Amid the chaos of the conquest of a large part of Iraq by the Islamic State of Iraq and Levant (ISIL, also know as ISIS, the Caliphate, or the Islamic State), there has been a great deal of attention paid to the political, military, social, humanitarian, and even religious implications. However, there has been little discussion of the economic impacts beyond a rise in the price of oil and drop in Iraqi oil exports. Professor Frank Gunter of Lehigh University, a retired Marine Colonel and economic advisor in Iraq, identifies the economic winners and losers created by the division of Iraq into sections controlled by the government in Baghdad, the Kurdish Regional Government (KRG), and the ISIL.
July 22, 2014
The question, how can innovation be fostered, magnified, expanded and enhanced is one of society’s big questions. In a resource-scarce future, creating more value [through innovation] with fewer resources will be essential. Shlomo Maital, Emeritus Professor at the Sameul Neaman Institute, says that our understanding of innovation systems will crucially determine our ability to shape a better future for humanity.
July 17, 2014
Well-designed co-operative business models that maintain a close eye on the creation and delivery of value to their members are among the most resilient of enterprises. Tim Mazzarol argues that with their focus on the economic and social development of their members, and their strong democratic principles, co-operatives offer an attractive solution to the current economic problems facing the world.
July 15, 2014
Reliance on International Aid for education in developing countries often leads to corruption and mismanagement that undermines the very purpose for which the aid was given. But it does not have to be this way. Dr Pauline Dixon, Reader in International Development and Education at Newcastle University, argues for a market-orientated model that would better serve those who need it most.
July 8, 2014
Teaching entrepreneurship in colleges and universities has become a commodity. Thousands of schools around the world offer courses, the majority focusing on basic processes for starting and growing a business. Over the past 10 years we have taught hundreds of educators from all over the world in our Price Babson Symposium for Entrepreneurship Educators and in training community college faculty and we have examined the top 60 texts used in entrepreneurship education. We find that the common denominator across all faculty, texts and syllabi is that the mindset is rooted in a “process model” of entrepreneurship. What is a process model for teaching entrepreneurship? The basic activities involve identifying an opportunity, evaluating the pros and cons, then creating a plan for executing and acting on theopportunity. In the classroom, what generally happens is that the focus is on the crafting of the plan, or “planning” all elements for implementation of the new venture (e.g. pro-forma financials, market projections, team planning). In other words, the focus is on the content and the “what” of entrepreneurship. Less focus is on the actual implementation and action or the “how”. This is not surprising because colleges and universities have certain standards for measuring student accomplishments and learnings in classes, so teaching a process with milestones where progress on entrepreneurial plan development can be measured fits the academic norm.