<p>Although there have been efforts to advance undergraduate chemistry laboratory learning, how graduate teaching assistants (GTAs) negotiate their teaching within-the-moment is still underexplored. This dissertation addresses this gap by foregrounding GTA experiences and pedagogies as foci of interest. The present study is divided into two phases. The first phase consisted of understanding the contextual meaning of eleven GTA participants’ self-recognized experiences via Communities of Practice and capital D Discourse analysis. The findings suggest that although participants recognize obligations to become better chemists as opposed to better teachers, they are active sensemakers of their pedagogies. However, due to obligations, the pedagogies they enact may inadvertently hinder learners’ sensemaking in their attempts to mitigate learners’ failures. Participants’ reliance on accuracy, completion, and efficiency within the laboratory led me to delve deeper into the theoretical conceptualizations of learning from successes and from failures. After creating the <i>Play First, Reflect Later </i>(<i>PFRL)</i> conceptual framework, I endeavored to better understand the extent that the chemistry laboratory can be integrated with productive failure. Thus, the second phase takes a more fine-grained approach in which nine participants were video recorded during their teaching and were later prompted to explain their rationale via video-stimulated recall interviews. Combining both the video and interview analysis conveys overlaps and incongruities. On one hand, participants effectively enact teaching practices that draws their learners’ attention to target concepts, leverage prior experience, and boosts affects. On the other, participants must not compromise learner agency and better prepare learners for long-term learning. Theoretically, errors and direct instruction should also be reconsidered for the laboratory context. I conclude by drawing implications for both researchers and practitioners. Namely, spaces in which GTAs learn to teach should be modified to be more learner-centric, collaborative, and inquiry based like the laboratories they are expected to teach. Furthermore, laboratory curricula (e.g., protocols and experiments) can be redesigned to facilitate learners to explore the hows and whys of their experiments with both their failures and successes. Changing the context of the chemistry laboratory itself, both in terms of teaching and curriculum, may be a more sustainable approach to enhance learners’ chemistry experiences. </p>

No description available.

There is a lot of research conducted in the field of general entrepreneurship, entrepreneurial learning, and entrepreneurial innovation. However, as Jason Cope (2003) came across during his research, there is little to none research made within the field of entrepreneurial learning from failure, especially from bankruptcy. The purpose of this thesis is to explore if it is possible forentrepreneurs to obtain “higher-level learning” from a bankruptcy. The research concerns whether or not entrepreneurs can learn from their mistakes, and in turn use this learning in order to become more successful entrepreneur in future undertakings. The thesis contributes to a research project on entrepreneurial response to firm failure, initiated by Anna Jenkins (2008). As stated above, there is little to none research conducted in the field of entrepreneurial learning from a bankruptcy. Therefore theories considered closely and partly related to the subject have been revised. The overarching theory, the “Experiential learning theory” (Kolb, 1984) describes how experience can be transformed into genuine knowledge, through the steps: experiencing an event, reflecting on the event, understanding the principle under which the particular event falls and testing this new understanding under different circumstances. Jason Cope (2003) has found that entrepreneurs can obtain higher-level learning from experiencing discontinuous criticalevents by going through the phases; facing, overcoming and reflecting on events that occur during the running of a firm. This learning can be transformational; the entrepreneur realizes that current methods are insufficient, forcing him or her to adapt and change methods in future undertakings. The main objective in this thesis was not to draw any final conclusions, rather to explore newvaluable information that can be interpreted in the main project as well as in future projects. To gather information we used a qualitative method, in which we interviewed five entrepreneurs who had recently experienced a bankruptcy. The empirical findings were later analyzed in thelight of the frame of references and the authors own viewpoint, by conducting a within case/cross case comparison. The results show that two out of five entrepreneurs had transformed the experience from their bankruptcy into new genuine knowledge, thereby confirming that it is possible to obtain higherlevel learning from a bankruptcy. They realized their own mistakes and changed their methods in order to avoid making the same mistakes again. Three of the respondents had not critically reflected on their bankruptcy, thereby gained no new knowledge of how to change their methods in future undertakings. The major reasons as to why they were unable to do so were that they blamed external factors as the reason for bankruptcy. One of the interviewees was emotionally blocked during the bankruptcy and