Conference Booklet 11 Nov - Nina - CPUT ACTIVE Web - Cape ...

50 Paper Abstracts—In Alphabetical Order of Presenters
CONCEPTUALISING THE SELECTION PROCESS OF BUSINESS
INCUBATORS: A PROPOSED FRAMEWORK
ABSTRACT
GOOSAIN SOLOMON, PER LIND*
Stellenbosch University, Stellenbosch, South Africa
*Gotland University, Visby, Sweden
The business incubation process consists of sub processes namely
selection, business support, mediation and graduation. The literature
proposes that selection of incubatees has potential to influence
the success rate of the incubation process.
This paper proposes a conceptual framework to improve the selection
process of the incubation process. Incubator type, incubator
objectives, stage in life-cycle of incubator as well as critical success
factors have been identified as key factors and are proposed for
consideration in the selection process. It is argued that the selection
process informs the incubation process, distribution of roles between
incubatee and incubator and acquisition and development of
identified resource gaps.
INTERNATIONAL VIRTUAL TEAM WORK AS A MEANS OF IN-
FORMING THE INTEGRATED NATURE OF BUSINESS.
DM HEPBURN 1 , BK TEMPLE 1 , M ADYA 2 AND W SIMCOE 3
1 Glasgow Caledonian University, Glasgow, UK:
2 Marquette University, Milwaukee, USA:
3 Metropolia University, Helsinki, Finland
ABSTRACT
Success and effectiveness in Virtual teamworking is influenced by
four interrelated dimensions [1]: virtual presence, social responsiveness,
shared goals, and identity. We report on differential manifestation
of these elements in communication and success of interdisciplinary
teams.
In 2008/9, some UK engineering students worked with Finnish business
students studying Entrepreneurship, others worked with USA
business students studying project management, to create a feasibility
study for a new product. Team members would gain experience
within their own field and knowledge of that of their teammates.
Video conferencing facilitated virtual team meetings.
Virtual teams developed a strong and positive virtual presence
where teams recognized the value of videoconferencing in communications.
Videoconferencing also enabled social responsiveness.
Differences emerged with regard to shared goals and identity
within the international teams, possible reasons will be discussed.
Differences emerged between visiting Asian/African and home students
in UK, e.g. engagement with both videoconferencing and
feasibility case. Individuals from collectivist nations may have different
group working skills and be less prepared for communicating in
project situations [2]. Our findings suggest numerous implications
for teaching and engagement of virtual teams.