Are andragogy and heutagogy the secret recipe for transdisciplinary entrepreneurship education?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lizbeth Martínez ◽  
Jaime Muñoz
Keyword(s):  
Mexico City ◽  
Undergraduate Students ◽  
Bayesian Methods ◽  
Teaching Methods ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Competency Development ◽  
Undergraduate Level ◽  
Content Type ◽  
Entrepreneurial Competency

Purpose This study aims to construct an entrepreneurship educational pattern applicable to all disciplines at the undergraduate level. The proposal focusses on two-course models of transdisciplinary entrepreneurship education (TEE), which involve andragogy and heutagogy as the basis of entrepreneurial competency development. Design/methodology/approach The competencies acquired during the proposed course models for TEE are analysed through Bayesian methods. The study is conducted using 400 opinions of students from Tecnologico de Monterrey in Mexico City. Findings The proposed TEE models are auspicious for establishing an educational pattern to develop entrepreneurship competencies in undergraduate students with the independence of their school of origin. Originality/value Nowadays, universities recognise the importance of providing entrepreneurship education as part of their mission. However, well-defined canons to guide such teaching are still non-existent. This paper fills a gap on what and how to teach TEE. By providing a new competency classification based on soft and technical skills, the authors contribute to the pattern of what to teach in entrepreneurship. The authors provide guidance on the teaching methods for TEE through two-course models based on andragogy and heutagogy. Moreover, their efficacy is measured using the students’ perception of the acquired competencies and their usefulness.

scholarly journals Unleashing the potential of university entrepreneurship education

2019 ◽  
Vol 22 (1) ◽  
pp. 58-66 ◽  
Author(s):  
Donna M. De Carolis ◽  
Barrie E. Litzky
Keyword(s):  
Labor Market ◽  
Design Methodology ◽  
College Graduates ◽  
Entrepreneurship Education ◽  
First Century ◽  
Effect Change ◽  
Content Type ◽  
University Entrepreneurship ◽  
Twenty First Century

Purpose The purpose of this paper is to highlight the ways in which traditional views of entrepreneurs and entrepreneurship have inadvertently limited entrepreneurship education. The authors propose a broader view of what it means to be an entrepreneur and describe a disruptive approach to entrepreneurship education, one that centers around building students’ entrepreneurial mindset. By tapping into students’ “inner entrepreneur” and nurturing their abilities to think and act creatively, embrace failure, effect change and be resilient, the authors are preparing them for the challenges of the twenty-first century labor market. Design/methodology/approach This is a perspective paper about how the traditional views of entrepreneurship education may be limiting its potential to create entrepreneurial college graduates set to take on twenty-first century careers. Findings Teaching the entrepreneurial mindset and process will allow us, as educators, to best prepare our students for the complexities of the current and future workforce. Originality/value By embracing the original meanings of the word “entrepreneur” – an act of reaching out and capturing and undertaking – the authors demystify what it means to be an entrepreneur. When we adopt a broader and more accurate conceptualization of “the entrepreneur,” we can teach our students to be the entrepreneurs of their lives.

Assessment of residential institute foodservice using Kano categorization and importance–performance analysis

2020 ◽  
Vol 32 (3) ◽  
pp. 401-428 ◽  
Author(s):  
Aayush Singha Roy ◽  
Dipankar Bose ◽  
U.K. Bera
Keyword(s):  
Performance Analysis ◽  
Undergraduate Students ◽  
High Performance ◽  
Design Methodology ◽  
Functional Type ◽  
Multiple Methods ◽  
Self Assessment ◽  
Residential Students ◽  
Content Type ◽  
And Performance

