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Frontier and laggard firms are always engaged in the process of building capabilities through continuous ‘learning’ to compete in the technologically driven world. Firms focus on ‘learning by Doing, Using and Interacting’ (DUI) and/ or ‘learning by Science, Technology, and Innovation’ (STI) modes. Usually, in the initial stages, firms learn through the DUI mode; subsequently they upgrade through combining DUI with the STI mode of learning, followed with an advanced stage where they increasingly invest in the STI mode of learning. In this context, it is important to determine how ‘learning’ happens within the clustered firms in a developing economy. Therefore, we have taken the case of machine-tools firms located in the district of Ludhiana in the north Indian state of Punjab. We draw data through self-structured questionnaires from 101 machine-tools manufacturing firms and employed exploratory factor analysis to identify the factors through which the industrial advances are ‘learned’ by the firms. It was found that in the sample firms the five important factors that affect ‘learning’ are ‘networking’, ‘imitation’, ‘industrial institutions’, ‘customer feedback’ and ‘codified knowledge’, in that order of the importance. It was observed that the firms are mainly, ‘technology adopters’ and ‘technology modifiers’ rather than ‘technology developers’. [ABSTRACT FROM AUTHOR]

Financial literacy is becoming an increasingly important policy consideration, yet its determinants are still underexplored. From the theoretical perspective of 'learning by doing', the effect of homeownership on financial literacy in urban China is identified by the instrumental variable strategy. First, the borrowing experience to purchase a home can awaken homeowners to develop basic financial knowledge, but the resulting debt burden constrains homeowners from participating in the financial market, crowding out their access to advanced financial skills. Second, the growth in home equity wealth induces homeowners pledge high-value properties as collateral and invest in more homes, in which case the collateralizing experience facilities the advancement of basic finance literacy, while locking the asset portfolio in the housing sector hinders homeowners from learning advanced financial skills. Moreover, the specific kind of financial literacy that homeowners show an advantage in differs depending on their income. These findings cast a new light on understanding the return of housing property to family financial affairs. [ABSTRACT FROM AUTHOR]

Physical education and the corresponding subject in educational programs are traditionally considered as the tools for mastering skills directly related to sport and its certain disciplines. Meanwhile, within the competency-based education approach, physical education can be understood in a much wider context, as a source of development of soft skills and even cognitive abilities. This article considers the preconditions and several country cases of integration of the competency-based approach into the physical education curricula.

This study examines the implementation of student-centered learning at Soran University in the Kurdistan Region and identifies factors that limit its adoption. The research emphasizes student involvement in the learning process, shifting the primary responsibility from teachers to students, and assessing the approach's effectiveness. Grounded in John Dewey’s “Learning by Doing” theory, which advocates for learning through activities with active student participation, the study provides a theoretical framework aligned with creating a more participatory learning environment. A structured survey was conducted with 104 teachers from various faculties and departments, focusing on the extent of student-centered practices, faculty attitudes, and organizational constraints. Data analysis through SPSS revealed a moderate adoption of student-centered approaches. However, significant barriers persist, including the continued reliance on traditional teaching methods, large class sizes, limited resources, and insufficient institutional support. These obstacles highlight the challenges educators face in fully embracing student-centered learning. The study notes some progress in implementing student-centered approaches but underscores the need for effective strategies to enhance this implementation at Soran University. Recommendations include providing more faculty training, improving resource allocation, and increasing institutional support to overcome these barriers and maximize the benefits of student-centered learning in higher education.

Hackathon has been growing and taking various industries by storm thanks to its flexibility and ability to fit into them. It has been proven successful and helpful in solving different IT and non-IT challenges. They also serve as an intriguing educational and networking tool, encouraging people to pursue innovative studies and activities. However, a hackathon is like a two-edged sword with its downsides – it requires significant investment and can fail if mismanaged. It is critical to recruit and gather participants suitable to face a particular technological or non-technological challenge and to motivate a group to perform innovative action and benefit from the learning-by-doing approach. This paper identifies 21 reasons to attend hackathons backed by existing research and presents a study conducted on 109 hackathon participants that help to score, rank and explain those attributes. Results have proven the importance of challenge and networking over monetary prizes and glory. [ABSTRACT FROM AUTHOR]

