Explore the vast range of titles available.

The concept of entrepreneurial ecosystems has quickly established itself as one of the latest 'fads' in entrepreneurship research. At face value, this kind of systemic approach to entrepreneurship offers a new and distinctive path for scholars and policy makers to help understand and foster growth-oriented entrepreneurship. However, its lack of specification and conceptual limitations has undoubtedly hindered our understanding of these complex organisms. Indeed, the rapid adoption of the concept has tended to overlook the heterogeneous nature of ecosystems. This paper provides a critical review and conceptualisation of the ecosystems concept: it unpacks the dynamics of the concept; outlines its theoretical limitations; measurement approaches and use in policy-making. It sets out a preliminary taxonomy of different archetypal ecosystems. The paper concludes that entrepreneurial ecosystems are a highly variegated, multi-actor and multi-scalar phenomenon, requiring bespoke policy interventions.

Whilst the relation between local and global levels has been a long-standing concern of humanitarian, development, and peace efforts, in recent years the term “localisation” has become a major issue in the humanitarian sector whilst peacebuilding scholarship has taken a “local turn.” This article analyses the concept of localisation across the three parts of the triple nexus—humanitarian, development, and peace. It traces the long-standing concern with the local in each of these domains, considering similarities and differences in their engagement with the local and counter-veiling trends towards universalisation, before proceeding to frame four challenges common to localisation across all forms of conflict response: defining the local, valuing local capacity, maintaining political will, and multi-scalar conflict response.

Adults routinely use the context of utterances to infer a meaning beyond the literal semantics of their words (e.g., inferring from “She ate some of the cookies” that she ate some, but not all). Contrasting children's (N = 209) comprehension of scalar implicatures using quantifiers with contextually derived ad hoc implicatures revealed that 4‐ to 5‐year‐olds reliably computed ad hoc, but not scalar, implicatures (Experiment 1). Unexpectedly, performance with “some” and “none” was correlated (Experiments 1 and 2). An individual differences study revealed a correlation between quantifier knowledge and implicature success (Experiment 3); a control study ruled out other factors (Experiment 4). These findings suggest that some failures with scalar implicatures may be rooted in a lack of semantic knowledge rather than general pragmatic or processing demands.

Diverging from this trend, this article proposes what I have called a 'micro-spatial' perspective as a way of combining microhistory and global history. This approach views scale as a social construction and an object of historical research, rather than using the concept of scale to analyse history. Indeed, I argue here that a scalar approach essentializes precisely the divides that the combination of microhistory and global history should aim to overcome, and obstructs more productive ways of thinking about the making of historical processes. The micro-spatial perspective conceptualizes historical processes as resulting from multiple social practices across time and across singular, yet connected sites. Accordingly, it offers alternatives to the usual binaries 'the micro' and 'the macro local/global and agency/structure invoked by global historians, while also seeking to overcome the opposition between short-term and long-term analysis. At the crossroads of these theoretical and methodological insights, the author argues that the possibility also emerges for micro-spatial history to produce 'usable pasts' and critical reflections on the social role of the historian.

The 2002 ‘glonacal’ paper described higher education as a multi-scalar sector where individual and institutional agents have open possibilities and causation flows from any of the interacting local, national and global scales. None have permanent primacy: global activity is growing; the nation-state is crucial in policy, regulation and funding; and like the other scales, the local scale in higher education and knowledge is continually being remade and newly invented. The glonacal paper has been widely used in higher education studies, though single-scale nation-bound methods still have a strong hold. Drawing on insights from human geography and selected empirical studies, the present paper builds on the glonacal paper in a larger theorization of space and scale. It describes how material elements, imagination and social practices interact in making space, which is the sphere of social relations; it discusses multiplicity in higher education space and sameness/different tensions; and it takes further the investigation of one kind of constructed space in higher education, its heterogenous scales (national, local, regional, global etc.). The paper reviews the intersections between scales, especially between national and global, the ever-changing ordering of scales, and how agents in higher education mix and match scales. It also critiques ideas of fixed scalar primacy such as methodological nationalism and methodological globalism—influential in studies of higher education but radically limiting of what can be imagined and practised. Ideas matter. The single-scale visions and scale-driven universals must be cleared away to bring a fuller geography of higher education to life.

We propose robust methods for inference about the effect of a treatment variable on a scalar outcome in the presence of very many regressors in a model with possibly non-Gaussian and heteroscedastic disturbances. We allow for the number of regressors to be larger than the sample size. To make informative inference feasible, we require the model to be approximately sparse; that is, we require that the effect of confounding factors can be controlled for up to a small approximation error by including a relatively small number of variables whose identities are unknown. The latter condition makes it possible to estimate the treatment effect by selecting approximately the right set of regressors. We develop a novel estimation and uniformly valid inference method for the treatment effect in this setting, called the \"post-double-selection\" method. The main attractive feature of our method is that it allows for imperfect selection of the controls and provides confidence intervals that are valid uniformly across a large class of models. In contrast, standard post-model selection estimators fail to provide uniform inference even in simple cases with a small, fixed number of controls. Thus, our method resolves the problem of uniform inference after model selection for a large, interesting class of models. We also present a generalization of our method to a fully heterogeneous model with a binary treatment variable. We illustrate the use of the developed methods with numerical simulations and an application that considers the effect of abortion on crime rates.