PurposeIn this article, we identify various foodservice-related attributes that are important for undergraduate students residing in hostels and avail service from specific foodservice providers. We also investigate the performance of attributes to determine areas where the foodservice providers should maintain a high performance or where improvement is required.Design/methodology/approachWe apply the Kano methodology to design the questionnaire for 24 different attributes. For each attribute, we construct three questions; namely, functional type, dysfunctional type, and performance of the hostel foodservice. We collect a total of 317 responses. We use multiple methods to determine the dominant category. Finally, combining the values of these methods, we study relative positions of the attributes in the importance–performance grid.FindingsBased on the Kano categorization, quality-related attributes are most important, followed by hygiene, comfort, availability, variety, and time, in the descending order. The gender of the respondent plays an important role in categorization of some attributes. Using the importance–performance analysis, we identify the attributes where the foodservice provider should maintain a high performance or where improvement is required. Improvements in some attributes are difficult due to foodservice provider's self-assessment of high performance or high difficulty for improvement.Originality/valueIn this study, we examine the importance of various foodservice attributes among undergraduate residential students. We combine multiple methods of Kano categorization to compute importance values of the attributes. We also investigate the reasons behind the gap between student's and foodservice manager's perception of the performance of these attributes.

The effect of leader risk-taking on subordinate felt trust

2019 ◽  
Vol 40 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Joshua Thomas Hanna ◽  
Alexandria K. Elms ◽  
Harjinder Gill ◽  
David J. Stanley ◽  
Deborah M. Powell
Keyword(s):  
Undergraduate Students ◽  
Risk Taking ◽  
Work Experience ◽  
Design Methodology ◽  
Relational Leadership ◽  
Crowd Sourcing ◽  
Leadership Model ◽  
High Importance ◽  
Content Type ◽  
Felt Trust

PurposeThe purpose of this paper is to examine how leaders’ behaviour and subordinates’ personality can impact subordinates’ feelings of being trusted. Feeling trusted by one’s leader is associated with increased performance, organisational citizenship behaviours and job satisfaction (Baer et al., 2015; Lester and Brower, 2003).Design/methodology/approachParticipants read a vignette in which a leader’s behaviour was manipulated and then rated the extent to which they felt trusted. Participants in Sample 1 consisted of 726 undergraduate students with work experience, and Sample 2 consisted of 1,196 people with work experience recruited over CrowdFlower, a crowd-sourcing website.FindingsResults from both samples indicate that a leader delegating a task increases subordinate felt trust, for Sample 1p<0.001,d=0.75 and for Sample 2p<0.001,d=0.90. Further, subordinate felt trust increases when the task delegated is of high importance, for Sample 1p<0.001,d=0.42 and for Sample 2p<0.001,d=0.58. The likelihood of the delegated task resulting in negative outcomes and subordinate propensity to trust have negligible effects on felt trust.Originality/valueDespite the organisational benefits of felt trust, it is still unclear how to elicit subordinates’ felt trust. This study is one of the first to empirically examine leader behaviour that may lead subordinates to feel trusted in the workplace. These findings support theoretical underpinnings of the relational leadership model and the risk-based model of trust.

scholarly journals Value creation in entrepreneurial education: towards a unified approach

2020 ◽  
Vol 63 (1) ◽  
pp. 101-113
Author(s):  
Colin Jones ◽  
Kathryn Penaluna ◽  
Andy Penaluna
Keyword(s):  
Value Creation ◽  
Entrepreneurship Education ◽  
Competency Development ◽  
Unified Framework ◽  
Content Type ◽  
Current Thinking ◽  
Proposed Model ◽  
Authentic Development ◽  
Conceptual Paper ◽  
Practical Implications

