Bibliographic record
Abstract
Welcome to the August issue of the TIM Review. This month’s theme is Entrepreneurship in the 21st Century. For this issue, we asked authors to focus on aspects of entrepreneurship that represent new challenges or paradigm shifts for entrepreneurs, managers, and researchers. In the first article, Blair Winsor from Edinburgh Napier University’s business school in the United Kingdom examines the impact of time pressure on innovation. Through his in-depth study of a successful mediumsized consultancy, he asks whether managers should increase or decrease the time pressures imposed on project teams if they wish to enhance innovation in their firms. The results yielded three practical implications for management teams and underscored the importance of the effects of time for innovation. Next, Tom Duxbury, PhD Candidate in the Sprott School of Business at Carleton University in Ottawa, draws upon his academic research and practical experience mentoring startups to distinguish between creativity and innovation in the context of entrepreneurship. While many entrepreneurs use the terms “creativity” and “innovation” interchangeably, this article emphasizes the importance of commercialization with respect to the latter term and the need to foster organizational cultures to support both creative and innovative activities. The author includes three specific recommendations for entrepreneurs wishing to maximize the creative (and innovative) potential of their organizations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.008 | 0.005 |
| Open science | 0.010 | 0.004 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.011 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".