Search results

This paper aims to explore the core elements and essential characteristics of entrepreneurship pedagogy in American higher education institutions, outlining a model from multiple participants’ perspectives and offering a blueprint for teaching entrepreneurship in higher education settings.

Structured interviews were conducted with 26 participants involved in entrepreneurship education in American higher education institutions, including teaching managers, teachers and students. The interview data were transformed into documentary materials and analyzed through grounded theory.

The characteristics of the core elements of entrepreneurship education pedagogy in American higher education institutions include unified and distinctive teaching content, diverse and practical teaching methods, disciplinary and interdisciplinary curriculum system, professional and inclusive teaching team, procedural and systematic teaching evaluation. More profoundly, entrepreneurship pedagogy in American universities can be conceptualized as a flywheel model, propelled by the significant autonomy of teachers. Teacher autonomy empowers dynamic interactions among teaching content, teaching method, curriculum development and teaching evaluation, facilitating ongoing innovation in American entrepreneurship pedagogy like a rapidly forward-rolling wheel.

This study contributes to a better understanding of the pedagogy of American entrepreneurship education as a mature discipline, which may assist educators in teaching entrepreneurship at the college level. Moreover, a flywheel model of entrepreneurship pedagogy is offered, emphasizing teacher autonomy as a vital but often overlooked role in the development of entrepreneurship education.

Higher education institutions (HEIs) seek innovative approaches to attract students. Since the COVID-19 pandemic, many HEIs have considered diversification through digitalization. From the initial urgency to implement technology at the start of the pandemic to a gradual acceptance over time, HEIs witnessed a shift in perceptions. This paper aims to explore the evolution of the use of technology in HEI classrooms from pre- to post-Covid-19 as seen through the eyes of students and faculty members.

Seven surveys were conducted from March 2020 to January 2023 with faculty members and students at one business HEI in Switzerland. This longitudinal study analyzed the perceptions of faculty and students regarding technology in the ever-changing HEI environments. These results have been used to make practical recommendations for future HEI classroom settings.

The findings reveal that the social aspect must be considered when implementing technology into HEIs. Faculty members and students need appropriate training and adequate resources to engage with the technology in and outside the classroom. The results suggest that one result of the pandemic was a greater acceptance of blended learning practices in traditional business education.

The pandemic has left long-lasting effects on teaching and learning. While many HEIs revert to traditional ways, the authors suggest the need to embrace technology that encourages engagement and authentic teaching and learning. HEIs must listen to their faculty members and students, to create more innovative learning environments.

This paper explores the relationship between transformational principal leadership and individual teacher innovativeness, considering the mediating role of teacher agency (TA) and the moderating role of teacher trust (TT).

We employed structural equation modeling (SEM) using survey data collected from 676 teachers at 25 schools in Turkey.

The results indicated no direct correlation between transformational leadership (TL) and teacher innovativeness but revealed a significant and positive association between TL and teachers' agency, as well as between teachers' agency and innovativeness, suggesting that TA fully mediates the association between TL and teacher innovativeness. Additionally, teachers' trust positively influenced the link between principal leadership and teachers' innovativeness, with the impact of TL on teachers' innovativeness being stronger when trust levels were higher.

This study contributes to the literature, providing an understanding of the mechanisms through which leadership can exert an influence on teacher innovativeness.

This study also suggests that the strength of the influence is likely to vary under different circumstances. Trust among teachers appears to play a key role in the effect of school leadership on teachers, particularly when aiming to support and sustain innovativeness.

Trust-based relationships within a school are essential for school principals to influence innovative practices. We conclude that, in the absence of trust as a key component of school climate, achieving a comprehensive understanding of the role of school leadership in fostering teacher innovativeness seems unattainable.

This paper expands existing knowledge regarding the effect of TL in leading teacher innovativeness by indicating the indispensable role of TA and trust.

Social networks (SNs) play a significant role as environments supporting teacher professional development. The purpose of this to analyze the motivation and participation roles that Spanish teachers have when participating in SNs for their professional development in three professional stages: preservice teachers, beginning teachers and experienced teachers.

The study uses a mixed-method approach, combining two validated surveys, one applied to 217 preservice teachers and other to 68 beginning teachers and 384 experienced teachers, with 15 interviews. A qualitative exploratory sequential strategy has been followed along with an ex post facto quantitative survey-type study of a descriptive and inferential nature.

Preservice and beginning teachers use SNs to access materials and resources with which to learn, presenting an observer and passive role in their interaction on SNs. Experienced teachers log in to learn about experiences but begin to participate more actively in SNs for searching for specific resources, establishing contacts with other teachers, contributing with their own educational materials and helping other teachers with their doubts or even forming their own communities.

