The Influence of Incubator and Accelerator Participation on Nanotechnology Venture Success

2021 ◽  
pp. 104225872110245
Author(s):  
Jennifer L. Woolley ◽  
Nydia MacGregor
Keyword(s):  
Venture Capital ◽  
Empirical Work ◽  
Development Program ◽  
Development Programs ◽  
Government Grants ◽  
Recent Growth ◽  
Using Data

This study investigates how venture development programs such as private incubators, university incubators, and accelerators influence the success of participating nanotechnology startups. With the recent growth in such programs, empirical work is needed to compare their impact on participants across programs and with nonparticipants. Using data on firm bankruptcies, liquidation, government grants, and venture capital, we find benefits, but the influence of each venture development program varies greatly. We further investigate the influence of program services and resources to clarify program heterogeneity beyond existing typologies. The results clarify the role of these programs and ecosystem intermediaries.

scholarly journals The Impact of Venture Capital on the Growth of Small- and Medium-Sized Enterprises in Agriculture

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Junjuan Du ◽  
Zheng-Qun Cai
Keyword(s):  
Venture Capital ◽  
Evaluation Model ◽  
Multivariate Regression Analysis ◽  
Venture Capitalists ◽  
Enterprise Growth ◽  
Market Opportunities ◽  
Using Data ◽  
Entrepreneurial Activities ◽  
The Impact

Small- and medium-sized enterprises (SMEs) are considered to have potential innovation capabilities and can create new market opportunities. Venture capital can financially support entrepreneurial activities for economic growth and governs and nurtures the growth of the SMEs. The aim of this study is to investigate the influence mechanism of venture capital on the development of SMEs in agri-food industry. Based on the enterprise growth theory, this study constructed an evaluation model, consisting of technological innovation, profitability, development capability, and solvency, to examine the effect of venture capital on the growth of agricultural SMEs. Using data of 40 agricultural SEMs from the SME and ChiNext boards in China, the empirical analysis has been conducted with the multivariate regression analysis method. The results show that the venture capital can significantly improve the technology innovation, profitability, and growth ability of SMEs. For the solvency of SMEs, the promoting role of venture capital is not obvious. Finally, the practical implications of this study for venture capitalists, entrepreneurs, and regulators are discussed.

scholarly journals The Role of the Population, Family Planning and Family Development Program (KKBPK) in Reducing Stunting Prevalence

2021 ◽  
Vol 2 (1) ◽  
pp. 19-28
Author(s):  
Agus Mauluddin ◽  
Novianti Novianti
Keyword(s):  
Family Planning ◽  
Development Program ◽  
Global Network ◽  
Development Programs ◽  
Family Development ◽  
Prevalence Data ◽  
The World ◽  
Prevention Interventions ◽  
Family Based

Stunting is a common issue in the global network. Stunting is one of the fundamental problems that hinder the development of toddlers in the world today and has received great international attention, at least in the last decade. In 2017, for example, around 150.8 million (22.2%) children in the world were stunted. The stunting prevalence data collected by WHO (2005-2017) puts Indonesia in third position, the country with the highest prevalence in the Southeast Asia region (36.4%). Basic health research data in 2018 shows the prevalence of stunting in Indonesia is around 30.8% and is still below the world standard (WHO), which is a maximum of 20%. Many interventions have been carried out to reduce the prevalence of stunting, especially from a (specific) health aspect. However, interventions that only target specific interventions are still ineffective, hence the need for interventions that involve various sectors or stakeholders. The argument from this study is the need for stunting prevention interventions that involve multi-sectors, not only specific ones (health), but also sensitive interventions (Population, Family Planning, and Family Development programs). Strengthened by the latest research shows the focus of studies on multi-sector stunting prevention. Recent studies also prove that it is important to pay attention to a family-based approach (family development) in the prevention of stunting, especially in regards to birth interval management which has an effect on reducing the prevalence of stunting.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

scholarly journals Sports as a passport to success: life skill integration in a positive youth development program

2020 ◽  
Author(s):  
MA Hemphill ◽  
Barrie Gordon ◽  
PM Wright
Keyword(s):  
Conceptual Framework ◽  
Youth Development ◽  
Program Implementation ◽  
Life Skills ◽  
Development Program ◽  
Development Programs ◽  
Youth Development Programs ◽  
Daily Routines

