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This article presents the results of three comparative analyses on forty-seven student papers in order to examine the effectiveness of a basic writing course in developing students' academic writer identity. The course curriculum, grounded in social identity theory, focuses on the core writing concepts and dispositions that promote writer identity. Since the curricular focus is writing, this course fits within the broad category of a Writing-About-Writing (WAW) course and specifically draws on David Bartholomae's "Inventing a University" article and Roz Ivanic's research on writer identity.These two scholars present pedagogy that draws on social identity either implicitly (Bartholomae) or explicitly (Ivanic). My comparative analyses demonstrate students' significant development and short-term transfer of textual writer identity, and the analyses reveal advanced textual writer identity compared with students who tested out of basic writing. This research contributes to writer identity theory and demonstrates the efficacy of writer identity content specifically and a WAW-type course generally for basic writing.

Entrepreneurs' behavior is a key construct in understanding how entrepreneurs create new organizations. We define entrepreneurs' behavior as concrete and observable, and distinguish it from related concepts. In reviewing the [...]

In this article, we take note of advances in the entrepreneurial cognition research stream. In doing so, we bring increasing attention to the usefulness of entrepreneurial cognition research. First, we [...]

Literature on the creation of organizations is often cast within a masculine gender framework. This paper draws from three theoretical perspectives to develop a new perspective that broadens the view [...]

We examine how entrepreneurs face critical events during the venture creation process using a longitudinal, inductive multiple-case study approach. We followed 11 entrepreneurs through a series of in-depth monthly interviews over a one-year period. This allows us to track entrepreneurs' most salient actions including when and how they conducted those. We identify behavioral patterns that entrepreneurs use to build social capital with relevant stakeholders over time, giving them more options and "room to maneuver." Entrepreneurs use this capital to address critical events and resolve tensions inherent in the start-up process. We seek to enrich theoretical discussions at the intersection of the resource dependence perspective and social exchange theory, to contribute a better understanding of the relationship between entrepreneurs' actions and success. [ABSTRACT FROM AUTHOR]

The field of management research and education has begun a comprehensive effort to redefine itself as international in scope in response to internal professional self-interest and external forces. Globalization of [...]

CONCEPTUAL FOUNDATIONS Values are critical in the creation of new ventures for they are building blocks of individual and organizational behavior. At the individual and firm level, which is the [...]

New ventures are not coerced into being nor are they the random or passive product of environmental conditions. Ventures get started and develop through initial stages largely based on the [...]

This paper suggests that entrepreneurship is the process of 'emergence.' An organizational behavior perspective on entrepreneurship would focus on the process of organizational emergence. The usefulness of the emergence metaphor [...]

Entrepreneurship researchers have tended to view the founding of technology-intensive new ventures as a relatively linear and generally sequential process consisting of identifiable stages (Galbraith, 1982; Kazanjian & Drazin, 1990; [...]

The article presents the author's view on the articles "Teaching about Writing, Righting Misconceptions," by Douglas Downs and Elizabeth Wardle that was published in the June 2007 issue and "Thinking Vertically," by Libby Miles and colleagues that was published in the February 2008 issue of the journal. It notes that the articles raise the concerns that putting writing studies in first-year composition (FYC) weakens a writing studies curriculum and unnecessarily engages all students too deeply in the disciplinary work of composition and rhetoric. She addresses these concerns from the context of her interpretation and experiences using a writing studies approach to FYC.

The author relates current Adlerian therapy practice on dreams to its theoretical basis. Work on dreams is cooperative, enabling dreamers to understand their lives and the choices open to them. Dream work does not have to be exhaustive to be effective. Some observations from practice are included. The importance of gauging the mood created by the dreamer is emphasized. Work on dreams usually takes place on a one-to-one basis, but it can be carried out in a group setting. [ABSTRACT FROM AUTHOR]