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Article
Publication date: 26 October 2012

345

Abstract

Details

International Marketing Review, vol. 29 no. 6
Type: Research Article
ISSN: 0265-1335

Open Access
Article
Publication date: 15 July 2021

Nina Hasche and Gabriel Linton

The study aims to examine the development of student venture creation in a co-curricular business model lab initiative with collaboration between students, researchers, technology…

1764

Abstract

Purpose

The study aims to examine the development of student venture creation in a co-curricular business model lab initiative with collaboration between students, researchers, technology transfer offices (TTO) and industry. It presents a fresh approach to the study of student venture creation by discussing a unique co-curricular case, its embeddedness in a network and drawing on the concept of tension.

Design/methodology/approach

A qualitative, case-based research design is applied containing data from interviews, observations and active participation.

Findings

The findings point to the inherent difficulties in managing and organizing student venture creation and networks surrounding the student venture creation in a co-curricular setting that can lead to several different types of tensions. Episodes where task-, role-, process-, affective- and value-related tensions arise are identified. Furthermore, the findings highlight that affective-related tension is often an outcome of other types of tensions.

Research limitations/implications

Our theoretical implications point to the importance of the context of student venture creation, but not only regarding curricular and co-curricular initiatives; depending on the context, such as if student surrogate entrepreneurship is used, different types of support structure might also be needed to enable student venture creation.

Originality/value

Research on the entrepreneurial university has mainly focused on entrepreneurship education and ventures created by researchers. This study responds to recent calls for research on the venture creation of students. The limited research conducted on student venture creation can be divided between curricular and co-curricular initiatives. Our research points out that many other contextual factors are of importance, such as the origin of ideas, student surrogate entrepreneurship, industry collaboration, team formation and expectations.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Content available
Book part
Publication date: 21 November 2022

Abstract

Details

International Perspectives on Leadership in Higher Education
Type: Book
ISBN: 978-1-80262-305-5

Content available
Book part
Publication date: 31 July 2018

Francesca Comunello and Simone Mulargia

Abstract

Details

Social Media in Earthquake-Related Communication
Type: Book
ISBN: 978-1-78714-792-8

Content available
Book part
Publication date: 29 January 2021

Abstract

Details

Learning Gain in Higher Education
Type: Book
ISBN: 978-1-83867-280-5

Content available
Book part
Publication date: 23 August 2022

Abstract

Details

Global Meaning Making
Type: Book
ISBN: 978-1-80117-933-1

Open Access
Article
Publication date: 3 July 2023

Sarah Wydall, Rebecca Zerk and Elize Freeman

This paper aims to examine the use of coproduction to create a film “Do You See Me?”, to amplify the voices of a “hard to reach” group: older lesbian, gay, bisexual (LGB…

Abstract

Purpose

This paper aims to examine the use of coproduction to create a film “Do You See Me?”, to amplify the voices of a “hard to reach” group: older lesbian, gay, bisexual (LGB) victim-survivors of domestic abuse (DA).

Design/methodology/approach

Qualitative methods were used as part of the co-production, which included two practitioner focus groups and 14 narrative interviews with lesbian, gay, bisexual, transgender, queer or questioning persons or the community (LGBTQ+) victim-survivors.

Findings

Despite differences in gender, sexualities, roles and “lived experiences” across stakeholders, there was a shared aim to ensure victim-survivors had a sense of ownership in this endeavour. Consequently, a positive reciprocity existed that helped to foster effective communication, allow for capacity building and subsequent knowledge exchange. The collaboration produced a nuanced meta-narrative making visible the “lived experiences” of LGB victim-survivors’ perceptions of perpetrator behaviours.

Originality/value

To the best of the authors’ knowledge, this paper is original in two ways, firstly, providing insights into the “lived experiences” of an invisible group; older LGBTQ+ victim-survivors, and secondly, in involving them in the co-production of a film. The paper aims to reveal how interdependencies that developed between stakeholders helped to disrupt understandings, develop new ways of knowing and build levels of trust. Group interactions helped to dismantle hierarchies, so those with experiential knowledge: the survivors, had greater control throughout the research process. The paper is significant in providing a critical reflection on the ethical, methodological and resource challenges involved in co-production. It also makes recommendations for researchers and funders about the value of using co-production as a method to engage with hard-to-reach groups.

Details

The Journal of Adult Protection, vol. 25 no. 3
Type: Research Article
ISSN: 1466-8203

Keywords

Content available

Abstract

Details

Journal of Educational Administration, vol. 49 no. 1
Type: Research Article
ISSN: 0957-8234

Keywords

Content available
Article
Publication date: 16 July 2021

Hilary Yerbury, Simon Darcy, Nina Burridge and Barbara Almond

Classification schemes make things happen. The Australian Disability Discrimination Act (DDA), which derives its classification system from the World Health Organization's…

Abstract

Purpose

Classification schemes make things happen. The Australian Disability Discrimination Act (DDA), which derives its classification system from the World Health Organization's International Classification of Functioning, Disability and Health (ICF), legislates for adjustments to support the inclusion of people with disability. This study explores how students with disability enrolled in a university experience the systems intended to facilitate their studying “on the same basis” as students without disability.

Design/methodology/approach

Through an online questionnaire and interviews comprising open and closed questions made available to students registered with the disability services unit of a university and follow-up interviews with a small number of students, students’ views of their own disability and effects on their participation in learning were gathered, alongside reports of their experiences of seeking support in their learning. Interview data and responses to open-ended questions were analysed using a priori and emergent coding.

Findings

The findings demonstrate that students are aware of the workings of the classification scheme and that most accept them. However, some students put themselves outside of the scheme, often as a way to exercise autonomy or to assert their “ability”, while others are excluded from it by the decisions of academic staff. Thus, the principles of fairness and equity enshrined in legislation and policy are weakened.

Originality/value

Through the voices of students with disability, it is apparent that, even though a student's classification according to the DDA and associated university policy remains constant, the outcomes of the workings of the scheme may reveal inconsistencies, emerging from the complexity of bureaucracy, processes and the exercises of power.

Details

Journal of Documentation, vol. 78 no. 3
Type: Research Article
ISSN: 0022-0418

Keywords

Open Access
Book part
Publication date: 4 October 2023

Maria Roth, Ravit Alfandari and Gemma Crous

Abstract

Details

Participatory Research on Child Maltreatment with Children and Adult Survivors
Type: Book
ISBN: 978-1-80455-529-3

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