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From on-board automotive diagnostics to real-time aircraft state of health, the implementation of health monitoring and management systems are an increasing trend. Further, reductions in operating budgets are forcing many companies and militaries to consider new operating and support environments. Combined with longer service lives for aircraft and other systems, maintenance and operations processes must be reconsidered. The majority of research efforts focus on health monitoring techniques and technologies, leaving others to determine the maintenance and logistics impact on the systems. The paper aims to discuss these issues.

This research analyzes the impact of a health monitoring system on a squadron of aircraft. Flight, maintenance and logistics operations are stochastically modeled to determine the impact of program decisions on supply metrics. An arena discrete event simulation is utilized to conduct this research on 20 components on each of the 12 aircraft modeled. Costs and availability are recorded for comparison across three sparing scenarios to include economic order quantity (EOQ) for baseline and health monitoring cases and a just-in-time (JIT) health monitoring set of simulations.

Data are presented for EOQ and JIT supply methods. A comparison of health monitoring enabled supply to current methods shows cost savings and availability gains. The different methodologies are compared and discussed as a trade-space for programmatic decisions.

This work demonstrates the ability of health monitoring systems and condition based maintenance to affect supply ordering decisions. The development of trade-spaces within operating environments is demonstrated along with the ability to conduct cost benefit analyses.

This chapter of the book seeks to use famous mathematical functions (statistical distribution functions) in evaluating and analyzing supply chain network data related to supply chain management (SCM) elements in organizations. In other words, the main purpose of this chapter is to find the best-fitted statistical distribution functions for SCM data. Explaining how to best fit the statistical distribution function along with the explanation of all possible aspects of a function for selected components of SCM from this chapter will make a significant attraction for production and services experts who will lead their organization to the path of competitive excellence. The main core of the chapter is the reliability values related to the reliability function calculated by the relevant chart and extracting other information based on other aspects of statistical distribution functions such as probability density, cumulative distribution, and failure function. This chapter of the book will turn readers into professional users of statistical distribution functions in mathematics for analyzing supply chain element data.

This research explores the learning process of entrepreneurs in relation to the parallel processes of personal and business development. Building on theories of individual learning and of the business life‐cycle, this paper discusses the impact of critical incidents from an individual perspective and, in particular, their role within entrepreneurial learning. A phenomenological case study approach was employed, with the sample consisting of six small business owners. The interviews concentrated on the developmental history of the business, focusing on critical incidents as they arose in the general conversation. The findings emphasise the complexity of the concept of “critical incident” and demonstrate that entrepreneurs often face prolonged and traumatic critical periodsor episodes, illustrating the emotionally‐laden nature of these events. Furthermore, the critical incidents described here resulted in fundamental, higher‐level learning, and highlight the need for mentoring support programmes designed to help entrepreneurs to interpret critical incidents as learning experiences, in order to increase the power of the learning outcomes. The authors conclude by stressing the need for further theory development that conceptualises the complex and dynamic interactivity between the individual and the business.

The purpose of this paper is to understand how experienced copreneurs of small family business (SFB), as the smallest unit and heart of their family business (FB), may create work-life balance (WLB). Copreneurs evince highly intertwined life-domains and often struggle to respite while managing their high business demands.

In this couple interview study with 18 experienced copreneurial couples of SFBs (N = 36), we investigated strategies copreneurs use to create their WLB by merging a resource perspective (Hobfoll, 1989) with the concept of WLB crafting (Sturges, 2012).

A key strategy in copreneurial couples was the structural establishment of microdomains, such as periods of personal resource recreation within a macrodomain (e.g. work) via individual physical and cognitive WLB crafting. Copreneurs used relational WLB crafting with a strong emphasis on seeking support and mainly to protect their microdomains by relying on their spouses as boundary keepers. Women more often expressed the importance of health and time for respite, as cognitive WLB crafting, and they were more active in creating (joint) recovery opportunities. Dyadic WLB crafting strategies were used when goal congruency for work or private activities was high.

This research applies WLB crafting research to the smallest unit of SFBs, namely copreneurs. The study provides in-depth insights into the strategies copreneurs of SFB use to create a satisfying WLB.

A survey of young microfirms was conducted to investigate their growth intentions. The findings confirm the distinct profiles of four types of firms categorized on the basis of current and future employment: Lifestyler, Entrepreneur, Manager, and Mover. They differ in terms of the owner's perceptions of the desirability and practicality of growing their firm, and with respect to the moderating variables of industry affiliation, business location, and investment level. Research issues and service implications for business support agencies are identified.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Many scholars analyse networks and learning to understand how individuals successfully create and manage new ventures. Based on the assumption that entrepreneurs learn from networks, the purpose of this paper is to examine which types of difficulties encourage entrepreneurs to use networks to facilitate learning, whether entrepreneurs change networks to deal with such difficulties, and which network characteristics facilitate learning.

