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Publikation Success factors of deep tech incubators. A qualitative study(2024) Meyer, Dario; Colonna, Francesco; Meyer, Rolf; Buisine, StéphanieDeep tech start-ups, characterized by their focus on groundbreaking technologies and scientific advancements, face unique challenges that demand specialized support systems for their development and market entry. This paper presents a qualitative analysis based on ten interviews with managers of deep tech incubators, exploring the services offered, critical success factors, challenges and anticipated future changes. The services provided by incubators are comprehensive, ranging from technical and business mentorship to assistance in regulatory processes and access to financial resources. The study identifies that the success of deep tech incubators depends on customized support for start-ups, access to expertise and facilities, and a strong ecosystem and community network. Customized support ensures that the unique needs of each start-up are met, while access to technical resources and a vibrant network facilitates innovation and growth. Challenges such as cultural and mindset differences, operational difficulties, and regulatory navigation underscore the complex landscape in which these incubators operate. Anticipated changes within the next few years include a shift in investment focus towards projects with significant societal impact, an increase in international collaboration, and a deeper recognition of deep tech's role in solving global challenges. This paper contributes to the understanding of deep tech incubation, highlighting the support required to foster innovation in this sector. The insights from this study can inform policymakers, investors, and managers of deep tech incubators on fostering a conducive environment for innovation and growth in the deep tech sector.04B - Beitrag KonferenzschriftPublikation Genealogies of reflexivity. Register formations and the making of affective workers(De Gruyter, 2022) Del Percio, AlfonsoHow has the ability to express reflexivity, including regulating affect, come to be part of the bundled self that workers are required to be? This paper offers a rigorous genealogical analysis of the multiple histories of knowledge and power that have informed the emergence and shaping of ‘reflexive registers,’ or socially typified ways of speaking and reflecting about oneself that stand for morally marked models of selfhood. It takes as a starting-point programs documented in my ethnography of employability programs in London, UK where workers of all sorts are asked to learn to examine their personalities and to express their feelings. It then draws on original historiographical and ethnographic data that allows documentation of the logics and circumstances informing the emergence and development of reflexivity as a resource for employability. It argues for an interdisciplinary understanding of reflexivity and its communicability that theorises the workers as products of history, capital, and affect.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Emigration and start-up setting. New Russian and Ukranian intelligentsia in a historical perspective(Springer Cham, 2024) Schulte, Volker; Hinz, Andreas; Verkuil, Arie HansThe article describes Russian and Ukrainian entrepreneurs working abroad. According to interviews there is no exchange of entrepreneurs for cooperation of both countries.The article describes the boundaries and challenges of making business abroad.04A - Beitrag SammelbandPublikation Familiarity, use, and perception of AI-powered tools in higher education(ToKnowPress, 2024) Nikoulina, Anya; Caroni, Anna; Dermol, ValerijPurpose: AI-powered tools and the use of these tools for teaching and learning have grown exponentially. While there are several studies that examine students' use of AI tools for learning, the results are inconclusive. The purpose of this study is to gain a better understanding of students' familiarity and use of various AI-powered tools for learning, and to gain greater insight into students' perspectives on the benefits and risks of using AI-powered tools in educational settings. Study design/methodology/approach: The study deployed a survey to understand and compare the degree of familiarity and use of AI-powered tools among first and final-year university students. Additionally, several questions focused specifically on students' concerns regarding the use of AI in their studies. Findings: Results indicate that first-year students exhibited a higher level of familiarity with AI tools prior to the start of their studies, while final-year students demonstrated a deeper and more diverse usage of these technologies. Despite concerns raised, the study does not conclusively support negative impacts on