Crowdfunding and Museums: A Field Trip Exemplar in the United Kingdom

[Professors Miriam Isabella Cavalcanti Junqueira and Allan Discua Cruz of Lancaster University Management School recently published an article in the Entrepreneurship Education and Pedagogy which is entitled “Crowdfunding and Museums: A Field Trip Exemplar in the United Kingdom.” We are pleased to welcome them as contributors and excited to announce that the case study will be free to access on our site for a limited time. Below they reveal the development and impact of this research.]

This crowdfunding and field trip exemplar grew out of an attempt to integrate intra and extra classroom activities that could accentuate innovative trends in entrepreneurship teaching bridging theory and real-life applications. Additional considerations included galvanizing engagement of an international and multidisciplinary classroom environment. In the past few years, new financial trends and challenges have infiltrated the creative industries. This has prompted organizations to examine new funding models that could promote innovative artistic representations as well as entrepreneurial opportunities to increase visibility and the commercialization of enhanced consumer experiences including new products and services. We chose a local museum in the Northwest region of the United Kingdom to provide a social context for a museum field trip. The purpose of the field trip was to inform students on the challenges these types of organizations face. Additionally, students were asked to help this museum devise a crowdfunding campaign for a specific project that could publicize the museums offerings and heighten its online presence. Reward-based crowdfunding is a popular crowdfunding model used in the creative industries. It is also one of the latest tools in entrepreneurial finance that could help a creative organization to develop innovative projects with the potential to engage stakeholders’ communities, local businesses and government entities. We hope that our learning activity will be an inspiration to new scholars and educators to research the development of educational experiences that can facilitate the understanding of theoretical perspectives coupled with the simulation of ‘real world ‘experiences.

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Call for Editor: World Futures Review

World Futures Review invites applications for the Editorship of the Journal.

spwfr_9_1_72ppiRGB_150pixwWorld Futures Review (WFR) is the top forum for all who are professionally involved in exploring trends and alternatives for society. This dynamic quarterly publication offers valuable insight on the theoretical, research and practical issues confronting those interested in futures research. Along with interviews with leading futures practitioners, WFR publishes important new foresight literature.

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Call for Editor: Journal of Applied Behavioral Science

The NTL Institute invites applications for the Editorship of the Journal of Applied Behavioral Science.

The Journal of Applied Behavioral Science isJABS_72ppiRGB_powerpoint the leading international journal on the effects of evolutionary and planned change. Founded and sponsored by the NTL Institute, the Journal is continually breaking ground in its exploration of group dynamics, organization development, and social change.

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Call for Papers: Special Issue on Engineering Entrepreneurship Education

EEX_72ppiRGB_powerpointEntrepreneurship Education and Pedagogy will be publishing a special issue on Engineering Entrepreneurship Education! Articles should focus on learning innovations and research related to the integration of content intended to impact engineering students’ understanding of and experience with entrepreneurship. Submit your manuscript today.

Entrepreneurship Education and Pedagogy (EEP) is USASBE’s peer-reviewed opportunity for entrepreneurship educators to both publish their scholarship and showcase their practice. EE&P aims to provide a forum for the dissemination of research, teaching cases, and learning innovations focused on educating the next generation of entrepreneurs.

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Manuscripts should be submitted electronically to http://mc.manuscriptcentral.com/eex.

You will need to create an account in order to submit your manuscript. The system will notify you once we receive the manuscript and have sent it out for review.

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70-20-10 and the Dominance of Informal Learning

[We’re pleased to welcome author Dr. Alan Clardy of Towson University. Dr. Clardy recently published an article in the Human Resource and Development Review entitled “70-20-10 and the Dominance of Informal Learning: A Fact in Search of Evidence,” which is currently free to read for a limited time. Below, Dr. Clardy reflects on the inspiration for conducting this research:]

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What motivated you to pursue this research?

I reviewed the recent book “Using Experience to Develop Leadership Talent” for Personnel Psychology a few years ago. In that book, mention was made in an off-handed factual way at several points to a 70-20-10 rule. I had two reactions: I wasn’t that familiar with that rule, and I started to wonder where the original data could be found. I found myself wanting to see the original studies but the more I looked, the more disappointed I became. Then I wanted to discover where this 70-20-10 “fact” really came from.

What has been the most challenging aspect of conducting your research? Were there any surprising findings?