This paper addresses challenges in teaching earthquake-resistant structural systems to architecture students and seeks to enhance efficiency. Developing a compatible teaching approach is crucial for better collaboration with engineers. The impact of a lack of knowledge about earthquake-resistant systems is more evident in quake-prone regions. The study highlights the importance of hands-on experience in teaching structural theory, fostering better learning and comprehension. The study showcases an undergraduate-level course that diverged from traditional exams. Instead, students undertook a project where groups designed scaled models representing different structural responses, which underwent testing on a handmade shake table. Analysis highlighted demonstrations of various responses like soft stories, dynamic behaviour, pounding and weak columns. The hands-on approach enriched students' practical insights into structural behaviour, aiding informed design choices. This approach enhances overall learning, deepens comprehension, and readies students to apply seismic design principles conscientiously. Learning by doing proves pivotal in mastering earthquake-resistant structural systems. [ABSTRACT FROM AUTHOR]

This study focuses on the different impacts of platform training and learning by doing on gig workers' platform income. Based on survey data of China's delivery riders on the platform in 2020, via quantitative methods combined with the case study, it is found that the platform training is negatively correlated with riders' incomes, while learning by doing is positively correlated with their incomes. Workers with a high level of platform-income dependence earn more than those with an average level of dependence under the same platform training, or learning by doing. Overall, the incomes of the former are significantly lower than those of the latter, where the difference is mainly due to unobservable factors. Both platform training and learning by doing significantly reduce the income gap. In addition, the instrumental variable and the propensity score matching approaches are introduced to handle the endogeneity problem, and robust results are obtained. Plain language summary: Influence of learning by doing and platform training on gig workers' incomes This study looks at how two different ways of learning affect gig workers' earnings on platforms. We used data from a survey of delivery riders in China in 2020. We found that training provided by the platform tends to lower riders' earnings, while learning from actual work experience tends to increase earnings. Riders who rely more on their platform income earn more than those who don't, even after training or learning by doing. Both types of learning help reduce the income gap. We used special methods to make sure our results are accurate. [ABSTRACT FROM AUTHOR]

Active learning, also called "learning by doing" (LbD), has resulted in positive learning outcomes in several higher education degrees. This paper describes an LbD experience within Chemical Engineering education aiming to enhance learning and transferable competencies using a Life Cycle Assessment course as a vehicle. This compulsory course belongs to the European Project Semester (EPS) program taught in the fourth year of the Chemical Engineering Degree at the University of Cantabria. From the beginning, the activity has targeted LCA practice with a strong emphasis on performance and its application as a decision-making tool in real case studies through close collaboration with regional companies. Working in partnership with industrial companies has favoured a win-win-win situation as students could apply knowledge as future LCA specialists. In contrast, companies gained valuable insights to improve their environmental performance, and lecturers enhanced their industrial networks. A public session carried out at the end of the activity created an enriching debate on subjects from a diversity of points of view (e.g., the selection of impact categories, the proposed improvements for environmental impact reduction, etc.). According to the lecturers, the competencies acquired by students through this LbD experience in life cycle assessment have notably evolved, demonstrating not only an enhanced understanding of environmental impacts across a product life cycle but also a significant improvement in critical thinking, team collaboration, and practical problem-solving skills, thereby bridging the gap between theoretical knowledge and its application in real-world scenarios. This is in line with the student's perception that considered, such as "problem resolution", "capacity for analysing" and synthesis and "capacity for information" management. These are essential not only for future LCA practitioners but for chemical engineers. [Display omitted] • LbD has been positively applied in LCA course of Chemical Engineering Degree. • Students have applied LCA to real cases with the collaboration of industrial companies. • The proposed methodology has demonstrated overall learning strengths and challenges. • Connection with chemical industry has created an opportunity for students to apply learning. • Students have improved several skills such as decision-making and management. [ABSTRACT FROM AUTHOR]

