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Ratio Working Paper No. 266: Mobility and Entrepreneurship - Ratio

PublikationWorking paper

Ratio Working Paper No. 266: Mobility and Entrepreneurship

Sammanfattning

Knowledge-based theories of entrepreneurship infer transfer of knowledge from the effect of labor mobility on entrepreneurial entry. Yet, simple selection or situational mechanisms that do not imply knowledge transfer may influence entrepreneurial entry in similar ways. We argue that the extent to which such alternative mechanisms operate, labor mobility predicts entry but not subsequent performance for entrepreneurs. Analyses of matched employee-employer data from Sweden suggest that high rates of geographical and industry mobility increase individuals’ likelihood of entrepreneurial entry but have no effects on their entrepreneurial performance, indicating that the relationship between labor mobility and entrepreneurial entry not necessarily implies knowledge transfer.

Related content: Mobility and Entrepreneurship: Evaluating the Scope of Knowledge-Based Theories of Entrepreneurship

Frederiksen, L., Wennberg, K., & Balachandran, C. (2015). Mobility and Entrepreneurship. Ratio Working Paper No. 266. Stockholm: Ratio.

Detaljer

Författare: Frederiksen, L., Wennberg, K., & Balachandran, C.
Publiceringsår: 2015
Publicerat i: Ratio Working Paper

Relaterat

Professor
Karl Wennberg
+46705105366karl.wennberg@ratio.se

Liknande innehåll

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.

Artikel (med peer review)

Director turnover in new venture boards: From homophilous to resource-contingent processes

Balachandran, C., & Wennberg, K.

Publiceringsår

2025

Publicerat i

Journal of Business Venturing

Sammanfattning

Boards are a vital resource for early-stage ventures, offering advice, funding connections, and strategic guidance — especially when directors bring diverse expertise. Yet, as ventures grow and succeed, that diversity can erode. Our study of over 28,000 Swedish ownermanaged firms shows that directors whose expertise differs from that of the founder(s) are more likely to leave—not during hardship, but when the business is performing well. Interviews with several founders and directors further suggest that as ventures mature, they increasingly rely on internal capabilities and shift toward boards that reflect the founder’s evolving preferences. These dynamics lead to more homogenous boards over time, potentially narrowing the range of perspectives available in the board. For founders and policymakers, the findings highlight a key challenge: keeping diverse directors around not just at the start, but as the company scales.

Vad driver våldsincidenter i svenska skolor?

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

Publiceringsår

2025

Publicerat i

Stockholm School of Economics Working Paper series

Sammanfattning

Vi undersöker hur bostadsområdes- respektive skolegenskaper samvarierar med skolvåld i alla svenska gymnasieskolor under en 15-årsperiod.

Vi visar att ungdomars narkotikabrottslighet (bostadsområdesnivå) och läraromsättning (skolnivå) är centrala drivkrafter för skolvåld över geografiska områden.

Andra prediktorer är kontextspecifika: skolfaktorer såsom meritvärde (genomsnittsbetyg) och skolavhopp är huvudsakligen associerade med skolvåld i storstadsområden, medan socioekonomiska indikatorer i bostadsområden – såsom bostadsförhållanden, socialtjänststöd och arbetslöshet – är mer framträdande i icke-storstadsområden.

Överlag dominerar faktorer på bostadsområdesnivå som förklaring till variationer i skolvåld (ca 40%), jämfört med skolnivå (ca 10%).

Dessa resultat stödjer teorier om strukturell utsatthet som förklaring till skolvåld men ifrågasätter samtidigt dess stadscentrerade fokus, vilket tyder på att social isolering och institutionell fragmentering kan fungera på olika sätt i olika geografiska kontexter.

Vi diskuterar implikationer för forskning och beslutsfattare.