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Ryan Snelgrove and Laura Wood

among traditional sport management courses, rather than as units within existing courses ( Barnhill, Czekanski, & Pfleegor, 2018 ; Bush et al., 2016 ). This article describes the design of an undergraduate course in which students learn how to utilize sport-based social entrepreneurship to facilitate

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Heather J. Lawrence, James Strode, Robert E. Baker, and Paul C. Benedict

increased competition among universities offering sport management all have contributed to increased pressures on academic units to generate revenue ( Marcus, 2017 ). Faculty entrepreneurship is one way the professorate can begin to address these challenges. Eisenmann ( 2013 ) used a definition from

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Cleo Schyvinck, Kathy Babiak, Bram Constandt, and Annick Willem

same. However, the underlying mechanisms to transition from traditional toward strategic CSR management, and thus to attain lasting economic and societal benefits, remain unclear. This study takes an entrepreneurship lens to analyze the organizational processes behind CSR policies, practices, and

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Landy Di Lu and Kathryn L. Heinze

), organizational practices (e.g.,  Greenwood & Suddaby, 2006 ; Lounsbury & Crumley, 2007 ), technologies (e.g.,  Garud, Jain, & Kumaraswamy, 2002 ; Wang & Swanson, 2007 ), and forms/structures (e.g.,  Perkmann & Spicer, 2007 ; Tracey, Phillips, & Jarvis, 2011 ). We know less about institutional entrepreneurship

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Carlos Capella-Peris, Oscar Chiva-Bartoll, Celina Salvador-Garcia, and María Maravé-Vivas

teacher education (PETE). Social entrepreneurship (SE) refers to “a process involving the innovative use and combination of resources to pursue opportunities to catalyze social change and/or address social needs” ( Mair & Martí, 2006 , p. 37). The past decade has witnessed a surge of SE, providing

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Daniel Bjärsholm

Social entrepreneurship represents a new organizational form reflecting a time of societal change. The concept of social entrepreneurship has in recent years received an increased academic interest from the field of sport management. This review therefore aims to outline the scope and focus of, as well as theoretically position, the utilization of the concept of social entrepreneurship in the current body of peer-reviewed research within the field of sport and social entrepreneurship. Thirty-three English language peer-reviewed articles were selected and analyzed using Gartner’s (1985) variables of entrepreneurship and three schools of thought within social entrepreneurship. The findings show that the scope of research into sport and social entrepreneurship is limited and that sport plays a minor role in the articles. The articles focus on the processes of social entrepreneurship, but the manner in which the concept of social entrepreneurship is used differs between articles and is seldom defined. These findings indicate that much can be done to better understand sport and social entrepreneurship. Emerging directions for future research are provided.

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Christopher M. McLeod and Calvin Nite

.1002/1097-4679(195001)6:1<47::AID-JCLP2270060111>3.0.CO;2-I Gurses , K. , & Ozcan , P. ( 2015 ). Entrepreneurship in regulated markets: Framing and collective action to introduce pay TV in the U.S . Academy of Management Journal, 58 ( 6 ), 1709 – 1739 . doi:10.5465/amj.2013.0775 10.5465/amj.2013.0775 Hannah , D

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Per G. Svensson, Fredrik O. Andersson, and Lewis Faulk

and development: An overview, critique, and reconstruction . Journal of Sport and Social Issues , 35 ( 3 ), 284 – 305 . doi:10.1177/0193723511416986 10.1177/0193723511416986 Hayhurst , L.M. ( 2014 ). The ‘girl effect’ and martial arts: Social entrepreneurship and sport, gender and development in

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Scott E. Gordon, John B. Bartholomew, Richard B. Kreider, Ronald F. Zernicke, and Mary E. Rudisill

This is an era in which academic units in higher education are expected to do more with less. State- and institutionally-appropriated funding streams are generally decreasing or stagnant. Federal grant funding is at its lowest level in years, and unlikely to rebound anytime soon. Institutions are restricting tuition increases to allow greater accessibility to students of limited means as well as to heed public demand for more accountability in the “educational product”. Enrollment growth adds pressure to academic units but rarely results in immediate resources directed to the affected units. To compound this problem, kinesiology is one of the fastest growing majors nationwide. With such mounting pressures on academic units and their leaders, creative entrepreneurial resourcefulness is not only rewarded, but required. This paper presents a series of successful and practical resource-generating strategies from the unique perspectives of units at several different institutions.

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Richard B. Kreider and Penny McCullagh