Flipped learning (FL) has positive effects on the teaching–learning process. Nevertheless, and given that it is a relatively new methodology, it still raises some misgivings. This work aims to highlight the potential of FL by the analysis of academic results in a subject in higher engineering education and, thus, to contribute to overcome possible misgivings. Methods were based on statistical analysis, using Pearson's correlation coefficient (PCC), and comparative analysis using graphs. Data from eight academic years were analysed, three with traditional methodology and five with FL. Influence of specific factors, such as participation in FL activities, on students' performance over time has been identified. FL has a very positive impact on students' academic performance and the active participation of students' results in a significant increase in the pass rate as well as in the quality of learning. These improvements have increased over time despite challenges such as the COVID‐19 pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Distance Education (1672-0008) is the property of Zhejiang Open University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Despite the complexity inherent in undertaking and teaching psychosocial assessments, and although assessments are viewed as a critical component of helping relationships and a core skill in social work, the literature lacks in attention to how assessment is taught. The present article addresses this gap and introduces a pedagogical kit teaching students to undertake psychosocial assessments. It is based on the authors’ experience in a Bachelor of Social Work (BSW) course in an Israeli college. The proposed kit applies the principles of experiential learning and learning by doing, and is informed by and informs the students’ field experiences. The kit includes four pedagogies: getting started—three steps to familiarity with psychosocial assessment; translating theory to practice through active learning; integrating the different assessment areas; and writing a psychosocial report. For each, classroom implementation and specific objectives are described and illustrated in detail. [ABSTRACT FROM AUTHOR]

Many questions arise concerning how and why chaplains enter the field. Interviews of ∼1 one hour each were conducted with 23 U.S. chaplains. Chaplains vary widely in professional and personal backgrounds and experiences, which they often draw on in their work. Personal experiences can lead them to enter the field, enhance their empathy and strengthen their commitment. They have frequently faced significant trauma (e.g., parent's death) or helped family and/or friends with end-of-life challenges. Chaplains often entered other fields first (e.g., clergy, business or healthcare), but they often had incomplete or incorrect prior knowledge about the field. Prior experiences can also affect their work (e.g., in recognizing the power of silence). A sense of personal "calling" frequently leads chaplains to find their work deeply rewarding and sustaining. These data, the first to explore how and why chaplains enter the field, have critical implications for future practice, education and research. [ABSTRACT FROM AUTHOR]

The present study aimed to understand the impact of the constructivist learning approach on the learning process of nursing students in time of blended learning modality in one of the private schools in Midsayap, Cotabato. Various approaches for instructional activities were used internationally during the second wave of COVID-19 that weighed the advantages and disadvantages of resuming the practice activities. Constructivist learning is one of the approaches that help learners to comprehend their lesson more as they face with this phenomenon. This paper used a descriptive research design to assess the impact of a constructivist learning approach on the learning process of nursing students. To select the respondents, a total population sampling was utilized in the paper. The data was collected with the help of the researcher-made questionnaire which sought to answer the questions regarding the demographic profile of the respondents, including age and sex, as well as the impact of the constructivist learning approach on nursing students in terms of its principles. The result of the study supports that constructivist learning approach is helpful in the learning process of the learners during the blended learning modality. It also shows that active and meaningful learning, assessment of knowledge and immediate feedback, learning construct knowledge and learning environment, learning by doing, and learning through social interaction are effective principles and these have a high impact on the learning process. In general, the study's findings indicated that employing this approach may help the nursing students in acquiring knowledge more thoroughly and efficiently. [ABSTRACT FROM AUTHOR]

Reflecting on my involvement in planning education at RMIT (Royal Melbourne Institute of Technology) University since the early 1980s and with Urban Policy and Research, 1982–2003, there was a degree of optimism about what urban planning, through education and publication, might achieve, given the relatively favourable political and institutional circumstances of the time. The normalisation of neoliberal thinking across Australia by 2000, however, stymied such hopes. Looking back, I consider how I, as a teacher and a researcher, and UPR now a commercial journal, adapted to these challenging times. [ABSTRACT FROM AUTHOR]

