Mobile business start‐ups in Germany

Abstract

The purpose of the article is to provide a first exploration of success drivers and inhibitors of mobile business start‐ups in Germany. Based on this objective we reviewed various written sources and interviewed specialised venture capital managers. This led to the identification of about 50 m‐business start‐ups in Germany. Most of these new ventures address business rather than residential customers. Our preliminary analysis suggested nine general hypotheses on internal success factors likely to be of particular importance for m‐business start‐ups. Among these factors were the pursuance of a fo‐cussed differentiation and pioneering market entry strategy or the ability to adapt services to the variety of mobile devices in the market. Young m‐business ventures follow different business models (e.g. application infrastructure provision, application service provision or mobile portal operation), which possess model‐specific success drivers or inhibitors. Further, more long‐term research with larger samples is needed to validate and to specify the article's rather general hypotheses on success factors of German m‐business ventures.     

Prof.Johs. Sandven — Retiring Editor of the Scandinavian Journal of Educational Research

Since July this year, the Scandinavian Journal of Educational Research has been reorganized as a result of a proposal made by the journal's long‐time Managing Editor, Prof. Johs. Sandven (see cover page 2). As it was his main goal with the new administrative model to place the responsibility for the journal in new hands, he felt that at the same time it was timely to retire both as editor and as a member of the board. We would like to underscore both this special happening and Sandven's unique contribution to our journal by the following comments.     

What is influencing the dropout behaviour of youth players from organised football?

This article provides a systematised review of relevant factors influencing youth dropout from organised football. The findings of identified 30 studies concerning dropout behaviour in football indicate the multidimensional influences of intrapersonal, interpersonal and structural factors. Most studies investigate the influence of intrapersonal factors. Accordingly, negatively perceived football competence, lack of motivation, goals and incentives and a lower relative age lead to a higher dropout rate. At the interpersonal level, lack of support from significant others (parents, peers, coach) and a disadvantageous team situations promote withdrawal from organised youth football. A lack of organisational and structural conditions promote dropout too. Based on this review, the following identified research gaps should be addressed in future studies: (1) analysis of individuals’ dropout decision as a selection of available alternatives, (2) referencing to corresponding contextual features of dropout behaviour, (3) the longitudinal perspective at dropout behaviour and (4) the perspective of intervention. Furthermore, some practical implications can be derived for the management of youth members in football clubs: (1) strengthen and develop successive coaching competencies, (2) reflection of own club philosophy against the background of divergent expectations of adolescents, (3) measures to promote identification with the football club and (4) anchoring of orientation regarding to young players as a central objective in the club.     

CURRICULUM RESEARCH IN SWEDEN IV‐‐THE GYMNASIUM AND PRE‐UNIVERSITY EDUCATION

Fifty‐six children between the ages of two years four months and four years ten months were given tests relating to the acquisition of both ‘specific’ and ‘generic’ concepts. Several tests of concept acquisition (HAPCAT) ^{1 1}The tests may be obtained from the NFER (Guidance and Assessment Service) to whom inquiries should be addressed. were devised by the authors utilizing pictures drawn on card. A number of the children (N=29) were also given some ‘Piagetian questions’ concerning class inclusion.

The results conflict with the widely held view (following the writing of Jean Piaget) that preschool children cannot form generic concepts. Nearly all the children were able to identify the specific concepts as presented in the HAPCAT items and about half the group responded appropriately to the HAPCAT items involving an understanding of generic concepts. There was a clear and statistically significant relationship between the number of correct answers given to the HAPCAT items and the age and ability levels of the children. This was not the case, however, with the Piagetian test questions which showed no discriminatory power in these respects. It is argued that the Piagetian questions do not represent a sensitive or meaningful measure of concept acquisition at this age level whereas the HAPCAT items do appear to present pre‐school children with intelligible tasks which allow many of them to demonstrate an understanding of generic concepts involving class inclusion.