Open Access

This study investigates the socio-economic characteristics, behavioral preferences, and consumption of individuals who own crypto-assets. Our empirical analysis utilizes data from a German personal finance management app where users connect their bank accounts and depots. We conducted a survey and elicited behavioral factors for financial decision-making. By combining survey with account and security account data, we identify crypto investors’ preferences for financial decision-making and financial advice. Our results suggest that, in particular, students or self-employed, young, and male individuals who are risk-seeking and impatient are more likely to have invested in crypto-assets. Most crypto owners have less experience with financial advisory. They see it as too time-consuming and qualitatively poor, and instead, they prefer to decide on their own as they have self-reported high financial literacy. Investigating their consumption in more detail we conclude that crypto investors more often spend on travelling, electronics, and food delivery and less on health. Our findings suggest policymakers in identifying high-risk consumers and investors, and help financial institutions develop appropriate products.

With adequate support for the learner, errors can have high learning potential. This study investigates rather unsuitable action patterns of teachers in dealing with errors. Teachers rarely investigate the causes that evoke the occurrence of individual students’ errors, but instead often change addressees immediately after an error occurs. Such behavior is frequent in the classroom, leaving unexploited, yet important potential to learn from errors. It has remained unexplained why teachers act the way they do in error situations. Using video-stimulated recalls, I investigate the reasons for teachers’ behavior in students’ error situations by confronting them with recorded episodes from their own teaching. Error situations are analyzed (within-case) and teachers’ beliefs are classified in an explanatory model (cross-case) to illustrate patterns across teachers. Results show that teachers refer to an interaction of student attributes, their own attributes, and error attributes when reasoning their own behavior. I find that reference to specific attributes varies depending on the situation, and so do the described reasons that led to a particular behavior as a spontaneous or more reflective decision.

External linkages allow nascent ventures to access crucial resources during the process of new product development. Forming external linkages can substantially contribute to a venture’s performance. However, little is known about the paths of external linkage formation, as well as the circumstances that drive the choice to pursue one rather than another path. This gap deserves further investigation, because we do not know whether insights developed for incumbent firms also apply to nascent ventures: To address this gap, we explore a novel dataset of 370 venture creation processes. Using sequence analyses based on optimal matching techniques and cluster analyses, we reveal that nascent ventures pursue one of overall four distinct paths of linkage formation activities during new product development. Contrary to the findings of the strategy literature, we find that if nascent ventures engage in external linkages at all, they do not combine exploration- and exploitation-oriented linkages but form either exploration- or exploitation-oriented linkages. Additional regression analyses highlight the circumstances that lead nascent ventures to pursue one rather than the other pathways. Taken together, our analyses point out that resource scarcity constitutes an important factor shaping the linkage formation activities of nascent ventures. Accordingly, we show that nascent ventures tend not to optimize by adding complementary knowledge to the firm’s knowledge base but rather to extend the existing knowledge base—a strategy which we call bricolage.