Luke Pittaway, Rachida Aissaoui, Michelle Ferrier and Paul Mass
The purpose of this paper is to explore trends in entrepreneurship spaces developed by universities to support entrepreneurship education. It identifies characteristics that make…
Abstract
Purpose
The purpose of this paper is to explore trends in entrepreneurship spaces developed by universities to support entrepreneurship education. It identifies characteristics that make a space conducive to innovation and explains whether current spaces adequately conform to those characteristics. More generally, this paper seeks to clarify what is being built, for which purposes and with what results.
Design/methodology/approach
Given the novelty of this research, the paper uses a multiple-method approach to allow for an iterative examination between theory and data. Multiple data and methods were used, including an action research method, a systematic survey of 57 entrepreneurship spaces at US universities and a thematic and content analyses of interviews carried out with individuals directly involved in the functioning of such spaces.
Findings
The paper presents a prescriptive model aimed at guiding the practitioner in the design of an entrepreneurship space. It identifies five types of entrepreneurship spaces that differentially support entrepreneurial activities and rely on different characteristics. These characteristics are centrally important for innovation and entrepreneurship spaces.
Practical implications
There are a number of practical implications from the work. It identifies key challenges in the design of entrepreneurship spaces and shows which questions to consider in the decision-making process.
Originality/value
The paper advances research on entrepreneurship spaces, an important yet poorly understood phenomenon. It reviews and introduces the literature on how space can support innovation, entrepreneurship education and entrepreneurial “spirit’” and proposes a typology of entrepreneurship spaces, providing a path toward more robust and comprehensive theory building.
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Keywords
In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting…
Abstract
Purpose
In March 1969, Brisbane student and political activist Margaret Bailey was suspended from Inala High School – ostensibly for “undermining the authority” of her teacher – prompting claims of political suppression. Through a case study of the subsequent campaign for Bailey’s reinstatement, the purpose of this paper is to explain the emergence of the high school activist as a new political actor in the late 1960s.
Design/methodology/approach
The paper draws on newsletters and pamphlets produced by Brisbane activists, alongside articles from the left-wing and mainstream press, to reconstruct the key events of the campaign and trace the major arguments advanced by Bailey and her supporters.
Findings
Initiated by the high school activist group, Students in Dissent (SID), the campaign in support of Bailey lasted over two months, culminating in a “chain-in” staged by Bailey at the Queensland Treasury Building on 8 May. Linking together arguments about students’ rights, civil liberties and democratic government, the campaign reveals how high school activism was enabled not only by the broader climate of political dissent in the late 1960s, but by the increasing emphasis on secondary education as a right of modern citizenship in the preceding decades.
Originality/value
This is the first study of the campaign for Bailey’s reinstatement at Inala High School and one of the only analyses to date of the political mobilisation of high school students in Australia during the late 1960s. The case study of the Bailey campaign underlines that secondary school students were important players in the political contests of the late 1960s and, if only for brief periods, were able to command the attention of education officials, the media and leading politicians. It represents an important historical precedent for contemporary high school activism, including the global School Strike 4 Climate movement.
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Tracy-Anne De Silva, Michelle Stratford and Murray Clark
The purpose of this paper is to examine intellectual capital reporting patterns of New Zealand companies over a longitudinal period, comparing knowledge intensive companies with…
Abstract
Purpose
The purpose of this paper is to examine intellectual capital reporting patterns of New Zealand companies over a longitudinal period, comparing knowledge intensive companies with traditional product-based companies.
Design/methodology/approach
Content analysis was used to examine the intellectual capital reporting of five knowledge intensive companies and five traditional product-based companies listed on the New Zealand Stock Exchange during 2004-2010.
Findings
The longitudinal study found that although there was an increase in intellectual capital reporting from 2004 to 2010, there was no strong pattern reflecting a marked increase in reporting over the time period. The findings also show that the level of intellectual capital reporting cannot be determined by the type of organisation. Further, the majority of intellectual capital reporting was found to be in discursive form and only a small percentage of reporting conveyed negative news.
Research limitations/implications
The results of this study are limited by the small sample size overall and the small number of companies in both the knowledge intensive and the traditional product-based groups.
Practical implications
The research suggests areas that could be considered by regulatory bodies and policy makers when developing more informed intellectual capital reporting guidelines.
Originality/value
This research provides a basis for further research, debate and action regarding intellectual capital in both academia and practice. Longitudinal intellectual capital reporting research and distinctions between knowledge intensive and traditional product-based companies have seldom been undertaken. Consequently little is known about the changes in intellectual capital reporting over time or the differences in intellectual capital reporting, if any, between type of company.
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Kuan Cheng Lin, Tien‐Chi Huang, Jason C. Hung, Neil Y. Yen and Szu Ju Chen
This study aims to introduce an affective computing‐based method of identifying student understanding throughout a distance learning course.
Abstract
Purpose
This study aims to introduce an affective computing‐based method of identifying student understanding throughout a distance learning course.
Design/methodology/approach
The study proposed a learning emotion recognition model that included three phases: feature extraction and generation, feature subset selection and emotion recognition. Features are extracted from facial images and transform a given measument of facial expressions to a new set of features defining and computing by eigenvectors. Feature subset selection uses the immune memory clone algorithms to optimize the feature selection. Emotion recognition uses a classifier to build the connection between facial expression and learning emotion.
Findings
Experimental results using the basic expression of facial expression recognition research database, JAFFE, show that the proposed facial expression recognition method has high classification performance. The experiment results also show that the recognition of spontaneous facial expressions is effective in the synchronous distance learning courses.
Originality/value
The study shows that identifying student comprehension based on facial expression recognition in synchronous distance learning courses is feasible. This can help instrutors understand the student comprehension real time. So instructors can adapt their teaching materials and strategy to fit with the learning status of students.