As I note my article, the literature on this matter is scattered and not particularly integrated. So back-tracking through citations, then finding the original sources became a chore at times. Perhaps the biggest challenge was looking through these original studies to see if they mentioned at 70% rule and/or presented any data for a 70% rule.

In what ways is your research innovative, and how do you think it will impact the field?

It was not uniquely innovative but doing a search for root data in a dispersed literature is somewhat distinctive. Even though I’m sure I did not identify every instance in which a 70-20-10 rule has been noted, I am pleased that I was able to identify as much as I did and then to organize and report it in a more coherent and connected manner.

My academic grounding in HRD has a strong foundation in Industrial and Organizational Psychology. Interestingly, the chapters on employee training and development in all standard I/O textbooks and, as I’m recalling, texts on Organization Behavior do not cover, much less mention informal learning experiences. I/O texts, for example, focus almost exclusively on formal training. It would be a mistake to conclude from my paper that I disagree with the notion that much learning about job and work occurs “informally”. Rather, there is a great deal of evidence that much learning does occur “informally”. What I was objecting to was the dogmatic and unqualified assertion that 70% of job/work of all learning happens informally. So, if my article could help generate coverage of “informal” learning in I/O and OB texts, I think that would be a beneficial impact on all of these fields. I do call for more research on how to structure various kinds of “informal” learning venues to improve their effectiveness; seeing more of that would also be a positive impact.

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Journal of Service Research Call for Papers: Customer Engagement through Automated Service Interactions

02JSR13_Covers.inddMake an impact on service research and submit to the Journal of Service Research’s upcoming Special Issue,  which will seek to explore ways in which automated service interactions engage customers and create customer and firm value!

Journal of Service Research (JSR), peer-reviewed and published quarterly, is widely considered the world’s leading service research journal. It is a must read to keep up with the latest in service research. Practical and readable, JSR offers the necessary knowledge and tools to cope with an increasingly service-based economy. JSR features articles by the world’s leading service experts, from both academia and the business world.

For more details click here.

Manuscripts should be submitted electronically to http://mc.manuscriptcentral.com/jsr.

You will need to create an account in order to submit your manuscript. The system will notify you once we receive the manuscript and have sent it out for review.

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How Educators Should Respond to Culture, Gender, and Moral Ideology on Sales Ethics Evaluations

[We’re pleased to welcome authors Youngsu Lee of California State University, Chico, Timothy Heinze of California State University, Chico, Casey Donoho of California State University, Chico, Christophe Fournier of the University of Montpellier, Ahamed A. F. M. Jalal of Binus University International, David Cohen of Lincoln University, and Eike Hennebichler of the University of Montpellier. They recently published an article in the Journal of Marketing Education entitled “An International Study of Culture, Gender, and Moral Ideology on Sales Ethics Evaluations: How Should Educators Respond?” which is currently free to read for a limited time. Below, Dr. Heinze reflects on the motivations for conducting this research:]

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My motivation for working on “An International Study of Culture, Gender, and Moral Ideology on Sales Ethics Evaluations: How Should Educators Respond?” fundamentally centered on the need to facilitate ethical orientations and practices in sales. Globally, sales is one of the most difficult positions for hiring managers to fill. However, though professional sales positions are readily available and offer lucrative financial and lifestyle benefits, many college students do not desire sales careers. This fact is of particular concern in marketing where the majority of students must begin their professional careers in sales. Therefore, the paper is an attempt to better understand the global nature of sales ethics. If we can understand the drivers behind ethical sensitivity and decision making in sales, we can better develop pedagogical tools to effectively teach sales ethics.

The most challenging aspect of the research involved coordinating data collection across five countries. However, the international nature of the study also provided several interesting and unexpected findings. For example, we found that cultural traditionalism doesn’t necessarily yield increased ethical sensitivity. Indonesia is technically more traditional than the U.S., but Indonesian respondents were not as ethically sensitive to sales improprieties. This finding aligned with prior research which uncovered that collectivistic societies such as Indonesia tend to have lower levels of ethical sensitivity.

Another interesting finding dealt with gender and ethical sensitivity. Females were more ethically sensitive in all countries, save Germany (where females and males shared similar sensitivity levels). Germany was the most secular country studied, and the disappearance of traditional gender roles in secular societies might influence sensitivity levels.

Finally, the research confirmed that moral ideologies impact ethical sensitivity. Individuals who subscribe to absolutist ideologies (high idealism/low relativism) are the most sensitive to ethical misconduct in sales situations.


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