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I write about an entrepreneurial teaching experiment that created tolerance for critical thinking. I find that the entrepreneurial storytelling method of teaching made more money for the clients of a small business consulting class. The entrepreneurial-storytelling method leads students into a three-step conversation. During each step, they talk to each other in small groups, taking notes from each other. During the first step, the students talk about what they learned from the reading. During the second step, the students criticize the ideas that they read. During the final step, the students find a way to use what they learned despite their criticisms. During this time, the professor works between steps to help the groups talk to each other between steps. The professor also helps small groups while they are talking to each other. This makes it normal to disagree while learning, creates moments where students feel like they control what they know, and leads to tolerance for critical thinking. I discuss the implications this may have for group innovation and stoking social entrepreneurial intentions.

This intervention study outlines the continuing journey of a university towards its sustainability potentiality. We introduce the importance of sustainable development and link it to our intervention study of potentiality for sustainability from a Heideggerian phenomenological perspective. Through a case study of sustainability at New Mexico State University, we provide an insight into the development of a new dimension of university sustainability interface. This interface exists in terms of a dialogic of sustainability, as it relates to the balancing of competing needs, such as efficiency, heart, and brand identity. An important aspect of this interface is intervention, highlighting new possibilities for the top administrators regarding the university's goals and environmentalities. A qualitative and interpretive approach using ontological storytelling inquiry is employed. Data for the study were collected through in-depth interviews with university members from all hierarchical levels. This article raises interesting ontological issues for sustainability researchers, and has implications for strategy as practice.

Being entrepreneurial requires social, economic, and environmental sustainability. Stories are the way by which we turn our natural desires into behaviors in the world. Only by fully grasping existing stories can an organization add to those stories. Institutional entrepreneurship consists of stories that swarm like bees between hives of the human condition: food, folk-physics, money, classification, sexuality, art, family, affiliations, coercion, folk-psychology, and environment. Here I explore the first, food, creating both a framework and justification for the exploration of the other 10. I first lay out a theoretical framework for storytelling in the institutional entrepreneurial storytelling. This lays out the triad of storytelling: antenarrative creation, narrative distinction, and living story cohesion. Out of this triad of storytelling nine modes of observation emerge: criticality (emotions, ethics, and logic), action (acting, target, and ignored), and Being (ontology, epistemology, real). The triad of storytelling interacts with the nine modes of observation to create 27 adept tropes which act as the species of bees surrounding the hives. These 27 form the basic foundation out of which nine distinct motivations emerge: unity, self-satisfaction, distinction, social-standing, personal-accomplishment, escape, peacefulness, anticipation, and self-reflection. Finally, this chapter concludes with the 15 narrative beats needed to birth a new narrative into a particular hive. By understanding the hives in terms of their distinct motivations, adept tropes, modes of observation, and storytelling, and then applying that knowledge to develop the 15 narrative beats for the hives of food.

The chapter summarizes existing conceptualizations of emotional regulation and extends existing organizational behavior literature that focuses on emotional labor by the introduction of two processes new to the literature: emotional contagion exchange (ECX) and emotional restorying of labor. More specifically, emotional restorying may allow employees to cope with emotional contagion by converting surface-level acting to deep-level acting, in ways which benefit both employees and organizations. In explaining this process, this chapter constructs a model of multiple interplaying processes.

This essay, invited by the editors, provides a retrospective overview of Robert Gephart's career using qualitative research methods to study disasters, and disseminating findings from the research in important management and organizational journals. Dr Gephart's work is associated with many methodological innovations. These include early use of grounded theory; early application of text analysis software to support analysis of extensive documentary data sets including legal proceedings and transcripts; development of ethnostatistics to explore risk assessment; explicating and elaborating abductive processes during the research experience; and using an autoethnographic approach to embed data from his own life in his research (before the term autoethnography was in common use). His contributions to the area of disasters and research methods innovations are wide ranging and provide tools for improving our understanding of risks and crises, and for managing them.