scholarly journals Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthias Pepin ◽  
Luc K. Audebrand ◽  
Maripier Tremblay ◽  
Ndèye Binta Keita
Keyword(s):  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Learning Activities ◽  
Post Intervention ◽  
Content Type ◽  
Education Literature ◽  
Classroom Experiment ◽  
Before And After ◽  
Innovative Learning ◽  
Definition Of

PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

Entrepreneurship education: systematic literature review and future research directions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nasra Ahmed Mohamed ◽  
Ali Yassin Sheikh Ali
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Time Frame ◽  
Future Research ◽  
Education Development ◽  
Content Type ◽  
Education Literature ◽  
Education Decision

PurposeThe purpose of the study is to further understanding of entrepreneurship education, highlighting current trends and directions for further research.Design/methodology/approachThis paper used systematic literature review of published articles to collect, evaluate, and interpret entrepreneurship education literature from selected databases between 2009 and 2019. The study reviewed 90 articles from the entrepreneurship education literature. There are several different topics that have been analyzed; with the most researched topic being analyzed was focusing on entrepreneurship education development.FindingsEntrepreneurship education programs have become an increasingly important focus of attention in recent years. This paper deeply investigates the literature on entrepreneurship education to help entrepreneurship education decision makers to develop better solutions.Research limitations/implicationsIt must be noted that this study has some limitations, which suggest avenues for further research. In reviewing the articles, the study used only four databases and only considered papers published between 2009 and 2019. Other studies may include more databases and a longer time frame.Originality/valueRegarding the theories most used in the reviewed articles, TPB and social learning theory (SLT) were most used in relation to entrepreneurship education. This shows that researchers were focusing on the influence of entrepreneurship education in relation to the entrepreneurial intention, behavior and attitude of the individuals.

A model of entrepreneurship education in franchising – application of outside-in marketing with a behavioural focus

2020 ◽  
Vol 35 (1) ◽  
pp. 116-133
Author(s):  
Sara Quach ◽  
Scott Weaven ◽  
Park Thaichon ◽  
Debra Grace ◽  
Lorelle Frazer
Keyword(s):  
Planning Process ◽  
Entrepreneurship Education ◽  
Communication Strategy ◽  
Control Group ◽  
Post Intervention ◽  
Content Type ◽  
Implementation Evaluation ◽  
Quasi Experimental ◽  
On Line ◽  
Experimental Group

Purpose Drawing on an outside-in marketing perspective, this paper aims to outline the development, implementation, evaluation and reflection of a real-world entrepreneurship education (EE) intervention with cognitive, affective and ultimately behavioural objectives. Design/methodology/approach A specific and uniform EE program specifically targeted to current “would be” entrepreneurs who were investigating the franchising business model was developed, focusing on the behavioural outcomes. The effectiveness of the EE intervention was evaluated using a quasi-experimental research design, which involved franchisees who had not participated in the EE intervention (control group) and franchisees who had participated in the EE intervention (experimental group). The administration of the national on-line survey yielded a total of 520 responses (194 in the experimental group and 326 in the control group). Findings The planning process in the pre-intervention stage included situation analysis, objective setting and decisions in relation to the communication strategy, i.e. content and mode. The effectiveness of the EE intervention was evaluated in the post-intervention stage. The findings indicate that EE intervention resulted in participants’ positive cognitive, affective and behavioural outcomes such as performance and relationship management. Finally, following a reflection process, additional elements covering topics related to work-life balance were incorporated into the module pertaining to an individual’s suitability to become a franchisee. Originality/value This paper proposes a conceptual framework that represents an outside-in EE approach whereby problems, audiences, objectives and communication strategies (content and method) are strategically intertwined to produce relevant, measurable and diagnostic behavioural outcomes. The EE intervention can also improve the B2B relationship between actors in a business network.

scholarly journals International entrepreneurship education for pre-service teachers: a longitudinal study

