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In response to a need for improved training of business school teaching, this research explores US doctoral programs in management and finds a need to purposefully embed scaffolding--the process of gradually enabling the doctoral student to take on more challenging aspects of teaching--into doctoral program design. We also recommend a more influential role to be played by professional organizations to address doctoral educator development. As we followed a grounded theory approach, our methodology started with an analysis of program marketing documents and materials followed by behavioral event interviews (BEIs) and perceptual interviews (PIs) with doctoral students in management. Following coding, we reviewed the literature on doctoral education to explore how our emergent data mapped against prior research. By also taking into consideration the lived experience of students, the study data provides evidence that doctoral programs are not properly designed to support educator development. We discuss our findings related to what programs do to support students and what students do to support themselves. Theorizing from our data, we present our model that illustrates how programs could embed scaffolding to support programs' commitment to develop future educators.

This study revisits the female underperformance hypothesis by investigating the influence of CEO gender on key performance factors for VC funded firms from 2011–2016. We used a matched case-control sample approach to reduce the confounding influence of industry sector on gender differences for four key performance outcomes – total capital, raised total rounds of funding, successful exit or business failure. Results show gender does not predict funding raised or firm performance, and that key legitimacy markers, including elite education, external endorsement and high-status investors, offset potential gender discounts for women-led firms. Implications are that the female underperformance hypothesis should not be perpetuated as a legitimizing myth or stereotype predicting performance of women entrepreneurs in management studies. In practice, VCs should not rule out investments or expect poor performance based on CEO gender. [ABSTRACT FROM AUTHOR]

This paper explores how digitalization and development of critical literacies influence changes in entrepreneurs' information-seeking behavior, and how such changes in behavior directly influence the resource acquisition, bundling, and leveraging process, contributing to the development of personal and business competencies and growth. Building on the logic of resource-orchestration theory, this paper presents a systematic literature review covering 39 studies published between 1990 and 2020 that summarizes the current state and trends at the intersection of digitalization, the entrepreneurs' critical literacies, and information-seeking behavior. The review results reveal three main streams of research including (i) digitalization and entrepreneurs' ICT adoption, (ii) entrepreneurs and critical literacies, and (iii) entrepreneurs' information-seeking behavior. Based on the review results that reflect a fragmented status quo of entrepreneurship research, we develop a holistic framework and outline future research directions for entrepreneurship. This research expands the traditional boundaries of entrepreneurship research by considering the implications of entrepreneurs' critical literacies and their information behavior on resource orchestration process. The findings provide practical implications indicating the need to address the key challenges of entrepreneurs in a fast-changing and interconnected business environment. [ABSTRACT FROM AUTHOR]