In recent years young entrepreneurs have attracted considerable attention from policy makers and the media, and there is evidence that increasingly many young people aspire to start their own business. However, there has been little research into how young entrepreneurs actually build their businesses, and the limited existing research about young entrepreneurs has tended to focus on participants who have struggled to achieve business survival and growth. By contrast, this thesis investigates how young entrepreneurs are able to build high performing businesses. All participants have built a business with a turnover between £1 million and £90 million or otherwise raised at least £1 million in external investment. It takes a qualitative approach, based primarily on semi-structured interviewing, to understanding the knowledge and skills 21 young entrepreneurs used to build their businesses. It uses a human capital theory framework to analyse how the young entrepreneurs developed relevant knowledge and skills prior to start-up in order to build a business. It then considers what additional human and social capital the young entrepreneurs acquired during the venture creation process itself. The findings identify three different pathways, each of which typifies the human capital used by particular young entrepreneurs, according to their educational background and the precise age at which they started their business. The study also establishes the necessary human capital which all of the young entrepreneurs developed prior to start-up or during the early stages of starting their ventures, which was important to their success in growing a business. The study finally contributes to the debate about whether general human capital or venture-specific human capital is most important to entrepreneurs, finding that for young entrepreneurs developing pre-start-up general human capital is particularly significant.

This thesis is a critical examination of the „new vision‟ strategies that the Libyan government undertook in order to promote the deeper integration of the Libyan economy into the global economy of the Modern Orientalist World-System (MOWS). This process has been taking place since the lifting of the trade embargo on Libya by President Bush in April 2004. A crucial part of this new vision strategy was the promotion of human capital development amongst the Libyan population and with a particular emphasis upon English Language Acquisition (ELA). The argument, derived from neo-liberal thought, is that for Libya to transform itself it must embrace neo-liberal ideas that will see the government adopt the role of the enabling state, preparing Libyans for employment in a newly established private sector. ELA, the learning of what is called „global English‟, is the central part of the new vision human capital development goals. The assumption here is that by developing the English language skills of Libyans it will enhance their job prospects with foreign firms arriving in Libya. This strategy is being pursued in the aftermath of a state directed ban on the learning of English that was first decreed in 1986 and the consequences of which placed a significant obstacle in the way of the immediate employment prospects of a generation of young Libyan graduates. If the state developmental strategy now embraced by the Libyan government is to be successful then it must promote the rapid improvement in the second language skills of its young people (specifically „global English‟) if they are to take advantage of the opportunities offered by a newly opened economy. However, this strategy is fraught with dangers for the government as liberalising the Libyan economy weakens the control of the state over society. Thus the thesis addresses a number of key questions regarding the relationship between human capital (language skills) and the sociology of development; of human capital as a concept in the „modern Orientalist world-system‟; and the changing nature of state-society relations in Libya as the government attempts to integrate it more firmly into the MOWS. To what extent can the Libyan government transform its economy and society in a way that enhances its position in the MOWS rather than simply rendering it more dependent upon the power of the core?

Systemic corruption has fierce impacts on human development. Research indicates that systemic corruption in Armenia has invaded into all the sectors of social life and has transformed society making from it a comfortable environment for existence. Human development, social structure, human resources, public way of thinking, opportunities are constrained by the limitations and restriction put by corrupt system. This paper provides a comprehensive study of the systemic nature of corruption and its consequences, the picture of socio-cultural attitude to the corruption through analysing public perceptions, and analyses the connection between corruption, corrupt behaviour and human development. Keywords Corruption, social perceptions, human development, opportunities, corrupt behaviour, social capital.

The purpose of this study is to explore the important factors that affect graduate employment such as human capital, social capital and university career services. It focuses on the graduate labour market in the UK and uses mixed methods. While quantitative data derive from a survey, qualitative data come from interviews and secondary sources in a case study. The survey includes 947 university graduates and qualitative data consist of 8 interviews, internal and external reports. The findings show that the level of human capital and social capital affect the way graduates find a job and the use of social capital in job searches varies by ethnicity, age and academic level. However, gender and academic discipline do not affect the use of social capital in the UK graduate labour market. Moreover, the study shows that university career services can play an important role in job searches. Overall, however, direct application and online career services are two most widely used methods to find a job. The originality of the research is twofold. Firstly, it illustrates the relationship between two important components in graduates’ job search processes: human capital and social capital. Secondly, it examines the role of an institution: university career services and displays the importance of institutional approaches in building a bridge between students and employers.

This thesis discusses the process of space polarization, in the concrete the issues of human and social capital in inner peripheries in Czechia. The first part of the thesis deals with selected theoretical and methodological concepts of research of space polarization and human and social capital. Following empirical part concerns with the analysis of human and social capital in the larger territory of inner periphery located in borderland of the Central and Western Czechia. This analysis was based on quantitative evaluation. On the basis of the results of this analysis the analysis of human and social capital was accomplished in the territory of Manětín region. This analysis was on the contrary based on qualitative evaluation. In conclusion there is an effort to consider the quality and potential of human and social capital for the development of Manětín region. Key words: inner periphery - spatial polarization - human capital - social capital - potential of development - Manětín region

