3 Analytic Density, Postmodernism, and Applied Multiple Method Research

Purpose – Best-value supply chains characterized by agility, adaptability, and alignment, have become a crucial strategic means for firms to create and sustain competitive advantage in today’s turbulent environment. The purpose of this paper is to investigate linkage between best-value supply chains and firms’ competitive performance. Design/methodology/approach – In Study 1, survey data from 76 firms is used to test the impact of the three qualities of best-value supply chains on firms’ competitive performance. In Study 2, to test if a firm’s competitive advantage can be sustained through building best-value supply chains, a long-run performance analysis is conducted, which is based on a stock portfolio of firms identified from the American Marketing Association’s annual list of “Supply Chain Top 25.” Findings – The results of Study 1 indicate that the three qualities of best-value supply chains are positively related to firms’ competitive performance. The results of Study 2 show that firms having best-value supply chains generate significant and positive abnormal returns for shareholders over time. Originality/value – This is a multiple-method research, providing two-level empirical evidence to the investigation of theoretical linkage between best-value supply chains and firms’ competitive performance.

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“You would expect the successful person to be the man”

International Journal of Gender and Entrepreneurship ◽

10.1108/ijge-03-2013-0025 ◽

2015 ◽

Vol 7 (3) ◽

pp. 303-320 ◽

Cited By ~ 8

Author(s):

Sally Jones

Keyword(s):

Teaching And Learning ◽

Entrepreneurship Education ◽

Education Institution ◽

Symbolic Violence ◽

Cultural Norms ◽

Content Type ◽

Study Approach ◽

Multiple Method ◽

The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

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