Search results

NEJE Editors interview Cindi Bigelow: director of activities at Bigelow Tea

The purpose of this paper is to identify motives that lead students and teachers of sports science to participate voluntarily in the organization of sport events at a community level.

A questionnaire composed of five dimensions, expression of values, concern for the community, interpersonal contacts, vocational guidance and personal growth/development, was given to a sample of students and teachers. Then a confirmatory factorial analysis was applied to the five dimensions and descriptive statistics was used to identify the ranking in terms of the reasons why teachers and students decide to engage in extracurricular activities. The Mann-Whitney U-Test was used to identify significant differences between the two groups.

Teachers and students consider that the main reasons for their involvement are related to expression of values, concern for the community and vocational guidance. Significant differences were found indicating that for students, gaining experience for future jobs is one of their priorities but for the teachers they consider that helping others and contributing to the good of society are the main reasons.

The implications for organizers of community sport events are that different rationale for contributing need to be taken into account.

This study contributes to the pedagogical strategies that can be used to improve the training of the sports science students. It is important to note that the involvement of students and teachers in extracurricular activities can benefit from their integration into the labor market.

The Polish economy is continuing its expansion through the adoption of free market economics in the post‐communist era. To encourage this growth in a future where difficult global economic conditions are likely to persist, it is essential that entrepreneurial activity is encouraged within the next generation of graduates. This study aims to explore the attitudes and motivations of Polish students towards an entrepreneurship education programme.

To achieve the research objectives the methodological approach adopted for this study involved semi‐structured interviews undertaken with 122 Polish students. Each student undertook an interview within which they were asked to reflect on the impact of an entrepreneurship education programme on their entrepreneurial attitudes and motivations.

This study builds on Jones et al., whose “snapshot” study found that Polish students had limited prior entrepreneurial experiences and expectations and welcomed the opportunity to undertake entrepreneurship education. The findings here confirmed the results of the prior study, but also provided greater insight regarding the reasons underpinning respondent behaviour.

The data collected within this study are limited to the experience of Polish students. It is questionable whether the results are generalisable to different nationalities. Additional research must be undertaken to explore this further.

The results have implications for the construction and delivery of entrepreneurship education to student groups.

The study contributes to the extant knowledge in the context of the experience of enterprise education in a developing country. The paper will be of value to enterprise education providers in aiding the construction and delivery of such programmes.

To explore the discursive construction of disordered eating and athlete identity meanings within elite female athlete’s stories. Published athlete autobiographies were interrogated as cultural sites of analysis to accomplish this aim.

A critical social constructionist perspective on disordered eating is outlined along with narrative research findings on female athletes and disordered eating. A discursive psychological approach and critical discourse analysis (CDA) is then discussed to theorize and study meanings of disordered eating and athlete identities/subject positions. Next, the utility of studying two elite female athlete’s autobiographies is outlined followed by examples from a CDA of two athlete stories.

Two discourses and two identity/subject positions within each are outlined: discourse of performance and the “committed, controlled athlete” and a discourse of personal growth and the “empowered athlete in transition.” The features of each discourse and subject position are outlined and examples from each athlete’s story. The intention is to show the ways in which discursive resources construct the body, food and identities in sport and the implications.

The chapter is concluded with why studying “disordered eating and body talk” within discourses is useful to expand understanding of constraining and emancipative aspects of athlete identities, struggle and recovery.

This paper aims to explore the issues experienced in the delivery of a business challenge to a cohort of business undergraduate students at the University of Glamorgan. The challenge involved initiating and running a “real” business and returning a profit within a week. The students worked in groups of up to eight and were given start up capital. The paper seeks to evaluate the impact of the business challenge in terms of changing entrepreneurial attitudes and behaviour, and to examine the skills competencies acquired by the individual students.

The study employs a mixed method approach to examine the respondent experience. The basis of the investigation involved a semi‐structured questionnaire undertaken on completion of the challenge. In total, in excess of 50 students completed the research instrument. The questionnaire enabled the authors to quantitatively explore the overall impact of the business challenge by student age and gender. In addition, the semi structured design enabled the authors to explore the qualitative “rich data” of individual student experience based on their reflections.

The findings reveal a positive impact in terms of enhanced attitudes towards the attainability and attractiveness of an entrepreneurial career. The findings reveal that the business challenge provided the students with a significant enhancement in generic enterprise skills including team working, leadership, communication and specific business skills such as sales and marketing behaviour. The students valued the opportunity and personal responsibility offered by the business challenge to apply their theoretical knowledge in a real world context. Several individuals reported that the positive experience with their business venture meant that they wished to continue the business alongside their graduate studies.

The paper contributes to a limited literature in assessing the impact and benefit of business challenges. It will be of value to enterprise education providers in organising and planning such activities.

Given the high unemployment rates being experienced by graduates, the importance of small business start-up has increased significantly, with greater priority being placed upon the development of entrepreneurial skills across the educational sector. However, there is a limited literature considering the student experience and issues involved with supporting non-Business discipline students attaining entrepreneurial competencies. The purpose of this paper is to explore the attitudes and experience of Sports Development and Sports Management students towards entrepreneurship education, highlighting best practice from a pedagogical perspective.

