title: A study of the collectivist model of entrepreneurship in the Global South: The case of the Ecuadorian Coast

authors: Gavilanes Valle, Julio

subjects: Entrepreneurship

abstract: Poverty and limited state support, combined with the collectivism of societies in the Global South, have led necessity-driven entrepreneurs to create businesses by pooling resources. However, there are doubts about the limited capacity of this type of entrepreneurship to create value and generate growth. Due to the heterogeneity of the phenomenon in the region, these views are insufficient to fully understand the entrepreneurial process; hence, this thesis explores the effects of collectivism on the entrepreneurship model in the context of necessity of the Global South.	Situated in the interpretivism paradigm and using a qualitative design, the research involved a community in Ecuador as a case study. Twenty-one in-depth interviews were conducted with local entrepreneurs, which were analysed through thematic analysis. Data analysis indicated collectivism at three levels of the social structure: the community, the family, and the individual. At the community level, the findings evidenced a robust "associativity" process, which organised the group and achieved social cohesion, a cornerstone for the region's entrepreneurship development. The effects of collectivism were also manifested at the family level, with the creation of intergenerational and family businesses closely interrelated. At the individual level, the effects of collectivism were evident in peer-to-peer entrepreneurial imitation facilitation as a strategy to create ventures and collectively grow a single industry, creating a previously non-existent market process. Drawing on these remarks, this thesis has contributed to entrepreneurship research by determining the role of entrepreneurial imitation, resource development and collective growth in necessity-driven entrepreneurship in the Global South.

text: A study of the collectivist model of entrepreneurship in the Global South: The case of the Ecuadorian Coast Poverty and limited state support, combined with the collectivism of societies in the Global South, have led necessity-driven entrepreneurs to create businesses by pooling resources. However, there are doubts about the limited capacity of this type of entrepreneurship to create value and generate growth. Due to the heterogeneity of the phenomenon in the region, these views are insufficient to fully understand the entrepreneurial process; hence, this thesis explores the effects of collectivism on the entrepreneurship model in the context of necessity of the Global South.	Situated in the interpretivism paradigm and using a qualitative design, the research involved a community in Ecuador as a case study. Twenty-one in-depth interviews were conducted with local entrepreneurs, which were analysed through thematic analysis. Data analysis indicated collectivism at three levels of the social structure: the community, the family, and the individual. At the community level, the findings evidenced a robust "associativity" process, which organised the group and achieved social cohesion, a cornerstone for the region's entrepreneurship development. The effects of collectivism were also manifested at the family level, with the creation of intergenerational and family businesses closely interrelated. At the individual level, the effects of collectivism were evident in peer-to-peer entrepreneurial imitation facilitation as a strategy to create ventures and collectively grow a single industry, creating a previously non-existent market process. Drawing on these remarks, this thesis has contributed to entrepreneurship research by determining the role of entrepreneurial imitation, resource development and collective growth in necessity-driven entrepreneurship in the Global South.

year: 2024-05-01

title: Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators

authors: Cheesman, Sue

subjects: dance

abstract: In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints.

text: Sustaining dance education in New Zealand: Some issues facing pre-service, primary teacher educators In the area of Dance Education particularly in a primary education context there are several publications on how to teach dance from a variety of philosophical standpoints (Stinson, 1997; Gough, 1999; Autard-Smith, 2002; Cone and Cone, 2005; McCutchen, 2006). Recent research into dance pedagogy analysed the concepts and approaches to creativity by three specialist dance teachers within a primary context in the United Kingdom (Chappell, 2007). Several dance researchers in New Zealand (Bolwell, 1998; Hong, 2000; Renner, 2006; Buck, 2007) have focused on Dance Education within a primary school context from the following angles: developing dance literacy, primary teachers’ voices in relation to teaching dance, approaches to curriculum dance, analysis of children’s reflections to live dance performance, and dance and interdisciplinary arts. However the issue of sustainable dance education for pre-service primary educators has not been examined. This paper explores some of the challenges facing dance educators working with pre-service primary teachers in the New Zealand context and reports on a particular cohort of student viewpoints.

year: 2009

title: Translated application interfaces - issues of engagement

authors: Mato, Paora James

abstract: In New Zealand, English is the language that dominates contemporary technologies. Usability testing was completed on a range of applications, available with a Māori-language interface, to gauge levels of awareness, engagement and perception. Nearly all of the respondents were unaware of the availability of these interfaces but most indicated they would prefer to use the Māori-language versions. In terms of engagement and usability, users initially engaged using Māori but switched to English when they wanted to quickly complete the task at hand. Few remained fully engaged with the Māori-language interfaces. High levels of language switching were reported and some frustration as the participants encountered new and unfamiliar uses of words. At face value the feedback suggests the translated interfaces contained unnecessary complications and that better design and content might have enhanced the user experience. However, there is evidence that extended use would enable users to become more familiar with the interfaces alluding to initial barriers created by a previous competence in another language -- in this case English. With this previous competence in mind it might be more useful to employ design concepts that would alleviate initial difficulties and serve to keep the user engaged in the target language for longer periods of time.

text: Translated application interfaces - issues of engagement In New Zealand, English is the language that dominates contemporary technologies. Usability testing was completed on a range of applications, available with a Māori-language interface, to gauge levels of awareness, engagement and perception. Nearly all of the respondents were unaware of the availability of these interfaces but most indicated they would prefer to use the Māori-language versions. In terms of engagement and usability, users initially engaged using Māori but switched to English when they wanted to quickly complete the task at hand. Few remained fully engaged with the Māori-language interfaces. High levels of language switching were reported and some frustration as the participants encountered new and unfamiliar uses of words. At face value the feedback suggests the translated interfaces contained unnecessary complications and that better design and content might have enhanced the user experience. However, there is evidence that extended use would enable users to become more familiar with the interfaces alluding to initial barriers created by a previous competence in another language -- in this case English. With this previous competence in mind it might be more useful to employ design concepts that would alleviate initial difficulties and serve to keep the user engaged in the target language for longer periods of time.

year: 2015