Who shuns entrepreneurship journals? Why? And what should we do about it?

Some scholars assert that entrepreneurship has attained “considerable” legitimacy. Others assert that it “is still fighting” for complete acceptance. This study explores the question, extrapolating from studies of an “elite effect” in which the publications of the highest ranked schools differ from other research-intensive schools. The most elite business schools in the USA, but not the UK, are found to allocate significantly more publications to mathematically sophisticated “analytical” fields such as economics and finance, rather than entrepreneurship and other “managerial” fields. The US elites do not look down upon entrepreneurship as such. They look down upon journals that lack high mathematics content. Leading entrepreneurship journals, except Small Business Economics Journal (SBEJ), are particularly lacking. The conclusion argues that SBEJ can help the field’s legitimacy, but that other journals should not imitate analytical paradigms.Plain English Summary Academic snobs shun entrepreneurship journals. A goal for snobs is to exhibit superiority over others. For business professors, one way to do this is with mathematically sophisticated, analytical publications. Entrepreneurship journals, Small Business Economics excepted, do this relatively infrequently. These journals focus on the lives, activities, and challenges of diverse entrepreneurs. In the USA, the most elite business schools, compared with not-quite elite business schools, allocate significantly more of their articles to the journals of analytical fields such as economics, and fewer to entrepreneurship journals. This pattern is not found in the UK, where elites may have other ways to signal superiority. These elites, who accommodate entrepreneurship researchers, could pioneer with outputs of both relevance and scholarly quality, through collaboration between their practice-based and research-based professors.

An Econometric Investigation of Market Volatility and Efficiency: A Study of Small Cap’s Stock Indices

By utilization the context of econometric models, this chapter investigates three significant research parameters and tries to find out the positive outcome for further studies. The first question, is the volatility of Small Cap foreseeable?. The second question, does the volatility of Small Cap exhibition the same pragmatic regularities stated in the literature about the behavior of further stock prices?, The third and Final question, can Small Cap clear the test of market efficiency?. The results of these research questions will provide the answers of following objectives: First, economic representatives investing in Small Cap Stock markets. Second, the business professors/professionals/educationist is more concerned in Small Cap for their teaching and research. Third, the policy makers who are observing the stock market volatilities because of its significances and impulsive behavior to invest for more incentives among other consequences.

Experiential Exercise in Team Formation in the Capstone: Providing Students With the Information to Make Good Team Choices

Just as there is a tension between business professors’ practice of assigning team projects, especially in capstone courses, and students’ inclination to avoid them, there is also a tension between students’ desire to choose their own teammates and professors’ belief that they can do a better job of team creation. Professors have learned that when students choose teams, they can have problems of homogeneity, unbalanced skills, and unchosen students; however, when professors try to form teams for fairness and balance, students often resent it. This article presents a fun, engaging experiential exercise for effective team formation that combines the benefits of both student-directed and professor-directed methods. The exercise, conducted over one or two class meetings, allows students to learn about well-balanced team construction, present themselves to their classmates, interview each other, and choose who they would like to work with without the restrictions of seat proximity or prior connection. Results show students perceived that their teams were more available for meetings and exhibited more cohesiveness and higher performance than previous project teams, and strongly preferred this method. Instructions, worksheets, diagrams, and empirical support are shared in this article to allow professors to smoothly implement this exercise in their own classrooms.

Relaunching ABR in the Midst of a Global Pandemic: Highlights of Vol. 23 (No. 1)

We relaunched the all-digital American Business Review (ABR) in Fall 2019. Little did we imagine that COVID-19 would appear in Spring 2020 and disrupt life all over the globe. All three audiences of ABR viz. Businesses, Business Students and Business Faculty have had to scramble over the last few months. Businesses that we research, teach and learn about as Business Professors and Students had the most difficult time of all with the global lockdowns. Essential businesses including food, medicine, sanitation and their supply chains and distribution channels had to keep working somehow-anyhow. Along with essential services were our lifesavers including medical, emergency, and national security personnel globally who continued to work at great personal health risk. Those businesses that were not considered essential had to shut down for public health and safety. In the process, all businesses had to suffer great losses. We at ABR recognize and salute you all for your great contribution during this global health crisis. Business students, in the US had to leave campus and continue studies online and at very short notice. Similarly, business faculty had to move face-to-face classes online overnight as campuses went into lockdown. Against this challenging backdrop our review board and referees did an outstanding job of providing knowledgeable and constructive reviews to our authors. Our author/s responded to reviewer comments in great detail and the joint efforts of reviewers resulted in the issue that is before you.

Gender and Academic Promotion to Full Professor in Ontario

This is a study of 933 academic promotions from associate to full professor in Ontario, Canada for the period 2010-2014. Publicly available sources provided a bibliometric profile including gender, year of promotion, university, academic discipline, salary, type and number of publications and number of authors for each promotion to full professor. We found a large gender gap in academic promotions favouring men, which is explained mainly by a structural focus on male-dominated academic disciplines. We also found large differences in numbers of publications by academic discipline, which was substantially reduced after considering the number of authors per publication. Business professors were paid substantially more than other professors at the time of promotion. Our study focused on publications, and given this limitation the results should be taken in the context that there are multiple considerations for promotion. Publication quality and impact, grants and patents, were not adjusted for.

Competing for Tomorrow’s Customers: A View from the Future

This paper includes a compilation of the most important activities that marketers will need to perform in order to be competitive in the coming years. As changes occur and new competitive processes or practices are developed, practitioners often create acronyms that come into general use as a type of shorthand. This paper will discuss several acronyms that have become central to competing for tomorrow’s customers. The purpose of this investigation is to provide marketing professionals with important information about where they will need to focus their efforts, update their knowledge, and continue to build their marketing skill sets if they are to succeed in the future and to provide business professors with leading edge information so that they can best prepare their marketing students to be highly competitive when they graduate and enter the business world.

Evidence of Faculty Salary Differences Across Business Disciplines and Employment Contracting Systems

Using sample data from two accredited business school in the Florida State University System, one non-tenure granting and one tenure granting, and regression analysis, this paper explores variation in faculty salary levels across business disciplines. The results indicate (1) that accounting and finance professors earn more than management professors, thus receiving a salary premium in the market, (2) that marketing and information systems/operations management faculty earn no significantly different salaries than management professors, and (3) that economics professors earn less than management professors and thus receive a discount in the market. The results also indicate that rank, administrative duties, years in the profession, and research productivity are significant determinants of the salaries of business professors, but that salaries in this sample are unrelated to gender and race. The findings also provide evidence of salary inversion, with assistant professors receiving larger salaries than associate professors. The unique results of this study are that salary discounts and premiums by discipline are similar at both non-tenure granting and tenure granting universities.