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Franchisees participate in new business creation uniquely, because, in many respects, the development of their ventures is under the direction of franchisors. In this study, using entrepreneurial scripts, we compare [...]

The domain definition of entrepreneurship research is 'in play' as the Academy of Management Entrepreneurship Division prepares to submit a revision to its 1995 Domain Statement; and as 'inclusive' vs. [...]

In this study, we investigate the relationship between institutional elements of the social environment and entrepreneurial cognitions, which lead to the individual's venture creation decision. Employing a sample of 757 [...]

In this study, we extend the expert information processing theory approach to entrepreneurial cognition research through an empirical exploration of the new transaction commitment mindset among business people in Canada, [...]

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 [...]

Entrepreneurs often use intuition to explain their actions. But because entrepreneurial intuition is poorly defined in the research literature: the 'intuitive' is confused with the 'innate,' what is systematic is [...]

Through mapping both distinctive and inclusive elements within the domain of entrepreneurial cognition research, we accomplish our task in this introductory article to Volume 2 of the Special Issue on [...]

The failure of past 'entrepreneurial personality'--based research to clearly distinguish the unique contributions to the entrepreneurial process of entrepreneurs as people, has created a vacuum within the entrepreneurship literature that [...]

In this study we examine three research questions concerned with entrepreneurial cognition and culture: (1) Do entrepreneurs have cognitions distinct from those of other business people? (2) To what extent [...]

In this article, the authors link entrepreneurial expertise with the notion of an expert script as a means for enhancing entrepreneurial expertise. The focus of this article is an instructional pedagogy that improves students' entrepreneurial expertise by applying the recommendations of information theorists regarding script acquisition. Expert information theory suggests contact with expert scripts as a primary means for acquiring expertise. Concepts from the simulation and gaming literature are employed to design the pedagogy that features such contact as its primary emphasis. The effectiveness of this pedagogy is examined using a model derived from expert information theory and tested using multiple discriminant analysis. The experiential pedagogy is shown to enhance novices' propensity to enter the new venture script, beyond that of either non-enhanced novices or experts, while providing a significant improvement in novices' ability to do the things the new venture script requires. KEYWORDS: enhancing entrepreneurial expertise; entrepreneurship instruction; experiential pedagogy; expert; expert script; new ventures.