In What To Invest After Surviving – The Investment Structure of Growing SMEs

The main goal of the article is to present the research testing a model of investment structure in different phases of SMEs’ growth. The author assumed that the share and structure of investments vary in accordance with the stage of the company’s growth, and it is possible to describe the path which SMEs follow in their development. In the study based on organizations’ growth models, demand for particular resources in subsequent growth stages is presented. The model and investments structure is verified on a sample of 286 SMEs.Głównym celem artykułu jest przedstawienie wyników badań ukierunkowanych na weryfikację modelu teoretycznego opisującego strukturę inwestycji rozwojowych małych i średnich przedsiębiorstw. Zgodnie z przyjętymi przez autora założeniami, struktura inwestycji różni się w zależności od fazy rozwoju MSP, a właściwie ulokowanie inwestycji wspiera rozwój i umożliwia osiągnięcie lepszych efektów biznesowych. W artykule analizie poddano główne modele rozwoju organizacji, co umożliwiło wskazanie zasobów mających kluczowe znaczenie na poszczególnych etapach rozwoju przedsiębiorstwa. Opracowany model został zweryfikowany na podstawie wyników badań przeprowadzonych wśród 286 MSP

Estimating consultant engagement in the corporate lifecycle: study of the bias in South Eastern Europe

This paper surveys perception bias regarding the timing of proactive consultant engagement. It aims to improve efficiency and effectiveness of consultant engagement. Research is based on the primary dataset from South Eastern Europe and secondary dataset which is used for comparison as the real lifecycle phase of consultant engagement. Adizes lifecycle model provided our theoretical framework. After data were checked for normality t-test was used for hypotheses confirmation/rejection. T-test confirmed existence of negative bias in early lifecycle phases, one sample t(118) =-16,232, p = 0.000. Significant differences were found for bias of early phases in organisations founded less than 25 years ago (M= -0.301, SD=0.22) and organisations founded more than 25 years ago (M= -0.396, SD=0.24); t(110)= 2.072, p=0.041; also, absolute bias in organisations founded less than 25 years ago(M=1.32, SD=0.27) and organisations founded more than 25 years ago (M=1.20, SD=0.31) is significantly different t(110)= -2.204, p=0.030. Significant differences were not found between early lifecycle stages bias of consultants (M= -0.374, SD=0.26) and users of consulting services (M -0.368, SD=0.22); t(117)= 0.475, p=0.636 but absolute bias in organisations with less than 25 years of chronological age (M=1.32, SD=0.27) and organisations with more than 25 years of chronological age (M=1.20, SD=0.31) is significantly different t(117)=-1.348, p=0.180. This research finds strong bias in estimation of lifecycle phase as time for engagement of proactive consulting services. The timing for consultant engagement is not often correctly estimated by the users of the service, so those services can be engaged as preventive before issues arise in organisation and become crisis at the tip of the organisational iceberg. Main limitations of our research are that we do not have true random sample and that data is from South Eastern Europe which limits wider generalization

Towards A Responsible Entrepreneurship Education and the Future of the Workforce

Highlights • PRME provides a Compass for universities to embed responsible education. • Limited information is available on the stream of African Entrepreneurship education. • Many universities are ill-equipped to develop adequate skills required for the modern job market. • This study is based on the Curricular, Co-curricular and Extra-curricular Learning Pipeline Model. Abstract This article explores how entrepreneurship education (EE) could be adopted towards improving graduate’s skills and preparing the future workforce. It adopts interviews with 30 experienced higher education academics, executives of employment and work placement agencies in Nigeria that reveals substantial benefits of adopting entrepreneurial pedagogics, critical thinking and problem-based learning (PBL). The critical question is how can EE practices be utilised in higher education to improve future workforce? Linked to the UN Principles of Responsible Management Education (PRME), this study is based on the model of curricular, co-curricular and extra-curricular learning pipeline that focuses on ‘learning in the curriculum’ and ‘learning beyond the curriculum’. The model somehow links to the six domains that formed our analytical model – knowledge and cognitive learning, innovation in teaching pedagogy, change in thinking, change in attitudes, social learning and change in action

Autogestión y naciones en desarrollo

Given the limitations of traditional economic theory in its generalizations, some economists are searching new analytical frameworks to analyze social reality. Following the proposal of Jürgen Schuldt to integrate economics with political sociology, this article offers the first suggestions to achieve this synthesis.El sistema autogestionario, diferente al sistema de mercado y estatista, ofrece una alternativa para los países en desarrollo que buscan alcanzar a los países desarrollados en materia económica, política y social. El artículo desarrolla las diferencias entre estos sistemas y las ventajas del sistema autogestionarios sobre los otros dos

Relaciones organizativas en la empresa autogestionaria

Se discute las condiciones para que el modelo autogestionario para empresas funcione con éxito. Resume las fallas encontradas en Yugoslavia para ejemplificar cómo estas condiciones podrían funcionar si se adopta el método adecuado.The article discusses the conditions under which the self-management model for enterprises would work with success. It resumes the flaws found in Yugoslavia to exemplify how these conditions could work if the right method is applied