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This article explores the neglected issue of the overrepresentation in the child protection system of children from ethnic, cultural, religious, racial, and linguistic minorities. It focuses on the accommodation of children’s diverse backgrounds within the s 31(2) threshold and s1 “best interests” stages of intervention under the Children Act 1989. First, it introduces the ethnic child protection penalty as a new tool for capturing the complex nature of overrepresentation of these children. Second, it proposes a framework for understanding the judicial approach in higher court decisions on the current extent and nature of accommodation. Third, it employs the penalty concept to help explain why case law analysis reveals difficulties with the current factor-based approach, whereas empirical research suggests generally satisfactory accommodation in practice. It concludes by proposing a contextualized framework for decision-making in relation to child protection.

This chapter offers a conceptual perspective of what students need to understand to understand entrepreneurship, and educators’ views on how best to educate students in it, in response to calls for a greater understanding of the learning environment. The research uses the lens of the threshold concept framework to inform a conceptual approach to entrepreneurship education. The threshold concept framework posits that in any academic discipline there are concepts that have a particularly transformative effect on student learning representing a transformed way of understanding something, without which the learner cannot progress.

Research was undertaken in three stages to identify what is distinctive about thinking like an entrepreneur, how to educate students to think like entrepreneurs and how students understand thinking like entrepreneurs. The first and second stages of the study are the focus of this chapter. Candidate threshold concepts in entrepreneurship and educators’ perspectives of effective ways to educate students in entrepreneurship are presented.

Data from 11 individual and group semi-structured interviews conducted with 18 entrepreneurship educators in 10 higher education institutions across the UK was integrated with findings from a Delphi survey with 10 expert entrepreneurs.

By offering the perspectives of entrepreneurship educators and entrepreneurs, this chapter makes a valuable contribution to a conceptually grounded and innovative approach to entrepreneurship education.

This chapter describes an innovative method of curriculum design that is based on combining phenomenographic research, and the associated variation theory of learning, with the notion of disciplinary threshold concepts to focus specialised design attention on the most significant and difficult parts of the curriculum. The method involves three primary stages: (i) identification of disciplinary concepts worthy of intensive curriculum design attention, using the criteria for threshold concepts; (ii) action research into variation in students’ understandings/misunderstandings of those concepts, using phenomenography as the research approach; (iii) design of learning activities to address the poorer understandings identified in the second stage, using variation theory as a guiding framework. The curriculum design method is inherently theory and evidence based. It was developed and trialed during a two-year project funded by the Australian Learning and Teaching Council, using physics and law disciplines as case studies. Disciplinary teachers’ perceptions of the impact of the method on their teaching and understanding of student learning were profound. Attempts to measure the impact on student learning were less conclusive; teachers often unintentionally deviated from the design when putting it into practice for the first time. Suggestions for improved implementation of the method are discussed.

The potential advantage of extreme value theory in modeling management phenomena is the central theme of this paper. The statistics of extremes have played only a very limited role in management studies despite the disproportionate emphasis on unusual events in the world of managers. An overview of this theory and related statistical models is presented, and illustrative empirical examples provided.

I am interested in clarifying the discussion of how researchers might try to isolate real option effects to identify whether managerial decisions are guided by a real option heuristic. If we are to claim that the theory of real options illuminates managerial behavior, then as a field, we must converge on an understanding as to what constitutes a real option effect, and what does not. The discussion centers on hypothesis development, measurement issues, and research methodology.

This article addresses simultaneously two important features in random utility maximisation (RUM) choice modelling: choice set generation and unobserved taste heterogeneity. It is proposed to develop and to compare definitions and properties of econometric specifications that are based on mixed logit (MXL) and latent class logit (LCL) RUM models in the additional presence of prior compensatory screening decision rules. The latter allow for continuous latent bounds that determine choice alternatives to be or not to be considered for decision making. It is also proposed to evaluate and to test each against the other ones in an application to home-to-work mode choice in the Paris region of France using 2002 data.

This chapter explores the potential of grounded theory research methods for eliciting threshold concepts. It begins with an overview of threshold concept theory, then reviews current methodological approaches, as well as challenges encountered, when researching threshold concepts. The discussion argues for the suitability of grounded theory for this purpose, using a specific case for illustration. Specific elements of the research design that strengthened the use of grounded theory in the exploration of threshold concepts are described. The case example used is of graduate students and practicing professionals’ learning experiences when acquiring expertise in the online environment. The case is used to demonstrate the grounded theory method’s efficacy for eliciting evidence of transformative learning experiences, leading to implications for improving curriculum design.

This chapter reviews models of decision-making and choice under conditions of certainty. It allows readers to position the contribution of the other chapters in this book in the historical development of the topic area.

Bounded rationality is defined in terms of a strategy to simplify the decision-making process. Based on this definition, different models are reviewed. These models have assumed that individuals simplify the decision-making process by considering a subset of attributes, and/or a subset of choice alternatives and/or by disregarding small differences between attribute differences.

A body of empirical evidence has accumulated showing that under some circumstances the principle of bounded rationality better explains observed choices than the principle of utility maximization. Differences in predictive performance with utility-maximizing models are however small.

The chapter provides a detailed account of the different models, based on the principle of bounded rationality, that have been suggested over the years in travel behaviour analysis. The potential relevance of these models is articulated, model specifications are discussed and a selection of empirical evidence is presented. Aspects of an agenda of future research are identified.