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Most empirical papers on threshold effects between debt and growth focus on developed countries or a mix of developing and developed economies, often using public debt. Evidence for developing economies is inconclusive, as is the analysis of other threshold effects such as those probably caused by the level of relative development or the repayment capacity. The objective of this study was to examine threshold effects for developing economies, including external and total debt, and identify them in the debt-growth relation considering three determinants: debt itself, initial real Gross Domestic Product (GDP) per capita and debt to exports ratio.

We used a panel threshold regression model (PTRM) and a dynamic panel threshold model (DPTM) for a sample of 47 developing countries from 1970 to 2019.

We found (1) no evidence of threshold effects applying total debt as a threshold variable; (2) one critical value for external debt of 42.32% (using PTRM) and 67.11% (using DPTM), above which this factor is detrimental to growth; (3) two turning points for initial GDP as a threshold variable, where total and external debt positively affects growth at a very low initial GDP, it becomes nonsignificant between critical values, and it negatively influences growth above the second threshold; (4) one critical value for external debt to exports using PTRM and DPTM, below which external debt positively affects growth and negatively above it.

The outcome suggests that only poorer economies can leverage credits. The level of the threshold for the debt to exports ratio is higher than that found in previous literature, implying that the external restriction could be less relevant in recent periods. However, the threshold for the external debt-to-GDP ratio is lower compared to previous evidence.

To introduce to the special issues on threshold concepts in business education.

Provides an overview of the various papers comprising this special issue.

There are no specific findings in this paper as its purpose is to introduce the selected papers in this special issue.

Editorial.

This paper aims to explore a new wavelet adaptive threshold de-noising method to resolve the shortcomings of wavelet hard-threshold method and wavelet soft-threshold method, which are usually used in gear fault diagnosis.

A new threshold function and a new determined method of threshold for each layer are proposed. The principle and the implementation of the algorithm are given. The simulated signal and the measured gear fault signal are analyzed, and the obtained results are compared with those from wavelet soft-threshold method, wavelet hard-threshold method and wavelet modulus maximum method.

The presented wavelet adaptive threshold method overcomes the defects of the traditional wavelet threshold method, and it can effectively eliminate the noise hidden in the gear fault signal at different decomposition scales. It provides more accurate information for the further fault diagnosis.

A new threshold function is adopted and the multi-resolution unbiased risk estimation is used to determine the adaptive threshold, which overcomes the defect of the traditional wavelet method.

This chapter examines the case of threshold concepts, as an example of a theory being developed and applied within higher education research. It traces the origins and meaning of the term, reviews its application by higher education researchers and discusses the issues it raises and the critiques it has attracted. This case is of particular interest, as the idea of threshold concepts is little more than a decade old, yet in that time it has attracted considerable attention.

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 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 study examines the effects of narcissism and bonus-based incentive plans on managerial decision-making performance. Using an experiment, the authors first examine decision choices under two levels of an incentive threshold (high and low). Narcissism is measured using the Narcissistic Personality Inventory (NPI). Typically, the NPI is used as a single monolithic construct in analyses; however, in this study, the authors subdivide it in two ways to gain more nuanced information about its impact on decision making. First, the authors split the NPI into three levels – high, medium, and low (Hascalovitz & Obhi, 2015), and then decompose it into its adaptive and maladaptive components (Campbell, Hoffman, Campbell, & Marchisio, 2011) to examine how these subdivisions affect performance. Results show that the different levels of incentive thresholds affect performance among narcissistic individuals. Results indicate that individuals higher in narcissism and higher in levels of adaptive and maladaptive narcissism outperform their low-trait counterparts in a lower-threshold environment, but not in a high threshold environment.

Entrepreneurs make a significant contribution to the health of any economy and higher education is regarded as pivotal in efforts to grow entrepreneurial talent. Entrepreneurship education has grown rapidly; yet, there is still controversy over the best way to educate and assess students. This chapter presents a study gathering a consensus of entrepreneur opinion on the concepts critical to thinking as an entrepreneur, in order to inform entrepreneurship curriculum development. There is a general lack of entrepreneurship education research that integrates the external stakeholder perspective in this way.

Using a Delphi-style method with twelve entrepreneurs, five candidate entrepreneurship threshold concepts are identified. Threshold concepts have a powerfully transformative effect on the learner, and important integrative qualities, allowing the learner to make the sense of previously isolated pockets of knowledge. A ‘new world-view’ or episteme can be constructed – a kind of disciplinary thinking, peculiar in this case, to entrepreneurs.

This chapter contributes to the call for more research grounded discussion on the quality and effectiveness of entrepreneurship education initiatives. Designing curricula around the threshold concepts in entrepreneurship will enable educators to offer particular support in areas where students are likely to get ‘stuck’ and will facilitate constructive alignment with assessment.

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 survey focuses on two families of nonlinear vector time series models, the family of vector threshold regression (VTR) models and that of vector smooth transition regression (VSTR) models. These two model classes contain incomplete models in the sense that strongly exogeneous variables are allowed in the equations. The emphasis is on stationary models, but the considerations also include nonstationary VTR and VSTR models with cointegrated variables. Model specification, estimation and evaluation is considered, and the use of the models illustrated by macroeconomic examples from the literature.