therefore unable to contemplate what had went wrong. / Det finns mycket forskning inom området entreprenörskap, entreprenöriel inlärning, och entreprenöriel innovation. Däremot finns det, vilket Jason Cope (2003) har upptäckt, lite eller ingen existerande forskning inom området entreprenöriel inlärning från ett misslyckande, som till exempel en konkurs. Syftet med den här uppsatsen är att utforska om det är möjligt för entreprenörer att uppnå ”higher-level learning” från en konkurs. Vi ämnar undersöka om entreprenörer kan lära sig av sina misstag och sedan använda dessa lärdomar i framtida projekt i sin strävan mot att bli bättre entreprenörer. Uppsatsen är tänkt som ett bidrag till ett forskningsprojekt om entreprenörers reaktion på företagsmisslyckande, bedriven av Anna Jenkins(2008). Som nämnt ovan finns det knappt någon existerande forskning angående entreprenöriel inlärning från en konkurs, vilket har lett till att de teorier som är relaterade till ämnet har blivit reviderade. Den övergripande teorin, ”The Experiental Learning Theory” (Kolb, 1984) beskriver hur erfarenhet kan bli omvandlad till kunskap genom att följa stegen: aktivt uppleva en händelse,reflektera över händelsen, kunna förstå och analysera händelsen, och slutligen använda sin nya kunskap vid ett senare tillfälle. Jason Cope (2003) har upptäckt att entreprenörer kan nå en ”higher-level learning” genom att uppleva diskontinuerliga kritiska händelser och gå igenom dessafaser: tillmötesgå, övervinna/bemästra och reflektera över händelser som inträffar under företagandets gång. Den här inlärningen kan sedan omvandlas; entreprenören inser att hans nuvarande företagarmetoder inte är optimala, vilket leder honom/henne till att anpassa sig till situationen och ändra sina metoder i framtida projekt. Målsättningen med den här uppsatsen var inte att dra några avgörande slutsatser, utan istället att utforska och behandla ny, värdefull information som kan bli användbar i den avhandling vi önskar bidra till, samt för andra framtida forskningsprojekt. För att samla information använde vi oss av kvalitativa intervjuer. Vi intervjuade fem entreprenörer, vilka alla nyligen hade upplevt en konkurs. Empirin analyserades sedan med hjälp av våra utvalda teorier och våra egna synpunkter, genom att göra en ”cross case comparison”. Vårt resultat visar att två av fem entreprenörer har omvandlat sina upplevelser kring konkursen till genuin kunskap och därmed bekräftat att det är möjligt att uppnå ”higher-level learning” av en konkurs. De har insett sina egna misstag och ändrat sina metoder för att förhindra att samma misstag upprepas. Tre av respondenterna har inte reflekterat kritiskt över konkursen, och därför inte fått någon ny kunskap angående hur de skulle kunna ändra sina metoder inom företagande inför framtida projekt. Den främsta anledningen till varför de var oförmögna att reflektera över händelsen var att de skyllde konkursen främst på externa faktorer. En av de intervjuade var även känslomässigt blockerad under konkursen och därför inkapabel att begrunda sina misstag.

<p>There is a lot of research conducted in the field of general entrepreneurship, entrepreneurial learning, and entrepreneurial innovation. However, as Jason Cope (2003) came across during his research, there is little to none research made within the field of entrepreneurial learning from failure, especially from bankruptcy. The purpose of this thesis is to explore if it is possible forentrepreneurs to obtain “higher-level learning” from a bankruptcy. The research concerns whether or not entrepreneurs can learn from their mistakes, and in turn use this learning in order to become more successful entrepreneur in future undertakings. The thesis contributes to a research project on entrepreneurial response to firm failure, initiated by Anna Jenkins (2008).</p><p>As stated above, there is little to none research conducted in the field of entrepreneurial learning from a bankruptcy. Therefore theories considered closely and partly related to the subject have been revised. The overarching theory, the “Experiential learning theory” (Kolb, 1984) describes how experience can be transformed into genuine knowledge, through the steps: experiencing an event, reflecting on the event, understanding the principle under which the particular event falls and testing this new understanding under different circumstances. Jason Cope (2003) has found that entrepreneurs can obtain higher-level learning from experiencing discontinuous criticalevents by going through the phases; facing, overcoming and reflecting on events that occur during the running of a firm. This learning can be transformational; the entrepreneur realizes that current methods are insufficient, forcing him or her to adapt and change methods in future undertakings.</p><p>The main objective in this thesis was not to draw any final conclusions, rather to explore newvaluable information that can be interpreted in the main project as well as in future projects. To gather information we used a qualitative method, in which we interviewed five entrepreneurs who had recently experienced a bankruptcy. The empirical findings were later analyzed in thelight of the frame of references and the authors own viewpoint, by conducting a within case/cross case comparison.