Cultural Entrepreneurship: Four Domains of Inquiry
Bibliographic record
Abstract
Abstract Cultural entrepreneurship research investigates the many cultural means and processes by which innovative courses of action come to fruition. Although commercial and technological concerns clearly matter, this area of research draws much-needed attention to the meaning-making activities that underpin entrepreneurship, innovation, and change. For instance, entrepreneurs tell stories that convey how their endeavors came to be and what they could accomplish. Innovators challenge the boundaries of familiar market categories and bring forward products that customers may not yet be equipped to understand. Creators develop novel experiences that challenge established conventions in surprising ways. In all these situations, entrepreneurial actors must harness their cultural context to convey the value of their endeavors to targeted others, including both external audiences and other related actors. In turn, these targeted others also draw on their cultural context to ascribe value to endeavors and decide whether to confer their attention and support. Expanding beyond more traditional views of entrepreneurship, which focus on the creation or exploitation of profitable opportunities, cultural entrepreneurship scholars recognize that entrepreneurial action is always embedded in its cultural context. This context provides a rich pool of cultural resources—that is, values, beliefs, practices, vocabularies, identities, logics, symbols, and practices—that entrepreneurial actors assemble, combine, or develop to bring innovative courses of action to fruition. These innovative courses of action are not limited to economic or technological pursuits but encompass a wider range of entrepreneurial possibilities, including the creation of new products and services as well as efforts to foster strategic change, advance social innovations, or tackle grand challenges, for instance. Cultural entrepreneurship has developed into a vibrant area of research, examining a variety of outcomes at different levels of analysis. Four distinct domains of inquiry can be gleaned from this. Two of the domains speak to the interplay between entrepreneurial actors—be they individuals, organizations, or broader collectives—and their external audiences. The first domain, entrepreneurship and innovation, uncovers the cultural processes by which entrepreneurial actors win the backing of external audiences, such as potential investors, market analysts, or customers. The second domain, market mediation and activism, draws attention to the active influence that external audiences have on the innovative courses of action that actors pursue, and how they do so. The last two domains speak to the interplay between focal actors and other related actors. The third domain, market creation and strategy, focuses on how actors shape the collective boundaries of given market categories, and what other related actors do within these boundaries. Finally, the fourth domain, intrapreneurship and organizational change, examines how actors account for what other related actors do too, and how they develop their organizational capacity to innovate and create innovative courses of action. Despite their different emphases, these four domains are united by a common interest in understanding how entrepreneurial actors bring innovative courses of action to fruition and the broader meaning systems in which such efforts are embedded.
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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 | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 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".