How founders psychologically disengage from their start-ups when it’s time to exit

Founders with different work orientations experience exits differently, writes Elizabeth (Bess) Rous

Framing the Democratic Socialist Movement: A Discourse Analysis of Pro-Movement Literature

In light of the rising prominence of the democratic socialist movement (DSM) in the United States, this thesis performs a discourse analysis of the frames utilized in pro-movement literature. Through the evaluation of five full-length books, I strive to answer the following research questions: How has pro-movement literature framed the DSM? What is the significance of the frames that have been employed? Based on qualitative observations reinforced with a minor quantitative study, I identify thirteen frames that are significant across pro-DSM literature. Then, in analyzing these frames, I argue that they can largely be categorized into three groups: 1) as tools meant to highlight the ways the DSM rationally and morally merits support; 2) as structures meant to contrast the DSM with its ideological and political opponents in order to emphasize its supremacy; 3) as mechanisms that encourage readers to mobilize on behalf of the DSM so that the movement can flourish in the future. It is my assertion that these frames are significant because they represent an attempt to create new advocates for the causes of the DSM, strengthen the resolve of present DSM adherents, and help the movement to build on present momentum so that it can prosper

Gamification in Science Education: The Relationship of Educational Games to Motivation and Achievement

Community colleges have become increasingly more important in America’s higher education system. Part of this emphasis has been directly due to President Obama’s 2010 directive to produce a competitive workforce in the United States by increasing the community college graduation rate by five million over the next decade (Madhani, 2010). Community colleges allow open admission for students which permits marginally prepared students to enter. These students may lack motivation, which contributes to student attrition (Williams, 2010). The focus of this study is to examine methods that may improve student learning and motivation, which could ultimately lead to higher graduation rates. This study investigates the relationship of gamification to motivation and achievement in a community college microbiology class. Gamification is defined as “the process of adding game mechanics to processes, programs, and platforms that would not traditionally use such concepts” (Swan, 2012). The goal of game-based learning is to increase student motivation and learning. The results of this investigation indicate that educational games increase motivation and achievement of students in a community college microbiology class

First choice : early childhood

The report provides recommendations to inform the development of the DEECD First Choice: Early Childhood program through the identification and documentation of early childhood student teachers’ expectations and perceptions of their workforce destination after graduating with a teaching qualification that enables employment in both a primary school and an early childhood education and care setting. The focus is on understanding the reasons impacting on the choices and perceptions of early childhood student teachers as to their employment destination

Social presence – connecting pre-service teachers as learners using a blended learning model

The national reform agenda for early childhood education and care across Australia has led to an increased demand for qualified early childhood teachers. In response, universities have developed innovative approaches in delivering early childhood teacher educa tion courses designed to support existing diploma qualified educators to gain their teaching qualifications. One such course at a major Australian University incorporated a flexible multi-modal option of study which included community -based, on line e-learning and face -to- face intensive tutorials. This paper reports on a study examining the outcomes for students undertaking their studies using this course delivery mode. The study sought to examine the students’ perceptions of the efficacy of the teaching and learning approach in meeting their learning needs, and the factors that were most influential in informing these perceptions. The findings indicated that it was the inclusion of contact and a social presence in the online learning environment which was most influential

Where to From Here? Career Choices of Pre-service Teachers Undertaking a Dual Early Childhood / Primary Qualification

Recent Australian government initiatives in the early childhood education and care sector are placing demands for an increase in the number of degree qualified early childhood teachers. Many universities are now offering courses with dual qualifications as a way to provide alternate career opportunities for pre-service teachers; however it cannot be assumed that an equal number of graduates will filter into both primary school and early childhood education jobs. This paper presents a study which examined the expected career choices of pre-service teachers from two Victorian universities who were undertaking a dual early childhood / primary qualification. The findings of the study have implications for teacher education curriculum design in relation to the practical components of courses. The authors therefore argue that more attention needs to be focused on the practical components of teacher training courses considering issues of quality and timing

The Relationship between Success Modeling and Fear of Success in College Students

This study examined fear of success (FOS) in relation to biological sex and success modeling. Students (N = 108) from a small, liberal arts college completed self-report measures of FOS, success modeling, and demographic factors. It was hypothesized that: (a) no sex differences would be found for FOS and (b) success modeling would be negatively related to FOS. Results indicated female participants reported higher levels of FOS than male participants and success modeling by parents but not by peers was negatively related to FOS. Thus, despite recent societal evidence of equitable achievement, women may still experience higher levels of FOS than men. Also, parental success modeling may be more influential than peer success modeling among college students

Kill your darlings? Experiencing, maintaining, and changing psychological ownership in creative work

Thesis advisor: Michael G. PrattThe psychology of ownership literature suggests that creation is one of the most powerful processes through which people may come to feel a sense of possession over ideas. Yet, because the task of making a new product is often too large for one individual, ideas are often transferred between, as well as discussed and shaped by, many different people across a range of departments during creative work. Thus, in organizations, shifts in responsibility over ideas are inevitable and the ability for ideas to be shaped by multiple people and successfully move from person to person is critical for organizations. However, we know relatively little about how people, particularly creative workers, respond to changes in responsibility over their ideas. To understand this phenomenon, I conducted an inductive, qualitative study of two teams at a video game design studio, using interviews, weekly diaries, and observations as my data sources. Through grounded theory analysis, I developed theory around how creative workers experience psychological ownership and how this experience is impacted when ideas are handed off between creative workers. Specifically, I describe task characteristics and individuals differences that impact ownership scope (exclusive or shared ownership) and strength. I also delimit outcomes associated with adopting a particular ownership scope for individual creative workers and the collective product. Then, I describe the key psychological conditions that impact how handoffs occur by describing 4 handoff scenarios and the ownership outcomes for both creative workers involved in each scenario. Together these scenarios demonstrate how ownership can be formed, maintained, and changed through social interactions via handoffs. I build on these findings to develop a relational model of ownership which highlights how psychological ownership impacts and is impacted by social interactions and interpersonal relationships. Practically, this research provides insights on how creative workers can experience and manage ownership over ideas in ways that facilitates engagement in creative work, as well as an organization's ability to benefit from the results of creative workers' labor.Thesis (PhD) — Boston College, 2013.Submitted to: Boston College. Carroll School of Management.Discipline: Management and Organization