Opportunity Exploration and Exploitation in International New Ventures: A Study of Relationships’ Involvement in Early Entrepreneurial and Internationalisation Events

International new ventures (INVs) are firms that engage very early after their foundation, if not immediately, in inter-national activities. INVs are a relatively recent phenomenon that deviates from earlier theories on international business. In order to develop our understanding of the emergence and early internationalisation of INVs three different research areas are built upon in the dissertation: International Entrepreneurship, Entrepreneurship and Networks. Net-works have been identified as important for INVs. However, there is a lack of more profound studies regarding the way different types of relationships influence INVs. Few studies are concerned with exploration and exploitation of opportunities and research on the benefits and drawbacks of entrepreneurs’ relationships for the international opportunity recognition process has been called for. By taking a network approach to opportunity exploration and exploitation, the dissertation develops our under-standing of how entrepreneurs’ relationships are involved in exploring and exploiting opportunities during an INV’s early and critical entrepreneurial and internationalisation events. The critical events are studied during three phases: pre-founding, start-up and early internationalisation. Since internationalisation is present from the very beginning, the early internationalisation phase may be parallel to both the pre-founding and the start-up phase. The dissertation contributes to international entrepreneur-ship research in mainly two ways. First, by offering a deep insight into which opportunity exploration and exploitation activities entrepreneurs’ relationships are involved. Second, by adding to our understanding of what the relationships contribute to these activities, mainly in the sense of benefits gained through the relationships. Studying micro firms in real time in their early development towards INVs is considered a unique contribution of the study as it offers valuable insights into pre-founding, start-up, pre-internationalisation as well as early internationalisation. The study shows that in order to understand the development of INVs, it is beneficial to go back to times when there was no thought of starting the INV. By focusing on the entrepreneurs’ background and relationships a more complete picture of the INV is gained. Relationships created at former workplaces or during school time might be the ones that develop business opportunities and set off internationalisation. By focusing on the pre-founding phase, the study also contributes to entrepreneurship literature as this stage has often been neglected or assumed obvious in earlier research. This dissertation shows that an important and mostly lengthy pre-founding phase precedes the decision to start a f rm. In addition, the integration of entrepreneurs’ real experiences with existing theory to develop a continuum for the strength of relationships allows for contributions to network theory.

Topographical, structural and geophysical characterization of fracture zones: implications for groundwater flow and vulnerability

The main objective of this study is to evaluate selected geophysical, structural and topographic methods on regional, local, and tunnel and borehole scales, as indicators of the properties of fracture zones or fractures relevant to groundwater flow. Such information serves, for example, groundwater exploration and prediction of the risk of groundwater inflow in underground construction. This study aims to address how the features detected by these methods link to groundwater flow in qualitative and semi-quantitative terms and how well the methods reveal properties of fracturing affecting groundwater flow in the studied sites. The investigated areas are: (1) the Päijänne Tunnel for water-conveyance whose study serves as a verification of structures identified on regional and local scales; (2) the Oitti fuel spill site, to telescope across scales and compare geometries of structural assessment; and (3) Leppävirta, where fracturing and hydrogeological environment have been studied on the scale of a drilled well. The methods applied in this study include: the interpretation of lineaments from topographic data and their comparison with aeromagnetic data; the analysis of geological structures mapped in the Päijänne Tunnel; borehole video surveying; groundwater inflow measurements; groundwater level observations; and information on the tunnel s deterioration as demonstrated by block falls. The study combined geological and geotechnical information on relevant factors governing groundwater inflow into a tunnel and indicators of fracturing, as well as environmental datasets as overlays for spatial analysis using GIS. Geophysical borehole logging and fluid logging were used in Leppävirta to compare the responses of different methods to fracturing and other geological features on the scale of a drilled well. Results from some of the geophysical measurements of boreholes were affected by the large diameter (gamma radiation) or uneven surface (caliper) of these structures. However, different anomalies indicating more fractured upper part of the bedrock traversed by well HN4 in Leppävirta suggest that several methods can be used for detecting fracturing. Fracture trends appear to align similarly on different scales in the zone of the Päijänne Tunnel. For example, similarities of patterns were found between the regional magnetic trends, correlating with orientations of topographic lineaments interpreted as expressions of fracture zones. The same structural orientations as those of the larger structures on local or regional scales were observed in the tunnel, even though a match could not be made in every case. The size and orientation of the observation space (patch of terrain at the surface, tunnel section, or borehole), the characterization method, with its typical sensitivity, and the characteristics of the location, influence the identification of the fracture pattern. Through due consideration of the influence of the sampling geometry and by utilizing complementary fracture characterization methods in tandem, some of the complexities of the relationship between fracturing and groundwater flow can be addressed. The flow connections demonstrated by the response of the groundwater level in monitoring wells to pressure decrease in the tunnel and the transport of MTBE through fractures in bedrock in Oitti, highlight the importance of protecting the tunnel water from a risk of contamination. In general, the largest values of drawdown occurred in monitoring wells closest to the tunnel and/or close to the topographically interpreted fracture zones. It seems that, to some degree, the rate of inflow shows a positive correlation with the level of reinforcement, as both are connected with the fracturing in the bedrock. The following geological features increased the vulnerability of tunnel sections to pollution, especially when several factors affected the same locations: (1) fractured bedrock, particularly with associated groundwater inflow; (2) thin or permeable overburden above fractured rock; (3) a hydraulically conductive layer underneath the surface soil; and (4) a relatively thin bedrock roof above the tunnel. The observed anisotropy of the geological media should ideally be taken into account in the assessment of vulnerability of tunnel sections and eventually for directing protective measures.

