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Purpose
This paper aims to propose a reconfiguration of the business model canvas (BMC) to highlight the relevant, and often critical, role of digital technologies (DTs).

Design/methodology/approach
The authors review the business model literature to further clarify its dynamic nature (expressed by innovation, adaptation and experimentation) and the factors that may affect it. Ultimately, to better capture the role of DTs, the authors posit a new iteration of the BMC (namely, the digital business model canvas [DiBMC]).

Findings
Historically, DTs were not clearly represented in the BMC, often resulting in them being disparately woven into other boxes or not clearly captured at all. By reconfiguring the nine original building blocks, and adding two new ones related to DTs, the DiBMC supports a more complete visualization of how value is created and the role of DTs.

Originality/value
DTs are too relevant in today's business environment to not more formally model them on BMCs. The proposed reconfiguration of the BMC into the DiBMC improves the utility of the tool for practitioners, scholars and students alike.

PurposeHow do social factors motivate and influence scholars when they theorize? By exploring the life of George Homans, this paper aims to illustrate that theories are the products of the theorist, and as such are influenced by individual life experiences.Design/methodology/approachDrawing on a plethora of archival sources including many personal and autobiographical accounts, this manuscript synthesizes these sources thus providing clear insight into how personal factors and experiences impacted Homans's social exchange theory.FindingsThis research concludes that Homans's journey into theorizing was an act of providence; that his early career, personal background, and social capital interacted with several factors beyond his control thus leading to his interest in social exchange processes.Originality/valueThis is the first research endeavor exploring the context, sentiments and motivations of George Homans as he began to lay out social exchange theory.

Cover -- Guest editorial: the early adolescence of entrepreneurship research -- The prehistoric entrepreneur: rethinking the definition -- Race, class, gender and social entrepreneurship: extending the positionality of icons -- A foreigner in a foreign country: examining biography and memoirs of Georg Mayer through reflexive agency -- Harmonious entrepreneurship: evolution from wealth creation to sustainable development -- Norwegian entrepreneurs (1880s-1930s) and their "new America": a historical perspective on transnational entrepreneurship and ecosystem development in the Russian Arctic.

Purpose
In this systematic review of the literature on women's entrepreneurship education, this paper aims to examine the current state of the field. The authors analyze publication trends, identify major themes and propose an agenda for future research.

Design/methodology/approach
The authors review 363 articles published between 1993 and 2023, to develop a synthesized overview of women's entrepreneurship education, complete with insights into the journals that have provided the most coverage of this topic, as well as how it has emerged over time.

Findings
The authors tracked the evolution of research themes and collaboration networks over a 30-year period. Results show there has been significant growth in research on women's entrepreneurship education, as evidenced by a surge of publications on the topic and the total number of citations.

Originality/value
The authors categorized and analyzed six thematic clusters within the literature: entrepreneurial intention, ethical perspectives, gender-specific barriers, gender stereotypes, rural entrepreneurship and entrepreneurial self-efficacy. Building on these thematic clusters, this study discusses future research directions to advance the field.

Purpose– Theories develop over time and are influenced by both events and people. Looking primarily at the applications between contracting principal-agent relationships, the purpose of this paper is to explore how agency theory emerged from a number of economic and social developments. In doing so, the authors explain how this once dominant theory comes up short regarding varying realms of entrepreneurship as well as with multiple modern business phenomena.Design/methodology/approach– The authors first present a brief overview of agency theory. Second, the authors identify major events and people and address how they impacted the development of agency theory. Third, the authors provide insights on agency theory across three contexts (strategic entrepreneurship, social entrepreneurship, and family business). Implications, limitations, and future research directions are then offered.Findings– The authors provide a deeper understanding of agency theory, thus broadening its underpinnings and enabling readers to more readily understand why agency theory is limited in its explanation of certain and modern business phenomena. The authors find that some of the seminal influences to agency theory are quite dated which has limited its explanatory power in terms of the modern day business and with more recent disciplines such as entrepreneurship.Research limitations/implications– The authors are limited by their choices of major events that influenced agency theory at the expense of not being able to include everything that may have impacted the theory over time. These limitations, however, are offset by the research implications. As the authors highlight the underpinning of agency theory, the authors subsequently provide scholars and practitioners with five primary boundary conditions, each of which are in need of attention for agency theory to maintain relevant explanatory power.Originality/value– A deeper understanding of agency theory can be gained by looking at its underpinnings. By presenting numerous principal-agent conflicts and demonstrating areas in which it has fallen short (i.e. entrepreneurship and more recent business phenomenon), we shed light on the obstacles agency theory must overcome in order to maintain its position as a prominent theory.

Purpose– This paper aims to explore the true sources of innovation that revolutionized two sports industries – skiing and tennis, tracking the flow of ideas and power of technology brokering through the eyes of the innovator, Howard Head.Design/methodology/approach– Using a focal innovation action-set framework, the authors unite heretofore-disparate pieces of information to paint a more complete picture of the innovation and technology brokering process. Primary source material from Head's patents, personal memoirs and journals and documented correspondence between him, his brother and his colleagues are augmented with secondary source material from periodicals, media excerpts and the academic literature.Findings– Head stands as an exemplar example of a technology broker, both through his serial practice of recombinant innovation and his savvy exploitation of resources. Results discredit the Great Man Theory of Innovation, while emphasizing the importance of exploiting social capital to realize opportunities.Originality/value– This paper is the first to offer detailed insight into the technology brokering and innovation processes that revolutionized the tennis and skiing industries. It is novel in that it is one of very few papers to challenge the Great Man Theory of Innovation propagated by many textbooks and mass media, explores the process of technology brokering from the broker's perspective rather than organizationally and uses focal innovation action-set methodology to complement a historical biographical sketch of innovativeness relative to sports equipment and machines.