</p><p>The results show that two out of five entrepreneurs had transformed the experience from their bankruptcy into new genuine knowledge, thereby confirming that it is possible to obtain higherlevel learning from a bankruptcy. They realized their own mistakes and changed their methods in order to avoid making the same mistakes again. Three of the respondents had not critically reflected on their bankruptcy, thereby gained no new knowledge of how to change their methods in future undertakings. The major reasons as to why they were unable to do so were that they blamed external factors as the reason for bankruptcy. One of the interviewees was emotionally blocked during the bankruptcy and therefore unable to contemplate what had went wrong.</p> / <p>Det finns mycket forskning inom området entreprenörskap, entreprenöriel inlärning, och entreprenöriel innovation. Däremot finns det, vilket Jason Cope (2003) har upptäckt, lite eller ingen existerande forskning inom området entreprenöriel inlärning från ett misslyckande, som till exempel en konkurs. Syftet med den här uppsatsen är att utforska om det är möjligt för entreprenörer att uppnå ”higher-level learning” från en konkurs. Vi ämnar undersöka om entreprenörer kan lära sig av sina misstag och sedan använda dessa lärdomar i framtida projekt i sin strävan mot att bli bättre entreprenörer. Uppsatsen är tänkt som ett bidrag till ett forskningsprojekt om entreprenörers reaktion på företagsmisslyckande, bedriven av Anna Jenkins(2008).</p><p>Som nämnt ovan finns det knappt någon existerande forskning angående entreprenöriel inlärning från en konkurs, vilket har lett till att de teorier som är relaterade till ämnet har blivit reviderade. Den övergripande teorin, ”The Experiental Learning Theory” (Kolb, 1984) beskriver hur erfarenhet kan bli omvandlad till kunskap genom att följa stegen: aktivt uppleva en händelse,reflektera över händelsen, kunna förstå och analysera händelsen, och slutligen använda sin nya kunskap vid ett senare tillfälle. Jason Cope (2003) har upptäckt att entreprenörer kan nå en ”higher-level learning” genom att uppleva diskontinuerliga kritiska händelser och gå igenom dessafaser: tillmötesgå, övervinna/bemästra och reflektera över händelser som inträffar under företagandets gång. Den här inlärningen kan sedan omvandlas; entreprenören inser att hans nuvarande företagarmetoder inte är optimala, vilket leder honom/henne till att anpassa sig till situationen och ändra sina metoder i framtida projekt.</p><p>Målsättningen med den här uppsatsen var inte att dra några avgörande slutsatser, utan istället att utforska och behandla ny, värdefull information som kan bli användbar i den avhandling vi önskar bidra till, samt för andra framtida forskningsprojekt. För att samla information använde vi oss av kvalitativa intervjuer. Vi intervjuade fem entreprenörer, vilka alla nyligen hade upplevt en konkurs. Empirin analyserades sedan med hjälp av våra utvalda teorier och våra egna synpunkter, genom att göra en ”cross case comparison”.</p><p>Vårt resultat visar att två av fem entreprenörer har omvandlat sina upplevelser kring konkursen till genuin kunskap och därmed bekräftat att det är möjligt att uppnå ”higher-level learning” av en konkurs. De har insett sina egna misstag och ändrat sina metoder för att förhindra att samma misstag upprepas. Tre av respondenterna har inte reflekterat kritiskt över konkursen, och därför inte fått någon ny kunskap angående hur de skulle kunna ändra sina metoder inom företagande inför framtida projekt. Den främsta anledningen till varför de var oförmögna att reflektera över händelsen var att de skyllde konkursen främst på externa faktorer. En av de intervjuade var även känslomässigt blockerad under konkursen och därför inkapabel att begrunda sina misstag.</p><p> </p>

Intelligent failure occurs when an entrepreneurial initiative falls short of its anticipated performance. It provides valuable new knowledge to the organisation and is recognised as an important factor in long-term corporate entrepreneurial success. This thesis is located within the domain of corporate entrepreneurship and entrepreneurial failure, and explores the various processes of intelligent failure. The specific aim of this thesis is to learn how organisations manage intelligent failure. Research takes an inductive approach with the predominant use of a qualitative methodology and, as part of a multiple case study strategy, research is carried out in six organisations operating in differing sectors within the UK. Findings indicate that the organisations often fail to manage intelligent failure. There is little evidence of a strategic approach to learning from failure and, where learning occurs, it is predominantly unstructured. This is significant because literature consistently argues that a structured process is required to manage learning from failure successfully. This research recognises that structured processes may be more effective than unstructured processes when looked at in isolation. However, this thesis argues that unstructured mechanisms do have inherent value. Therefore, when organisations develop failure management processes, a dual path may be considered, which might extract value from both systems as is contextually appropriate. This may enable organisations to maximise their ability to learn from failure. This thesis adds to existing management theory in the corporate entrepreneurship domain. In specifically focusing on the structured and unstructured forms within the process of intelligent failure, this thesis addresses a gap in current literature. It also adds to existing literature that centres on the practical management of the learning from failure process.