These findings help understand how the evolution in teacher expertise accompanies the level of involvement in their social network interactions. The results allow us to better understand how different levels of teaching experience influence the way Spanish teachers access and participate in SNs, in some cases consuming and in others producing digital content.

Leaders’ capacity to execute innovative and inspiring activities significantly impacts whether educational institutions succeed or fail. This paper aims to explore the gap in how digital leadership (DL) affects employee cynicism (EMPC) and emotional intelligence (EI). In addition, the moderating impact of EI on the association between DL and EMPC is examined in this study.

The researchers have used a quantitative approach based on cross-sectional data technique. This study examines the effects of DL at Pakistani private universities. All the teaching faculty of Pakistan’s private higher educational institutes like universities were the population of the study. While using random sampling, data were gathered from teaching faculty members of such universities. Hence, 366 usable cases were found usable for final data analysis. This study performed the path analysis through the Analysis of Moment Structures in structural equation modeling (SEM).

Results confirmed that the positive impact of DL among teaching faculty in private universities in Pakistan depends on the EMPC and EI. Overall, the findings are according to the estimates. SEM evaluates that DL significantly correlates with EMPC and EI. On the contrary, EI also significantly impacts EMPC. Furthermore, findings describe that EI significantly mediates the relationship between DL and EMPC.

Based on the research findings, the current issues about how DL can enhance the EMPC and EI in the private educational sector are addressed. It has been explored that academic leaders must demonstrate the techniques that build up strong EI among the teaching faculty to maintain a positive EMPC. The study results offer policymakers and academic authorities significant guidance who embrace technology and will effectively lead their educational institute to acquire educational resources to enhance student engagement and learning. It has also been found that the institutes are significantly impacted by DL, by the behavior and attitude of employees, managers and representatives, eventually. The employees’ attitude is majorly known as one reason that affects their productivity. Hence, this study can be found beneficial in establishing a supportive environment and identifying the leaders’ EI, which can reduce the issues of EMPC.

The findings of the study indicate that private educational institutes need to focus on enhancing the EI of their teaching faculty and give importance to faculty members’ abilities to deal with the new digital techniques to improve their effectiveness in terms of teaching methodology and maintaining the teacher-student relationship. According to the researchers’ knowledge, very few studies have examined the connection between DL, EMPC and EI. However, the association between DL and EMPC is examined for the first time in a specific Asian context, namely in Pakistan, with the mediating effect of EI. Therefore, understanding the effects of cynicisms will be a valuable addition to existing literature.

Chat Generative Pre-trained Transformer (ChatGPT) has become everyone’s talk. It frightens many professionals, who worry about losing their jobs. ChatGPT may reconstruct some professions; some occupations may vanish while new ones may appear.

This mixed-methods study explores whether and how the use of ChatGPT impacts English is taught as a foreign language (EFL) students' social and emotional learning (SEL). The study used a questionnaire and collected perception data from 57 EFL students. A discussion with seven EFL professors was also formulated to triangulate the findings.

Results indicate that EFL students have high positive perceptions of using ChatGPT in their learning (M = 3.87). Results also showed that using ChatGPT has a moderate impact on EFL students' SEL (R = 514). This moderate effect was confirmed by the qualitative findings, which indicated that ChatGPT positively impacts EFL students' SEL by allowing them to practice conversation skills, aiding them in managing their emotional intelligence, providing them with feedback and reducing their anxiety. However, findings also indicated that ChatGPT reduces students' creativity and limits their emotional growth. Finally, the findings reported that for better use of ChatGPT, supervision is key.

This study recommends the use of ChatGPT in a way that helps students' creativity and emotional growth.

The purpose of this study is to highlight a paradox between inclusion/exclusion at the level of the organisation and classroom practices, as well as between general and disability/special educational needs (SEN)-specific approaches to diversity in the classroom. The authors recommend better alignment between school policies and teaching practices to offer all students an equal chance to benefit from inclusive pedagogies.

This study analyses a school that has gained public reputation as an innovative, inclusive school in Austria. Applying a case study with an ethnographic methodological approach, the authors explore what strategies are implemented to become more inclusive at the level of school organisation and classroom practices? What are the pedagogical beliefs and actions relating to diversity that drive inclusive efforts? How is this school's general approach to diversity enacted with students with SEN?

The findings show that context-specific circumstances shape inclusive school development, which comes with a set of affordances and challenges. The authors argue that in this case, striving for inclusion indicated two ways of “doing difference differently”. First, the school has built on many cornerstones of inclusion when relating and responding to student diversity, that was remarkably different than in other mainstream schools in Austria. On the contrary, while creating new educational and pedagogical norms, it also recycled conventional segregating tendencies, and as such, reproduced hierarchised difference, but in other ways than schools typically do in mainstream schooling.