© 2019, © 2019 Association for Physical Education. Background: Sport-based youth development (SBYD) programs aim to teach life skills to youth within a physical activity context. An explicit objective of most SBYD programs is that youth learn to apply, or transfer, life skills beyond the sports program. Limited research has been conducted on the cognitive processes that help youth understand how life skills apply within and beyond sports. Purpose: This study uses a conceptual framework on transfer of life skills to examine the role of life skills in an SBYD program. Research questions include: (1) how does the SBYD program integrate the teaching of life skills, (2) how do youth participants experience the life skills in the boxing program, and (3) how do youth participants perceive the life skills impact them beyond the program. Methodology: This research took place at three community boxing academies in New Zealand. The three academies were selected because they are affiliated with a boxing program that is committed to implementing a life skills framework called the Passport to Success. Forty-one youth (31 boys, 10 girls) across the three sites participated in focus groups interviews about their experience in the program. Additionally, observations of program implementation documented the daily routines of each boxing academy. Using a qualitative case study design, inductive analysis and constant comparative methods were used to identify emergent themes. Findings: Youth participants perceived life skills to be a foundational component of the boxing program. The life skills were presented to youth through the ‘Passport to Success’, a document featuring eight key life skills. The coaches focused on the Passport to Success in several ways, including setting an expectation that youth memorize the life skills to demonstrate their commitment. Several youth participants discussed learning valuable lessons around the life skills. Finally, youth were able to describe scenarios which demonstrated how the life skills connected with other areas of their lives. Conclusion: Life skills implementation was guided by the Passport to Success and an expectation that youth develop positive relationships in the gym. A routine strategy for memorizing the Passport to Success provided a clear example of youth learning the meaning of life skills in the context of sports. The youth participants demonstrated cognitive connections in their explanation of the value of life skills beyond the boxing program. Using the conceptual framework on transfer [Jacobs and Wright 2018. “Transfer of Life Skills in Sport-Based Youth Development Programs: A Conceptual Framework Bridging Learning to Application.” Quest 70 (1): 81–99] helps to explain the cognitive connections youth participants make between life skills in a sports program and their application beyond sports.

From experienced to novice: a reflective account on the changing role of front-line implementer to program trainer in Project P.A.T.H.S.

2012 ◽  
Vol 24 (3) ◽  
pp. 195-199
Author(s):  
Florence K.Y. Wu ◽  
Daniel T.L. Shek
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Development Program ◽  
Successful Implementation ◽  
Development Programs ◽  
Front Line ◽  
Youth Development Programs ◽  
Teaching Role ◽  
Systematic Training

Abstract Although training plays an important role in the successful implementation of positive youth development programs, research on training and trainers in this field is grossly neglected. In this paper, a trainer of a positive youth development program in Hong Kong (Project P.A.T.H.S.; Positive Adolescent Training through Holistic Social Programmes) reflected about her transition from the role of a teacher (and program implementer) to the role of a trainer. Based on the reflection, the transformations involved, including self-perception, teaching role and teaching strategies, were highlighted. The issue of how previous experience influenced training in the context of positive youth development was also discussed. It is suggested that involvement of front-line practitioners in the training of positive youth development programs is workable, although systematic training for the novice trainers may be needed.

WHAT ABOUT THE ENTREPRENEUR? HOW STATIC BUSINESS MODELS DRIVE AND HINDER THE DEVELOPMENT OF SELF-SUSTAINING LOCAL ENERGY ACCESS VENTURES

2014 ◽  
Vol 19 (03) ◽  
pp. 1450014 ◽  
Author(s):  
INGRID WAKKEE ◽  
RAHUL BARUA ◽  
PIETER VAN BEUKERING
Keyword(s):  
Business Model ◽  
Business Models ◽  
Development Program ◽  
Market Development ◽  
Local Energy ◽  
Development Programs ◽  
Energy Access ◽  
Business Environments ◽  
Publicly Supported

The central assumption of publicly-supported market development programs is that providing resources to local entrepreneurs and strengthening the business environments fosters the emergence of self-sustaining local energy access ventures. We explore this assumption by applying a business model lens to analyze how participation in a market development program affects the development of local energy access ventures. Using the domestic biogas market development program in Rwanda as our case, we evaluate program design, the role of local entrepreneurs and interactions between participating ventures and the coordinating office to determine how market development programs contribute to a self-sustaining private energy sector. While providing a detailed framework for local ventures, the business model offers entrepreneurs few possibilities to act entrepreneurial and exploit local opportunities. Consequently, such programs will attract necessity-driven rather than opportunity- and growth-driven entrepreneurs, causing concern for the achievement of program objectives and the establishment of a self-sustaining private sector.

scholarly journals The Role of Teachers and Families in Improving Motivation and Learning Outcomes of Students

2019 ◽  
Vol 1 (1) ◽  
pp. 86-102
Author(s):  
Firja Ahmad ◽  
Fatimah Saguni ◽  
Rustina Rustina
Keyword(s):  
Learning Outcomes ◽  
Extracurricular Activities ◽  
Field Research ◽  
Development Programs ◽  
Self Development ◽  
The Family ◽  
Role Of Teachers ◽  
Using Data ◽  
Motivation And Learning

This study examines the role of teachers and families in improving motivation and learning outcomes of students. This study uses qualitative methods in the form of field research. The data are collected through observation, interviews, and documentation. Data Analysis was performed using data reduction, data presentation, and data verification. The results showed that the teachers’ roles in increasing students'learning motivation are to clarify goals, arouse students' interests through learning processes, extracurricular activities and self-development programs and create a pleasant learning atmosphere. The roles of the family are to provide attention and affection, provide guidance and advice as well as supplying students with the learning facilities they need. In improving students’ learning outcomes, teachers and families need to communicate and cooperate for instance the teacher gives the task and the family carries out supervision at home. However, the lack of family attention caused by economic problems and busyness at work resulted in the insignificance of the families’ role in increasing motivation and learning outcomes of students.

