Towards a dynamic learning perspective of entrepreneurship

This conceptual paper introduces a dynamic learning perspective of entrepreneurship that builds upon existing 'dominant' theoretical approaches to understanding entrepreneurial activity. As many aspects of entrepreneurial learning remain poorly understood, this paper presents key conclusions from in-depth empirical work and synthesises a broad range of contributory adult, management and individual learning literatures to develop a robust and integrated conceptualisation of entrepreneurial learning. Three interrelated elements of entrepreneurial learning are proposed - dynamic temporal phases, interrelated processes and overarching characteristics. The paper concludes by demonstrating how a 'learning lens' can be applied to create further avenues for research in entrepreneurship from a learning perspectiv

Researching entrepreneurship through phenomenological inquiry: philosophical and methodological issues

In recent years, the field of entrepreneurship has witnessed an emerging body of research that operates within an interpretive paradigm. In contributing to this research tradition, this article explicates an interpretive, phenomenological form of inquiry, described by Thompson et al (1989) as the 'phenomenological interview'. Particular attention is paid to the ontological and epistemological foundations of this approach, illustrating the evolution from philosophy to methodology. The article demonstrates how a phenomenological commitment to research translates into a set of issues that provide the methodological context for these in-depth, unstructured interviews. The application of this method is then demonstrated with reference to case study research that was conducted with six practising entrepreneurs, which utilised phenomenological interviews as the primary research tool. The article concludes with a discussion of some important caveats that surround the use of the phenomenological intervie

Attitudes of venture capital investors towards entrepreneurs with previous business failure, Belfast (June)

Business failure represents a significant outcome of entrepreneurial activity and yet remains an underdeveloped area of research. This article focuses on the attitudes of VC investors towards entrepreneurs with a previous failure experience. It illustrates that VCs recognise the complex, contextual nature of failure and do not necessarily perceive the entrepreneur to be the primary cause of the venture's demise. Consequently, the article differentiates between 'business', 'entrepreneurial' and 'venture capitalist' failure. The article demonstrates that VCs often adopt a tolerant, flexible and open-minded attitude to failure and are keen to understand the circumstances in which it occurred. The majority of the VCs in the study emphasise that their decision to invest in an entrepreneur is not negatively affected to any significant degree by a previous experience of failure. A number of influential factors are presented, such as a high quality concept, which can offset this aspect of the entrepreneur's track record. The article concludes that business failure is not automatically considered a 'black mark' by VCs. It is important for entrepreneurs involved in business failure to be aware of these positive and sympathetic attitudes when considering putting forward new proposals to the VC community

The prevalence of pseudoscientific ideas and neuromyths among sports coaches

There has been an exponential growth in research examining the neurological basis of human cognition and learning. Little is known, however, about the extent to which sports coaches are aware of these advances. Consequently, the aim of the present study was to examine the prevalence of pseudoscientific ideas among British and Irish sports coaches. In total, 545 coaches from the United Kingdom and Ireland completed a measure that included questions about how evidence-based theories of the brain might enhance coaching and learning, how they were exposed to these different theories, and their awareness of neuromyths. Results revealed that the coaches believed that an enhanced understanding of the brain helped with their planning and delivery of sports sessions. Goal-setting was the most frequently used strategy. Interestingly, 41.6% of the coaches agreed with statements that promoted neuromyths. The most prevalent neuromyth was “individuals learn better when they receive information in their preferred learning style (e.g., auditory, visual, or kinesthetic)”, which 62% of coaches believed. It is apparent that a relatively large percentage of coaches base aspects of their coaching practice on neuromyths and other pseudoscientific ideas. Strategies for addressing this situation are briefly discussed and include changing the content of coach education progra

Evaluating the integrity of forested riparian buffers over a large area using LiDAR data and Google Earth Engine

