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1 – 10 of over 3000Guglielmo Giuggioli, Massimiliano Matteo Pellegrini and Giorgio Giannone
While different attempts have been made to use artificial intelligence (AI) to codify communicative behaviors and analyze startups’ video presentations in relation to crowdfunding…
Abstract
Purpose
While different attempts have been made to use artificial intelligence (AI) to codify communicative behaviors and analyze startups’ video presentations in relation to crowdfunding projects, less is known about other forms of access to entrepreneurial finance, such as video pitches for candidacies into startup accelerators and incubators. This research seeks to demonstrate how AI can enable the startup selection process for both entrepreneurs and investors in terms of video pitch evaluation.
Design/methodology/approach
An AI startup (Speechannel) was used to predict the outcomes of startup video presentations by analyzing text, audio, and video data from 294 video pitches sent to a leading European startup accelerator (LUISS EnLabs). 7 investors were also interviewed in Silicon Valley to establish the differences between humans and machines.
Findings
This research proves that AI has profound implications with regards to the decision-making process related to fundraising and, in particular, the video pitches of startup accelerators and incubators. Successful entrepreneurs are confident (but not overconfident), engaging in terms of speaking quickly (but also clearly), and emotional (but not overemotional).
Practical implications
This study not only fills the existing research gap but also provides a practical guide on AI-driven video pitch evaluation for entrepreneurs and investors, reshaping the landscape of entrepreneurial finance thanks to AI. On the one hand, entrepreneurs could use this knowledge to modify their behaviors, enabling them to increase their likelihood of being financially backed. On the other hand, investors could use these insights to better rationalize their funding decisions, enabling them to select the most promising startups.
Originality/value
This paper makes a significant contribution by bridging the gap between theoretical research and the practical application of AI in entrepreneurial finance, marking a notable advancement in this field. At a theoretical level, it contributes to research on managerial decision-making processes – particularly those related to the analysis of video presentations in a fundraising context. At a practical level, it offers a model that we called the “AI-enabled video pitch evaluation”, which is used to extract features from the video pitches of startup accelerators and incubators and predict an entrepreneurial project’s success.
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Anna Rita Irimiás and Serena Volo
The aim of the study is threefold: understanding the interconnections amongst visual and verbal multimodal communication strategies used in food discourse; identifying the themes…
Abstract
Purpose
The aim of the study is threefold: understanding the interconnections amongst visual and verbal multimodal communication strategies used in food discourse; identifying the themes of celebrity chef's food discourse with respect to pro-environmental behaviour; and providing a methodological framework to visually analyse food-themed videos.
Design/methodology/approach
This study uses mise-en-scène and critical discourse and multimodal analyses to gain insights on food discourse from 20 videos shared by a Michelin starred chef on social media platforms.
Findings
Results show that a pro-environmental cooking philosophy challenges the normative discourse on food and educates general audiences and foodies alike. Mise-en-scène and discourse analyses of Instagram visual content reveal that leftovers are central to the ethical message and are intertwined – through the aesthetic of the videos-with concepts of inclusivity, diversity and nourishment.
Practical implications
Chefs, and restaurants, are encouraged to recognise their responsibility as role models, thus able to influence the societal production of food discourse.
Originality/value
The findings provide new insights into the role of a celebrity chef in promoting sustainable food preparation and consumption.
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Neil Aaron Thompson and Edina Illes
Despite the gains that have been made by adopting contemporary theories of practice in entrepreneurship studies, the field still lacks a comprehensive practice theory of…
Abstract
Purpose
Despite the gains that have been made by adopting contemporary theories of practice in entrepreneurship studies, the field still lacks a comprehensive practice theory of entrepreneurial learning. In this article, we develop a practice theory of entrepreneurial learning by elaborating on the relations between practicing, knowing and learning.
Design/methodology/approach
Using a video ethnography of a two-day “Startup Weekend for Refugees” event in Amsterdam, our aim is to further theorise the relational, material and embodied nature of entrepreneurial learning through analysing video fragments of naturally occurring practices.
Findings
Our findings demonstrate that entrepreneurial learning transpires through, and is emergent from, practices and their relations. On the one hand, practitioners learn to competently participate in various practices by sensing, observing and experimenting with the meaning of others' gestures and utterances. On the other, the learning of new opportunities for value creation emerges as practitioners connect various practices to one another through translation.
Originality/value
This article contributes by illustrating and explaining real-time instances of learning to develop a practice theory of entrepreneurial learning. This contributes to the literature by detailing the relations between learning, knowing and practising entrepreneurship, which leads to a novel alternative to existing individual- and organisational-level learning theories.
