Over the past three decades, interest in the topic of Business Incubation and more specifically University Business Incubation, has increased, due to its potential to encourage entrepreneurial activities, which initiate innovation and economic development. The literature on entrepreneurship devotes significant attention to BI as a tool for supporting entrepreneurs in overcoming difficulties associated with starting a business. Meanwhile, the fact that incubators themselves are vulnerable to different challenges needs to be sufficiently highlighted in the research currently in publication. By adopting an incubator’s perspective on developing entrepreneurs and, therefore, its dynamics that form new ventures, this qualitative study has focused on difficulties adjacent to the administration of the incubator. By building on the Black Box model of incubation, the Triad model, as well as Institutionalized entrepreneurship, the researchers have contributed to the phenomena of UBIs, and the many challenges they encounter when incubating business tenants. The thesis has successfully confirmed the inherent value of ensuring the financial viability of publicly financed incubators while shedding light on the challenges involved in achieving self-sufficiency. This examination has delved into the acquisition of government funds by incubators and explored the opportunities and constraints accompanying such support. Building on existing literature, which identifies sustainability and growth as key indicators, this study has provided empirical evidence and analysis that underscores the detrimental impact on the incubator's core mission when these criteria are not maintained.

Researchers have determined that field experience is crucial in education preparation programs, yet little information is available about field experience within online early childhood education (ECE) programs. Educators who work in online ECE programs need to understand how to facilitate field experience effectively. The purpose of this qualitative interview study was to understand the processes, procedures, and experiences of instructors who facilitate preservice teachers' field experience in online ECE programs. A constructivist framework was used to examine facilitation practices. Nine instructors from online ECE programs in the United States participated in 2 semistructured interviews that lasted approximately 1 hour each. A combination of a priori and open coding was used to support inductive analysis. Themes included communication, mentoring, collaboration, parity between online and live facilitation of field experiences, roadblocks, innovations, assessment, and reflection. Participants reported that a constructivist approach was crucial for online facilitation. Four key findings included an intentionality of design for parity between online and live facilitation, active engagement in responding to facilitation challenges, embedded constructivism in curriculum design, and a necessity for online options despite preference for live field supervision. Social change implications for ECE instructors include sharing of best practices to improve facilitation of field experience in online ECE programs and acknowledgement of need for research focused on quality of field experience. Enhancing the quality of field experiences could better prepare teachers, which would benefit young children in ECE classrooms.