2020 ◽  
Vol 62 (7/8) ◽  
pp. 825-841
Author(s):  
Arantza Arruti ◽  
Jessica Paños-Castro
Keyword(s):  
Personal Development ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Short Term ◽  
Language Competence ◽  
Content Type ◽  
Risk Takers ◽  
Current Characteristics ◽  
Definition Of ◽  
The University

PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

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.

scholarly journals Incorporating Kinesthetic Learning into University Classrooms: An Example from Management Information Systems

10.28945/4527 ◽  
2020 ◽  
Vol 19 ◽  
pp. 031-045
Author(s):  
Christopher B Califf
Keyword(s):  
Learning Styles ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Business Community ◽  
Learning Activities ◽  
Learning Activity ◽  
Future Research ◽  
Kinesthetic Learning ◽  
Before And After ◽  
Learning Principles

Aim/Purpose: Students tend to learn best when an array of learning styles is used by instructors. The purpose of this paper is to add, to introduce, and to apply the concepts of kinesthetic learning and learning structures to university and STEM education. Background: The study applies the concept of kinesthetic learning and a learning structure called Think-Pair-Share to an experiential exercise about Moore’s Law in an introductory MIS classroom. The paper details the exercise and each of its components. Methodology: Students in two classes were asked to complete a short survey about their conceptual understanding of the course material before and after the experiential exercise. Contribution: The paper details the benefits of kinesthetic learning and learning structures and discusses how to apply these concepts through an experiential exercise used in an introductory MIS course. Findings: Results indicate that the kinesthetic learning activity had a positive impact on student learning outcomes. Recommendations for Practitioners: University educators can use this example to structure several other learning activities that apply kinesthetic learning principles. Recommendation for Researchers: Researchers can use this paper to study more about how to incorporate kinesthetic learning into education, and about teaching technology concepts to undergraduate students through kinesthetic learning. Impact on Society: The results of this study may be extremely beneficial for the university and STEM community and overall academic business community. Future Research: Researchers should consider longitudinal studies and other ways to incorporate kinesthetic learning activities into education.

scholarly journals Impact of Hospital Acquired Infection and Antibiotic Resistance Awareness Campaign on Knowledge Attitude and Practices of Medical Undergraduates in a Tertiary Care Teaching Hospital, India

2020 ◽  
Author(s):  
Ekadashi Rajni ◽  
Priyanka Rathi ◽  
Manisha Malik ◽  
Sonali Mittal ◽  
Ved Prakash Mamoria
Keyword(s):  
Antibiotic Resistance ◽  
Undergraduate Students ◽  
Tertiary Care ◽  
Post Intervention ◽  
Awareness Campaign ◽  
Poor Grade ◽  
Before And After ◽  
Grass Root Level ◽  
Study Participants ◽  
Hospital Acquired

Introduction: Healthcare professionals have an important role in tackling the growing menace of Hospital Acquired Infections (HAI) and Antibiotic Resistance (ABR). Regular trainings imparted early in career can result in better understanding of these crucial issues. Aim: To identify the baseline Knowledge Attitude and Practices (KAP) of 5th semester MBBS undergraduate students of a University Medical College in Rajasthan, India, and to determine the changes in these parameters after the implementation of a vigorous “HAI and ABR Awareness campaign”. Materials and Methods: This prospective interventional study involved 86, 5th semester MBBS undergraduate students. The study instrument was a preformed pretested 30 item self-administered questionnaire. The study intervention included a series of lectures, role plays, poster competition; and an audio-visual quiz. The performance of individual participants before and after the intervention was then statistically analysed with Microsoft Excel and software Statistical Package for the Social Sciences (SPSS) version 20. Results: The pre-intervention overall KAP score of each student was found to be poor in 17.4%, average in 61.6%, and excellent in 20.9% in study participants. Post-intervention grades were found to be poor, average, and excellent in 1.1%, 8.14%, and 90.7% study participants, respectively. A statistically significant decrease in the percentage of students with poor grade and a significant increase in those with excellent grade were observed. Conclusion: There is a need for suitable amendments in current MBBS curriculum to include modules which comprehensively address the core issues of ABR, HAIs and Antimicrobial Stewardship (AMS). This would help to bring out attitude and behavioural changes in students at the very grass-root level.

