Search results

Entrepreneurial businesses often face financial and experiential gaps, which can constrain their growth. Business angels (BAs) can provide sources of financial, human and social capital to overcome these gaps. Building on the work by Munck and Saublens, this paper aims to introduce a framework that seeks to provide a detailed understanding of the benefits that BAs can bring to the firms in which they invest.

In order to obtain a detailed understanding of the benefits that BAs bring to their investee companies, semi‐structured, in‐depth telephone interviews were conducted from an investee perspective. The key managers of nine angel‐funded companies were purposefully selected and the transcribed interviews analysed with the help of common qualitative analysis techniques.

According to investee managers, BAs provide benefits in all four areas of the proposed framework. Specifically, BAs: help overcome funding gaps; fill knowledge/experience gaps through provision of their own expertise and involvement; provide a wide range of contacts and leverage further funding, including their own follow‐on finance.

The anonymous nature of the BA market requires convenience sampling, which, in addition to the small sample size used, does not allow for generalisability. The use of telephone interviews instead of face‐to‐face interviews did not allow for observation of non‐verbal cues. Nevertheless, the study identified various areas in need of further research.

In‐depth interview data enabled a detailed exploration of the financial and non‐financial benefits of BA funding from an under‐utilised investee perspective. The paper's main value, however, lies in establishing the usefulness of a framework showing BAs' benefits in a structured manner.

The purpose of this paper is to bring attention to “entrepreneurial finance education”, an aspect of entrepreneurship education that is widely taught but neglected by the educational literature. It does so by exploring how social capital, a key resource for entrepreneurs, can be incorporated into entrepreneurial finance education.

By drawing upon social capital literature in the context of funding sources for entrepreneurs, the paper highlights the significance of bonding and bridging social capital for entrepreneurial finance.

The review of relevant literature confirms the importance of social capital for entrepreneurial finance. The existence of bonding social capital, which refers to a trusting relationship between entrepreneurs and financiers, allows entrepreneurs to access their financiers’ resources (e.g. contacts, knowledge, reputation, further funds) through bridging social capital.

Students of entrepreneurial finance need to understand the role that both facets of social capital play in the context of fundraising. This paper proposes ways of incorporating social capital into various approaches to entrepreneurial finance education. This allows educators to include relevant topics and research into their syllabi, while enabling students to study a crucial, yet under-represented, topic in entrepreneurial finance education.

Given that entrepreneurial finance education has to date been neglected in the educational literature, this paper begins to address a huge void. It clarifies potential contents of entrepreneurial finance education, demonstrates the importance of including social capital in the education of entrepreneurial finance students and suggests practical ways of achieving this.

This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories.

A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment.

It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity.

The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education.

By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.

Many businesses invest significant resources to develop human, social and psychological capital, yet Crowdfunding (CF) activities have the potential to build all of these non-financial forms of capital at the same time as raising finance. The purpose of this paper is to explore the non-financial forms of capital that entrepreneurs and businesses using online CF activities can gain from their backers without having to ask for it.

The study used thematic, qualitative analysis to explore the comments and queries that crowdfunders posted on the publicly visible message board of individual CF projects on Kickstarter, one of the world’s leading crowdfunding platforms (CFPs).

Fund-seekers can gain more than money from crowdfunders: they can enhance their own human capital (e.g. knowledge of the viability of the project), social capital (e.g. the development of a bonding relationship) and psychological capital (e.g. self-efficacy and resilience) by effectively interpreting unsolicited comments and questions.

This study is based on typed comments on CFP message boards, which limits insights into underlying reasons and motivations. However, the qualitative analysis of message board comments demonstrates how this type of data can be utilised to explore crucial aspects of CF that have to date been neglected.

Comments from many crowdfunders can provide useful information to fund-seeking entrepreneurs and businesses, although some of it may require interpretation.

The opportunity for fund-seekers to gain non-financial capital from crowdfunders, without having to ask for it, has not previously been explicitly considered in the field.

The purpose of this paper is to investigate the changes in emotion brought by eating the midday meal. Many aspects of eating out have been studied, yet emotions remain an under‐researched area, despite having been shown to play a significant role in food consumption.

This paper reports findings from a qualitative study, involving semi‐structured interviews with British undergraduates about changes in their emotional state after eating their lunchtime meal. Data were analysed through the technique of thematic analysis.

Participants observed a clear relationship between their emotions and eating a meal, with changes noted in concentration, energy and happiness levels. The quality of the food eaten was an issue of concern to participants; access to a healthy meal was seen to be important, given the perceived benefits for emotional and physical health. Finally, eating was deemed to be both a physical and social activity. Eating in company enhanced the emotional experience of dining, as it offered the opportunity to bond with friends. Recommendations for further research are made.

This research addresses a paucity of information on the link between food and emotion, helping to better understand the role of emotions when eating out. Further research into different settings is called for in order to broaden the understanding of the relationship between eating and emotional state, and to find out whether or not similar findings emerge from alternative settings.