Mobility, belonging, and the importance of context. Personal reflections in response to the vignettes

The author begins by addressing the conceptual complexities surrounding the field of GCE, with its hegemonic and critical aspects, and the various forms in which it has been designed and implemented in education over the past decade. Engaging with the vignettes in this special issue and drawing on her own personal experience as a migrant in different countries, the author explores the aspects of belonging, mobility, and context, and the significance of the opportunities and limitations of these in the act of education. Ultimately, she shows, GCE must remain an open-ended and authentic exploration of context. (DIPF/Orig.

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

Lógica de mercado na escola: Competição intra-escolar emergente entre programas STEM privados e públicos em Israel

This study analyses the de facto emerging intra-school competition between the Israeli Ministry of Education (MOE) and external organisations at public Israeli secondary schools by exploring science, technology, engineering, and mathematics (STEM) programmes. Given on-going privatisation processes within the education system, the participation of external organisations in schools has become significant, greatly affecting municipalities’ authority and schools principals’ autonomy. This case-study provides a comprehensive examination of this new form of intra-school competition and its possible impact on schools, based on in-depth interviews with school principals, representatives of STEM programmes, and officials at the MOE and a local education authority, as well as analysis of supporting documents. We show that despite its supposed regulatory role, the MOE is pushed to function as an additional player in this quasi-market, competing with external organisations and substituting its regulatory roles for additional market-player opportunities. Theoretical and empirical implications are suggested.Este estudio analiza la competencia intrafamiliar emergente de facto entre el Ministerio de Educación israelí (MOE) y organizaciones externas en escuelas secundarias públicas israelíes mediante la exploración de programas de ciencia, tecnología, ingeniería y matemáticas (STEM). Debido a los continuos procesos de privatización dentro del sistema educativo, la participación de organizaciones externas en las escuelas se ha vuelto significativa, afectando en gran medida la autonomía de los directores de las escuelas y las autoridades municipales. Este estudio de caso proporciona un examen exhaustivo de esta nueva forma de competencia intraescolar y su posible impacto en las escuelas, en base a entrevistas en profundidad con los directores de las escuelas, representantes de los programas STEM y funcionarios del Ministerio de Educación y una autoridad educativa local, así como el análisis de documentos de respaldo. Mostramos que a pesar de su supuesta función reguladora, el Ministerio de Educación se ve obligado a funcionar como un jugador adicional en este cuasimercado, compitiendo con organizaciones externas y sustituyendo sus funciones reguladoras por oportunidades adicionales para los jugadores del mercado. Se sugieren implicaciones teóricas y empíricas.Este estudo analisa a concorrência intra-escolar de fato emergente entre o Ministério de Educação de Israel (MOE) e organizações externas em escolas públicas israelenses secundárias, explorando programas de ciência, tecnologia, engenharia e matemática (STEM). Dados os processos de privatização em curso dentro do sistema educacional, a participação de organizações externas nas escolas tornou-se significativa, afetando em grande parte a autoridade dos municípios e a autonomia dos diretores das escolas. Este estudo de caso fornece um exame abrangente desta nova forma de competição intra-escolar e seu possível impacto nas escolas, com base em entrevistas em profundidade com diretores de escola, representantes de programas STEM e funcionários do Ministério da Educação e uma autoridade local de educação. bem como a análise de documentos comprovativos. Mostramos que, apesar de seu suposto papel regulador, o MOE é forçado a funcionar como um participante adicional nesse quase-mercado, competindo com organizações externas e substituindo seus papéis reguladores por oportunidades adicionais de mercado. Implicações teóricas e empíricas são sugeridas

Are we committed to teach entrepreneurship in business school?: An empirical analysis of lecturers in India, Singapore and Malaysia

