Business angel investment as an informal learning process:Does experience matter?

This paper addresses the question of how the informal learning processes of angel investors shape the way in which they assess new investment opportunities. Previous research has suggested that angels learn from their previous investment activity. However, the measurement of investment experience as a function of the years investing and the number of investments made does not take into account how, and to what extent, learning occurs and how it impacts on investors’ decision-making. To address this deficiency, we suggest a dynamic model of informal learning which incorporates the informal learning typology developed by Schugurensky (2000) and extended by Bennett (2012), as a conceptual framework to understand how learning experiences impact angel investment decision-making. Based on interviews and verbal protocol analysis with 30 investors we demonstrate how learning impacts on learning processes and outcomes as angels assess an investment opportunity. The findings highlight the importance of supporting angel learning with support for angel groups and angel training programmes

Innovation-digital direction of the development in the context of the regional asymmetry

The purpose of the article is to substantiate the directions of state regulation of the processes of information and digital development, which will contribute to the reduction of the processes of differentiation of the development of regional economic systems. The study used an institutional approach that allows with a high degree of subordination, logic and consistency to study the diverse phenomena and processes associated with innovation and digital development, to take into account not only changes in formal and informal institutions, but also changes in global economic processes. self-identification of regions. The tools of state regulation of innovation and digital development of the regions should be singled out. The role and importance of informal institutions of innovation and digital development of regions are outlined. Direct and indirect methods of supporting scientific, technical and innovative activities are identified. The necessity of formation of strategic directions of innovation and digital development of regions is proved

Regional collective learning processes, innovation and growth of high technology SMEs: The case of the Cambridge region

Recent theoretical research on the technological development of dynamic European regions has drawn attention to the supposedly key role of "untraded interdependencies" between local firms and other organisations (Storper, 1995), involving informal inter-firm networking (Yeung, 1994) and processes of "collective learning" (Camagni, 1991, Lorenz, 1992). These processes, which involve exchange and development of technological expertise, are seen as being based on relationships of trust and reciprocity, while the networks and processes themselves are viewed as influential in the recent evolution of dynamic regional clusters of innovative small and medium sized enterprises. The paper will attempt to assess the extent, importance and nature of collective learning processes in the specific caseof technology-intensive firms in the Cambridge region recenty descried as the "nearest thing in Europe to Silicon Valley" (Martin 1996). Based on an original interview survey of technology-based enterprises, the paper will asses the role of technology firm spin-off and acquistion, inter-firm research and technology collaboration, and scientific and professional labour market recruitment, in the development of local technological competencies and collective learning capabilities. Alltention will also be paid to the role of key local instiutions and supporting business services in this regard. The paper will conclude by condsidering implications for policy.

Knowledge management in software process improvement: A case study of very small entities

This chapter discusses knowledge management (KM) aspects of how software process and software process improvement (SPI) is practiced within very small entities (VSEs) in the context of Irish software development industry. In particular, this study is concerned with the process of software development knowledge management in supporting the SPI. In order to understand the support process, the authors of this chapter have studied how KM processes are practiced within VSEs which includes communica- tion, learning, sharing, and documentation process. This study also focuses in detail on the issues of the knowledge atrophy problem in VSEs. The findings explain how KM has been practiced and influenced the software development process and process improvement in VSEs. This result indicates that KM processes in VSEs are being undertaken in a very informal manner and also in indirect way. This is due to a small team size, autonomous working and macro-management style and caused VSEs to be more informal in their KM processes specifically and SPI generally. In addition, the results have indicated that the informal environment and culture helped VSEs to easily create and share knowledge between staff members and also assisted VSEs to mitigate the knowledge atrophy problem in their organization

Year nine booster kit. Science

Section 1 Focusing teaching to improve pupil performance Helping pupils prepare for Key Stage 3 science tests - Planning for revision inside and outside lesson time - Supporting teaching and learning - Previous tests on CD-ROM - National performance in recent Key Stage 3 science tests - Improvements over time. Implications for teaching and learning across the key stage - General issues - Scientific enquiry - Life processes and living things - Materials and their properties - Physical processes. Preparing for the tests: revision strategies - Science booster case studies. Science booster lessons - Using the materials - What topics are included? - What's in the lesson resources? - What sorts of activities are included? Section 2 Booster lessons 1 The characteristics of animals 2 Plant structure and function 3 Human growth and reproduction 4 Feeding relationships between organisms 5 Physical changes 6 Metals and non-metals 7 What are reactions? 8 Electric circuits 9 Reflection of light 10 Magnetic fields and electromagnets 11 Sound 12 Balanced and unbalanced forces, and speed 13 Data analysis and interpretation 14 Working with variables 15 Evaluating evidence 16 How scientists work 17 Drawing information together 18 Modelling solids, liquids and gases 19 Particles in chemical reactions 20 Conduction, convection, radiation and evaporation. Section 3 Leaflet for pupils Practical advice to help pupils address weaknesses and prepare for the tests, written in a lively, accessible, informal style. Section 4 Supplement for 2002-3 and revised leaflet for parents and guardians The supplement for 2002-3 contains - Brief additional guidance - Eight new science booster lessons - An updated version of the leaflet for parents and guardians. The leaflet for parents and guardians contains - Useful information about the tests, including dates and format - Guidance on supporting pupils in all three subjects - This leaflet is also available to download in all major community languages