Exploring the role of the “Big Three” features of effective youth development programs in El Salvador: The sample case of programs of Compassion International

2021 ◽  
pp. 016502542110228
Author(s):  
Jonathan M. Tirrell ◽  
Samuel W. Hay ◽  
Patricia K. Gansert ◽  
Trang U. Le ◽  
Bridget C. O’Neil ◽  
...  
Keyword(s):  
El Salvador ◽  
Youth Development ◽  
Qualitative Interviews ◽  
Positive Development ◽  
Future Research ◽  
Development Programs ◽  
Building Activities ◽  
Using Data ◽  
Compassion International

Programs effective in promoting positive youth development (PYD) involve curricular features termed the Big Three: Positive and sustained adult–youth relationships; life-skill-building activities; and youth contribution and leadership opportunities. Data from 610 adolescents (50% female; M age = 16.39 years, SD = 1.83) enrolled in Compassion International-supported programs in El Salvador indicated that scores derived from a youth-report measure of the Big Three, established using data from Rwanda, manifested strong invariance and predicted both youth strengths and contribution. Qualitative interviews with 18 youth from these programs indicated that the Big Three were seen as present and enhancing their positive development. We discuss how future research using a quantitative–qualitative approach may provide deeper evidence about the practical application and promotion of PYD in youth programs.

scholarly journals Development of a Coprecepting Model for a Preceptor-in-Training Program for New Practitioners

2018 ◽  
Vol 54 (4) ◽  
pp. 246-249
Author(s):  
Emily J. McCleary ◽  
Melissa L. Thompson Bastin ◽  
Brittany D. Bissell ◽  
Aaron M. Cook ◽  
Catherine A. Pierce ◽  
...  
Keyword(s):  
Intensive Care Unit ◽  
Experiential Education ◽  
Development Program ◽  
Development Programs ◽  
Service Line ◽  
Residency Programs ◽  
Passive Learning ◽  
Department Staff ◽  
The Relationship

Background: Preceptor development is a focus of pharmacy residency programs across the country. Graduation from residency into the role of preceptor can be a challenge, as it is one of many transitions junior practitioners make in their early careers. Literature in recent years has brought attention to the need to establish preceptor development programs that adequately allow newer preceptors to develop their skills in experiential education, for both pharmacy residents and students. Furthermore, many preceptor development programs as implemented are often didactic in nature, and include readings, webinars, and other passive learning regarding the art of precepting. Objective: Given the need to develop a preceptor development program in our service line that met the needs of preceptors-in-training and full preceptors, we offer a description of our preceptor development program in the intensive care unit. Methods: We focused on active development of preceptor skills for multiple layers of resident and student learners. In addition, this model incorporated instructing, modeling, coaching, and facilitating, as the relationship between full preceptor and preceptor-in-training evolved. It also offered the opportunity for real-time feedback and discussion on precepting performance. Conclusions: We describe our coprecepting model as an opportunity that succeeded for us in helping to transition our preceptors-in-training to full preceptors. It met the needs of our department, staff, and patients, and we believe it has the potential to be valuable as a tool extrapolated to the preceptor development programs of other institutions.

scholarly journals Faculty Development Effectiveness: Insights from a Program Evaluation

2014 ◽  
Vol 2014 ◽  
pp. 1-5 ◽  
Author(s):  
Anupma Wadhwa ◽  
Lopamudra Das ◽  
Savithiri Ratnapalan
Keyword(s):  
Faculty Development ◽  
Development Program ◽  
Development Programs ◽  
Faculty Development Program ◽  
Course Content ◽  
Time Commitment ◽  
Coaching Strategies ◽  
Semistructured Interviews ◽  
Course Format

Background. Faculty development programs are often time and resource intensive. In order to accommodate time constrained clinicians a limited time commitment faculty development program was developed and was shown to be effective in improving participant’s scholarly productivity. Objectives. The objective of this study was to assess participants’ perceptions of why the faculty development program was effective in promoting scholarship in education. Methods. In-depth semistructured interviews of course participants were conducted a year after completing a faculty development program. The interviews were audiotaped and transcribed verbatim. The transcriptions were coded independently by the investigators for dominant themes. The investigators held coding meetings to further refine the themes and discrepancies were handled by referring to the transcripts and reaching consensus. Results. The participants’ satisfaction with the course as described in the interviews correlated with the early satisfaction surveys. Reasons offered for this impact fell into four broad categories: course content, course format, social networking during the course, and the course facilitation coaching strategies to achieve goals. Conclusions. Course focusing on the process, experiential learning, and situating the course facilitator in the role of a functional mentor or coach to complete projects can be effective in facilitating behaviour change after faculty development programs.

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