Why has the investment performance of technology-specialist, European venture capital funds been so poor?   总被引：1，自引：0，他引：1  

Gordon C. Murray  Richard Marriott 《Research Policy》1998,27(9):947-976

This paper seeks to identify and model the key parameters which impact on the commercial performance of a specialist, technology focused, early-stage, venture capital fund. Using both input (costs) and output (expected values) data provided by a number of specialist, independent venture capital firms, a spreadsheet model of a 10 year term fund is developed. These figures are used to generate Internal Rate of Return (IRR) and Net Present Value (NPV) performance calculations for the investment commitments of both the institutional, limited partners and venture capitalist, general partner. The generically defined model allows the user to address both conceptual and pragmatic questions regarding the relationship between fund structure and performance. The model is further developed to determine the effect on fund performance of two venture capital related, ‘indirect' State support schemes (guarantee and leverage options). Iterative interrogations of the model demonstrate the sensitivity of economic returns to the scale of the investment activity. State supported schemes mitigate but do not remove the negative performance consequences of small fund size. A fund with under £15 million (US$25 million or ECU21 million) under management is of increasing economic vulnerability.  相似文献   

Smith,Frank. 1998. The Book of Learning and Forgetting     

Thomas  R. Murray 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(3-4):371-376

International Review of Education -  相似文献   

From Corrector to Collaborator: The Range of Instructor Roles in Writing‐Based Natural and Applied Science Classes     

Pauline W. U. Chinn  Thomas L. Hilgers 《科学教学研究杂志》2000,37(1):3-25

This study of writing‐intensive (WI) undergraduate natural and applied science courses examined the relationships among instructors' course goals, instructional activities, and students' assessment of their learning of content and writing. Using multiple sources of data, investigators found that instructors held common goals but varied greatly in their instructional activities. Findings suggest that science instructors can be described along a continuum anchored by instructor as corrector on one end and instructor as collaborator on the other. Instructors who were the sole audience for a single writing assignment were correctors. Collaborators varied writing tasks, encouraged collaboration, and emphasized professional contexts for writing; they generally received highest student satisfaction ratings. Peer editing assignments that simulated critical, anonymous journal reviews affected female and male students differently. The findings support the National Academy of Science's teaching standards and assumptions concerning the crucial roles of instructors in socializing students into science communities. We discuss instructional strategies that may be more inclusive to traditionally underrepresented groups such as females and minorities. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 3–25, 2000  相似文献   

Mentoring is performance improvement     

Margo Murray 《Performance Improvement》1998,37(2):35-39

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Energizing employees with mentoring: They keep staying,and staying,and staying…     

Margo Murray 《Performance Improvement》2001,40(3):34-38

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Working worldwide: Differences in work,workers, and workplaces demand HPT cultural due diligence     

Margo Murray 《Performance Improvement》2003,42(8):8-8

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