YesDespite large number of universities and institutions offering management degrees and interest in the field of entrepreneurship, very less is known about the perception of business lecturers regarding the subject of entrepreneurship, dominant pedagogy, their commitment to teaching and institutional support. The paper aims to discuss these issues. Considering this, the study was carried out with structured questionnaire among 232 lecturers of business management from selected management schools of these three South Asian countries, India, Singapore and Malaysia. In response to chief objective of the study, i.e. commitment of lecturers to teach entrepreneurship, it was found that almost 85 per cent of the respondents have shown that they feel fully committed to teach entrepreneurship and almost 35 per cent of the respondents feel that they will be unwilling to exchange current entrepreneurship teaching for teaching in other subjects. In the same vein, almost 50 per cent of the lecturers agree that their institution is keen to develop entrepreneurship education. However, in relation to training and staff development, it is found that almost 38 per cent of the lecturers have not received such a support. The study provides insight about the level of commitment that business lecturers depict to teach entrepreneurship and resources provided to them by their institute to engage in entrepreneurship education

Goals aligned: Predictors of common goal identification in educational cross-sectoral collaboration initiatives

The rise of cross-sectoral collaboration initiatives has been widely documented. While schools and third-sector organizations share important educational goals in these initiatives, the predictors of their identification with common goals have not been examined systemically to date. This article analyses predictors of common goal identification within educational collaborative initiatives through a case study of a German initiative aimed at tackling inequality in education. By implementing a mixed-methods design - including surveys, semi-structured interviews and social network analysis, combined with logistic regression and qualitative content analysis - we demonstrate that an actor's identification with the common goal is shaped not only by individual characteristics, but also by his/her relative position within the collaboration. Findings of this study have practical implications for networked leadership and school principals' work and training, since they inform regarding the particular settings, skills and knowledge needed for managing cross-sectoral collaboration to the benefit of schools

How does mobility shape parental strategies:a case of the Israeli global middle class and their 'immobile' peers in Tel Aviv

We examined the parental strategies of global middle class (GMC) parents currently living in Israel, and compared these to their local middle class (LMC) peers. Both groups of parents were focused on securing advantages for their children through education choices and practices of cultivation. The central difference between these two groups of middle class parents was the ways in which ‘mobile-mindedness’ was conceived of, and in turn shaped the future aspirations they held for their children. A second critical finding was that this group of GMC actively fostered strong relations to belonging to their ‘home’ nation, challenging the suggestion of rootless nomads found in the literature. We argue that the GMCs in our sample think locally in each place they settle in order to secure the educational advantage, but act globally with respect to their children’s prospective futures. Meanwhile, the LMCs think globally in terms of cultivating forms of capital to secure advantages for their children, but do so with a locally-informed frame of reference for their imagined futures. These conceptual insights into the lived narratives of the GMC have implications for the ways we come to understand this emerging middle class fraction, and should shape further research in this area

Questioning the rhetoric: A critical analysis of intergovernmental organisations’ entrepreneurship education policy

Entrepreneurship education is increasingly prominent in university and school curricula worldwide, following its intensive advocacy by intergovernmental organisations and national governments as a remedy for the urgent pressures to better prepare students for today’s globalised and highly competitive workplace. This study analyses the official policy documents of two of the most influential intergovernmental organisations – the European Union and the Organisation for Economic Co-operation and Development – in a quest to understand how each of these organisations presents and promotes entrepreneurship education. We argue that while the rationales and problems the European Union and the Organisation for Economic Co-operation and Development address regarding entrepreneurship education differ somewhat, the two organisations propose a very similar solution for entrepreneurship education implementation, occasionally even advocated through formal collaboration between the two intergovernmental organisations. We suggest that this collaboration exemplifies how intergovernmental organisations seek to govern in line with a globally dominant logic by providing universal, de-contextualised solutions to various problems. We build on previous studies on other policies these intergovernmental organisations advocated (e.g. quality education and modernisation of higher education) to learn about the nuances of such policy moves. We conclude by suggesting a critical understanding of such policy convergences and outlining recommendations for future research