Eryadi K. Masli

DETERMINANTS OF CAPITAL STRUCTURE IN NEW VENTURES: EVIDENCE FROM SWEDISH LONGITUDINAL DATA

The early years are seen as a crucial period for the survival of ventures and yet only a limited number of studies have focused on successful new ventures when studying capital structure. Furthermore, only a few studies have included longitudinal data, tracking ventures over time, or have elaborated on the difference between short-term and long-term debt ratios when studying capital structure. In this paper, hypotheses are developed, based on capital structure theories and literature on new venture financing, and are tested on longitudinal empirical data. Results of multivariate analysis, through structural equation modeling, reveals that: (1) asset structure assists in explaining the variance in capital structure; (2) explained variance in dependent variables is decreasing for each of the four years studied; and (3) multi-group analysis reveals that the determinants influence short-term and long-term debt differently in the first four years of venture existence. Implications of this study suggest that determinants of capital structure in new ventures require theorizing of its own and demand special attention in entrepreneurial policy-making.

Consideration of Host Nation Laws and Regulations by Japanese MNEs

Multinational enterprises (MNEs) are key players in sustainable development. The ASEAN region represents an area of the planet of significant ecological value but hosting a large number of MNEs. Japanese MNEs are significant players in the region, with Vietnam, Thailand and Indonesia (VTI) representing the top three host nations. This study looks at how the Japanese MNEs work with sustainability related laws in VTI, and the challenges in meeting the requirements. It was found that in a majority of cases in this research, large Japanese MNEs operated at higher compliance levels than those required in the host nation. This implies that the host nation sustainability regulations could be tightened without threatening the economic benefits Japanese MNEs bring to them.

Determining what is important for sustainability: scoping processes of sustainability assessments

ABSTRACT Over recent decades, there has been a significant proliferation of types of impact assessments. While some argue that this is threatening future use of impact assessments, sustainability assessments have emerged as a potential approach to bridge these diverse approaches. This research focuses on examining sustainability assessments at the project level, looking specifically at scoping practices key to integration. Nine multinational enterprises operating within Indonesia are studied, utilising a case study methodology with semi-structured interviews with 32 respondents. Findings emphasise that while these multinationals sought to address key regulatory requirements through their scoping practices, international standards and global sustainability platforms were critical in informing the practices of these organisations. The recognition of these standards and guidelines saw them addressing a broad range of key sustainability issues; also using prescribed techniques to engage with stakeholders and identify the most critical sustainability issues to focus on in assessment. There was integration of scoping processes through different levels and across the organisations, which were generally managed by teams providing sustainability expertise, including through affiliate personnel for local contextualisation. Abbreviation AMDAL - Analisis Mengenai Dampak Lingkungan (EIA); BAPEDALDA - provincial/regional-level of the Environmental Impact Management Agency; CAQDAS – computer assisted data analysis software; CSR – corporate social responsibility; EIA – environmental impact assessment; EU – European Union; FDI – foreign direct investment; GRI – Global Reporting Initiative; ILO – International Labour Organization; MCA – multicriteria analysis; MNE – multinational enterprise; MOE - Ministry of Environment (now Ministry of Environment and Forestry); NGO – non-government organisation; OECD – Organisation for Economic Cooperation and Development; OH&S – occupational health and safety; SPPL - Letter of Statement on Environmental Management Effort; UKL – Environmental Management Effort; UN – United Nations; UNGC – United Nations Global Compact; UPL - Environmental Controlling Effort.

The development of blended-learning teaching portfolio course using TBL approach

Thisarticlewaswrittentodevelopateachingportfoliothathelpslecturersmaximizethebenefitsof blendedlearning,acombinationofin-personandonlinelearning,throughtheuseofTeam-Based Learning(TBL)teachingandlearningapproach.StudiesshowthatTBLcanprovideopportunitiesin developingteamworkcapabilitiesandenhancingactivelearning,whichareeffectsthatcouldremedy theweaknessesofimplementingblendedlearning.Ablendedteachingportfoliowasdevelopedfor anInternationalHumanResourceManagementcoursethatconsistedofacourseoverview,graduate competency,a syllabus, coursematerial resources, a teachingscenario, a readingassurance test, midterm/finalexams,studentassignments,assessmentoflearningoutcomes,andacoursequality improvementsheet.Eachitemwasconstructedbasedonthecharacteristicsofthecourse.Theportfolio wasconsideredavaluabletoolforlecturerstomanageablended-learningcoursethatcanhelpstudents inachievinghigherscoresandinmotivatingthemtoreadcoursematerialspriortoclasssessions. KEywoRDS E-learning, Face to Face, In Person, Learning Management System, Online Learning, Readiness Assurance Process, Syllabus, Team Based Learning

Enhancing the use of digital model with team-based learning approach in science teaching

This study describes the introduction of digital models and team-based learning (TBL) for teaching science; in this case, the teaching of the magnetic induction portion of a physics class. This new approach required students’ active construction of knowledge as both an individual and team. Students were asked to begin their studies through the viewing of digital models in videos through an online learning portal. Camtasia Studio was utilized in creating video contains class material and experiments along with the teacher’s audio explanation. The TBL approach was implemented as the instructional strategy during in-class sessions. A portion of the classroom time was spent ensuring that students master the class material and a vast majority of class time was used for team assignments that focused on problem-based learning and simulating complex questions that the student would face as the course developed. The utilization of digital models and TBL improved the students’ ability to learn independently and to present their ideas coherently, transforming them into more engaged, independent learners, not just in science learning but also in their overall academic experience.