Purpose The purpose of this article is to commemorate the 50th anniversary of evolution of management thought (EMT), a critically acclaimed text in management and organizational studies for its value in historicizing the practice of management. Design/methodology/approach The authors asked Daniel Wren and Arthur Bedeian in their own words to their contribution. In addition, the authors offer commentary and critique of 15 leading management historians who share their reflections on the intellectual significance of Wren and Bedeian, and the punctuation of EMT as a canonical text in the field of management history. Findings The legacy of Wren and Bedeian can be felt across the academy of historical research on business and organizations. Their work has separately made significant contributions to management studies but together they have forged a fruitful partnership that has given rise to multiple generations of scholars and scholarship that continue to shape the field to this day. Originality/value The contribution of the authors in this article is to mark the significant milestone of EMT’s five-decade success by hearing from the authors themselves about their longstanding success as well as giving space to critique about the past, present and future of our collective historical scholarship shaped by Wren and Bedeian’s legacy.
This case study examines the efforts of a mid-tier, cabinet-level state agency to transform its constituency services to be more effective using information technology. The agency, based in a rural Midwestern state, faced increased scrutiny to raise accuracy, lower wait times, decrease expenditures, increase constituency satisfaction, and expand services to the state. To meet these challenges, the agency conducted a series of meetings to determine best possible opportunities for change and decided that technology solutions, which supported their business vision of the future, would be the foundation for that change. Redesigning core organizational processes—using several technologies such as e-commerce, content management system, data warehousing, and mobile technologies—would revolutionize how the agency delivers these services to its constituency. Along the way, agency encountered several challenges such as staff turnover, leadership issues, outsourcing issues, and implementation issues. At the heart of their experience lie four theories: the technology adoption model, task–technology fit model, Delone–McLean model of information systems success, and Leavitt’s model of organizational change. This case will not only examine the academic issues surrounding the aforementioned theories, but will also discuss how the agency navigated through real-world issues to meet these challenges. By increasing the quality and quantity of information that governmental bodies provide “Joe Citizen,” our populations are able to have opportunities to be more self-sufficient and are able to hold our public trust more accountable and responsive to the needs of an ever-growing, ever-changing society at large.
COVID-19 has had a dramatic impact on academics. Academic programs that require experiential learning, such as entrepreneurship, were presented with severe problems. At the time, the pandemic hit, Liguori and Winkler (2020) speculated on how entrepreneurship professors would respond to the challenge. Our article is an examination of how COVID-19 has impacted pitch competitions, a vital part of the entrepreneurship curriculum. We found that COVID-19 shut down pitch competitions for a year, and they returned last year using virtual web conferencing technologies such as Zoom. Our findings indicate that COVID-19 caused permanent changes to pitch competitions even though directors and other stakeholders may desire traditional face-to-face interactions.
In March 2020, when the World Health Organization declared COVID-19 a pandemic, more than 90% of the world’s student population went through an unprecedented and sudden transition to distance learning. Although this was a challenging time for instructors across all disciplines, entrepreneurship educators faced the unique dilemma of preserving the experiential nature of entrepreneurship education in the online environment. We look at how entrepreneurship educators addressed experiential learning through online education during the pandemic and some of the solutions adopted given the experiential, hands-on nature of entrepreneurship education. We review the first wave of literature on the topic, and we offer the results of a recent survey of entrepreneurship educators who are members of the United States Association for Small Business and Entrepreneurship (USASBE). In doing this, we have added to a growing literature on the shift of entrepreneurial education to an online setting.
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