Purpose: This research aims to study the roles played by entrepreneurial human, social, cognitive capital and related process dynamics in venture emergence, exploring their main and combined effects on the model of the determinants of success in Nascent Entrepreneurship. This provides strong evidence for the connection from resources to process dynamics and ultimately to venture outcomes. Methodology Approach: An empirical model is developed to test a research's framework that focuses on formulating and testing coherent conceptual propositions utilising a longitudinal sample of secondary data from a mix gender sample of 816 nascent entrepreneurs in the United States who were tracked over four consecutive years. Findings: The empirical analysis showed significant support for the proposed conceptual model. The findings support the partial influence of the main attributes of nascent entrepreneurial capital (social, human and cognitive capitals) on the outcomes of new venture creation process, where the drivers of positive outcomes appear to coincide with variables that relate to cognitive capital. More importantly, the empirical analysis finds significant interaction effects between elements of nascent entrepreneurial capital and their interplay with the process dynamics confirming the conceptual proposition of an integrative framework encompassing significant associations that constitute the phenomenon of new venture creation. The integrative perspective has implications for Nascent Entrepreneurship theory and practice. First, the main effects of resource endowments should not be taken into account in isolation as predictors of new venture creation outcomes. Second, the role of process dynamics and cognitive capital is best theorised as a moderating variable between the startup capital's attributes and the venture creation outcomes. Therefore, the findings demonstrate a dominant role of the integrative modelling in driving the transition to the start-up phase. Limitations: There is no consensus on the measures of success for entrepreneurship research at the nascent phase of business venturing. There is substantial variation in the literature in terms of outcomes, definitions, conceptual works and design issues, and therefore further consideration to control for variations is deemed necessary to ensure valid, cumulative and definitive answers that must be built upon a solid and unified basis. ` Originality: Thesis is original in integrating cognitive abilities and process dynamics with social and human capital in a model of the determinants of success in Nascent Entrepreneurship. While we may consider alternative ways to look at interaction/moderation effects across the three different types of " start-up capital", integrating the three elements in a structured and dynamic model of Nascent Entrepreneurship is an original contribution.

Non-formal education (NFE) has the potential to provide diverse learning opportunities for personal and professional development. Proponents of NFE conclude that it creatively and flexibly responds to ever-changing socio-economic challenges. In practice, these contributions are highly dependent upon the viability of NFE and the context in which it is delivered. This research studied US and Scottish national community education programs, designed for vulnerable and disadvantaged youth, in order to examine NFE. As a comparative case study, the research developed a model of NFE from the literature reviewed. This model was applied to explain and analyze governance, the use of social and human capital theories as well as other important concepts related to each program. Interviews (with policy leaders, community level program administrators and young people) as well as national and local documents informed the analysis. The top-down construct of community education programs demonstrated that policy influenced implementation within communities. Community level administrators could also plan programs, however, within the limits of policy. Both case studies were primarily similar in their norms and goals but also had interesting differences at national and local levels. The findings showed how history, western ideologies and youth narratives have a pervasive impact on programs. The case studies revealed contributions of NFE to lifelong learning, seen through the lens of social and human capital. Furthermore, a critical discussion was interwoven throughout the thesis and revealed challenges and tensions at all levels of the model. NFE is a complex and variable concept, and it continues to struggle for legitimacy and recognition within the wider education narrative. However, NFE’s relationship with government policy, its use within communities and the experienced outcomes for youth are testament that it is integral and influential within the narrative. Further NFE research and practices should be encouraged in order to understand its role and impact. There is an emphasis made here to expand the research on NFE because socio-economic inequality, concerns about youth transition and the importance of learning beyond the formal educational sector are universal and consistent issues.

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xii, 175 p.; also includes graphics. Includes bibliographical references (p. 165-175). Available online via OhioLINK's ETD Center

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Abstract The purpose of the thesis has been to investigate the relation between human capital and economic growth in developing countries around the world. The main research question is how the human capital impact on the economic growth in developing countries during the period of 2010 -2015.The world is mainly divided into two major groups, which are Developed & Developing countries, as well as poor & rich countries. In this thesis mainly concern only developing and poor countries and their role of the economic growth. The key factors of economic growth are GDP/capita, per capita income, birth rate, death rate, population growth rate, life expectancy at birth, working age population, education, literacy rate and investment in technology. The world is populated day by day such has never been before. In the past history it look back to 123 years to increased from one billion to two billion from 1804 to 1927.Then, next billion took 33 years. The following two billions took 14 years and 13 years, respectively (Ray, Development Economics).             The data has been taken from the Developing countries around the world which is taken a cross sectional data set and data has been analysed with multiple liner regressions model with ordinary least squares (OLS). For this purpose which applied the difference tools & theory which are human capital and technology development, economic growth, norms, externalities and human social capital.   The previous studies is examined the most important factors of economic development that is economic growth and human capital investment. Similarly, the theoretical discussion is described the Solow model, human capital theory, technological progress, demographic transition and social capital. For examine the data is divided into two groups which are dependent and independent variables. Economic growth GDP/capita, GDP/capita growth rate are dependent variable and Ln. GDP initial, life expectancy at birth, population growth rate, education, working age population and investment in technology are independent variables.   This analysis shows the majority of the variables in the study have positive significant relation to the GDP/capita growth. This result furthermore support the developing countries provides insight on the world economic development status towards the independents variables.