Over 120 Sports Development and Sports Management students on an undergraduate degree were interviewed over a two year period using a semi-structured research instrument. The focus and content of the questionnaire was developed from prior studies undertaken in the field, measuring the impact and value of entrepreneurship education upon attitudes, knowledge and career choice.

The results found that Sports Development and Sports Management students were typically enterprising by nature due to their prior experience in coaching and training within their respective sports disciplines. The majority of students indicated that they were attracted to a future entrepreneurial career in a sports-related discipline. This was driven by the potential of an entrepreneurial career option and the limited alternative choices. Sports Development and Sports Management students were characterised by their mature attitudes towards their career development and future inclination regarding an entrepreneurial career choice.

The results will inform the teaching of entrepreneurship education to non-Business discipline specialist students in terms of the effective construction of entrepreneurship curriculum. Best practice in terms of customised subject informed teaching material, guest talks and interactive pedagogical practice are highlighted.

This study will be of interest to entrepreneurship education providers delivering content to non-Business disciplines at all levels and aid them in the construction of their curriculum to provide fit for purpose provision.

This paper aims to appraise the delivery of an enterprise education course to a cohort of Polish students evaluating its impact in encouraging entrepreneurial activity. The Polish economy continues its expansion with adoption of free market economies post communism. To encourage this growth, entrepreneurial activity must be encouraged within the next generation of entrepreneurs namely the student community. The course entitled Starting a New Enterprise (SANE) was developed to provide entrepreneurial skills and knowledge of the business planning process. The enterprise education literature questions its effectiveness in encouraging entrepreneurial activity. This study profiles the SANE course focusing on students entrepreneurial motivations, prior experiences and future intent.

This study presents a quantitative review of the Polish students' reflections on the experience of enterprise within the SANE course. The basis for this investigation involved two semi‐structured questionnaires undertaken prior to and on completion of the course. In total, 59 students completed the first questionnaire and 50 respondents the second.

The study found that Polish students had limited prior entrepreneurial experiences and expectations and welcomed the opportunity to undertake enterprise education. The findings suggested an equal proportion of male and female students aged 18‐24 favoured a future entrepreneurial career. Moreover, a quarter of all respondents welcomed an immediate entrepreneurial career on graduation and found value in the development of a business proposal. The findings suggested that entrepreneurial education informs entrepreneurial intent and career aspirations.

This study provides evidence into the effectiveness of enterprise education courses as a mechanism to encourage nascent entrepreneurial activity.

The purpose of this paper pertains to the implementation of an occupational therapy service within a newly‐established medium secure service for 16 men with intellectual disabilities and additional diagnosis of personality disorder located in the North West of England.

This is a general review, providing a descriptive account of the development and implementation of an occupational therapeutic provision for men residing in a medium secure unit with a dual diagnosis of intellectual disability and personality disorder and a service user account of its efficacy.

The paper seeks to illustrate the efficacy of occupational therapy implemented by a specifically recruited and trained staff team, describing engagement in meaningful, bespoke programmes of occupation used to assist service users to address deficit areas via mutual engagement in activities, serving to facilitate the formation and development of positive and trusting relationships between service users and staff. The impact of the service is described from a service user's perspective.

There is very little literature relating to those with intellectual disability also diagnosed with personality disorder. There appears to be no specific study of occupational therapy amongst those with dual diagnosis of intellectual disability and personality disorder. This paper is therefore unique in its approach and provides an overview of both the process and method used to implement occupational therapy, as well as a service user perspective and an illustration of its efficacy in a medium secure setting.

This article presents a pedagogical model that utilizes students as primary researchers in the identification, interviewing, and then reporting on women entrepreneurs as a major component of a multidisciplinary entrepreneurship course. The purpose of the course is to attract students who may not be familiar with the entrepreneurship concept itself, the role of women in such economic ventures, or the possibilities for people like themselves in such a career avenue. Students are exposed to the accomplishments of women entrepreneurs throughout U.S. history in the broad categories of agriculture and mining; construction; communication; manufacturing; service (both for profit and not-for-profit); transportation; and wholesale and retail trade. This content experience is then enhanced by the studentsʼ own direct interaction with and interviewing of women entrepreneurs. The implementation, potential outcomes, and possible adaptations of the course are described, and this transformational learning process model is illustrated.

Presents a special issue, enlisting the help of the author’s students and colleagues, focusing on age, sex, colour and disability discrimination in America. Breaks the evidence down into manageable chunks, covering: age discrimination in the workplace; discrimination against African‐Americans; sex discrimination in the workplace; same sex sexual harassment; how to investigate and prove disability discrimination; sexual harassment in the military; when the main US job‐discrimination law applies to small companies; how to investigate and prove racial discrimination; developments concerning race discrimination in the workplace; developments concerning the Equal Pay Act; developments concerning discrimination against workers with HIV or AIDS; developments concerning discrimination based on refusal of family care leave; developments concerning discrimination against gay or lesbian employees; developments concerning discrimination based on colour; how to investigate and prove discrimination concerning based on colour; developments concerning the Equal Pay Act; using statistics in employment discrimination cases; race discrimination in the workplace; developments concerning gender discrimination in the workplace; discrimination in Japanese organizations in America; discrimination in the entertainment industry; discrimination in the utility industry; understanding and effectively managing national origin discrimination; how to investigate and prove hiring discrimination based on colour; and, finally, how to investigate sexual harassment in the workplace.