The dynamics of combining self-employment and employment

This study examines the extent to which wage-earning workers are simultaneously self-employed, a phenomenon not thoroughly investigated in earlier studies. We use matched employee-employer databases to present a detailed investigation of self-employment patterns within the post industrial sectors in Sweden from 1990 to 2002. We find that persons that combine self-employment with waged work constitute a majority of the total number of self-employed, and that most people enter self-employment by engaging first in combinatory work, indicating that the decision to move to self-employment is more complex than characterized in earlier research.Self-employment; income dynamics; entrepreneurship

Endogenous growth through knowledge spillovers in entrepreneurship: An empirical test

Endogenous growth theory is based on the notion that technological knowledge stimulates growth, yet the micro foundations of this process are rarely investigated and remain obscure. Knowledge spillover theory posits that growth is contingent on the technology dependence of industries, forming the landscape for technology entrepreneurs to launch and grow new ventures. We investigate these theoretical contingencies of endogenous growth with two research questions at two levels of analysis: First, do industries with a greater need for new technology-based entrepreneurship grow disproportionately faster than other industries? Second, do the knowledge spillover effects foster the growth of new technology based firms contingent on certain industry structures? These questions are examined empirically, using a comprehensive employee-employer data set on the science and technology labor force in Sweden from 1995 to 2002.Endogenous Growth; Entrepreneurship; Industry Evolution

Hybrid Entrepreneurship

In contrast to previous efforts to model the individual’s movement from wage work into entrepreneurship, we consider that individuals might transition incrementally by retaining their wage job while entering into self-employment. We show that these hybrid entrepreneurs represent a significant share of all entrepreneurial activity. Theoretical arguments are proposed to suggest why hybrid entrants are distinct from self-employment entrants, and why hybrid entry may facilitate subsequent entry into full self-employment. We demonstrate that there are significant theoretical and empirical consequences for this group and our understanding of self-employment entry and labor market dynamics. Using matched employee-employer data over eight years, we test the model on a population of Swedish wage earners in the knowledge-intensive sector.Hybrid entrepreneurship; Self-employment; Labour market dynamics; Transition determinants; Employee-employer data

Spatial displays as a means to increase pilot situational awareness

Experiences raise a number of concerns for future spatial-display developers. While the promise of spatial displays is great, the cost of their development will be correspondingly large. The knowledge and skills which must be coordinated to ensure successful results is unprecedent. From the viewpoint of the designer, basic knowledge of how human beings perceive and process complex displays appears fragmented and largely unquantified. Methodologies for display development require prototyping and testing with subject pilots for even small changes. Useful characterizations of the range of differences between individual users is nonexistent or at best poorly understood. The nature, significance, and frequency of interpretation errors associated with complex integrated displays is unexplored and undocumented territory. Graphic displays have intuitive appeal and can achieve face validity much more readily than earlier symbolic displays. The risk of misleading the pilot is correspondingly greater. Thus while some in the research community are developing the tools and techniques necessary for effective spatial-display development, potential users must be educated about the issues so that informed choices can be made. The scope of the task facing all is great. The task is challenging and the potential for meaningful contributions at all levels is high indeed

Journaling as a Teaching and Learning Tool

Requiring students to keep journals is a most valuable teaching and learning tool. Student writing can be more than a way that we justify the grades we give students at the end of each term. Writing is a multi-functional tool that can be used not only for evaluation but also for teaching and learning. In using writing for teaching and learning, we help our students develop analytical, critical thinking, and organizational skills that will help them be successful. Requiring students to keep journals is just such a tool. In addition, it helps achieve the SDSU Lead Forward Goal of making students communication-able. Journaling can also help achieve a second Lead Forward Goal, that of student retention. Journals open a door to a personal connection between the teacher and the student that provides opportunities both to assist students in their academic lives and to serve as mentors. Britton et al. (1975, Chap. 6) have identified three types of writing in which students engage: transactional, expressive, and poetic. Transactional writing involves full and explicit communication. It is used to inform, persuade or instruct people. Our students usually utilize transactional writing either in essay examination questions or in term papers. The student communicates what has been learned in the course or in his or her research. I use both essay exams and term papers in my classroom to evaluate how well students have understood the content of the class. The problem with essay examinations and term papers is in the notion that they are used to evaluate how well students have understood the content of the class. Both activities assume that they have understood the material. Transaction writing is the basis for final evaluation, not really a process for getting to the point of mastering the material

The Role of the Elementary School Principal in the Education of the Gifted Child

No abstract provided by author