Spatial and temporal changes in the land cover affect water quality in the streams and other water bodies. Stream riparian areas are increasingly relevant as the human modification of the landscape continue unabated. The objectives of this study were to: (1) determine the classes and the distribution of land cover in stream riparian areas; (2) examine the accuracy of the existing land cover data National Land Cover Database (NLCD) using high-resolution imagery NAIIP and LiDAR data; and (3) evaluate the integrity of forested riparian buffers areas in the Lower Savannah River basin. The land cover map was produced using a Support Vector Machine (SVM) algorithm supervised classification through the cloud-based Google Earth Engine platform with an overall accuracy assessment of 83.66%. LiDAR data analysis were implemented using ArcGIS 10.6. The result of this study demonstrates that LiDAR data can be used to accurately map the vegetation width, height and canopy cover within the riparian buffer over wide areas to support ecological-based management. It is also highlighted that the open-access imagery and the efficient geospatial analysis GEE provides a reliable methodology to remotely monitor forest cover and land use in the riparian buffer areas

Robust Estimators in Generalized Pareto Models

This paper deals with optimally-robust parameter estimation in generalized Pareto distributions (GPDs). These arise naturally in many situations where one is interested in the behavior of extreme events as motivated by the Pickands-Balkema-de Haan extreme value theorem (PBHT). The application we have in mind is calculation of the regulatory capital required by Basel II for a bank to cover operational risk. In this context the tail behavior of the underlying distribution is crucial. This is where extreme value theory enters, suggesting to estimate these high quantiles parameterically using, e.g. GPDs. Robust statistics in this context offers procedures bounding the influence of single observations, so provides reliable inference in the presence of moderate deviations from the distributional model assumptions, respectively from the mechanisms underlying the PBHT.Comment: 26pages, 6 figure

An analytical and experimental assessment of flexible road ironwork support structures

This paper describes work undertaken to investigate the mechanical performance of road ironwork installations in highways, concentrating on the chamber construction. The principal aim was to provide the background research which would allow improved designs to be developed to reduce the incidence of failures through improvements to the structural continuity between the installation and the surrounding pavement. In doing this, recycled polymeric construction materials (Jig Brix) were studied with a view to including them in future designs and specifications. This paper concentrates on the Finite Element (FE) analysis of traditional (masonry) and flexible road ironwork structures incorporating Jig Brix. The global and local buckling capacity of the Jig Brix elements was investigated and results compared well with laboratory measurements. FE models have also been developed for full-scale traditional (masonry) and flexible installations in a surrounding flexible (asphalt) pavement structure. Predictions of response to wheel loading were compared with full-scale laboratory measurements. Good agreement was achieved with the traditional (masonry) construction but poorer agreement for the flexible construction. Predictions from the FE model indicated that the use of flexible elements significantly reduces the tensile horizontal strain on the surface of the surrounding asphaltic material which is likely to reduce the incidence of surface cracking

3D virtual worlds as environments for literacy learning

Background: Although much has been written about the ways in which new technology might transform educational practice, particularly in the area of literacy learning, there is relatively little empirical work that explores the possibilities and problems - or even what such a transformation might look like in the classroom. 3D virtual worlds offer a range of opportunities for children to use digital literacies in school, and suggest one way in which we might explore changing literacy practices in a playful, yet meaningful context. Purpose: This paper identifies some of the key issues that emerged in designing and implementing virtual world work in a small number of primary schools in the UK. It examines the tensions between different discourses about literacy and literacy learning and shows how these were played out by teachers and pupils in classroom settings.Sources of evidence: Case study data are used as a basis for exploring and illustrating key aspects of design and implementation. The case study material includes views from a number of perspectives including classroom observations, chatlogs, in-world avatar interviews with teachers and also pupils, as well as the author’s field notes of the planning process with accompanying minutes and meeting documents.Main argument: From a Foucauldian perspective, the article suggests that social control of pedagogical practice through the regulation of curriculum time, the normalisation of teaching routines and the regimes of individual assessment restricts teachers’ and pupils’ conceptions of what constitutes literacy. The counternarrative, found in recent work in new litearcies (Lankshear & Knobel, 2006) provides an attractive alternative, but a movement in this direction requires a fundamental shift of emphasis and a re-conceptualisation of what counts as learning.Conclusions: This work on 3D virtual worlds questions the notion of how transformative practice can be achieved with the use of new technologies. It suggests that changes in teacher preparation, continuing professional development as well as wider educational reform may be needed