For a long period of the 20th Century, industrialization was seen as the quickest and more effective path for progress and productive diversification, influencing the choice of public policies adopted by Latin American governments since the inter-war period up until the debt crisis and the lost decade of the 1980s. Using a long-term macroeconomic database for the period 1913–2013 and 11 Latin American countries, complemented with a dataset of exports by product for the same countries and years, a positive relationship between industrialization and economic growth was found, both for the long run and for episodes of acceleration and deceleration. This correlation seems to be stronger for large than for small economies, reflecting the importance of the size of the domestic market in order to take advantages of economies of scale in the process of industrialization. Three economic channels that may explain this positive correlation are empirically tested. The first one is the contribution of manufacturing to the different components of productivity growth (within- and shift-effects), for which a shift-share decomposition was estimated, both for the long-run, for subperiods and for acceleration and deceleration episodes. The second channel is the contribution of industrialization to gross capital accumulation, where a positive relationship was found between the change in the share of employment in manufacture with the rate of growth of physical capital. Finally, the learning-by-doing hypothesis is tested using the skill-level composition of manufacturing exports, finding a positive relationship between cumulative manufacturing production and the share of mid- and high-skill products in the exports' matrix. The main contributions of the paper are twofold: the empirical identification of the mechanisms through which industrialization can promote economic development, and the extension of the analysis of Latin American economies to the first half of the 20th Century, which is scarce in the literature because of lack of reliable data. [ABSTRACT FROM AUTHOR]

Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor activity or may involve additional task-related knowledge, resulting in complex activities. Excessive movement or failure to properly integrate motor activity into a task can lead to problems for motor activity–based learning. Elaborate activities, such as letting learners generate drawings, can quickly evolve to secondary tasks in their own right. Demanding learning tasks can create their own cognitive load, resulting in less working memory capacity being available for engaging with the actual content. If activity-based interventions are to be used, as many redundant aspects as possible need to be avoided while providing additional guidance to learners. In addition, it is necessary to consider how task demands transform once tasks are shifted from the physical to the digital world in order to properly acknowledge potential increases in cognitive load. Taken together, this review connects educational and cognitive perspectives on activity-based learning to arrive at models and recommendations that are of high relevance for the digital transformation of education and learning. [ABSTRACT FROM AUTHOR]

New technologies are providing opportunities for the design of novel educational methodologies. Virtual laboratories can simulate real conditions, thus reducing the workload of teachers and students, and removing the costs associated with laboratory or pilot plant tests. The present work describes the creation of a virtual and interactive lab using the Easy JavaScript Simulation (EJsS) 6.0 tool. The solar photo‐Fenton process for the degradation of the Acetamiprid pesticide (ACTM) as a micropollutant model in wastewater was implemented in discontinuous mode in a stirred tank reactor (STR) and in continuous mode in a raceway pond reactor (RPR). The objective was to achieve a virtual tool that would allow easy, intuitive connection to different devices (laptops, tablets, and smartphones), simplifying the difficulties related to teaching technology. This contribution details the design and implementation process of the model for its use as support material for theoretical classes. The virtual tool presented in this article is an example of how the EJsS platform can be used to teach dynamics systems in chemical engineering. [ABSTRACT FROM AUTHOR]

Education has invariably been a hot topic: Too many seem to be experts in highlighting the flaws and shortcomings of the educational system and fake news keep thriving on social media. In any case, COVID-19 raised more real educational issues than anything else in the last decades. Surprisingly, we had to rethink education as a whole, we were forced to set priorities, and acquire knowledge and skills overnight. Let us be honest, we all, teachers and administration, could have done more and better, but lack of in-depth training, apps and devices, access to the Internet, made us experiment with what we had and what we could do in the given circumstances. Undoubtedly, a compromise always puts us on a slippery slope. And here we are facing mental health issues, severe learning gaps, and higher illiteracy rates. One question, however, persists, whether wellbeing practices can significantly improve behaviour problems and school results or not.