Supporting Documentation of Informal Learning and Making from a Distance with Voicethread

This best practices session and paper describes the incorporation of Voicethread as a tool for supporting design documentation of makerspace projects among graduate distance education students in a course on informal learning. All students successfully utilized the tool to present photographic and video evidence of design processes with oral annotations, and received clarifications and feedback from peers. Students reported positive affordances of the tool in terms of marking up slides to communicate particular design decisions, sharing video as proof of successfully completing a particular make project and as exemplars of makers’ problem solving and thinking, documenting a linear process with media evidence as a preferred approach to written documentation for informal settings, and making comparative assessments across peer designs with the ability to question and clarify through interaction. The choice of asynchronous documentation versus synchronous collaboration is considered

Taking our learning and teaching strategy to the next level through technology enhanced campus development

Over the last three years Abertay University has radically evolved its strategy for teaching and supporting learning. This paper outlines Abertay’s journey over the last few years, including the key features of our new pedagogic approach and its impact so far. For example, in 2016 Abertay was the highest ranked modern Scottish University in the National Student Survey (NSS) and shortlisted for the prestigious Times Higher Education “University of the Year” award.In order to further enhance our students’ progression, attainment and employability we have recognized the need to invest further in two key (and related) areas: technology enhanced learning and estate development in order to create a so-called “sticky campus” i.e. somewhere our students will want to come and stay. This has included full implementation of electronic management of assessment (EMA); blended learning; new technology-rich collaborative learning environments and science laboratories which promote richer student-staff interactions and new ways of learning; and a planned complete refurbishment of the University library which will provide a variety of learning environments (formal and informal) from summer 2017.The paper will detail the drivers for these changes; the change management processes involving a staff-student partnership involving management, academic and professional services; successes;challenges; lessons learned and future plans

‘Tacit pedagogy’ and ‘entanglement’: practice-based learning and innovation

Purpose: This paper argues that the informal dimensions of practice are critical for understanding workplace learning and innovation, but have been under-theorised and under-researched. This paper aims to build on the thinking of Ellström (2010), Billett (2012) and Guile (2014) to account for the emergence of innovation through practice, and propose two new concepts for improving our understanding of innovation as process: “tacit pedagogy” and “entanglement”. This argument is evidenced through a recent study of team-working in a high-profile engineering company. Design/methodology/approach: Qualitative interview data was collected on the informal features of organisational culture and work processes supporting innovation, and how these features intersect and interrelate with the formal features and procedures of the organisation. Findings: Three generic modes of team-working practice are identified which, it is suggested, are likely to be associated with innovatory working, and are observable practices available to future researchers. Practical implications: Productive approaches to the organisation of work processes so as to enhance practitioner learning and the potential for innovation are evidenced and evaluated. Originality/value: The concepts “tacit pedagogy” and “entanglement”, intended to improve theoretical understanding of learning and innovation through practice, are introduced

Understanding and engaging informal justice

Engagement with informal justice systems in developing countries has emerged as a major policy priority for donor nations such as the Netherlands. This interest reflects practical realities. After all, in the developing world, an estimated eighty to ninety per cent of disputes are handled outside the state justice system (Albrecht and Kyed 2010: 1). In countries with weak institutions or that are prone to conflict, informal justice can be particularly prominent because state courts cannot or will not consistently uphold the law. Thus, engagement with informal justice constitutes a vital area of engagement for both domestic and international policymakers seeking to produce tangible changes in how justice is actually experienced. However, it is also an area fraught with risks. This working paper seeks to examine potential engagement by domestic and international actors with local informal justice systems. It consists of three main sections. The first section examines the nature of informal justice. It highlights some common advantages and disadvantages of those systems. Part two examines four donor relevant case studies with high levels of legal pluralism where most disputes are settled through informal mechanisms. The cases span from conflict prone states where the governing authority is actively contested to more consolidated democracies. They are designed to cover a wide array of potential settings, drawing on places of ongoing conflict (Afghanistan) and a polity teetering on the brink of major conflict (South Sudan). The case studies also include an example that enjoys stable and legitimate governance, but a democratic deficit (Rwanda) as well as a democratic state that faces serious economic, political, and judicial challenges (Ghana). The final section offers some general insights based on the examined cases. Most notably, it outlines the major policy options available as well as some key issues to consider

The Individual Budgets Pilot Projects: Impact and Outcomes for Carers

All rights reserved. Reproduction of this report by photocopying or electronic means for non-commercial purposes is permitted. Otherwise, no part of this report may be reproduced, adapted, stored in a retrieval system or transmitted by any means, electronic, mechanical, photocopying, or otherwise without prior written permissio