DroughtScape- Fall 2011

Drought Preparedness Community Options Drought Likely to Persist, Intensify Across South Database Will Help Planners Find Options Impacts: Ag Losses, Fire, Water Restrictions NDMC Welcomes International Visitors New Drought Impact Reporter Online Sim-Drought, Available Now at Select Agencie

DroughtScape- Summer 2010

Upcoming Workshops Mild Drought Season Likely to Persist Drought Impacts Intensify in Upper Midwest Visiting Scientists North Carolina Takes Drought Monitor Seriously International Work- Murcia, Spain, Jun

DroughtScape- Winter 2010

USDM Forum Highlights Drought Likely to Ease Research Shows Birds Vulnerable to Drought Drought Recedes in 2009 CA, TX Suffer Impacts from Ongoing Drought NDMC Wishes Ryu Well Conferees Pick SPI for Global Drought Inde

DroughtScape- Summer 2014

CONTENTS Director’s report...........................1 Outlook ........................................ 2 Drought & climate summary ........ 2 Drought impacts .........................4 International drought monitoring and planning ...............................8 Visiting scholars.........................10 North American Drought Monitor Forum ........................................ 11 New primary Dust Bowl source .............. 12 New additions to online webinar archive ....................................... 14 Community Capitals Framework Institute ...................................... 1

DroughtScape- Summer 2008

VegDRI Expands West Spring Rains Ease Drought But CA Still Dry Scholar Donates Books NDMC Welcomes Employees Bathke, Nothwehr Latest Workshop Info Up State Lawmakers to Focus on Drought Planning Decadal Variation -- Clues to Droughts and Floods

DroughtScape- Winter 2010

USDM Forum Highlights Drought Likely to Ease Research Shows Birds Vulnerable to Drought Drought Recedes in 2009 CA, TX Suffer Impacts from Ongoing Drought NDMC Wishes Ryu Well Conferees Pick SPI for Global Drought Inde

Measuring the impact of enterprise education and entrepreneurship support in higher education: Can routinely collected data be of use?

Policy makers and others charged with driving economic growth often assume a link between entrepreneurship education and business start-up. However, there is little by way of supporting literature in this regard, with few studies exploring impact measures that relate to actual venture creation. This paper considers two routinely collected data sets in the UK that directly relate to graduate self-employment and business start-up over a five-year period – the Higher Education–Business and Community Interaction survey (HE–BCI), and the survey of Destinations of Leavers of Higher Education (DLHE) – and explores whether the data can be used to assess impact. There is some evidence that HE–BCI may be affected by changes in data collection requirements, but it remains the most complete, extensive and useful longitudinal data set on graduate business start-up. DHLE would appear to be the best source of data for measuring the impact of both enterprise education and start-up support initiatives at an institutional level

Graduate Entrepreneurs: Intentions, Barriers & Solutions

Purpose This paper investigates the factors that influenced seven graduates in the creative and digital industries to start their own businesses in Barnsley, South Yorkshire, UK - an area with lack of employing establishments and locally registered businesses. Design/methodology/approach Questionnaires and semi-structured interviews identified the constraining and enabling factors graduates may encounter when attempting to start a business, and explored the impact of support provided. Findings Perceived constraining factors were: lack of general business knowledge, contradictory advisory support from external agencies, lack of sector-specific mentors, lack of finance, and experience of familial entrepreneurship. Perceived enabling factors were: co-mentoring from business partners, course content, financial gain, creativity and innovative ideas, control and risk taking, and the overarching package of support. Linkages between internal and external support could be improved. Research limitations/implications The study provided insights into constraints and enablers to self-employment for a small cohort of recent graduates looking to start-up in the creative and digital industries. Further studies are required to explore the suggested effect of the ‘creative identity’, and of sector-specific family entrepreneurial background. Practical implications The support provided by universities can facilitate the transition from early stage ideas to actual graduate business start-up. Issues such as provision of specialist advice and links with external parallel and follow-on support need to be considered. Originality/Value University start-up units provide an important contribution to the development of graduate entrepreneurs and their role in the growth of national and global economy. Suggestions for improvements in performance, such as closer links with external business development agencies and support providers, are discussed. Keywords Student and graduate business start-up, Regeneration, Entrepreneurship educatio

Evaluating use of the SimVenture computer-based business simulation

Objectives The paper evaluates the impact of one of the market-leading computer-based start-up business simulations – SimVenture – using a version of the Rugby Team Impact Framework (RTIF; e.g. Bromley et al., 2012) adapted by the authors for use within an enterprise education context. Four case studies of the use of SimVenture in non-Business School subjects in Higher Education in the UK are described and analysed using the RTIF. Prior Work A survey of entrepreneurship education programmes conducted in 2006 by McKeown et al. concluded that delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. Serious games, including business computer-based business simulations, have the potential to support learning by doing (Williams 2011, QAA 2012, Lopes et al. 2013), and have been shown to develop a range of skills including those described as necessary for the 21st Century (Romero et al., 2015). There are, however, few examples in the literature evaluating student-focused impact of business simulations in non-Business School subjects. With increasing calls to spread enterprise and entrepreneurship education to all (Anderson et al, 2014; Young, 2014), can serious games and business simulations such as SimVenture provide an effective solution? Approach Four undergraduate programmes in a range of non-Business subject areas (including computing and information systems; fashion and textiles; and veterinary practice) were selected for in-depth interviews following a literature review and web-based desk exercise to identify examples of practice. Case studies were produced exploring why SimVenture was chosen for use with students; how it was used (make-up of student cohort; size of working groups; number of sessions and over what time period, etc.); how learning was assessed; evaluation of learning and process; and lessons learned by the educator. The impact of SimVenture on student behaviour, learning, and longer term outcomes was analysed using the RTIF. Results The RTIF proved a useful tool for assessing the impact of SimVenture. All case studies reported positive outcomes for students with evidence of increased business and finance knowledge, skills development, and a wider appreciation of career options. Improved attendance and retention rates as a direct result of using SimVenture were also reported at one institution. Suggestions for practice are presented using the case study examples. Implications The results of the research suggest that serious games, in this case business simulations (using SimVenture as a specific example) can have positive outcomes on the student experience and business skills development through learning by doing. Value The paper contributes to the literature on use of computer-based business simulations, providing specific examples of practice that can be used by academics looking to embed enterprise and entrepreneurship education in non-Business subject-specific curricular. It also introduces an adapted framework which can be used to evaluate the impact of enterprise and entrepreneurship education programmes

Estimating Public and Private Expenditures on Occupational Training in the United States

[Excerpt] Retraining and upgrading the skills of incumbent workers and providing training to new labor force entrants, dislocated workers, and unemployed persons can help increase the efficiency and effectiveness of the workforce. Funding for occupational training comes from many sources — the federal government, state and local governments, private employers, philanthropic foundations, and individual workers themselves. This report examines occupational training to present a preliminary picture of the total spending on job training in the United States