PURPOSE: In both theory and practice, the entrepreneur’s prior experience is considered to be one of the most important human capital factors affecting venture performance. Nonetheless, the research on the effect of experience on venture performance has produced inconclusive findings. The literature explaining this inconclusiveness is sparse, but several determinants have been identified, such as the variability in the conceptualization and measurement of experience and performance, age of the investigated ventures, types of industry, or size and composition of venture management. The inconsistency of these features across primary studies makes it difficult to compare the results and to integrate findings. METHODOLOGY: This meta-analysis reviews and summarizes 80 primary studies in order to investigate the relationship between entrepreneur’s experience and venture performance. We investigated the effect of five determinants of this relationship, namely the type of experience, type of performance, venture age, size of managerial team, and composition of managerial team. A random effect model was applied and the correlation coefficient was used as an indicator of effect size. FINDINGS: The study found that experience positively affected venture performance, although the magnitude of the effect was rather small. Venture performance showed to have the strongest significant relationship with start-up experience, followed by industrial, working, and managerial experience. International, functional, and entrepreneurial experience had a non-significant effect on venture performance. Moreover, the effect of experience on venture performance was not significant for older ventures. Experience significantly affected two types of venture performance, namely the size of venture and profitability, while the effect on growth was non-significant. Finally, of all the types of venture management, the experience of owner-inclusive entrepreneurial teams had the greatest effect on venture performance. IMPLICATIONS: Investor practitioners may find it helpful to assess entrepreneurs’ experience within a broader context, taking account of the types of experience the entrepreneur possesses. Entrepreneurs’ international, functional, and entrepreneurial experience should be considered very carefully, as they had a non-significant effect on venture performance. In contrast, having experience of founding a venture or of a particular industry seems to provide more value than experience of doing business internationally, or being in business for many years. Another important aspect that investors and venture capitalists should take into account is the size and composition of the entrepreneurial team and the extent to which the venture proposal reflects the different types of experience the team members possess. ORIGINALITY AND VALUE: The study contributes to the human capital literature by firstly attempting to examine systematically the overall magnitude of the relationship between entrepreneur’s experience and venture performance. It also contributes by investigating the determinants of the relationship between experience and venture performance. It summarizes and combines previous inconclusive findings about the impact of different types of experience on different venture performance outcomes.

The “Basic Design” is one of the common introductory courses in design disciplines. It has great importance in interior architecture education as it forms the basis of design practice. Education that proceeds through abstract concepts creates difficulties for students to internalize this course. To avoid these difficulties, learning by doing is of great importance. The learning-by-doing approach was carried out in the form of a workshop within the scope of the “Basic Design 1” course of the Department of Interior Architecture at Konya Technical University in the fall semester of the 2022-2023 academic year. Students were asked to produce three-dimensional designs using basic design principles and elements. The class was divided into groups of eight people and studies were carried out with a workshop coordinator in each group. The duration of the workshop was planned as four weeks. During the workshop, students learned to use materials and colors, to design an original composition. At the end of the workshop, students learned to embody the abstract concepts they learned during the year by creating a composition that considers functionality and aesthetics. In order to evaluate the efficiency of the workshop, a survey study was carried out after the course period ended. As a result, it has been seen that the intelligibility of Basic Design 1, which is a course taught through abstract concepts, has increased thanks to the workshop.

The article identifies students' difficulties in making interview questions, their solutions and reflection on a good interview question. This firstly aims at enhancing our knowledge of doing interviews for research purposes, and secondly evaluates the effectiveness of a learning-by-doing based intervention on students' critical thinking and knowledge formation. The study applied a survey to collect data. Then qualitative content analysis with the use of Atlas.ti (v.9 for Windows) was employed to analyze data. In terms of the students' difficulties, a majority of students found it hard to convey exactly their ideas and make relevant questions to the topic. They also found it challenging to make questions with appropriate difficulty levels for the public audience. To solve the problems, the students mostly did self-investigation and asked for opinions and guidance from peers and teachers, which helped them create their zone of proximal development. Regarding the characteristics of a good question, most students concluded that its content with appropriate difficulty level and its coherence make it accessible for interviewees, while some students also required the language to be concise, polite and not academic. Students' reflection shows that the intervention helps them form their knowledge of interview questions and hone their critical thinking. [ABSTRACT FROM AUTHOR]

In the engineering education system, the student's learning styles and abilities to acquire new skill sets have been transformed drastically due to the rising use of technology. The study provides a novel approach to self-learning through the use of technology-enhanced techniques aimed to improve student skills. The tool leverages digital platforms and interactive resources to create an engaging and personalized learning environment. This paper presents an examination of the effectiveness of a technology-enhanced self-study learning tool in enhancing student abilities such as knowledge, use of IT tools, communication, and information sharing across several disciplines. The tool's architecture integrates adaptive learning, multimedia content, and assessment mechanisms that adapt to individual learning styles and pace. This study intends to evaluate the tool's influence on improving students' knowledge, retention, and application of subject matter by examining user interactions and performance data. The methodology used is focused on a particular topic, data collection through the use of all multimedia resources, presentation, posting of videos, peer review, and comments on each task to improve abilities. With the deployment of technology-enhanced techniques, students' skills were observed to improve; around 8% of students' skills were improved in the internal evaluation. [ABSTRACT FROM AUTHOR]

