying the knowledge and skills acquired in the class. According to OECD LEARNING COMPASS 2030, the educational process should be focused on evolving learning framework that sets out an aspirational vision for the future of education. The wider goals of education open new horizons of orientation towards the tomorrow we want to see. Thinking globally acting locally we will create collective well-being for every society’s member.


2018 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Marija Kotevska Dimovska

<p><em>Modern education consider</em><em>s</em><em> </em><em>schools and faculties for institutions whose goals have a broader scope than </em><em>just an </em><em>academic competence. Educational institutions have an obligation to</em><em> completely </em><em>prepare young people for adulthood and improve their optimal functioning and well</em><em> being</em><em>. This paper shows how the application of the positive psychology in the education can help schools and faculties to develop and maintain optim</em><em>al</em><em> functioning of the students and </em><em>the </em><em>employees. Educational institutions should approach</em><em> strategically</em><em> in the creation of positive educational programs that include elements of positive psychology, which positively reflects on the well-being and positive educational climate.</em><em> </em><em>The empirical findings of </em><em>this paper</em><em> confirm the role of positive psychology in education </em><em>for</em><em> improving the subjective dimensions of students: happiness, optimism, self-confidence, social and emotional competence. Students who att</em><em>ended</em><em> educational programs with elements of positive psychology</em><em>,</em><em> have shown higher personal, emotional, social achievements and general well-being, which</em><em> are prerequisites</em><em> for realizing their potential. These findings imply the need to expand the arsenal of education through a positive education that includes the development of positive emotions that promote happiness and well-being.</em><em></em></p>


2018 ◽  
Vol 39 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Giulia Fuochi ◽  
Chiara A. Veneziani ◽  
Alberto Voci

Abstract. This paper aimed to assess whether differences in the way to conceive happiness, measured by the Orientations to Happiness measure, were associated with specific reactions to negative events. We hypothesized that among orientations to pleasure (portraying hedonism), to meaning (representing a eudaimonic approach to life), and to engagement (derived from the experience of flow), orientation to meaning would have displayed a stronger protective role against recent negative and potentially stressful events. After providing a validation of the Italian version of the Orientations to Happiness measure (Study 1), we performed regression analyses of the three orientations on positive and negative emotions linked to a self-relevant negative event (Study 2), and moderation analyses assessing the interactive effects of orientations to happiness and stressful events on well-being indicators (Study 3). Our findings supported the hypotheses. In Study 2, meaning was associated with positive emotions characterized by a lower activation (contentment and interest) compared to the positive emotions associated with pleasure (amusement, eagerness, and happiness). In Study 3, only meaning buffered the effect of recent potentially stressful events on satisfaction with life and positive affect. Results suggest that orientation to meaning might help individuals to better react to negative events.


Relay Journal ◽  
2019 ◽  
pp. 306-318
Author(s):  
Hatice Karaaslan

This article elaborates on a follow-up mentoring session conducted with a junior colleague who had frequent contact with me over a period of one year during her coursework as she considered me a senior instructor with substantial research experience. The purpose was to exploit the strategies of advising in a mentoring context utilizing intentional reflective dialogue (IRD) to encourage reflection on professional well-being. To facilitate the process and achieve an in-depth analysis of her level of professional well-being, I employed Seligman’s (2011) PERMA model, explaining professional well-being with reference to its components of positive emotions, engagement, relationships, meaning, and accomplishment. In the article, I briefly give information on the context and background, the purpose, and the professional well-being model used. I then outline the flow of the session, and point out and discuss how the strategies of advising have been exploited through a series of IRD exchanges in an effort to stimulate an in-depth discussion. Finally, I present my personal reflections as well as the potential implications to be considered while conducting mentor-mentee sessions and improving professional well-being in educational settings.


Author(s):  
Fanie du Toit

Reconciliation emphasizes relationships as a crucial ingredient of political transition; this book argues for the importance of such a relational focus in crafting sustainable political transitions. Section I focuses on South Africa’s transition to democracy—how Mandela and De Klerk persuaded skeptical constituencies to commit to political reconciliation, how this proposal gained momentum, and how well the transition resulted in the goal of an inclusive and fair society. In developing a coherent theory of reconciliation to address questions such as these, I explain political reconciliation from three angles and thereby build a concept of reconciliation that corresponds largely with the South African experience. In Section II, these questions lead the discussion beyond South Africa into some of the prominent theoretical approaches to reconciliation in recent times. I develop typologies for three different reconciliation theories: forgiveness, agonism, and social restoration. I conclude in Section III that relationships created through political reconciliation, between leaders as well as between ordinary citizens, are illuminated when understood as an expression of a comprehensive “interdependence” that precedes any formal peace processes between enemies. I argue that linking reconciliation with the acknowledgment of interdependence emphasizes that there is no real alternative to reconciliation if the motivation is the long-term well-being of one’s own community. Without ensuring the conditions in which an enemy can flourish, one’s own community is unlikely to prosper sustainably. This theoretical approach locates the deepest motivation for reconciliation in choosing mutual well-being above the one-sided fight for exclusive survival at the other’s cost.


Author(s):  
Michael A. Cohn ◽  
Barbara L. Fredrickson

Positive emotions include pleasant or desirable situational responses, ranging from interest and contentment to love and joy, but are distinct from pleasurable sensation and undifferentiated positive affect. These emotions are markers of people's overall well-being or happiness, but they also enhance future growth and success. This has been demonstrated in work, school, relationships, mental and physical health, and longevity. The broaden-and-build theory of positive emotions suggests that all positive emotions lead to broadened repertoires of thoughts and actions and that broadening helps build resources that contribute to future success. Unlike negative emotions, which are adapted to provide a rapid response to a focal threat, positive emotions occur in safe or controllable situations and lead more diffusely to seeking new resources or consolidating gains. These resources outlast the temporary emotional state and contribute to later success and survival. This chapter discusses the nature of positive emotions both as evolutionary adaptations to build resources and as appraisals of a situation as desirable or rich in resources. We discuss the methodological challenges of evoking positive emotions for study both in the lab and in the field and issues in observing both short-term (“broaden”) and long-term (“build”) effects. We then review the evidence that positive emotions broaden perception, attention, motivation, reasoning, and social cognition and ways in which these may be linked to positive emotions' effects on important life outcomes. We also discuss and contextualize evidence that positive emotions may be detrimental at very high levels or in certain situations. We close by discussing ways in which positive emotions theory can be harnessed by both basic and applied positive psychology research.


2020 ◽  
Vol 38 (S1) ◽  
pp. 47-55 ◽  
Author(s):  
Babette Rump ◽  
Aura Timen ◽  
Marlies Hulscher ◽  
Marcel Verweij

AbstractControl measures directed at carriers of multidrug-resistant organisms are traditionally approached as a trade-off between public interests on the one hand and individual autonomy on the other. We propose to reframe the ethical issue and consider control measures directed at carriers an issue of solidarity. Rather than asking “whether it is justified to impose strict measures”, we propose asking “how to best care for a person’s carriership and well-being in ways that do not imply an unacceptable risk for others?”. A solidarity approach could include elevating baseline levels of precaution measures and accepting certain risks in cases where there is exceptionally much at stake. A generous national compensation policy that also covers for costs related to dedicated care is essential in a solidarity approach. An additional benefit of reframing the questions is that it helps to better acknowledge that being subjected to control measures is a highly personal matter.


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