The immigrant entrepreneurship literature indicates that immigrant entrepreneurs reap numerous benefits from their co-ethnic communities℉ social capital. These benefits, however, often come at a price because scholars note the potential for this community social capital to impose limitations on the entrepreneurs. While the literature largely focuses on the benefits of social capital, there is no research on what motivates the immigrant entrepreneurs to engage with their co-ethnic community in terms of contributing to, and utilizing, their co-ethnic communities℉ social capital, and the consequences these may have on their enterprises. Addressing this gap in the literature is important in the development of successful immigrant enterprises. Thus, based on a model posited by Portes and Sensenbrenner (1993), we suggest that immigrant entrepreneurs℉ motivations will influence their use of, and contributions to, co-ethnic community social capital, impacting, in turn, business success. We contribute to both the immigrant entrepreneurship and social capital research through exploring how entrepreneurs℉ motives, with respect to their co-ethnic communities℉ social capital, influence business success.
This article describes an exercise that allows students to experience and understand the importance of perception in leader emergence. Based on implicit leadership theories, this exercise asks students to provide one another with anonymous feedback about what extent they exhibit various trait-based leader behaviors. This exercise, which can be implemented either over the course of a semester or in two sessions, facilitates students’ understanding of perceptions and from where they stem. It allows students to become aware of how they are perceived by their peers and the implications of these perceptions on leader emergence. Thus, the exercise invites students to move beyond their comfort zones through developing self-awareness, it challenges various perception biases that influence their own views of leadership, and it creates awareness regarding their ability to change behaviors in order to obtain desired responses from others. The exercise is appropriate for use in leadership and organizational behavior courses for students near graduation or graduate-level courses.
This article based on the exploration of different case studies in higher education institutions located in diverse Ibero-American countries proposes a redesigned conceptual framework to steer and refl ect on the formulation and implementation of the institutional strategy. This conceptual framework is based on conceiving the strategy as a set of objectives and lines of action oriented towards the future, amid the many factors that infl uence its evolution. It is aimed at promoting a dialogue that leads to a well-constructed, coherent proposal that serves as the basis for an effective new model of strategic management for HEIs in specifi c contexts. Keywords Strategic management • Higher education • Strategizing • Governance models IntroductionAround the world, fi nancial constraints, the boom in information and communication technologies (ICT) and the gradual professionalization of university administration constitute a set of challenges that are leading institutions of higher education (HEIs) to make major changes, in terms of both internal organization and external projection. However, given that the administration of HEIs is closely related to their formal structures, the decision-making process and the implementation of procedures at both the governmental and institutional levels demonstrate that the progress that Similarly, a number of international trends have affected the structure, governance and organization of institutions of higher education in many contexts; these trends include the increasing number of students, the range of activities that are supposed to be carried out, changes to the regulatory mechanisms for allocating public funds to institutions and rules that underpin the process of governance in universities (Rossi 2010 ). A brief review of the literature on strategic management applied to higher education illustrates the progress made in recent decades and explores the changes, problems and challenges of the university systems in different contexts (Hellstrom 2004 ;Henkel 2005 ;Jarvis 2000 ;Llinàs-Audet et al. 2011 ;Margolis 2004 ;Taylor et al. 2008 ).Of particular interest in this regard are the studies focusing on how university administration seeks to provide answers to some of these challenges (Bryman 2007 ;Buckland 2009 ;Clark 2003 ;Martinez and Wolverton 2009 ). Likewise, some studies have taken steps towards recognizing the infl uence of culture and context in university administration (Gioia et al. 1994 ;Jarzabkowski and Wilson 2002 ).At the same time, the market concept is framed by the vocabulary of HEI managers at various levels, along with the acknowledgement that higher education may be subject to market forces, although in some way moderated by the state. Thus, universities have been forced to compete for public and private research funding while trying to increase revenues from state funds and resources derived from their students. In this context, issues such as university rankings, the systems for accreditation of quality, reputation and excellence have become key ...
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