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Maria Luce Lupetti, Maria Franca Norese, Xiaolu Wu and Haipeng Mi
The purpose of this paper is to conduct research with children, who have different abilities from adults, in terms of language understanding and level of attention, is a…
Abstract
Purpose
The purpose of this paper is to conduct research with children, who have different abilities from adults, in terms of language understanding and level of attention, is a challenging task, especially concerning novel interactive systems such as social robots. Consequently, self-reporting methods are often replaced or supplemented by observational methods that are usually carried out taking advantage of video recordings. However, some limitations make this approach challenging for studies conducted with groups of children in real-world environments, whose relevance is being addressed more and more frequently in human-robot interaction (HRI) research. Thus, there is a growing need for rigorous observation approaches in unstructured test environments.
Design/methodology/approach
This paper presents an alternative analysis approach, in relation to an experimental child-robot interaction (CRI) application, which was developed at the Academy of Arts and Design, Tsinghua University, China. The proposed methodology is based on the analysis of video recordings of in-wild activities of children with a robot. The methodology has the aim of providing a framework to facilitate knowledge identification and structuring. It was implemented for experiment evaluation and validation purposes and to propose a reference structure for the organization of new experiments and the stimulation of new ideas and activities in the design process.
Findings
This methodology provides a logical structure, which can be used to identify the effectiveness or limits of design choices, pertaining to such aspects as the morphology or movement of robots or the choice of their specific role in education, all of which play crucial roles in the design process and could be improved to achieve better results. This structured identification is a practical implication for the design process, above all when it is oriented toward social robots and their interaction with children or elderly senile people. In this case, the outcomes were the identification of important elements of an experiment (psychological profiles of the involved children and possible problems or risks) and their impact on the design process.
Originality/value
The methodological approach, which structures and uses cognitive maps to elaborate multicriteria evaluation models, is not new to the operations research field (where it is defined as a multimethodology application of Soft OR), but it has not yet been applied in the field of HRI studies, to analyze children’s perception of a robot and to identify the factors that can affect a good CRI or to structure knowledge that can be shared to guide the design process of robots for the experience of children playing.
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Jijing Qian, Jialing Shang and Lianyi Qin
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining…
Abstract
Purpose
360-degree video is recorded with omnidirectional or multi-camera systems that capture all directions at the same time in a spherical view. With immersive technologies gaining momentum and reducing educational cost, it has attracted the interest of the academic community. However, little is known about using 360-degree video in teacher education. The purpose of this study is to conduct a systematic scoping review through a systematic process based on 15 included studies to determine the characteristics, impacts, strengths and weaknesses of the 360-degree video applied to teacher education.
Design/methodology/approach
This study combines scoping and systematic review based on the PRISMA paradigm.
Findings
This paper explores that 360-degree videos are applicable to teacher education, specifically with their positive effects on pre-service teachers’ immersion, noticing, reflection and interpersonal competence. However, as for learners’ reactions, physical discomfort is reported, like motion sickness.
Research limitations/implications
First, some recently published studies on the subjects were partially accessible, which precluded the authors from adding their findings to this study. Second, the sample of articles is constrained to the search and selection strategies described in the methods section, which increases the possibility that pertinent research may be omitted. Furthermore, this study’s summary of the selected research may be inadequate. Third, only English-language publications were included in this study. Future researchers can expand on this topic by gathering additional relevant empirical data from publications in other languages.
Practical implications
Practically, findings in this study reveal the positive effects of 360-degree video in teacher education. The results may help researchers and preservice teachers better understand 360-degree video and use it more frequently in teaching. Instructional video technologies have been found to have a nearly medium effect on learning effectiveness in educational practice from a broader perspective.
Originality/value
The findings in this study can shed light on future educational technology research on instructional video technologies and technology-enhanced teacher education.
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Beverly J. Irby, Roya Pashmforoosh, Fuhui Tong, Rafael Lara-Alecio, Matthew J. Etchells, Linda Rodriguez, Christopher Prickett and Yingying Zhao
This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within…
Abstract
Purpose
This study was conducted in the United States of America to identify what practices virtual mentor-coaches perceived to be effective in virtual mentoring and coaching (VMC) within virtual professional learning communities (VPLCs). The authors also sought to determine the ways in which virtual mentor-coaches provided VMC for school leaders within VPLCs.
Design/methodology/approach
The authors used a phenomenological approach in our research, describing the lived experiences of practicing virtual mentor-coaches as they engaged in VMC. Data analysis included video analysis and systematic coding of interview data.
Findings
An in-depth analysis of interview and video data showed that virtual mentor-coaches support school leaders in developing and transforming school leaders' leadership for building teachers' instructional capacity. The authors identified a VMC process model within VPLCs, including four steps as follows: (1) presentation, (2) collaboration, (3) reflection and (4) action plan.