SEC approves amendments to the NYSE’s substantial stockholder issuance rule and 20 per cent rule for shareholder approval of certain private offerings

2019 ◽  
Vol 20 (2) ◽  
pp. 16-19
Author(s):  
Justin Hoffman ◽  
Jude Dworaczyk
Keyword(s):  
New York ◽  
Listed Company ◽  
Market Value ◽  
Securities And Exchange Commission ◽  
Content Type ◽  
Book Value ◽  
The Us ◽  
Before And After ◽  
Private Placements ◽  
Definition Of

Purpose To explain recent amendments by the US Securities and Exchange Commission (the SEC) to Sections 312.03(b) relating to issuances of securities to substantial stockholders (the Substantial Stockholder Issuance Rule) and 312.03(c) (the 20 Per cent Rule) of the New York Stock Exchange’s (the NYSE) Listed Company Manual to change the definition of “market value” for purposes of the 20 Per cent Rule and eliminate the requirement for shareholder approval of certain private issuances at a price less than book value but greater than market value. Design/methodology/approach This article provides background on the purpose and policy behind the Substantial Stockholder Issuance Rule and the 20 Per cent Rule and summarizes the provisions of each rule, both before and after the recent SEC amendments thereto. This article then highlights the most important changes to the Substantial Stockholder Issuance Rule and the 20 Per cent Rule and explains the implications thereof for NYSE-listed issuers. Findings The amended Substantial Stockholder Issuance Rule and the 20 Per cent Rule provide NYSE-listed issuers greater flexibility in structuring transactions involving private placements of equity and will likely reduce the number of such transactions requiring a shareholder vote. Originality/value Practical guidance from experienced corporate finance and capital markets lawyers.

Information literacy training effectiveness on Cambodia's province-based undergraduates

2020 ◽  
Vol 22 (4) ◽  
pp. 263-280
Author(s):  
Cheyvuth Seng ◽  
May Kristine Jonson Jonson Carlon ◽  
Jeffrey Scott Cross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Self Efficacy ◽  
Effective Means ◽  
Training Data ◽  
Short Term ◽  
Research Activity ◽  
Content Type ◽  
Literacy Training ◽  
Before And After

PurposeThis study is aimed at determining the effect of a short-term information literacy training activity on the self-efficacy of undergraduate students at province-based universities in Cambodia.Design/methodology/approachA three-week training intervention was administered to 461 undergraduate students at three province-based public universities in Cambodia. The participants answered an information literacy self-efficacy questionnaire before and after the intervention.FindingsThe students' level of information literacy self-efficacy has a low mean score of 2.23 on a five-point scale before the training. After the training, the score dramatically increased to 3.64 and was statistically significant (p-value < 0.001). This indicates that short-term information literacy self-efficacy training is an effective means to promote information literacy among students.Research limitations/implicationsThis research scope was limited to examine the effect of a short-term intervention on a particular population. Further improvements include analyzing the training effects over the long term, soliciting qualitative feedback from respondents, and gathering previous relevant training data.Practical implicationsThere is a need for a carefully designed curriculum to be implemented that focuses on introducing information and communication technology (ICT) while considering its potential application to research activity. To be able to make meaningful curriculum changes, there must be a systematic way of identifying the ICT needs that are most urgent among undergraduate students in province-based Cambodian universities.Originality/valueThis research focuses on implementing ICT training and measuring its effectiveness on Cambodian undergraduate students in province-based universities, a growing population that has immense potential in influencing the country's growth but whose information literacy self-efficacy remains largely understudied until now.

