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The purpose of this paper is to explore the efficacy of Osterwalder and Pigneur’s Business Model Canvas for 271 teams competing in a venture pitch competition during a cleantech accelerator program.

It uses competition results and data from a website used by participants to track their hypothesis construction and testing.

Teams that used the elements of customer segment, value proposition, key activities or key partnerships performed significantly better in the competition. Yet of all nine elements in the Canvas, only customer segmentation showed a significant linear bivariate correlation between the number of validated hypotheses and performance. Finally, teams that heavily used a triumvirate of elements composed of customer segmentation, value proposition and channel performed two times better than teams that barely used these elements.

The findings of this exploratory analysis imply that the components of a business model that explain and predict early success might be different than those for a more mature firm.

These results suggest that practitioners could improve early performance by narrowing their scrutiny to just the triumvirate, because the Canvas may contain components that are unhelpful for entrepreneurs as they form a business model for their nascent venture.

This paper fills a gap by empirically testing the prediction that application of the Business Model Canvas drives venture success and providing a revise definition for a business model that is more appropriate for start-up ventures.

This study examined the relationship between pedagogical self-efficacy and student course evaluations among an international sample of management education faculty. We also investigated gender’s moderating role in this relationship and its impact on the development of pedagogical self-efficacy.

We conducted semi-structured interviews with 20 professors at an international business school, identifying three subdomains of pedagogical self-efficacy: course design, classroom management, and feedback provision. We designed a 25-question faculty survey to measure pedagogical self-efficacy, administered it to 84 faculty members, and analyzed the data alongside 20,000 student course evaluations.

All three pedagogical self-efficacy domains significantly predicted student course evaluations. The self-efficacy of female faculty had a positive relationship with course evaluations across all subdomains. In contrast, the self-efficacy of male faculty had a negative relationship with course evaluations on the course design subdomain. Student evaluations of courses taught by women were 10% lower than those taught by males and male faculty had significantly higher self-efficacy ratings than their female counterparts.

The results suggest that interventions designed to boost pedagogical self-efficacy can enhance student learning, irrespective of faculty gender. However, given biases in how students perceive female faculty, it is likely that female and male faculty members develop self-efficacy differently.

This study is the first to examine how pedagogical self-efficacy affects course evaluations, focusing on gender as a potential moderator. We also added an international higher education perspective to self-efficacy theories.

Extant literature on entrepreneurial cognition declares that entrepreneurs who are confident in their ability to design a new business perform better than entrepreneurs who lack such a self-perception of efficacy. This is swagger. A different set of literature, including Discovery-Driven Planning, Design Thinking, and Lean Startup Method, recommends that entrepreneurs create, confirm, or reject hypotheses to design and refine the specific elements of their business model. This is the scientific method.

This article used survey data from 353 participants in an international business pitch competition to connect these two literatures. We found that the number of hypotheses that the entrepreneur elucidated and confirmed were linked to business model performance. Counter-intuitively, the number of hypotheses rejected by the entrepreneur showed the strongest relationship to success. We found no significant relationship between the number of interviews that an entrepreneur conducted and the business model’s performance: more effort was not always helpful.

Although we found no direct connection between an entrepreneur’s self-efficacy in searching for a new idea and the business model’s eventual success, entrepreneurs with high levels of this narrow form of self-­confidence were more likely to perform the constructive actions of elucidating, confirming, and rejecting hypotheses. In summary, swagger leads to science, and science leads to success.

The magnitude and immediacy of threats to the sustainability of state government programs call for significant changes in how we think about and make policies that influence the public budget. The Great Recession's prolonged battering of state budgets exhausted cutback strategies and has left policy makers with few options, producing a decision gridlock that is inescapable using traditional functional and line-item budget perspectives and embedded practices. Transforming state budgets requires an uncommon view. This paper identifies and describes seven overarching and pervasive habits in state policy making that contribute to unsustainable budgets. Although the applicability and commonness of each habit will vary by state, both individually and as a set the seven habits impart important handles for gaining greater control over a state's fiscal directions and fortunes.

The purpose of this paper is to summarize the key findings from a critical review of relevant US research to determine whether teachers, on average, improve in their effectiveness as they gain experience in the teaching profession.

This paper is based on the authors’ review of 30 studies published since 2003 that analyze the effect of teaching experience on student outcomes in the USA.

The authors find that: teaching experience is positively associated with student achievement gains throughout much of a teacher’s career; as teachers gain experience, their students are more likely to do better on measures of success beyond test scores; teachers make greater gains in their effectiveness when they teach in a supportive, collegial environment, or accumulate experience in the same grade, subject or district; and more experienced teachers confer benefits to their colleagues.

A renewed look at this research is warranted due to advances in methods and data systems that have allowed researchers to examine this question with greater sophistication.

January 2016 saw the final release of Numinous Games’ crowdfunded linear adventure game That Dragon, Cancer. An impactful independent title which subverts many of gaming’s traditional and valued norms. In less than two hours of abstracted adventure, players are transported through a series of vignettes documenting one family’s struggle with cancer, and the battle faced by their terminally ill child, Joel. Digital memorialisation has been documented by scholars since the late 1990s. This has come in the form of sites specifically created for memorialisation, social networking sites repurposed by their users for memorialisation (MySpace and more recently Facebook), and online virtual worlds (Second Life and World of Warcraft). However, within That Dragon, Cancer the productive nature of grief has created and envisioned a gaming experience purpose-built for memorialisation. This chapter begins by documenting memorialisation within virtual environments. From here, the author turns to consider the way in which That Dragon, Cancer provides a purpose-built space for grief, memorialisation and understanding, focussing on key stylistic and mechanic-based decisions undertaken in the games design. Finally, the author considers the way in which That Dragon, Cancer, through the use of crowdfunding in late 2014, transformed from a project memorialising one child to the memorialisation of many across the globe.

TRY THIS for starters in 1982: ‘The concept of the electronic journal is one which involves using a computer to aid the normal procedures whereby an article is written, refereed, accepted and published. With the help of suitable software an author may enter a text into a system, and the editor, referees, and ultimately the users, as well as himself, can have access to the text at their computer terminals.’

Many public, professional organizations have introduced performance measurement systems in the belief that they will lead to a transparent organization, offering incentives for performance and able to account for its performance. These systems produce a large number of perverse effects, however. The article presents five successive strategies aimed at preventing these effects where possible: tolerating competing product definitions; banning a monopoly on interpreting production figures; limiting the functions of and forums for performance measurement; strategically limiting the products that can be subjected to performance measurement; and using a process perspective of performance in addition to a product perspective.