Practical implications
VMC for school leaders participating in VPLCs is regarded as a transformative model which provides encouragement, reflection and support for instructional leadership actions.
Originality/value
Key steps and components of an effective VMC highlighted in the current research offer practical guidance for future virtual mentor-coaches in conducting and implementing VMC within VPLCs.
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Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use…
Abstract
Purpose
Lesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.
Design/methodology/approach
This article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.
Findings
While the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.
Practical implications
The identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.
Originality/value
Little attention has been paid to the use of digital tools to support teacher professional development in lesson studies.
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The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional…
Abstract
Purpose
The purpose of this paper is to contribute with innovative knowledge about how lesson study as a method can be used as a tool for increasing in-service teachers' professional development. More specifically, the aim is to test in what way one single lesson study cycle, where teachers' way of perceiving teacher–student interactions was tested before and after, contributes to teachers' increased understanding of relational competence. The study is a pilot preparing for an upcoming main study.
Design/methodology/approach
Participants were 19 lead teachers (swe: förstelärare) in a Swedish municipality. The study was based on a relational framework and methodological approach (Aspelin, 2017; Pianta, 1999). Data obtained through web-questionnaires and collaborative group reflections were analysed and compiled to find general patterns.
Findings
The majority of the participants (98.5%) considered their understanding of relational competence to be increased (Cohen's d 1.72) during the intervention. Additionally, there was a notable increase in participants' abilities to verbalise their understanding post-intervention.
Research limitations/implications
The lack of revised studies might have impacted the validity of this work. However, as this was a pilot study the result can be considered to fulfil the purpose.
Practical implications
The research suggests that lesson study as a method for in-service teachers as participating students can be used effectively to increase teachers' professional development.
Originality/value
The study aims to investigate how lesson study as a method can be used to develop in-service teacher learning.
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Linh Duong and Malin Brännback
This study aims to explore gender performance in entrepreneurial pitching. Understanding pitching as a social practice, the authors argue that pitch content and body gestures…
Abstract
Purpose
This study aims to explore gender performance in entrepreneurial pitching. Understanding pitching as a social practice, the authors argue that pitch content and body gestures contain gender-based norms and practices. The authors focus on early-stage ventures and the hegemonic masculinities and femininities that are performed in entrepreneurial pitches. The main research question is as follows: How is gender performed in entrepreneurial pitching?
Design/methodology/approach
The authors carried out the study with the post-structuralist feminist approach. The authors collected and analyzed nine online pitches with the reflexive thematic method to depict hegemonic masculinities and femininities performed at the pitch.
Findings
The authors found that heroic and breadwinner masculinities are dominant in pitching. Both male and female founders perform hegemonic masculinities. Entrepreneurs are expected to be assertive but empathetic people. Finally, there are connections between what entrepreneurs do and what investors ask, indicating the iteration of gender performance and expectations.
Research limitations/implications
While the online setting helps the authors to collect data during the pandemic, it limits the observation of the place, space and interactions between the judges/investors and the entrepreneurs. As a result, the linguistic and gesture communication of the investors in the pitch was not discussed in full-length in this paper. Also, as the authors observed, people would come to the pitch knowing what they should perform and how they should interact. Therefore, the preparation of the pitch as a study context could provide rich details on how gender norms and stereotypes influence people's interactions and their entrepreneurial identity. Lastly, the study has a methodological limitation. The authors did not include aspects of space in the analysis. It is mainly due to the variety of settings that the pitching sessions that the data set had.
Practical implications
For social practices and policies, the results indicate barriers to finance for women entrepreneurs. Women entrepreneurs are rewarded when they perform entrepreneurial hegemonic masculinities with a touch of emphasized femininities. Eventually, if women entrepreneurs do not perform correctly as investors expect them to, they will face barriers to acquiring finance. It is important to acknowledge how certain gendered biases might be (re)constructed and (re)produced through entrepreneurial activities, in which pitching is one of them.
Social implications
Practitioners could utilize research findings to understand how gender stereotypes exist not only on the pitch stage but also before and after the pitch, such as the choice of business idea and pitch training. In other words, it is necessary to create a more enabling environment for women entrepreneurs, such as customizing the accelerator program so that all business ideas receive relevant support from experts. On a macro level, the study has shown that seemingly gender-equal societies do not practically translate into higher participation of women in entrepreneurship.
Originality/value
For theoretical contributions, the study enhances the discussion that entrepreneurship is gendered; women and men entrepreneurs need to perform certain hegemonic traits to be legitimated as founders. The authors also address various pitching practices that shape pitch performance by including both textual and semiotic data in the study. This study provides social implications on the awareness of gendered norms and the design of entrepreneurial pitching.
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