Competition and Voice in Public Education: Evidence from Sweden - Ratio

Competition and Voice in Public Education: Evidence from Sweden - Ratio

Similar content

Article (without peer review)

Enhancing Transparency and Replicability in Entrepreneurship Research with Preregistrations, Registered Reports, and Registered Revisions: A Call for Papers

Fellnhofer, K., Wennberg, K., Allison, T. H., Arenius, P., Lévesque, M., Gish, J. J., & Pollack, J. M.

Publication year

2026

Published in

Entrepreneurship Theory and Practice

Abstract

Entrepreneurship Theory and Practice (ETP) is committed to advancing transparency, replicability, credibility, and rigor in research. To support this commitment, we encourage authors to preregister their research plans, submit empirical studies as Registered Reports, and engage with our evolving editorial processes, such as Registered Revisions. Drawing on practices across multiple disciplines, we offer guidance for integrating these publication formats into our field. We also provide multiple resources to support authors in adopting these approaches and to address the unique challenges of applying such formats to, for example, secondary data. By more widely embracing the Registered Report approach, we envision a future for entrepreneurship research that is characterized by greater credibility, replicability, transparency, and scientific impact. In this editorial, we motivate and, hopefully, guide future work by making a specific call for manuscripts for a virtual special issue of ETP focused on Registered Reports, strengthening ETP’s longstanding commitment to methodological innovation. We offer a prospective vision—what we believe would be good for future literature—and our aim is to empower scholars to proactively shape new theoretical and empirical foundations in entrepreneurship research that enhance the credibility and replicability of entrepreneurship research.

Article (with peer review)

Knowledge Accumulation: Entrepreneurial Opportunity and Uncertainty

Chrisman, J. J., Jack, S., Kellermanns, F. W., Rosenbusch, N., & Wennberg, K.

Publication year

2026

Published in

Entrepreneurship Theory and Practice, 50(1), 3–20.

Abstract

Based on the idea that entrepreneurship is fundamentally about the pursuit of opportunity in the presence of uncertainty, this article introduces the second special issue on knowledge accumulation in entrepreneurship. The special issue first summarizes and discusses four articles that deal with who pursues opportunities and the types of opportunities pursued (nascent entrepreneurship; user entrepreneurship; returnee entrepreneurship; destructive entrepreneurship), and then summarizes and discusses four articles that deal with the nature of uncertainty and methods entrepreneurs use to cope with uncertainty (Knightian uncertainty; entrepreneurial metacognition; entrepreneurial experimentation; network agency).

Article (with peer review)

Principal instructional leadership and teacher collaboration: A longitudinal study of the influence on pupil achievement

Persson, R., Demir, E. K., & Wennberg, K.

Publication year

2025

Published in

Educational Management Administration & Leadership

Abstract

We study the effects of principal instructional leadership on pupil educational achievement using longitudinal data of 120,394 teacher responses across 1919 schools in Sweden over 9 years. Through multilevel structural equation modelling, we test how teacher ratings of principal leadership influence indicators of educational achievement and the extent to which this effect is channelled through a collaborative teacher culture in schools. Findings suggest that teacher collaboration partly mediates the relationship between principal instructional leadership and pupil educational achievement in terms of final year grade point average. However, concerning final year standardised test scores, principal instructional leadership alone has a stronger relationship to school performance than teacher collaboration. The longitudinal analysis suggests these patterns are driven by relatively stable differences between schools rather than dynamic changes in schools over time, indicating that variation in school contexts such as culture, organisational structure, and leadership practices persist over time. We discuss implications for research, practice, and policy on school leadership and teacher collaboration.