Knowledge Accumulation: Entrepreneurial Opportunity and Uncertainty - Ratio

Knowledge Accumulation: Entrepreneurial Opportunity and Uncertainty - Ratio

Liknande innehåll

Artikel (med peer review)

Competition and Voice in Public Education: Evidence from Sweden

Sebhatu, A., Wennberg, K., Lakomaa, E., & Brandén, M.

Publiceringsår

2026

Publicerat i

Education Finance and Policy, 1-40

Sammanfattning

While numerous studies examine the effects of school competition on student performance, little research directly addresses a key critique of competition: its potential to negatively affect parental engagement and voice. We draw on Hirschman’s theory of voice to argue that voucher-based school competition increases opportunities for exit but may crowd out voice. To assess the causal effects of competition on parental voice, we employ a robust two-way fixed effects difference-in-differences framework, comparing municipalities in Sweden that introduced competition with those that did not. Our findings indicate that school complaints decline following the introduction of competition. This decrease in voice is driven by neither a decrease in problems in school nor by changes in teaching staff quality or attrition. This suggests that the decrease in complaints is driven not by an increase in school quality but rather by a substitution from voice to exit.

Artikel (utan 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.

Publiceringsår

2026

Publicerat i

Entrepreneurship Theory and Practice

Sammanfattning

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.

Artikel (med peer review)

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

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

Publiceringsår

2025

Publicerat i

Educational Management Administration & Leadership

Sammanfattning

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.