PurposeThis paper aims to propose a unified framework for understanding the development and distribution of value within and from enterprise and entrepreneurship education. In doing so, the authors trace the origins of value creation pedagogy back 100 years and reconnect this lost literature to contemporary thinking as to what constitutes value creation pedagogy.Design/methodology/approachThis conceptual paper identifies specific temporal-specific problems with current thinking in enterprise and entrepreneurship education vis-à-vis who gains the value from value creation pedagogies. To address this identified anomaly, the authors seek to develop a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education. The underlying aim of this approach is to provide clarity around who specifically benefits from value creation pedagogies, how and when.FindingsIn developing a spectrum of value-creating activities/processes applicable to enterprise and entrepreneurship education, the authors have successfully located all major forms of value creation pedagogies in an iterative manner that caters to the authentic development of value for oneself and others. The proposed model assumes that the creation of authentic value for others should be preceded by the development of specific capabilities in the value creators.Practical implicationsThere are important implications that arise for all enterprise and entrepreneurship educators in the discussions presented here. Most importantly, value creation pedagogies should be fueled by the ongoing development of purpose, agency and capability via cultivated reflection.Originality/valueThis paper broadens the notion of what constitutes value creation pedagogy in enterprise and entrepreneurship education. In doing so, the authors elevate the importance of student creative competency development over value creation.

Making meaning out of noise

2017 ◽  
Vol 47 (4) ◽  
pp. 506-521 ◽  
Author(s):  
Jorge Cegarra-Sánchez ◽  
Juan-Gabriel Cegarra-Navarro
Keyword(s):  
Student Achievement ◽  
Professional Learning Communities ◽  
Empirical Study ◽  
Learning Communities ◽  
Professional Learning ◽  
Undergraduate Students ◽  
Design Methodology ◽  
Making Meaning ◽  
Content Type ◽  
The Relationship

Purpose The environments provided by classrooms to facilitate learning among students can be seen as useful vehicles for making meaning out of gossip, lies, exaggeration and partial truths (i.e. counter-knowledge). This paper aims to focus on professional learning communities as a process to counteract the problem of counter-knowledge. Design/methodology/approach This paper has analysed the relationships between professional-learning communities and counter-knowledge using an empirical study of 210 undergraduate students to identify whether there is a significant impact on student achievement by professional learning communities. This study uses PLS-Graph software version 3.0 to conduct an analysis of the data collected. Findings Outcome findings support that professional learning communities provide a way of counteracting counter-knowledge and the noise heard through gossip, lies, exaggeration and partial truths. Originality/value Results also confirm that counter-knowledge is a variable that, when controlled, has the effect of strengthening the relationship between learning and student achievement.

Behind the scenes: spotlight on the entrepreneurship educator

2020 ◽  
Vol 62 (3) ◽  
pp. 255-270 ◽  
Author(s):  
Birgitte Wraae ◽  
Andreas Walmsley
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Limited Attention ◽  
Content Type ◽  
Course Content ◽  
Dialogic Relationships ◽  
University Colleges ◽  
Depth Interviews ◽  
Insight Into

PurposeExplores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approachThe paper uses an adapted version of Jones and Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.FindingsIllustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator's role.Research limitations/implicationsProvides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities).Originality/valueResearch on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay's (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.

scholarly journals Role of organizational career websites for employer brand development

2019 ◽  
Vol 27 (1) ◽  
pp. 149-168 ◽  
Author(s):  
Priya Gunesh ◽  
Vishwas Maheshwari
Keyword(s):  
Undergraduate Students ◽  
Design Methodology ◽  
Banking Sector ◽  
Structured Interviews ◽  
Employer Branding ◽  
Content Type ◽  
Brand Development ◽  
Employer Brand ◽  
Purposive Sample

PurposeThe paper aims to demonstrate the utilization of banks’ career website for publicizing the employer branding strategy to enable effective strategic talent relationship management through talent attraction, engagement and retention.Design/methodology/approachA qualitative approach using purposive sample comprising HR professionals involving HR directors, reward managers and talent relationship managers, participated in semi-structured interviews.FindingsThis paper provides empirical insights on the use of career websites to disseminate the employer brand. The findings reveal the presence of recruitment orientation career websites across the banking sector. It also conveys HR practitioners’ suggestions for revamping the banks’ career websites to a more screening orientation approach for greater interactivity by both the internal and external talent pools.Research limitations/implicationsThe paper depicts the importance attributed around the utilization of career websites in promoting the employer brand by the HR community across the banking sector. It provides clear insights about the specific contents of career websites to enable sustainable talent attraction, engagement and retention.Originality/valueThis paper provides a qualitative insight to the study of employer branding and career websites. Whereas most previous research on career websites have been of a quantitative nature relying predominantly on fictitious websites, having mostly undergraduate students as research participants. This study contributes enormously to the existing literature and practice by unveiling the perceptions of HR professionals on the dissemination of the employer brand through the career website.