台灣向來展現中小企業旺盛的生命力，近年來國際性評比的報告中指出台灣的經商環境與創業精神皆名列世界前茅，然而失敗是創業活動不可避免的一環，愛迪生曾說過：失敗也是我需要的，它與成功對我一樣有價值。既然人們說失敗為成功之母，創業家實際面對時是否能相信失敗具有價值？向失敗學習日趨重要，市面上亦增加許多向失敗學習以取代傳統成功典範的科普書籍，畢竟成功無法複製，卻能以失敗借鏡。從失敗的經驗累積未來進取成功的機會。本研究以曾有失敗或挫折經驗的創業家作為訪談對象，以深度訪談的方式，了解創業家失敗或挫折過後，針對前次經驗作內外部歸因的分析，進而讓創業家執行行為修正。 　　經過深度訪談與資料分析，本研究得出以下三點結論：(1) 面對原來的挫折時，所啟動的「敗因歸納－學習－反思與行為改變」歷程有下列影響：( i ) 內外部歸因前次的挫折，使創業家得到經驗學習的對象，進行反思。( ii ) 以前次的挫折為基礎，修正自我的行為，改變成不再犯同樣錯誤的。( iii ) 歷程過後，反思後得到內化後的能力將成為面對下次創業的依據之一。(2) 歷程中的行為改變可能引發控制錯覺，而成為下一次創業的失敗原因之一：當創業家在「敗因歸納－學習－反思與行為改變」歷程時，將針對前次挫折經驗視為學習與修正自我的對象，正因為創業家專注在解決與修正前一次的行為，使得歷程中的行為改變中，隱藏了下一次創業活動的行為盲點，而成為了當下檢討歷程的控制錯覺之一。(3)研究發現內外部的歸因與內外部資源有關聯：歷程中將內外部歸因以表格式的分類與分析，將敗因學習與行為修正所得到的回饋，轉而成為創業家實際的自我價值與資源。 / Small and medium enterprises in Taiwan have shown people their great vitality. Recently, the international business reports pointed that the entrepreneurial environment in Taiwan and Taiwanese entrepreneurship are almost on the top world. However, it is unavoidable to make mistakes when people stay in entrepreneurial process. There is a quotes spoken by Thomas A. Edison, “Negative results are just what I want. They're just as valuable to me as positive results.” People say that failure is the mother of success whether can entrepreneur really treat failure as a valuable experience? 　　 　　It has been more and more important to learn from failure. We can easily find lots of books talking about this topic. After all, success can’t be copied but people can be able to learn from failure. People can accumulate experiences from failure and make themselves to be success. This research examines how entrepreneurs do with reflection after being failure. Through interviewing 5 entrepreneurs who had been suffered from failure or frustrated experiences, researcher tried to understand the relationships between those experiences and entrepreneur’s behaviors by attribution theory.Through in-depth interviews and data analysis, there are three main findings. First, the process in “attribute frustration - learning from failure - reflection and behavior adjustment” has 3 significant impacts on the behavior of previous setbacks which help entrepreneur achieve. Second, the behavior adjustment in the process may trigger the illusion of control, which may become one of the failure reasons for the next entrepreneurship. Last, according to the research, the dimensions of attribution and the dimensions of entrepreneur’s resources have connection.

No description available.