Mediapolulla - Kasvatustieteellistä ja teknisen alan osaamista yhdistämässä : Opiskelijoiden yhteistyö ja oppiminen tieto- ja viestintätekniikkaprojektissa

The study concentrated on interdisciplinary teamwork of students in Helsinki University Department of Education and Helsinki University of Technology. Students worked in small interdisciplinary groups (n 12) to plan and teach in an information- and communication technology (ICT) club in elementary schools. The focus of the study was co-operation in the student groups and students learning experiences. Theoretical background of the study consists of theories of collaboration and socially shared cognition. Study was an qualitative case study and the data was collected with individual focus interviews and learning diaries. The data was categorised and the connections between categories were analysed with a table. Shared cognition appeared as a form of distribution of tasks and in the actual processes of shared expertise. The tasks were shared according to students expertise. Processes of shared expertise were joint knowledge building, integration of interests, awareness and exploitation of others expertise and allowing freedom for others to use their expertise. Additionally expression of ones own views and setting an example to others were one sided sharing of expertise. Students of technology were responsible of technical issues and the responsibility sphere of educational science students was more fragmented. For instance they concentrated in taking children s abilities into consideration. The sphere of shared cognition included also the need for tutoring and learning from others. Usually students did not directly learn from representative of other discipline, instead the learning for instance of social skills happened indirectly. Learning was fostered if learning was set as a goal and prevented if the differences in expertise were too minor. Sharing of cognition was prevented if co-operation was too problematic. Co-operation was usually successful. Good planning, good person chemistry and appreciation of expertise of others promoted success. Problems caused by different backgrounds were usually slight. Successful interaction was complementary and equal. Groups were usually able to circumvent problems in communication and use of justification in discussion promoted co-operation. When comparing the groups in the scope of the study, two were found to be notably opposed and the other groups located between these extreme cases, but the elements of success prevailed. Learning experiences concentrated on social skills, project management, school world and ICT. Essential was achieved field experience and observation of ones own capabilities. In organisation of student interdisciplinary co-operation is important to ensure sufficient differences in expertise and guide students to gain complementary interaction and appropriate setting of goals. Interdisciplinary field project prepared students to face the demands of

Teknillisen korkeakoulun konetekniikan osaston opettajien ja opiskelijoiden kokemukset oppimisen arvioinnista ja palautteesta

Objectives. The purpose of this study was to examine perceptions of evaluation of learning and feedback among teachers and students of mechanical engineering at the Helsinki University of Technology. The differences and similarities between the perceptions of these two groups were also studied. Course feedback was examined, and a target was set to rationalize the collation and exploitation of the feedback data. The theoretical background for the evaluation of learning was based primarily on the theories of Brown (1997), Karjalainen (2001) and Rowntree (1977, 1988). The Biggs (2003) model on aligned teaching was used as an example of quality university education. Feedback practices were examined through the theory of Ramsden (1992) and many recent research articles. Methods. The qualitative study was executed by examining the evaluation of learning and feedback prac-tices of the courses in mechanical engineering at the Helsinki University of Technology. The data was gathered by interviewing the teachers responsible of basic and postgraduate studies, as well as students taking their basic studies. Four group interviews were arranged for both teachers and students, each with three participants. The data from these themed interviews were analyzed by means of content analysis. Result and conclusions. This study showed that teachers and students have similar perceptions of evalua-tion of learning and feedback excluding a few significant differences. The most essential difference in evaluation of learning was that students perceived the evaluation of the examinations to be inaccurate. Teachers on the other hand thought that the existing practice for the exam evaluation is working fine. Stu-dents also felt that they are not giving enough information on the opportunities to get feedback. Teachers instead expected students to actively ask for feedback. Students perceived the need for exploiting the course feedback for course development purposes more than before. Teachers saw foremost the challenges and problems in the exploitation of the feedback. In the future, more effort must be put on the research of the evaluation of learning and feedback, as the quality assurance and continuous improvement of the teaching calls for new data.

Fyysinen varhaiskasvatusympäristö päiväkotien varhaiskasvatussuunnitelmissa

The National Curriculum Guidelines on Early Childhood Education and Care (ECEC) in Finland says that ECEC is developed holistically through observing children´s and the educator community´s activities and the ECEC environment. The background of this research was that assesment should be based on commonly agreed principles, which are recorded e.g. to unit-specific ECEC curriculum. The objective of this research was to investigate how unit-specific ECEC curriculums have descriped the physical indoor environment in day-care centres. According to the National Curriculum Guidelines on ECEC, there are four ways of acting that are peculiar to children: playing, physical activities, exploration and artistic experiences and self-expression. The descriptions of physical environment in unit-spesific curriculums were observed through above mentioned four ways of acting. In addition to that, the descriptions of four ways of acting were compared to each other, in order to find out, which are the main differencies and similarities in relation to physical ECEC environment. Research material was build on unit-specific ECEC curriculums from 18 day-care centres of Helsinki. Target of the research were the descriptions of physical indoor environment in curriculums.The method used in the research was theory-guided content analysis. The analyses were mainly qualitative. The descriptions of psysical environment varied widely both quantitatively and by substance. All curriculums contained mentions of playing and artistic experiences and self-expression, but mentions of physical activities and exploration were noticiably fewer. All four ways of acting were mentioned in research material in relation to premises and instruments. Also, principles related to the use of premises and instruments and other more common priciples were mentioned in relation to all ways of acting. Instead of that, children were not mentioned even once as an upholders or innovators of physical activities environment and children were mentioned only once regarding to exploration environment. All ways of acting included scenarios of e.g. that environment must provide possibilities of particular way of acting, and both materials and instruments must be available for children. Anyhow, research material did not include any principle or scenario that relates to physical environment that would have occurred in every unit-specific curriculum.