student engagement or development of critical thinking skills. While the study indicated that students are well aware of the general limitations of AI use, they did feel not well supported nor informed as to how AI-powered tools can be used within their studies and have expressed the need for greater support and guidance from the university. Originality/value: Research findings have significant implications for educational institutions and policymakers as they strive to leverage AI effectively to enhance the learning experience while addressing concerns and preferences in this rapidly evolving educational environment.04B - Beitrag KonferenzschriftPublikation The role of public funding agencies for startup promotion. An international comparison(Springer Cham, 2024) Schulte, Volker; Birkenmeier, Beat; Verkuil, Arie HansThe article describes start-up promotion policies of governments in an international comparison. It analyses the advantages and disadvantages of subsidies for start-ups.04A - Beitrag SammelbandPublikation Epilogue. Bridging past to future - small analogy of economic crises(Springer Cham, 2024) Schulte, Volker; Köhle, Ivan; Verkuil, Arie HansThe article describes economic crises from Diocletian, to pre-modern and modern crises during industrialization and the way to find out of it.04A - Beitrag SammelbandPublikation Piloting innovative forms of nature-based learning in business schools. Shifting mindsets for regenerative futures and business models to emerge(Mondragon Unibertsitatea, 2024) Wyss, Ananda; von Kutzschenbach, Michael; Hoveskog, Maya; Tell, Joakim; Khitous, Fatima; Norris, Nicole04B - Beitrag KonferenzschriftPublikation Global and risk-group stratified well-being and mental health during the COVID-19 pandemic in adults. Results from the international COH-FIT Study(Elsevier, 2024) Solmi, Marco; Thompson, Trevor; Estradé, Andrés; Agorastos, Agorastos; Radua, Joaquim; Cortese, Samuele; Dragioti, Elena; Vancampfort, Davy; Thygesen, Lau Caspar; Aschauer, Harald; Schlögelhofer, Monika; Aschauer, Elena; Schneeberger, Andres; Huber, Christian G.; Hasler, Gregor; Conus, Philippe; Do Cuénod, Kim Q.; von Känel, Roland; Arrondo, Gonzalo; Fusar-Poli, Paolo; Gorwood, Philip; Llorca, Pierre-Michel; Krebs, Marie-Odile; Scanferla, Elisabetta; Kishimoto, Taishiro; Rabbani, Golam; Skonieczna-Żydecka, Karolina; Brambilla, Paolo; Favaro, Angela; Takamiya, Akihiro; Zoccante, Leonardo; Colizzi, Marco; Bourgin, Julie; Kamiński, Karol; Moghadasin, Maryam; Seedat, Soraya; Matthews, Evan; Wells, John; Vassilopoulou, Emilia; Gadelha, Ary; Su, Kuan-Pin; Kwon, Jun Soo; Kim, Minah; Young Lee, Tae; Papsuev, Oleg; Manková, Denisa; Boscutti, Andrea; Gerunda, Cristiano; Saccon, Diego; Righi, Elena; Monaco, Francesco; Croatto, Giovanni; Cereda, Guido; Demurtas, Jacopo; Brondino, Natascia; Veronese, Nicola; Enrico, Paolo; Politi, Pierluigi; Ciappolino, Valentina; Pfennig, Andrea; Bechdolf, Andreas; Meyer-Lindenberg, Andreas; Kahl, Kai G.; Domschke, Katharina; Bauer, Michael; Koutsouleris, Nikolaos; Winter, Sibylle; Borgwardt, Stefan; Bitter, Istvan; Balazs, Judit; Czobor, Pál; Unoka, Zsolt; Mavridis, Dimitris; Tsamakis, Konstantinos; Bozikas, Vasilios P.; Tunvirachaisakul, Chavit; Maes, Michael; Rungnirundorn, Teerayuth; Supasitthumrong, Thitiporn; Haque, Ariful; Brunoni, Andre R.; Costardi, Carlos Gustavo; Schuch, Felipe Barreto; Polanczyk, Guilherme; Luiz, Jhoanne Merlyn; Fonseca, Lais; Aparicio, Luana V.M.; Valvassori, Samira Silva; Nordentoft, Merete; Vendsborg, Per B.; Hoffmann, Sofie Have; Sehli, Jihed; Sartorius, Norman; Heuss, Sabina; Guinart, Daniel; Hamilton, Jane Elizabeth; Kane, John M.; Rubio, José M.; Sand, Michael S.; Koyanagi, Ai; Solanes, Aleix; Andreu-Bernabeu, Alvaro; Caceres, Antonia San Jóse; Arango, Celso; Díaz-Caneja, Covadonga M.; Hidalgo-Mazzei, Diego Alberto; Vieta, Eduard; González-Peñas, Javier; Fortea, Lydia; Parellada-Redondo, Mara José; Fullana, Miquel Àngel; Verdolini, Norma; Andrlíková, Eva; Janků, Karolína; Millan, Mark John; Honciuc, Mihaela; Moniuszko-Malinowska, Anna M.; Loniewski, Igor; Samochowiec, Jerzy; Kiszkiel, Łukasz; Marlicz, Maria; Sowa, Paweł Mateusz; Marlicz, Wojciech M.; Spies, Georgina; Stubbs, Brendon; Firth, Joseph; Sullivan, Sarah A.; Darçin, Asli Enez; Aksu, Hatice Bagdatli; Dilbaz, Nesrin; Noyan, C. Onur; Kitazawa, Momoko; Kurokawa, Shunya; Tazawa, Yuuki; Anselmi, Alejandro; Cracco, Cecilia Valentina; Machado, Ana Inés; Estrade, Natalia; De Leo, Diego; Curtis, Jackie; Berk, Michael; Carvalho, Andre Ferrer; Ward, Philip B.; Teasdale, Scott B.; Rosenbaum, Simon; Marx, Wolfgang; Horodnic, Adrian Vasile; Oprea, Liviu; Alexinschi, Ovidiu Eugen; Ifteni, Petru Iulian; Turliuc, Serban; Ciuhodaru, Tudor; Boloş, Alexandra; Matei, Valentin Petre; Nieman, Dorien H.; Sommer, Iris E.C.; van Os, Jim J.; van Amelsvoort, Thérèse