title: Entrepreneurial Disappointment: Let Down and Breaking Down, a Machine-Learning Study

authors: Williamson, Amanda Jasmine

subjects: Social Sciences

abstract: Despite its importance, our understanding of what entrepreneurial disappointment is, its attributions, and how it relates to depression is limited. Drawing on a corpus of 27,906 semi-anonymous online posts, we identified entrepreneurial disappointment, inductively uncovered its attributions and examined how depression differs between attributions. We found that posts with internal, stable, and global disappointment attributions (e.g., not fitting entrepreneurial norms) are, on average, higher in depression symptoms than posts with external, unstable, and specific disappointment attributions (e.g., firm performance). Our findings offer novel theoretical and methodological avenues for future research on entrepreneurs’ affective experiences and mental health.

text: Entrepreneurial Disappointment: Let Down and Breaking Down, a Machine-Learning Study Despite its importance, our understanding of what entrepreneurial disappointment is, its attributions, and how it relates to depression is limited. Drawing on a corpus of 27,906 semi-anonymous online posts, we identified entrepreneurial disappointment, inductively uncovered its attributions and examined how depression differs between attributions. We found that posts with internal, stable, and global disappointment attributions (e.g., not fitting entrepreneurial norms) are, on average, higher in depression symptoms than posts with external, unstable, and specific disappointment attributions (e.g., firm performance). Our findings offer novel theoretical and methodological avenues for future research on entrepreneurs’ affective experiences and mental health.

year: 2020-10-23

title: Politics of imaging New Caledonia

authors: d'Hauteserre, Anne-Marie

subjects: postcolonialism

abstract: Advertisements for the international tourism market are examined using postcolonial discourse analysis to determine how tourism promoters represent New Caledonia. This article illustrates how the images used to promote New Caledonia on international markets continue to be a political statement that constructs the territory as a French enclave in the Pacific not shared with Kanak people and several minorities. The article demonstrates that these representations continue to translate unequal power relations that most of the French in New Caledonia (supported by tourism and its operators) wish to maintain with the Indigenous people. These representations also run counter to government decisions to restore the identity of Kanak people and to improve their economic well-being on the basis of tourism development.

text: Politics of imaging New Caledonia Advertisements for the international tourism market are examined using postcolonial discourse analysis to determine how tourism promoters represent New Caledonia. This article illustrates how the images used to promote New Caledonia on international markets continue to be a political statement that constructs the territory as a French enclave in the Pacific not shared with Kanak people and several minorities. The article demonstrates that these representations continue to translate unequal power relations that most of the French in New Caledonia (supported by tourism and its operators) wish to maintain with the Indigenous people. These representations also run counter to government decisions to restore the identity of Kanak people and to improve their economic well-being on the basis of tourism development.

year: 2010

title: A reflective account of successful leadership: Māori special character secondary boarding schools.

authors: McAllister, Theresa

abstract: This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

text: A reflective account of successful leadership: Māori special character secondary boarding schools. This thesis explores the leadership and Māori student achievement in Māori boarding schools taking into account cultural contexts, environments and the leadership ideologies around educational leadership. What are the leadership practices in Māori boarding schools that have made a difference for Māori student achievement? I argue that, Māori secondary boarding schools continue to offer an educational framework whereby Māori students achieve as Maori.
In order to better understand the philosophies and goals of those early Māori boarding school leaders through to the present time I have researched a sample of current leaders within those boarding schools. This research interest arose many years ago when I first realised that there was a significant gap in Māori student educational achievement compared to non-Māori. What was also realised was that few people understood the contribution that Māori boarding schools have played in Māori student achievement and success over many decades. While some people had heard of Māori boarding schools, not a great deal was really known about what Māori boarding schools delivered in terms of education for Māori and Māori culture. What is apparent from an historical perspective is that Māori boarding schools have contributed to the retention of Māori culture, language and identity resulting in student achievement. This is a result of what successful leadership has provided for Māori students to achieve.
Student achievement is a direct result of leadership. In a Māori boarding school setting, achievement is multifaceted. For Māori secondary boarding schools, achievement is taken from three perspectives: Christian, Māori and Academic. Flowing down from those three perspectives is the holistic wellbeing of students’, mind, body and soul, while recognizing and including whānau, hapū and iwi. Therefore, this research investigates the leadership practices in Māori boarding schools that have made a difference for Māori student achievement.

year: 2016