This paper contributes to a recent movement to reframe entrepreneurship theory into a more critical and reflexive mode. It builds on the processual notion of entrepreneuring-as-emancipation to theorize a balanced conception of agency and active constraint rooted in the notion of power rituals. We develop a micro-sociological analysis of power rituals that conceives power reproduction and entrenchment as a 'practice-based' activity that focuses on what power holders and subordinates concretely do, think and feel. This makes emotion a key dimension of entrepreneurial agency and redefines constraining barriers to agency in terms of a social process of 'barring'. This novel approach is illustrated using an autobiographical account of a social entrepreneurship project. On the basis of this analysis, a number of insights are provided into the ways in which the power-as-practice approach can inform wider debates in organization studies where the notions of agency and constraint are linked to issues of power and resistance.

Purpose -This paper aims to examine the process by which the social entrepreneurial identity can be constructed through narrative, concentrating specifically on the construction of the identity of the ideologically inclined social-activist entrepreneur. Design/methodology/approach -A case study approach is employed of a social-activist entrepreneur who established a refugee help centre in a major Australian city. The data are presented through the genre of allowing the narrator to enjoy the primary voice in the form of an extended narrative. Findings -The findings show how the social entrepreneur constructs his identity through crafted divisions based on oppositional and appositional principles of setting apart (a claim of separation) and bringing together (a claim of similarity). It is emphasised how the impact of the particular audience and the possibility of narrative omissions can both influence the narrative product as it is constructed by the social entrepreneur. Practical implications -The analysis has implications for our manner of understanding how ideologically inclined social entrepreneurs can experience the tension of lacing together potentially contrasting discourses while maintaining the overall integrative nature of their narrative. Originality/value -The findings possess value and originality by making two major contributions to the extant literature. First, we challenge the central tendency in the literature to concentrate on dominant discourses by analysing the manner in which ideological social entrepreneurs construct their identity through their joint crafting of the discourses of "Me" and "Not-Me", and the non-discourse of "Suppressed-Me". Second, we add to the literature on how informants deal with the tension of managing conflicting discourses by analysing the concept of "discourse suppression" as the narrative tendency of social activist entrepreneurs.

The most significant findings were for a universal tendency for the individuals to undergo a change in sagittal relationship of the jaws, becoming markedly more Class III with time. We have also demonstrated a significant difference in growth between the anterior and posterior face heights indicating that the subjects have a tendency to an anterior growth rotation.

This paper presents a contingency theory of approaches to teaching in Higher Education adopted by university academics who teach heterogeneous student cohorts within a changing university context. The study is located within the substantive context of academics within Australian universities who teach within the broad field of management studies. Orthodox grounded theory is employed to generate a contingency typology comprised of four separate teaching approaches: Distancing, Adapting, Clarifying, and Relating. The model demonstrates how academics utilise a variety of teaching approaches to address their 'main concern', namely maintaining their professional competence within the context of a rapidly changing university landscape and significantly heterogeneous groups of students. We have labelled this process 'Maintaining Competence'. This model stresses the importance of the twin forces of structure and individual agency in determining teaching approaches. It emphasises the value of analysing what academics actually do in the classroom situation, rather than concentrating on normative assumptions of what they should do in terms of best practice.

The prospect of l'Europe des régions, which appears to promise a simultaneous migration of power outward to a wider federal Europe and downward to the devolved regions — both goals to be achieved at the expense of the presently constituted national governments — has raised expectations in the periphery as well as concern in the established centers. The question of national identity is suddenly on the agenda and has evoked a response throughout the countries of Europe: an attempt to define a specifically European identity to accompany the little maroon passports carried by its citizens has also caused confusion in capital cities and thrown out a challenge to the peripheral nations and regions. In some respects such areas might already have arrived at the destination, for, unlike the English or the French, the Scots and the Welsh have for centuries sustained an identity without the protective buttressing of a state of their own. The Welsh, in particular, have survived despite the lack of a separate legal and educational system and a recent history that has witnessed massive immigration and integrationist pressures. A series of traditional identities of and for the Welsh has suddenly been rendered as redundant as a coal miner. The Welsh, nevertheless, are, in their contrasts and diversity, yma o hyd— “still here,” in the words of a popular song. It might be that there are pointers in the Welsh experience of national identity of how to move beyond the confines of that debate itself, a debate only just beginning among the English.

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Purpose -This paper draws upon the Schumpeterian statement that effective change only comes from within. The purpose of this paper is to investigate whether this notion can be applied to personal life and practices displayed by certain individuals wishing to innovate themselves by recombining given personal resources with the purpose of establishing a new person enterprise. Design/methodology/approach -The approach used in this article is to conceptually propose and argue a reading of entrepreneurship as the agency of an innovative subject, embedded in a Foucauldian technology of the self based on self-care and self-knowledge. Findings -The analysis leads to the finding that the individual who challenges (or resists) destiny, or a given personal order, and manages to establish a new personal order, is entrepreneurial in so far as s/he changes the way of doing things, or a static way of living.Research limitations/implications -The paper suggests theoretical implications for further research. The use of Schumpeter to analyse personal practices as a form of entrepreneurship reinforces the notion of entrepreneurship beyond the business context and opens up research possibilities in a variety of fields and ways, for example, research capable of linking ethics and entrepreneurship, self-reflexivity and entrepreneurship, and subjectivity and entrepreneurship. Originality/value -The article is original in that it bids to extend the theory of entrepreneurship to perspectives that are clearly embedded in personal life for the sake of self-development. Its value is that it allows for a transcending of both the economic and social notions of entrepreneurship, enabling us to outline a third dimension to the literature, which we call a person enterprise.

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