This school and its pedagogical mission have never been analysed through the rich data that two researchers were able to gather and work through.

This study aims to develop and validate a scale to measure Teacher Entrepreneurial Behavior (TEB), which encapsulates the behaviors teachers employ to identify and amplify innovation in schools. TEB are catalysts for innovation, navigating their peers through risks and building trust, which empowers the collective to transcend structural constraints and pioneer new educational initiatives. Despite the importance of TEB, there is a notable absence of a well-validated measurement instrument.

Drawing on existing empirical TEB studies, this study conducts four interconnected studies following scale-development procedures. The content validity, construct validity, internal consistency, and external validity of the proposed scale were assessed using exploratory factor analysis, confirmatory factor analysis, invariance analysis, and regression analysis.

The result is a multidimensional TEB model featuring 15 items with a good model fit. The TEB scale comprises four factors: Advocating Innovation, Seeking Resources, Cultivating Cohesiveness, and Mitigating Risk.

This study represents a rigorous attempt to develop and validate a reliable instrument for measuring TEB. It provides a validated tool for future research aimed at understanding the nature of TEB as an independent construct and associated dynamics. Accurate measurement is important for the robustness and replicability of research. Furthermore, the insights gained on TEB scale can significantly inform both the preparation and evaluation of teacher leaders by emphasizing the importance of entrepreneurial behaviors in promoting teachers’ collaboration and actualizing innovative initiative.

The purpose of this research is to examine the impact of crowdsourcing-based social connections on the development of innovation competence (IC). The conflicting results in existing studies regarding the influence of crowdsourcing-based social linkage on IC necessitate a thorough investigation into this relationship.

The research uses a sample of 300 senior managers from various industries in India. The data is analyzed using partial least squares (PLS), a component-based approach to structural equation modeling.

The results of the analysis indicate that knowledge transfer effectiveness and absorptive capacity (ABC) play a significant role as mediators in the relationship between social linkages based on crowdsourcing and IC. This suggests that the effectiveness of knowledge transfer and the organization’s ability to absorb and apply new knowledge are crucial factors in leveraging crowdsourcing-based social connections for enhanced innovation capabilities.

The findings of this study hold crucial implications for managerial practices. The research highlights that successful crowdsourcing outcomes necessitate more than mere establishment of external social linkages. Managers must recognize that internal organizational readiness plays an equally critical role. This study offers two key managerial insights: first, exclusive focus on external linkages is inadequate; internal capabilities such as ABC and optimized knowledge transfer processes must be actively nurtured. Second, the concept of “crowdsourcing maturity” is introduced, emphasizing the evolving dynamic capabilities over time. Managers are urged to adopt a balanced approach, aligning external partnerships with internal adaptability, to fully optimize IC.

This research contributes to the existing body of knowledge by shedding light on the mediating variables that influence the conversion of crowdsourcing-based social linkage into improved IC. By considering the role of knowledge transfer effectiveness and ABC, the study provides insights into the mechanisms through which social linkages based on crowdsourcing can impact innovation capabilities. These findings offer valuable implications for organizations seeking to leverage crowdsourcing for innovation purposes and enhance their overall IC.

Our paper examines how ELT lecturers perceive the feasibility of implementing Peer Observation (PO) in synchronous online settings, drawing on their prior experiences with offline PO. We also aim to identify potential areas for synchronous online PO.

We employed semi-structured interviews with eight lecturers as participants. Data analysis included identifying keywords, transcribing and labeling responses, and sorting and categorizing the themes.

Firstly, our findings indicate that lecturers reported several benefits from conducting offline PO, such as identifying teaching weaknesses, learning new techniques of teaching, gaining motivation, and receiving peer feedback. Participants also agreed that synchronous online PO is feasible and may offer greater benefits, especially with the shift to online teaching. Finally, the interview data highlighted potential areas for observation in synchronous online settings, including both pedagogical and technological aspects.

Firstly, our study did not explore the potential and focus areas of synchronous online PO based on lecturers' actual experiences. Instead, we derived these potential and focuses from their experiences with offline PO. Secondly, the potential observation areas have not been validated.

This study aims to contribute to the existing literature by exploring the potential of synchronous online PO and identifying key aspects for observation. Furthermore, in terms of practical implications, our findings may serve as a basis for developing validated guidelines for synchronous online PO, involving more practitioners. Additionally, lecturers and higher education institutions can consider implementing synchronous online PO to enhance teaching quality.

Previous literature has discussed ELT teachers' perceptions of offline PO, but limited research exists on its implementation in synchronous online contexts. Additionally, identifying potential areas for observation in synchronous online PO remains a concern.