A.M.J.; Sun, Ching Fang; Guu, Taiwei; Jiao, Can; Zhang, Jieting; Fan, Jialin; Zou, Liye; Yu, Xin; Chi, Xinli; de Timary, Philippe; van Winkel, Ruud; Ng, Bernardo; Peña de León, Edilberto; Arellano, Ramon; Roman, Raquel; Sanchez, Thelma; Movina, Larisa G.; Morgado, Pedro; Brissos, Sofia; Aizberg, Oleg R.; Mosina, Anna A.; Krinitski, Damir; Mugisha, James; Sadeghi-Bahmani, Dena; Sheybani, Farshad; Sadeghi, Masoud; Hadi, Samira; Brand, Serge; Errázuriz, Antonia; Crossley, Nicolas A.; Ignjatovic-Ristic, Dragana; López-Jaramillo, Carlos Alberto; Efthymiou, Dimitris; Kuttichira, Praveenlal; Kallivayalil, Roy Abraham; Javed, Afzal A.; Afridi, Muhammad Iqbal; James, Bawo Onesirosan; Seb-Akahomen, Omonefe Joy; Fiedorowicz, Jess G.; Daskalakis, Jeff D.; Yatham, Lakshmi N.; Yang, Lin; Okasha, Tarek A.; Dahdouh, Aïcha; Tiihonen, Jari; Shin, Jae Il; Lee, Jinhee; Mhalla, Ahmed; Gaha, Lotfi; Brahim, Takoua; Altynbekov, Kuanysh S.; Negay, Nikolay; Nurmagambetova, Saltanat; Jamei, Yasser Abu; Weiser, Mark B.; Correll, Christoph UlrichInternational studies measuring wellbeing/multidimensional mental health before/ during the COVID-19 pandemic, including representative samples for >2 years, identifying risk groups and coping strategies are lacking. COH-FIT is an online, international, anonymous survey measuring changes in well-being (WHO-5) and a composite psychopathology P-score, and their associations with COVID-19 deaths/restrictions, 12 a-priori defined risk individual/cumulative factors, and coping strategies during COVID-19 pandemic (26/04/2020-26/ 06/2022) in 30 languages (representative, weighted non-representative, adults). T-test, χ2, penalized cubic splines, linear regression, correlation analyses were conducted. Analyzing 121,066/142,364 initiated surveys, WHO-5/P-score worsened intra-pandemic by 11.1±21.1/13.2±17.9 points (effect size d=0.50/0.60) (comparable results in representative/weighted non-probability samples). Persons with WHO-5 scores indicative of depression screening (<50, 13% to 32%) and major depression (<29, 3% to 12%) significantly increased. WHO-5 worsened from those with mental disorders, female sex, COVID-19-related loss, low-income country location, physical disorders, healthcare worker occupations, large city location, COVID-19 infection, unemployment, firstgeneration immigration, to age=18-29 with a cumulative effect. Similar findings emerged for P-score. Changes were significantly but minimally related to COVID-19 deaths, returning to near-pre-pandemic values after >2 years. The most subjectively effective coping strategies were exercise and walking, internet use, social contacts. Identified risk groups, coping strategies and outcome trajectories can inform global public health strategies.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation An application of Hofstede’s cultural dimensions and golden circle in entrepreneurship education(AOSIS, 2024) Thetsane, Regina M.; Meyer, Dario; Chambwe, MichaelBackground: Entrepreneurship education has become an important issue worldwide, originating mainly in the United States (US) and the United Kingdom (UK). Different methods have been used to teach entrepreneurship, often without considering local circumstances, which is particularly important in sub-Saharan Africa with its diverse cultures. Therefore, comparing the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan African countries is crucial to overcoming such challenges. Aim: This article aims to compare the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan African countries with the aim of designing appropriate entrepreneurship education programmes and approaches to the specific cultural contexts. Setting: The study compares the impact of cultural differences in Western Europe (US and UK) and sub-Saharan African countries. Methods: A literature review descriptive study of the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan Africa was adopted. Secondary analysis using Hofstede’s cultural dimensions’ model was used for analysis. Results: The main cultural differences are in the dimensions of individualism versus collectivism and power distance. Incorporating team-based learning and focusing on business ideas with a positive collective impact in sub-Saharan Africa can lead to more effective entrepreneurship education. Conclusion: It is crucial to adapt entrepreneurship education approaches to the specific cultural contexts of regions. Using a framework with four guide questions for whom, why, what and how can support the development of programmes. Contribution: Future education programmes can be designed based on a proposed golden circle.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Audit as genre, migration industries, and neoliberalism’s uptakes(Routledge, 2022) Del Percio, Alfonso; Chun, Christian W.04A - Beitrag Sammelband