Although the benefits of exercise are well documented, few published research studies have examined exercise in persons with schizophrenia. This pilot examined a 16-week walking program for outpatients diagnosed with schizophrenia (N = 10). Six-minute walking distance, body mass index, percent body fat and severity of psychiatric symptoms were measured. Experimental participants in the walking group experienced significant reductions in body fat (p = 0.03) compared to a control group not participating in the exercises during the same time period. Experimental participants also had greater aerobic fitness, lower body mass indexes, and fewer psychiatric symptoms than controls at the conclusion of the program. Research is needed to identify effective exercise interventions and feasible delivery modalities for persons with schizophrenia in community settings.

University-wide entrepreneurship is introduced as a logical consequence of the rapid development of entrepreneurship in post-secondary institutions across the globe. While sometimes approached simply as a redefinition of the boundaries for an entrepreneurship program on college campuses, in this article we conceptualize university-wide entrepreneurship as a transformational, multi-dimensional force that enables universities to be more innovative, risktaking and proactive. The underlying nature of this conceptualization is explored together with reasons for the emergence of entrepreneurship across campuses. Ways in which entrepreneurship is manifested within a university are investigated, key stakeholders for the university-wide approach are identified, and obstacles to implementation of these initiatives are specified. Five dimensions of university-wide entrepreneurship are introduced: inter-disciplinary research, a curriculum and degree programs, co-curricular programming, community engagement, and university operations. An integrative model is proposed of key elements that contribute to a climate where successful universitywide efforts can be pursued. Included here are an academic champion, a consistent definition, a clear statement of purpose, a governance structure, supporting infrastructure, a curricular model, co-curricular programming, a resource model, incentives, proactive publicity, and targeted outcomes and metrics. Alternative approaches to program governance are reviewed, including those centered within and outside of a business school. Implications are drawn for the ongoing development of the university-wide concept.

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