We refine and extend the study of entrepreneurial dispositions by linking three classic hallmarks of the entrepreneur—achievement motivation, risk–taking propensity, and preference for innovation—to the goal orientations of United States and Russian entrepreneurs. The results suggest that entrepreneurial dispositions vary according to culture and the entrepreneur's primary goal for the venture. The results have important implications for theoretical development linking dispositions and entrepreneurial behavior in different settings and for entrepreneurial education and government policy.

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This paper explores the literature of cognitive typologies, temperaments and learning styles, and presents the implications which they have for instruction in schools of business. The paper concludes with specific suggestions for building on the strengths and correcting the weaknesses of the various learning styles. Instructional strategies for management education, which the authors have successfully employed, are presented and explained.

Planning in small businesses has been the subject of considerable research. Virtually every issue of the Strategic Management Journal contains at least one article dedicated to that subject. Numerous researchers have found that planning activities improve organizational pedormance (i.e., [17J, [22J, [15J, [26J, [27], [28]), but there is not uniform agreement in support of this conclusion (i.e. [5], [8], [18], [3]). Neither can scholars agree as to how organizational performance should be measured [19]. Furthermore, unanimity of thought does not exist on how strategic planning takes place in a small business [24J. Rhyne [16] presents an excellent overview of the studies on planning and performance, pointing out inconsistencies and suggesting that the diversity of findings may result from omission of planning characteristics. Despite the controversy, one thing that most scholars have in common is a recognition that vast numbers of small firms do not plan at all! A number of studies have dealt with this problem (i.e. [7], [20], [4]).

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