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Recently, scholars have suggested that reflection is an important, or even essential, aspect of entrepreneurship teaching. However, there has been little empirical research on the links between reflection and entrepreneurial learning in a university setting. We test the relationship between reflection and learning in a sample of 125 entrepreneurship students. The results show that reflection supports the development of entrepreneurial capabilities as manifested in the change of Perceived Behavioral Control (PBC). We also find that previous startup experience and reflection are positively related to the baseline level of PBC. However, we find no evidence of vicarious learning through family business exposure. Implications for practice and future research are discussed.

This article discusses rankings that evaluate diversity and inclusion programs for lesbian, gay, bisexual, and transgender (LGBT) employees. Rankings promote LGBT issues and reward organizations who work towards "best practice" with a high rating. However, rankings only legitimize one set of practices and often fail to give small organizations a clear path towards inclusion. Corporations are warned against checklist-based diversity where rankings reward superficial rather than substantive change. Within new institutional theory, the concept of "distorted institutional fit" is introduced to explain distortions preventing "optimal institutional fit." This article recommends a reprioritization of diversity program evaluations to reward only substantive change by evaluating the impact on the lived experiences of employees.

Through an exploratory case study of four Australian universities this article finds that foreign market entry strategies are shaped by prestige-seeking motivations and a culture of risk aversion. From the market selection, entry mode and higher education literature, a conceptual model, embedded with four propositions, is presented. The model sees market selection and entry mode as inter-dependent decisions which are influenced by manager and university motives, risk aversion and host government constraints in a gradual process of internationalisation. Among our key findings are that prestige is the key driver for university internationalisation and, due to a high degree of risk aversion, universities prefer zero-equity modes unless risk can be minimised or accommodated through suitable hedging strategies.