Purpose The purpose of this paper is to call for inclusion of alternative but complementary conceptual perspectives in entrepreneurial decision-making theory and practice. Design/methodology/approach A conceptual approach, drawing on two sets of theoretical perspectives relating to decision making of entrepreneurs, is adopted. Findings The paper presents a conceptual framework of entrepreneurial decision making utilising the intersection between a metacognitive model of the entrepreneurial mindset and the recognition-primed decision-making theory. The paper argues that the convergence of these theoretical viewpoints provides a selection of decision-making processes for entrepreneurs in an uncertain business environment. Practical implications Decision-making models and tools are available to entrepreneurs; however, the relevance and applicability are restrained by the complexity and uncertainty of business environments in which entrepreneurs operate. New and more inclusive conceptual perspectives are required to improve the accuracy of decision making. Originality/value The study offers a framework that integrates two diverse theoretical dimensions of entrepreneurial decision making. The findings of this study provide direction for practice and for future research on entrepreneurial decision making. The paper intends to encourage researchers to support a new combined theoretical approach and to help practitioners better understand the reasons for entrepreneurial decision failure.

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Purpose The purpose of this paper is to review published research to discern the trends in instructional practices and interventions that educators employ to augment simulation based learning in business education. Design/methodology/approach Qualitative research was conducted using a systematic review of scholarly articles that satisfied inclusion criteria, such as the study reported on a business simulation, discussed educator interventions and instructional practices, was focused on higher education or training, discusses a computer-based simulation and was published between 2007 and 2017. Findings Overarching themes evident within the data included: didactic interventions, preparation activities, prompting student reflection, coaching and mentoring, providing feedback, structuring teams, assessments, encouraging collaborative learning and fostering student engagement. Originality/value Although there are many systematic reviews of simulation-based learning literature, specifically within the fields of medicine and nursing, most focus on summarising the evidence that simulations are an effective tool to enable learning. To the best of knowledge, there has not been a systematic analysis of the instructional approaches or educational interventions that educators’ choose to include in the structured design of simulation-based courses in business education. This study begins to address the issue of how educators and technology synergistically aim to deliver valuable student learning opportunities.

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Orientation: Logo-leadership development challenges leaders to move beyond financial or individual gain to accepting leadership as a calling.Research purpose: The objective of the study was to ascertain whether an intervention embedded in the life and teachings of logo-therapist Viktor Frankl affects the way aspiring leaders construct leadership in terms of meaning (logo-leadership).Motivation for the study: A consideration of Frankl’s life gives rise to the question of whether aspiring leaders can learn from and use his life teachings as an inspiration in the discovery of meaning for themselves as leaders.Research approach, design and method: Participants comprised 20 students registered for an MCom degree at a South African metropolitan university. The research process involved three phases: (1) a pre-intervention questionnaire, (2) an appreciative inquiry intervention and (3) a post-intervention questionnaire. Framework analysis and a comparative method were used to analyse the data.Main findings: A meaning-centred leadership development intervention may impact the leadership role orientation of aspiring leaders, changing it from a predominantly career orientation to a calling. However, this effect largely occurred on an explicit (extrinsic) level.Managerial implications: Organisations that wish to develop logo-leadership may consider using the life teachings and work of Frankl as a development tool.Contribution/value-add: This study contributes theoretically to a relatively new development within the field of Frankl’s logotherapy, leadership with meaning (logo-leadership). On apractical level, this study introduced the concept of logo-leadership for leadership development and suggests that leadership may be influenced by exposure to a leadership intervention.