Forskning om entreprenörskap fokuserar på framgång som ignorerar den höga felfrekvensen av Nya företag. Många nya företag misslyckas så hur entreprenörer hantera det när deras företag misslyckas? Framgångsrika entreprenörer prisar fördelarna med misslyckande som en värdefull lärare. Resultatet av misslyckande regelbundet fylld med ekonomiska, sociala, psykologiska och fysiska hälsoproblem. Syftet med denna forskning är att bedöma företagets misslyckande upplevelser för företagare, från det ögonblick resultatet genom att  återhämtningen för att hantera företagande fel och avsluta för påverkan av den slutna företag.  I denna forskning aspekter av livet som påverka av entreprenörs fel undersöka ekonomiskt, socialt och psykologiskt att belysa faktorer som kan påverka mängden av kostnaderna för ett misslyckande. Därefter beskriver forskningen hur entreprenörer lära av misslyckanden. Den presenterar på resultaten av företagets misslyckande, inklusive hantera fel och återhämtning tillsammans med kognitiva och beteendemässiga utfall. / Research on entrepreneurship focuses on success which ignores the high failure rate of new ventures. Many new ventures fail so how entrepreneurs deal with it when their venture    fails? Successful entrepreneurs praising the advantages of failure as a valuable teacher. The result of failure is regularly filled with economic, social, psychological, and physical health disorder. The aim of this research is to assessment venture failure experiences for entrepreneurs, from the instant result through to recovery for coping with entrepreneurial failure and exit for impact of the closed venture. In this research, aspects of life affected by entrepreneurial failure examine economically, socially and psychologically in highlighting factors that may influence the amount of costs of failure. Next, the research describes how entrepreneurs learn from failure. It presents on the outcomes of venture failure, including coping with failure and recovery together with cognitive and behavioral outcomes. The main objective of the research study is to understand the failure from entrepreneurs    who have experienced it and also to make a theoretical framework of failure based on entrepreneurial venture failure experiences. Every entrepreneur starts up a venture with high expectations of achieving success. Failure can be emotionally disturbing, devastating,  painful, distressing and costly for the entrepreneur who may have to aspect the stigma of failure and the loss of reputation. The entrepreneur can get involved in grief, heartache, anxiety, depression, shame, rejection and discouragement (Politis &amp; Gabrielsson, 2009). The purpose of the research is to investigate how entrepreneurs realize and react to venture  failure. Moreover, entrepreneurs are looking for positive aspects of failure as enhancing experiences that help their coping with entrepreneurial failure, learning from failure, the willingness to begin a new venture and also trigger changes in upcoming decision-making. The purpose of the research is to take a view of the existed experience of failure, taking into consideration impact from the entrepreneurship.

Research on entrepreneurship focuses on success which ignores the high failure rate of new ventures. Many new ventures fail so how entrepreneurs deal with it when their venture fails? Successful entrepreneurs praising the advantages of failure as a valuable teacher. The result of failure is regularly filled with economic, social, psychological, and physical health disorder. The aim of this research is to assessment venture failure experiences for entrepreneurs, from the instant result through to recovery for coping with entrepreneurial failure and exit for impact of the closed venture. In this research, aspects of life affected by entrepreneurial failure examine economically, socially and psychologically in highlighting factors that may influence the amount of costs of failure. Next, the research describes how entrepreneurs learn from failure. It presents on the outcomes of venture failure, including coping with failure and recovery together with cognitive and behavioral outcomes. The main objective of the research study is to understand the failure from entrepreneurs who have experienced it and also to make a theoretical framework of failure based on entrepreneurial venture failure experiences. Every entrepreneur starts up a venture with high expectations of achieving success. Failure can be emotionally disturbing, devastating, painful, distressing and costly for the entrepreneur who may have to aspect the stigma of failure and the loss of reputation. The entrepreneur can get involved in grief, heartache, anxiety, depression, shame, rejection and discouragement (Politis &amp; Gabrielsson, 2009). The purpose of the research is to investigate how entrepreneurs realize and react to venture failure. Moreover, entrepreneurs are looking for positive aspects of failure as enhancing experiences that help their coping with entrepreneurial failure, learning from failure, the willingness to begin a new venture and also trigger changes in upcoming decision-making. The purpose of the research is to take a view of the existed experience of failure, taking into consideration impact from the entrepreneurship. / Forskning om entreprenörskap fokuserar på framgång som ignorerar den höga felfrekvensen av nya företag. Många nya företag misslyckas så hur entreprenörer hantera det när deras företag misslyckas? Framgångsrika entreprenörer prisar fördelarna med misslyckande som en värdefull lärare. Resultatet av misslyckande regelbundet fylld med ekonomiska, sociala, psykologiska och fysiska hälsoproblem. Syftet med denna forskning är att bedöma företagets misslyckande upplevelser för företagare, från det ögonblick resultatet genom att återhämtningen för att hantera företagande fel och avsluta för påverkan av den slutna företag. I denna forskning aspekter av livet som påverkas av entreprenörs fel undersöka ekonomiskt, socialt och psykologiskt att belysa faktorer som kan påverka mängden av kostnaderna för ett misslyckande. Därefter beskriver forskningen hur entreprenörer lära av misslyckanden. Den presenterar på resultaten av företagets misslyckande, inklusive hantera fel och återhämtning tillsammans med kognitiva och beteendemässiga utfall.