Rares sont les études linguistiques qui cherchent à identifier l’aspect impliqué dans des expressions adverbiales n’étant pas rangées traditionnellement dans la catégorie des adverbes de temps dont les adverbes de degré. Dans le présent travail, nous allons tenter de montrer, au travers des propriétés linguistiques, que complètement et tout à fait — dits adverbes de degré, souvent traités comme des synonymes — s’opposent du point de vue de l’expression du degré et de l’aspect. L’objectif du travail est, d’une part, d’établir les règles d’emploi de ces deux adverbes \"synonymiques\", et d’autre part, de clarifier leur divergence en termes de degré et d’aspect. Mots-clés : adverbe de degré, aspect, sémantique. Scalar and Aspectual Contrast between Two Adverbs “complètement” and “tout à fait” . Few past linguistic studies sought to identify aspect contained in adverbs that were not classified as time adverbs. In this paper, we, via linguistic properties, attempt to show that complètement and tout à fait — called adverbs of degree and generally considered to be synonymous terms — differ in scale and aspect. The objective of the work is to establish the rules for the use of these two terms on one hand, and to clarify their differences in scale and aspect on the other.

After tracing the antecedents of the concept and considering its intersection in social innovation research, we put forward the argument that the Anthropocene concept points to three areas of thought that are strategically imperative and must be accelerated if social innovation theory and practice is to prove transformative and respond to the challenges associated with the Anthropocene. First, we contend that the current debate on social innovation for sustainability lacks a deeper focus on human-environmental interactions and the related feedbacks, which will be necessary to understand and achieve large-scale change and transformations to global sustainability. Many innovations focus on only the social or the ecological, and we believe a more integrated approach will be needed moving forward. Second, social innovation research must confront the path-dependencies embedded within systems, and we propose that the act of “bricolage,” which recombines existing elements in novel ways, will be essential, rather than single variable solutions, which currently dominate social innovation discussions. Finally, we put forward the idea that confronting the cross-scalar nature of the Anthropocene requires revisiting both the scope and temporal nature of social innovations that are most typically focused upon by scholars and funders alike. We believe the concept of the Anthropocene creates new opportunities for social innovation scholars to imagine new possibilities.

Recent work on world city networks, urban polycentricity and megapolitan urban forms share an interest in the economic functionality of inter-city linkages. The intersection of these bodies of literature is in the often overlooked defining features of megalopolitan forms – their being the ‘hub’ that links national to international urban systems and the ‘incubator’ within national urban systems (Gottmann, 1976). With this intersection in mind, this paper measures the functional polycentricity of China’s Yangtze River Delta Region (YRDR) at different geographical scales from an intercity knowledge collaboration perspective. The paper uses data on co-publications as an indicator of knowledge linkages between cities within and beyond this megalopolis. The YRDR can be seen as functionally polycentric at the megapolitan scale but this functional polycentricity decreases with increases in the geographical scale at which interurban linkages are considered. Furthermore, a multi-scalar analysis of functional polycentricity helps identify the hub role of Shanghai. The results show that Shanghai’s knowledge hub role is currently present at the national scale. It may take some time for Shanghai to become a knowledge hub at the global scale given its not-so-strong international links and relatively weak local links. The paper concludes with some suggestions for future research agendas. 最近关于世界城市网络、城市多中心和大都市形式的研宄关注城市间联系的经济功能。这些研 宄文献交汇于大都市形式常被忽视的特征--它们是将国家和国际城市系统连接起来的“枢纽”， 也是国家城市系统内的“孵化器” （Gottmann, 1976)。鉴于这一交汇，本文从城际知识协作的角 度衡量了中国长三角地区在不同地理尺度上的功能多中心性。本文使用联合出版物的数据作为 大都市地区内外城市间知识联系的指标。长三角地区在大都市尺度上可以看作功能性的多中心, 但这种功能多中心性随着考察城际联系的地理尺度变大而减弱。此外，对功能多中心性的多尺 度分析有助于确定上海的枢纽角色。结果表明，上海目前在全国范围内扮演知识中心的角色。 由于国际联系不那么牢固，地方联系相对薄弱，上海可能需要一段时间才能成为全球范围内的 知识中心。本文对未来的研宄议程提出了一些建议。

We investigated the home culture effect with respect to students’ perceptions about themselves and their instructors. This study was concerned with the cross-cultural analysis of Iranian and Iraqi students’ perceptions of teacher success, credibility, and stroke variables. Willingness to Attend Classes (WTAC) was evaluated. Two-hundred-seventy-six Iranian and 150 Iraqi English as a Foreign Language (EFL) university students participated in the study. Results of the multi-group modeling showed measurement invariance, both metric and scalar, across the groups. Afterwards, descriptive statistics indicated that both groups held high perceptions of their own WTAC and their teachers’ stroke, effectiveness, and credibility. Next, correlational results indicated that the sub-components of perceived teacher credibility, stroke, and success variables were significantly and positively associated with Iranian and Iraqi students’ WTAC. These outputs were approved in the SEM results, and the hypothesized relations between the variables were approved; perceived teacher stroke, success, and credibility factors were positive significant predictors of Iranian and Iraqi students’ WTAC. On the whole, these findings provided empirical backing for the theoretically-rich claim that students’ home culture background significantly predicts the way their belief systems are shaped and reshaped. Hence, teacher educators should be concerned with training teachers who not only effectively teach language to the students but also fulfill students’ expectations of a successful teacher who is able to provide culturally-appropriate quality communication in the classroom and build a relationship of trust between him/herself and the students with the ultimate aim of enhancing student-related academic outcomes.