Networks are considered a potential source of learning, namely, the cognitive process of acquiring and structuring knowledge, creating meaning from experience and generating new solutions from existing knowledge. Through networks, entrepreneur share information and discuss opportunities and problems. Using an innovative approach combining story telling and network mapping, this study analyses how entrepreneurs use networks in learning. The data collected from six entrepreneurs working in knowledge-intensive sectors enables examining the learning process ensuing from the interactions between entrepreneurs and their contacts.

The findings show that entrepreneurs construct different types of networks in response to their difficulties, not in relation to products or technologies, but to learn to overcome self-crises, external threats, management and organisational issues. The findings reveal that entrepreneurs develop networks dominated by strong ties for exploitative learning and networks dominated by weak ties for explorative learning.

This study contributes to literature on networks and entrepreneurial learning. More specifically, the study provides evidence of learning in the context of networks, which is a relatively overlooked area in entrepreneurship literature, identifying the role of difficulties in determining the type of learning through networks and the related mechanisms.

The purpose of this paper is to explores the influence of socialization upon the constitution and integration of learning leading to the development of entrepreneurial competence while at university, from the learner perspective. Self-reported learning is analyzed to illustrate ways in which students make use of institutional and social contributions of the university context.

The study investigates entrepreneurial journeys of 18 participants, either currently attending or recently graduated from three universities in three countries with both comparable and distinctive contextual elements. In depth analysis of individual life stories, focusing on self-identified critical incidents, is used to illustrate ways in which students, while at university, develop entrepreneurial competence for current and future practice.

Formal and non-formal learning remain important foundations for entrepreneurial competence development, delivered through designed content-centric structures. Informal learning – particularly mentor supported socialised learning – centring around the learner is key to solidifying learning towards entrepreneurial competence, through know-how and access to resources. The university emerges as an entrepreneurial learning space where students constitute and integrate learning gained through different forms.

Cross-cultural analysis is limited as the paper emphasizes the individual’s learning experience relative to the immediate university context.

Universities play a critical role as entrepreneurial learning spaces beyond formal and non-formal learning. This includes dedicating resources to orchestrate informal learning opportunities and enabling interaction with the different agents that contribute to socialised situated learning, supporting entrepreneurial competence development. Universities need to take responsibility for facilitating the entirety of learning.

Socialised learning in combination with other forms of learning contributes to student development of entrepreneurial competence while situated in the university context.

Business Plan Competitions (BPCs) are readily prescribed and promoted as a valuable entrepreneurial learning activity on university campuses worldwide. There is an acceptance of their value despite the clear lack of empirical attention on the learning experience of nascent entrepreneurs during and post-participation in university-based BPCs. To address this deficit, the purpose of this paper is to explore how participation in a university-based BPC affords entrepreneurial learning outcomes, through the development of competencies, amongst nascent entrepreneurs.

Underpinned by a constructivist paradigm, a longitudinal qualitative methodological approach was adopted. In-depth interviews with nascent entrepreneur participants of a UK university-based BPC were undertaken at the start and end of the competition but also six months after participation. This method enabled access to the participant’s experiences of the competition and appreciation of the meanings they attached to this experience as a source of entrepreneurial learning. Data were analysed according to the wave of data collection and a thematic analytical approach was taken to identify patterns across participant accounts.

At the start of the competition, participation was viewed as a valuable experiential learning opportunity in pursuit of the competencies needed, but not yet held, to progress implementation of the nascent venture. At the end of the competition, participants considered their participation experience had afforded the development of pitching, public speaking, networking and business plan production competencies and also self-confidence. Six months post-competition, participants still recognised that competencies had been developed; however, application of these were deemed as being confined to participation in other competitions rather than the routine day-to-day aspects of venture implementation. Developed competencies and learning remained useful given a prevailing view that further competition participation represented an important activity which would enable value to be leveraged in terms of finance, marketing and networking opportunities for new venture creation.

The findings challenge the common understanding that the BPC represents an effective methodology for highly authentic, relevant and broadly applicable entrepreneurial learning. Moreover the idea that the competencies needed for routine venture implementation and competencies developed through competition are synonymous is challenged. By extension the study suggests competition activities may not be as closely tied to the realities of new venture creation as commonly portrayed or understood and that the learning afforded is situated within a competition context. Competitions could therefore be preventing the opportunities for entrepreneurial learning that they purport they offer. Given the practical importance of competition participation as a resource acquisition activity for nascent entrepreneurs, further critical examination of the competition agenda is necessary as too is additional consideration about the design of such competitions and how such competitions should feature within university policy to support new venture creation.

This study contributes to the limited literature and studies on BPCs by focussing on its effectiveness as a means of providing entrepreneurial learning for participants. The key contribution taking it from an individual nascent entrepreneur participant perspective is that the competencies afforded through competition participation are more limited in scope and application than traditionally promoted and largely orientated towards future BPC participation. Learning is mainly situated for competition sake only and about participants securing further resources and higher levels of visibility. As the nascent entrepreneurs intended learning outcomes from competition participation are subsequently not realised, the study highlights a gap between the intended and actual outcomes of competition participation.