14,722 research outputs found
Enterprise and entrepreneurship education: Towards a comparative analysis
Purpose - This paper states the case for adopting a comparative method of analysis to the study of enterprise education. Adopting a comparative approach can provide fresh insights and opportunities for researching from different perspectives. It develops understanding of the concept by reexamining its origins and history. By default its purpose, development operation and rationale are also briefly discussed through reference to literature and policy.
Design/methodology/approach - This paper draws on the literature around enterprise and entrepreneurship education. It argues that comparative analysis of enterprise education is an important methodological tool that can enrich, deepen and inform research processes, findings and outcomes. Comparative analysis can take a number of forms and can include within country, cross-country, historical, temporal, longitudinal, spatial, pedagogical, policy or other types of comparison.
Findings - This paper unpacks and teases out some of the points of difference and similarity between enterprise education concepts, policies and practices; and the way they are introduced to, applied and operate in different contexts. The main focus and point for comparison is the UK. Enterprise education is distinct from and should not be confused with business and economics. Teacher training in the techniques of enterprise education and resources designed to suit social and cultural requirements is crucial to achieve successful project outcomes.
Originality/value - The comparative analysis of enterprise education programmes and policies advocated here adds value and provides additional insight to these concepts and practices
Innovative learning in action (ILIA) issue three: Employability, enterprise & entrepreneurship
The theme of the 3rd issue of ILIA is Employability, Enterprise and Entrepreneurship, reflecting the
University of Salfordâs Learning and Teaching Strategy and our Goal âTo produce graduates with the skills, creativity, confidence and adaptability to succeed in the labour market and make a meaningful contribution to societyâ. The creativity, problem solving and change orientation this implies recognizes Salfordâs distinctive
strengths in this regard, and provides us with a conceptualization of employability which embraces
enterprise and entrepreneurship, manifest in the form of selfemployment, but equally relevant to those working within organizations i.e. to intrapreneurship.
The contributions to this edition provide us with examples of excellent practice demonstrating how practitioners at Salford have responded to the challenge of providing a quality learning experience for our students.
Consideration of the papers and snapshots reveal how colleagues have embedded employability into teaching and learning and assessment strategies, and into frameworks of student support, in differing and innovative ways, across
the institution. As this edition of ILIA goes to print work is underway to develop an Employability Policy and
Strategy for the University. Designed to provide a coherent and progressive approach to Employability, Enterprise and Careers Education and Guidance, this Strategy will be able to build on the good practice evident both in this edition of ILIA and across the
institution.
ILIA therefore has once again provided us with a range of
perspectives on a key area of curriculum design and development. It also has provided an opportunity to reflect on practice and student learning, to share experience and hopefully to identify future areas for
collaboration
Recommended from our members
The sustainable clothing market: pragmatic strategies for UK fashion retailers
Achieving legitimacy in entrepreneurship education: a case study
Available on the publisher's website: http://dx.doi.org/10.1142/S0218495812500203 [copyright World Scientific Publishing Company]International audienceThis paper examines the legitimating process of a French higher education institution entirely dedicated to entrepreneurship. Management and entrepreneurship education strive both for academic and market legitimacies. We think entrepreneurship education is confronted with an additional challenge: building political legitimacy. We analyze the "extreme case" study of Advancia, a Paris business school. We examined the business school's legitimation process over a period of six years, from 2004 to 2010. This "extreme case" may be informative for other business schools willing to reach academic, market and political legitimacies while at the same time trying to develop a coherent and stable global strategy in a competitive higher education landscape. This is the first article dealing with the topic of legitimacy acquisition processes, with the aim of emphasizing the institutionalization of entrepreneurial mindset in French entrepreneurship higher education
Evaluating Chinese K-12 CFL/CSL Teachersâ Readiness Toward Interactive Reading Platforms
Purpose: This paper aims to investigate in-service Chinese teachers' perception of TPACK and readiness for integrating Interactive Reading Platforms when teaching Chinese as a foreign language (CFL) or as a second language (CSL) at K-12 and to determine the effect of TPACK on teachersâ readiness for technology integration. Research design, data and methodology: The research is quantitative in nature, using questionnaires and survey to collect data from samples. 226 teachers responded to the online questionnaires which was based on TPACK model and contained 43 items in total after adjustment for item validation and reliability. The variables were content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and teacher readiness (TR). Results: Descriptive statistics showed overall high competency and readiness for technology integration, but participants were least confident about TK. Multiple linear regression supported the hypothesis that TPACK could affect TR statistically significantly. TPK had the greatest impact on TR; PK second; TCK third, CK had negative effect on TR. The remaining TK and PCK showed no influence. Conclusions: More study is suggested to investigate the effect of TK and CK on TR. Recommendations and suggestions for future research have been provided
Preparing millennials as digital citizens and socially and environmentally responsible business professionals in a socially irresponsible climate
As of 2015, a millennial born in the 1990's became the largest population in
the workplace and are still growing. Studies indicate that a millennial is tech
savvy but lag in the exercise of digital responsibility. In addition, they are
passive towards environmental sustainability and fail to grasp the importance
of social responsibility. This paper provides a review of such findings
relating to business communications educators in their classrooms. The
literature should enable the development of a millennial as an excellent global
citizen through business communications curricula that emphasizes digital
citizenship, environmental sustainability and social responsibility. The
impetus for this work is to provide guidance in the development of courses and
teaching strategies customized to the development of each millennial as a
digital, environmental and socially responsible global citizen
Boundary crossing ahead: perspectives of entrepreneurship by sustainability educators in higher education
The study provides a novel investigation of university sustainability educators and evaluates their knowledge and perspectives of entrepreneurship through the theoretical lens of communities of practice. This study offers key insights into how entrepreneurial education can positively impact upon sustainability educators behaviors and practices. This study explores, through a UK and European semi-structured survey of sustainability educators, three key research questions. Firstly, how an entrepreneurial or an enterprising approach contributes to solving sustainability problems? Secondly, the extent to which sustainability education programs in universities are making reference to enterprise/entrepreneurship? The study found that sustainability educators had mixed, but predominantly negative or absent, attitudes towards entrepreneurship and its perceived value towards sustainability. The results indicate that far greater collaboration and interaction is required between the disciplines to support this evolution to enhance their potential to collaborate and exchange best practice. Thus the University sectors strategic decision makers need to take responsibility for developing and encouraging such conversations
- âŚ