The perception of entrepreneurship culture by internal university stakeholders

2020 ◽  
Vol 32 (3) ◽  
pp. 443-457
Author(s):  
Tomasz Kusio ◽  
Mariantonietta Fiore
Keyword(s):  
Academic Engagement ◽  
Entrepreneurship Education ◽  
Target Group ◽  
Content Type ◽  
Global Competitiveness ◽  
Competence Framework ◽  
Definition Of ◽  
Culture Development ◽  
A Company ◽  
Different Levels

Purpose As nowadays the knowledge economy puts a strong emphasis on the universities’ role in the present economy, the recent challenge focuses on the interrelations between entrepreneurship culture and academic engagement. This study aims to investigate the new role that universities are assuming as entrepreneurial entities and gather information taking place internal university stakeholders and students’ perception on entrepreneurship education. The research hypothesis stands entrepreneurship is mainly supposed as being professionally and educationally active rather than setting up a company. Design/methodology/approach The present study carries out a study on the perception of entrepreneurship education conducted among students of the University of Economics in Krakow in the winter semester of the academic year 2017/2018. The selected target group meets the criteria of the different national country origin of the respondents. Another criterion for selecting the target group was diversity in the field of students’ academic interests. Findings The results of the study give a clear view of the still valid confirmation of the growing academic role in terms of entrepreneurship culture development that appears necessary to address the demand for global competitiveness. In particular, it is possible to categorize two groups of people, moderate and strong supporters of recognition that entrepreneurship is not only about starting a company but also at the same time that it is an expression of its own dynamic and entrepreneurial attitudes. Practical implications As the importance of entrepreneurship in the context of an entrepreneurial university is rising and the definition of entrepreneurship goes beyond its understanding of starting a business, universities and academic engagement can and have to better address and focus their planning of the courses and their contents. Originality/value The study sheds some light and gives some interesting perspectives on the issue of different levels of entrepreneurship education expectations against different levels at which this education should be provided. In addition, it is in line with the EU entrepreneurship competence framework (EntreComp) aimed at defining tools to improve the entrepreneurial capacity and culture of EU citizens and organizations by means of consensus among stakeholders and by establishing a bond between education and study.

Entrepreneurship education: a need for reflection, real-world experience and action

2015 ◽  
Vol 21 (5) ◽  
pp. 690-708 ◽  
Author(s):  
Hemant Kassean ◽  
Jeff Vanevenhoven ◽  
Eric Liguori ◽  
Doan E. Winkel
Keyword(s):  
Undergraduate Students ◽  
Real World ◽  
Social Cognitive ◽  
Entrepreneurship Education ◽  
Economic Benefits ◽  
Web Based ◽  
Content Type ◽  
Classroom Activities ◽  
The Usa ◽  
The Impact

Purpose – The purpose of this paper is to explore the impact of common undergraduate entrepreneurship classroom activities on students’ motivational processes related to entrepreneurial careers. Design/methodology/approach – In total, 700 undergraduate students from a variety of majors at a large midwestern university in the USA were invited to take a web-based survey. They were asked to indicate which experiential activities they would participate/were participating in as part of their program. Findings – The findings show that students’ entrepreneurial self-efficacy (ESE) is a driving force in classroom activities enhancing students’ intentions. However, the authors also found that the type of classroom activities that are common in entrepreneurship education negatively impact students’ ESE. Research limitations/implications – The generalizability is limited to the US region and the link from intention to behavior goes untested, but results strongly supported the adoption of social cognitive career theory to the entrepreneurship domain. Practical implications – This study lends support to the argument that promoting the learning process in entrepreneurship education should focus on real-world experience, action, and reflective processes to engage students in authentic learning, which should lead to greater entrepreneurial abilities and propensity, and eventually to enhanced entrepreneurial performance, which benefits individuals and societies. Social implications – This study suggests that the goals and pedagogical approaches to teaching entrepreneurship are issues that educators may need to revisit and update if the economic benefits of entrepreneurship are to be fully realized. Originality/value – While the relationship between entrepreneurship education and entrepreneurship activity is well documented in extant literature, this study found that activities that are common in entrepreneurship education may negatively impact students’ ESE and need to be further explored.

Sign in / Sign up

Export Citation Format

Share Document