Illuminating the black box of entrepreneurship education programs

2013 ◽  
Vol 55 (3) ◽  
pp. 234-252 ◽  
Author(s):  
Alex Maritz ◽  
Christopher R. Brown
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Extensive Literature ◽  
Education Programs ◽  
Content Type ◽  
Education Literature ◽  
Academic Literature ◽  
Comprehensive View ◽  
Comprehensive Framework ◽  
Practical Implications

PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

Do we know what they know? Comparing US and French undergraduate students’ knowledge of core business concepts

2015 ◽  
Vol 34 (8) ◽  
pp. 922-940 ◽  
Author(s):  
Mary Kate Naatus ◽  
Katia Passerini ◽  
Kevin Pon ◽  
Mark Somers
Keyword(s):  
Undergraduate Students ◽  
Computer Software ◽  
Undergraduate Level ◽  
Content Type ◽  
Core Business ◽  
Undergraduate Studies ◽  
The Usa ◽  
Mind Maps ◽  
The Impact ◽  
Business And Management

Purpose – The purpose of this paper is to compare knowledge of business concepts acquired at the end of undergraduate studies of management in France and the USA. Design/methodology/approach – Mind maps were used to examine what knowledge students retained toward the end of their undergraduate studies in business and management. Data were collected from two groups of students, one in France and one in the USA and they analyzed on computer software. Findings – The results indicate that the learning process may be influenced not only by the structure and content of the program but also by the environment in which such content is assimilated. This study provides examples of how culture can influence the way we learn and represent core business knowledge. Research limitations/implications – The research was based on a number of undergraduate students and cannot therefore be generalized to other subjects or other levels of studies at the present time. Originality/value – The paper moves away from traditional manners of collecting data through questionnaires and surveys in order to study the impact of management education and what students learn at undergraduate level.

scholarly journals Citation apps for mobile devices

2016 ◽  
Vol 44 (1) ◽  
pp. 48-60 ◽  
Author(s):  
Mary K. Van Ullen ◽  
Jane Kessler
Keyword(s):  
Mobile Devices ◽  
Undergraduate Students ◽  
Operating Systems ◽  
Design Methodology ◽  
Technology In Education ◽  
Content Type ◽  
Print Books ◽  
Practical Implications ◽  
Selection Of

Purpose – The purpose of this paper is to evaluate the accuracy and functionality of a selection of basic Android and iOS apps for mobile devices designed to generate bibliographic citations. Design/methodology/approach – A number of inexpensive or free apps were installed on several different tablets and phones. Book citations in MLA and APA format were generated and evaluated for accuracy. Findings – Results show that the majority of the apps tested produced unacceptably inaccurate citations, and many had limited functionality. The best of the apps tested was EasyBib. Research limitations/implications – There are infinite combinations of operating systems, apps, citation styles, material types and devices. Testing for this study was limited to uncomplicated apps likely to appeal to undergraduate students. It did not include more sophisticated apps for managing reference libraries. The study investigated how well several Android and iOS apps installed on mobile devices functioned to generate MLA and APA citations for print books. Practical/implications – As the role of mobile technology in education continues to grow, librarians need to remain aware of solutions that can help students manage their research. Librarians have an opportunity to provide feedback to developers by reviewing and rating apps. Originality/value – Undergraduate students face challenges in learning to appropriately acknowledge materials they have consulted in their research and writing. Librarians can play an important role in helping students select the most appropriate tools to make citing sources easier and more accurate.

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