Engineering Drawing is a crucial and mandatory course for first-year engineering students. This subject plays a vital role in enhancing students' ability to visualize, imagine, and effectively illustrate concepts. It aids them in expressing their ideas clearly and swiftly, comprehending drawings produced by others, and devising effective designs. The curriculum covers essential topics like projection, sectioning, and the development of solids such as prism, pyramid, cylinder, cone, cube, and tetrahedron. These topics help students develop the ability to conceptualize, visualize, and create drawings according to specific requirements. The achievement of learning outcomes related to these subjects is hindered by the challenges faced by first-year engineering students, including their lack of fundamental knowledge in technical drawing and limited abilities in imagination and visualization. As a result, their performance in these areas tends to be subpar. To address this issue, a practical "learning by doing" approach is introduced alongside traditional classroom instruction. This strategy aims to boost the visualization, imagination, and technical drawing proficiency of first-year engineering students. This article outlines the author's endeavors to enhance students' visualization, imagination, and drawing skills. The focus is on involving students actively in both classroom and extracurricular learning. By methodically incorporating a "learning by doing" approach, there has been a notable enhancement in student engagement, achievement of course objectives, and overall performance in the course assessments. The topic of development of solids was completely taught with this method. This activity resulted increase in the CO attainment, active participation and engagement of the students in the class room as well as outside of the classroom. Following the implementation of this activity, there was a substantial rise of 17.30% in the accomplishment of course outcome, coupled with a notable increase of 25.34% in the students' learning index. [ABSTRACT FROM AUTHOR]

Copyright of Italian Journal of Health Education, Sport & Inclusive Didactics is the property of Edizioni Universitarie Romane and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PURPOSE: In both theory and practice, the entrepreneur's prior experience is considered to be one of the most important human capital factors affecting venture performance. Nonetheless, the research on the effect of experience on venture performance has produced inconclusive findings. The literature explaining this inconclusiveness is sparse, but several determinants have been identified, such as the variability in the conceptualization and measurement of experience and performance, age of the investigated ventures, types of industry, or size and composition of venture management. The inconsistency of these features across primary studies makes it difficult to compare the results and to integrate findings. METHODOLOGY: This meta-analysis reviews and summarizes 80 primary studies in order to investigate the relationship between entrepreneur's experience and venture performance. We investigated the effect of five determinants of this relationship, namely the type of experience, type of performance, venture age, size of managerial team, and composition of managerial team. A random effect model was applied and the correlation coefficient was used as an indicator of effect size. FINDINGS: The study found that experience positively affected venture performance, although the magnitude of the effect was rather small. Venture performance showed to have the strongest significant relationship with start-up experience, followed by industrial, working, and managerial experience. International, functional, and entrepreneurial experience had a non-significant effect on venture performance. Moreover, the effect of experience on venture performance was not significant for older ventures. Experience significantly affected two types of venture performance, namely the size of venture and profitability, while the effect on growth was non-significant. Finally, of all the types of venture management, the experience of owner-inclusive entrepreneurial teams had the greatest effect on venture performance. IMPLICATIONS: Investor practitioners may find it helpful to assess entrepreneurs' experience within a broader context, taking account of the types of experience the entrepreneur possesses. Entrepreneurs' international, functional, and entrepreneurial experience should be considered very carefully, as they had a non-significant effect on venture performance. In contrast, having experience of founding a venture or of a particular industry seems to provide more value than experience of doing business internationally, or being in business for many years. Another important aspect that investors and venture capitalists should take into account is the size and composition of the entrepreneurial team and the extent to which the venture proposal reflects the different types of experience the team members possess. ORIGINALITY AND VALUE: The study contributes to the human capital literature by firstly attempting to examine systematically the overall magnitude of the relationship between entrepreneur's experience and venture performance. It also contributes by investigating the determinants of the relationship between experience and venture performance. It summarizes and combines previous inconclusive findings about the impact of different types of experience on different venture performance outcomes. [ABSTRACT FROM AUTHOR]