Preface: teaching reason and the unreasonable / by Michael H. Morris and Eric Liguori -- Part I leading edge research perspectives -- 1. What I've learned about teaching entrepreneurship: perspectives of five master educators / Jerome S. Engel, Heidi M. Neck, Minet Schindehutte, Ray Smilor, and Bill Rossi -- 2. What entrepreneurship educators don't understand about creativity and how to teach it / Jeff Stamp -- 3. Does entrepreneurship education change minds?: a multinational analysis of mandatory and voluntary entrepreneurial training / Carlos Albornoz and Jose Amoros -- 4. Bridging entrepreneurial cognition research and entrepreneurship education: what and how / Susana C. Santos, Silvia Fernandes Costa, Xaver Neumeyer and António Caetano -- 5. Weighing in: reflections on a steady diet of lean startup / Elissa Grossman -- 6. Competency based education in entrepreneurship: a call to action for the discipline / Rebecca White, Giles Hertz and Kevin Moore -- 7. The art of case teaching / David W. Rosenthal, -- 8. The experiential learning portfolio and entrepreneurship education / Minet Schindehutte and Michael H. Morris -- 9. Deliberate opportunity design: a practical integrative product and business design framework to enable new frontiers in fostering innovation and entrepreneurship / Alex Bruton -- 10. New venture creation as a learning agenda: experiences, reflections and implications from running a venture creation programme / Leigh Morland and John Thompson -- 11. The principles and practices of delivering experiential entrepreneurship education to mega-classes / Christopher Pryor -- 12. Entrepreneurs in action: an authentic learning experience / R. Wilburn Clouse, Terry Goodin and Joseph Aniello -- 13. Using the SEE model in entrepreneurship consulting courses and programs / Michael H. Morris -- 14. Integrating the A-GES framework into a family business course / Erik Markin, Clay Dibrell and Richard J. Gentry -- 15. Entrepreneurial ecosystems and entrepreneurship education: the role of universities in fostering ecosystem development / Diana M. Hechevarria, Amy Ingram and Justin Heacock -- Part II: model university entrepreneurship programs -- 16. Entrepreneurship at University of Southern California / Kathleen R. Allen -- 17. Entrepreneurship at Lancaster University / Eleanor Hamilton -- 18. Baylor University: entrepreneurship for everyone through innovative programming / Kendall Artz -- 19. Entrepreneurship education at the University of Maryland / Elana Fine -- 20. Entrepreneurship at Syracuse University / Alexander Mckelvie and John M. Torrens -- Part III: best practice innovations inside and outside the classroom -- 21. Teaching entrepreneurial foresight / Sam Miller -- 22. Teaching lean: value creation (for students and faculty) in the classroom / Doan Winkel and Jeff Vanevenhoven -- 23. Games for the entrepreneurship classroom / Jim Hart -- 24. A unique student angel investing fund / Sara L. Cochran -- 25. Teaching entrepreneurial sales skills: a co-curricular approach / Eric Liguori, Birton Cowden, and Giles Hertz -- 26. Entrepreneurial consulting courses: increasing benefits to students in the new economy / Nathalie Duval-Couetil and Kris Taylor -- 27. University collaboration: the New Jersey state business model competition / Susan Scherreik -- 28. CUNY's STEM virtual enterprise program / Christoph Winkler, Stuart A. Schulman and Edgar E. Troudt -- 29. UCCS entrepreneurial identity project / Thomas N. Duening and Matthew M. Metzger -- 30. The campus-linked accelerator program in Canada / Francine Schlosser, Margaret Cichosz-Grzyb, Martin Croteau, Donovan Dill, Valerie Fox and Annette Markvoort -- 31. Social media - a powerful tool for entrepreneurship students / Gene Poor and Kirk Kern.

The authors present core concepts of entrepreneurship in an easy-to-follow, logical sequence. Starting with basic definitions and an overarching conceptual framework in Part I, the book then addresses topics pertaining to Venture Initiation (Part II), Venture Management (Part III), and Venture Development (Part IV). Each chapter contains a case study in which a real-life entrepreneur, who confronts the issues of growth and competition, is followed. Venture initiation and development are key components of this book. Entrepreneurship has all the standard features that entrepreneurs-in-training ne.

This author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) license. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com. ; Purpose: The purpose of this study is to investigate the moderating effects of social competencies, specifically, political skill, self‐monitoring and emotional intelligence, on the workplace conflict‐abusive behavior relationship. Design/methodology/approach: The study utilized data collected from graduate and undergraduate students majoring in psychology, management, human relations and social work who were recruited from two mid‐sized mid‐western universities. Hierarchical multiple regression analysis was used to test the study hypotheses. Findings: Results indicated that interpersonal conflict in the workplace is associated with employee engagement in counterproductive work behaviors. Results also suggested that social competencies interacted with interpersonal conflict to predict the likelihood of abusing others at work. Politically skilled workers and high self‐monitors were more likely to engage in abusive behaviors when experiencing high levels of interpersonal workplace conflict. Originality/value: The study is the first to show that certain social competencies may actually have negative ramifications in the workplace. Specifically, individuals who are politically skilled and/or high self‐monitors are more likely to abuse others when they themselves experience interpersonal conflict. ; Yes