Communicating values: essays on trust and legitimacy as dynamic drivers of decision-making in crowdfunding

There is great consensus among scholars and practitioners alike that entrepreneurs and young ventures play an important role in tackling societal issues. Despite this, such ventures with their overarching social or environmental mission face grave difficulties when it comes to accessing external finance. This may be due to their complex value-propositions that bring with a narrative outside the traditional lines of investor/investee communication, and of course their increased liability of newness (Stinchcombe, 1965) because of novel forms of organisations with strong stakeholder participation in their governance. Crowdfunding (CF) can be seen as a fairly young financing option that aims to bridge this financing gap. It does so by focusing investors on the value-propositions of the ventures such that it connects the fund-seeking venture to the community. Because of these peculiarities it is crucial to understand how decision-making and underlying communication processes work as they are more strongly underpinned by collective and individual values. And while research has shed light on the factors that influence decision-making processes, much less attention has been paid to the communication and negotiation of the underlying values of the various actors in these processes. This thesis, in the form of a PhD by Public Works, fills this gap and provides insights into how the communication and negotiation of values between the actors influences decision-making in CF throughout the various stages of a funding campaign. It summarises and outlines five scholarly papers which address CF as an institutional space with interlinked actors and looks at decision-making processes from sociological and socio-cognitive perspectives, applying legitimacy and trust lenses. Given the nascent status of CF theory the research positions itself in an interpretative paradigm and follows an abductive methodology with qualitative methods. Based on the combined insights from the five papers the thesis ultimately provides insights into the processes of embedding and re-embedding of values in CF and by that how these values drive decision-making

The interactional work of configuring a mathematical object in a technology-enabled embodied learning environment

We present a detailed account of interactional mechanisms that support participation in STEM disciplinary practices as an adult and a child explore a technology-enabled embodied learning environment for mathematics. Drawing on ethnomethodological studies of technologyrich workplaces, we trace the process of transforming a vague reference into a mutually available mathematical object: a covariant variable. Our analysis reveals that this mathematical object is an interactional achievement, configured via a reciprocal process of instructing one another's attention. In particular, we demonstrate how participants' explicit responsiveness to indexical and multimodal resources achieves this object

Densely Supervised Grasp Detector (DSGD)

This paper presents Densely Supervised Grasp Detector (DSGD), a deep learning framework which combines CNN structures with layer-wise feature fusion and produces grasps and their confidence scores at different levels of the image hierarchy (i.e., global-, region-, and pixel-levels). % Specifically, at the global-level, DSGD uses the entire image information to predict a grasp. At the region-level, DSGD uses a region proposal network to identify salient regions in the image and predicts a grasp for each salient region. At the pixel-level, DSGD uses a fully convolutional network and predicts a grasp and its confidence at every pixel. % During inference, DSGD selects the most confident grasp as the output. This selection from hierarchically generated grasp candidates overcomes limitations of the individual models. % DSGD outperforms state-of-the-art methods on the Cornell grasp dataset in terms of grasp accuracy. % Evaluation on a multi-object dataset and real-world robotic grasping experiments show that DSGD produces highly stable grasps on a set of unseen objects in new environments. It achieves 97% grasp detection accuracy and 90% robotic grasping success rate with real-time inference speed

Enskilment in the digital age: The interactional work of learning to debug

We present a detailed account of the interactional work between a programming instructor and a middle school student that leads to the resolution of an elusive error in the student’s code. By tracing the fine details of how this resolution came to be, we demonstrate how learning to debug in face-to-face interactions resembles a process of enskilment

Students Talk about Energy in Project- Based Inquiry Science

We examine the types of emergent language eighth grade students in rural Maine middle schools use when they discuss energy in their first experiences with Project-Based Inquiry Science: Energy, a research-based curriculum that uses a specific language for talking about energy. By comparative analysis of the language used by the curriculum materials to students’ language, we find that students’ talk is at times more aligned with a Stores and Transfer model of energy than the Forms model supported by the curriculum

Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts

For over 30 years, researchers have investigated students’ ideas about energy with the intent of reforming instructional practice. In this pursuit, Watts contributed an influential study with his 1983 paper “Some alternative views of energy” [Phys. Educ. 18, 213 (1983)]. Watts’ “alternative frameworks” continue to be used for categorizing students’ non-normative ideas about energy. Using a resources framework, we propose an alternate analysis of student responses from Watts’ interviews. In our analysis, we show how students’ activated resources about energy are disciplinarily productive. We suggest that fostering seeds of scientific understandings in students’ ideas about energy may play an important role in their development of scientific literacy

Crowdfunding revisited: a neo-institutional field-perspective

Crowdfunding, which relies on the aggregated financial power of the many non-institutionalised individuals, who pledge small amounts is seen in the literature as a particularly well-suited form of entrepreneurial finance. A reason for this may be that the investment decisions are more based on the value propositions of a venture than on purely financial factors. Yet, the communication and translation of the value propositions of a venture into various cultural and regulatory contexts requires specialised services and joint efforts. These services are enabled by so-called Crowdfunding Platforms (CFPs) which provide the necessary tools and services. However, they also influence and potentially limit the field through their actions. Applying an institutional field-perspective in order to gain more holistic insights on the interplay between structure and agents, we revise the originally proposed model developed in our 2013 article in Venture Capital based on an extensive update of the literature and provide new insights from additional empirical cases to triangulate the recent scholarly contributions. We finally enhance theory on crowdfunding on an institutional field-level with a better conceptualization of the interconnectedness between actors and their activities, as well as their positions and links within the structure and crowdfunding platforms as powerful central actors