The purpose of this article is to reflect on the low power distance levels of synergy in the Nordic Cluster countries (Denmark, Sweden, Norway, Finland and Iceland), and its direct influence on the learning by doing process. To measure the acceptance of inequality we will use the coefficient of correlation proposed by Pearson for the power distance differences between the 5 nations. The result, that is the comparison between the similarities of the power distance index is the criterion for the analyses of the learning by doing regional process. It demonstrates that the national perception of the power distance constitutes an incentive for independent business behavior and a high-performance orientation approach. This article argues in favor of the following: the presentation of the Nordic egalitarian management style, the analyses of power distance values, as well as the weight of the cultural compatibility in the learning by doing approach. [ABSTRACT FROM AUTHOR]

Demand has grown for actionable science to support real-world decision-making around climate change and related environmental management challenges. Producing actionable science requires scientists to hold a distinct set of competencies, yet relatively little is known about what these competencies are or how to train scientists to develop them. We conducted interviews with mid- and late-career scientists to empirically identify competencies they used when producing actionable science and to understand how they developed those competencies. We describe expertise in terms of 18 competencies—categorised as cognitive, interpersonal, or intrapersonal—that scientists integrated and applied to address the challenges associated with actionable science. We argue that scientists must engage in the social process of producing actionable science (i.e., learning by doing) to become an expert. Expert actionable scientists discussed the importance of learning through different contexts, processes, interactions, and relationships. By naming the competencies that constitute expertise, as well as methods for expertise development, our findings facilitate greater conscious awareness of the process of becoming an actionable scientist, a gradual process that starts during graduate training and continues as a career proceeds. Our results can inform the development of formal learning opportunities as well as the informal learning process that occurs whereby scientists take charge of their own learning. [ABSTRACT FROM AUTHOR]

The paper looks at and compares two methods of on-the-job training: formal training and learning by doing. The former involves an intensive training period prior to the employee directly taking on the position for which he or she was hired for, while the latter, the employee begins immediately and is expected to learn on his or her own through experience over time. The former method allows less room for shirking but involves a period of investment in the form of the value of output or service that is effectively foregone as a result of the more resource-intensive training regime. Perhaps surprisingly, even if the formal training program does not significantly improve upon the probability of future success in production or service provision, formal training can provide higher net benefits to the training firm than learning by doing because the savings from the reduction in shirking can be greater than the cost of foregone output. [ABSTRACT FROM AUTHOR]

This research aims to develop student worksheets based on Learning by Doing in learning Economics subjects for class X students at Senior High School 5 Jambi City. The development method used is Research and Development (R&D) by following the development model that has been agreed upon in the research process. The development stages include needs analysis, planning, product development, limited trials, revisions, field trials and evaluation. The research results showed that the Learning by Doing-based worksheets that were developed received positive responses from teachers and students. These worksheets can increase students' interest in learning and help them understand economic concepts better. Apart from that, these worksheets can also facilitate interactive, collaborative and applied learning in the classroom. Evaluation of the student worksheets shows that this product is suitable for use in learning Economics subjects at Senior High School 5 Jambi City. In conclusion, the development of Learning by Doing-based worksheets for Economics subjects can be an effective alternative in improving the quality of learning for class X students at Senior High School 5 Jambi City. It is hoped that the results of this research can make a positive contribution to the development of education in Indonesia, especially in the context of learning Economics subjects.

The pandemic compelled many individuals, initially hesitant about online shopping, to overcome their reservations, acquire essential skills, and transition to online retail. This provided a natural experiment to assess whether the barriers to online shopping and the comfort of traditional in-store habits have hindered a broader shift to e-commerce. This paper uses the US retail data to analyze e-commerce activities before, during, and after the pandemic to determine whether the pandemic has permanently altered the pattern of the activities to determine whether the pandemic has permanently altered the pattern of the activities by utilizing structural break detection tools. Additionally, we carry out a forecasting exercise for post-pandemic based on pre-pandemic data to confirm our findings. Results suggest that while e-commerce activities surged during lockdown, they have predominantly reverted to pre-pandemic patterns. Our findings caution both investors and companies against overreaction in the face of exuberant changes in the market to avoid painful corrections afterward.