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Article
Publication date: 10 October 2016

Stephanie Alexandra Macht and Steve Ball

This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with…

1367

Abstract

Purpose

This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories.

Design/methodology/approach

A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment.

Findings

It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity.

Practical implications

The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education.

Originality/value

By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.

Details

Education + Training, vol. 58 no. 9
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 30 November 2021

Mohammadreza Akbari, Hung Manh Nguyen, Robert McClelland and Kristof Van Houdt

The purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to…

Abstract

Purpose

The purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments.

Design/methodology/approach

This paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs).

Findings

Reinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy.

Practical implications

Authentic assessments prepare students for the new world of work through a more focused scaffolding of their learning.

Originality/value

Stimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Details

Education + Training, vol. 64 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 18 September 2017

Milan Delić, Terje Slåtten, Bojana Milić, Uglješa Marjanović and Srđan Vulanović

The aim of this study is to examine how and in what way authentic leadership and affective employee commitment foster the learning organisation in the context of…

3093

Abstract

Purpose

The aim of this study is to examine how and in what way authentic leadership and affective employee commitment foster the learning organisation in the context of transitional market conditions. Acting as role factors, their relationships with the learning organisation were examined simultaneously, at leadership and employee level.

Design/methodology/approach

The study was conducted on a sample of 500 employees from various industries of Serbian transitional economy. For the research purposes, structural equation modeling (SEM) methodology was used.

Findings

The findings reveal that authentic leadership and employee commitment both play an important role. Specifically, authentic leadership directly and indirectly affects the learning organisation. The indirect effect is partially mediated by the employee affective commitment.

Research limitations/implications

The focus of this study is limited to the role of authentic leadership in fostering the learning organisation. Apart from leadership and employee commitment, it might be assumed that other variables have the potential to play a role in fostering the learning organisation as well.

Originality value

To the best of the authors’ knowledge, no previous study has focused on authentic leadership and employee commitment as an “enabling-mechanism” in fostering learning organisations in the context of transitional economies. Consequently, this paper provides theoretical and practical implications on how and in what way they impact a learning organisation by empirically studying them in the context of transitional market conditions.

Details

International Journal of Quality and Service Sciences, vol. 9 no. 3/4
Type: Research Article
ISSN: 1756-669X

Keywords

Article
Publication date: 6 July 2015

Heidi, Yeen-Ju Tan and Mai Neo

The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended…

Abstract

Purpose

The aims of this study is to use authentic learning principles outlined by Herrington and Kervin (2007) as an innovative approach towards the development of a blended learning environment in a Malaysian classroom at the tertiary level and students’ perception towards this learning environment was studied.

Design/methodology/approach

This study was conducted using a mixed-method approach and consisted of two parts. Part A: the learning environment was designed to be student-centred, supported by multimedia and web technologies, consisting of online learning modules, blogs and social media, as well as being driven by a class project. Part B: qualitative and quantitative data were collected to solicit student feedback on the learning environment.

Findings

Results of the study indicated that students responded positively towards the authentic blended learning environment, as it was found to be relevant to their learning. In an authentic blended learning environment, students became more engaged with the content and actively involved in their learning process. These results show strong and encouraging support for the use of authentic learning principles in the development of blended learning environments.

Originality/value

Universities in Malaysia are only beginning to move towards a more blended approach in designing learning environments. This paper provides some insights to one possible way of designing a blended learning environment in a Malaysian tertiary setting.

Details

Journal of Science & Technology Policy Management, vol. 6 no. 2
Type: Research Article
ISSN: 2053-4620

Keywords

Book part
Publication date: 31 October 2022

Georgiana Els

Authentic learning or learning by doing involves real-world problems and their solutions using role-play, problem-based actions, case studies, and engagement with…

Abstract

Authentic learning or learning by doing involves real-world problems and their solutions using role-play, problem-based actions, case studies, and engagement with communities of practice in a multicultural environment by its very nature (Lombardi, 2007). Authentic learning will be explored through the lenses of an international postgraduate programme in International Tourism Management and mainly through a module that is team coached and underpins the degree. The reflective chapter examines two journeys: (i) master students who take ownership of their learning in a team setting environment; and (ii) tutor/s who take the role of team coach and facilitate student’s abilities to self-manage and take responsibility of their own learning and development. The journey is discussed from the perspective and characteristics of authentic learning activities employed in the design, implementation, and assessment of the module and, overall, the postgraduate programme. Drawing on the experiences of authentic activities presented, learnings can be applied to various modules and degrees given the broad context of tourism in a global context.

Details

International Environments and Practices of Higher Education
Type: Book
ISBN: 978-1-80117-590-6

Keywords

Open Access
Article
Publication date: 18 April 2022

Emilio Domínguez-Escrig, Francisco Fermín Mallén Broch, Ricardo Chiva and Rafael Lapiedra Alcamí

Despite the growing interest in the study of authentic leadership, there is little empirical evidence of the consequences of this type of leadership for companies. On the…

1015

Abstract

Purpose

Despite the growing interest in the study of authentic leadership, there is little empirical evidence of the consequences of this type of leadership for companies. On the other hand, the mediating variables that may explain these results have not been explored in depth either. Although the academic literature suggests, from a theoretical point of view, that these leaders could favour innovation, little has been studied from an empirical perspective. This study aims to try to cover these gaps.

Design/methodology/approach

The main goal of this study is to analyse the mediating effect of organisational learning capability in the relationship between authentic leadership and innovation success. Considering a sample frame of 263 Spanish companies, this study tested the proposed hypotheses through structural equations.

Findings

The results provide empirical evidence of the positive effect of authentic leaders to promote organisational learning capability. In addition, this study confirms the positive effect of organisational learning capability on innovation success. Finally, organisational learning capability mediates the relationship between authentic leadership and innovation success.

Originality/value

To the best of the authors’ knowledge, this is the first attempt to empirically study the effects of authentic leadership on organisational learning capability and innovation success.

Details

The Learning Organization, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 0969-6474

Keywords

Article
Publication date: 18 December 2018

Adriana Ornellas, Kajsa Falkner and Eva Edman Stålbrandt

The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE…

1910

Abstract

Purpose

The purpose of this paper is to introduce a theoretical framework based on authentic learning approaches that can be taken into consideration in higher education (HE) contexts to design activities that enable students to develop employability skills.

Design/methodology/approach

Three methods were used to develop the framework: desk research on current demand and supply of new graduate’s employability skills; interviews in four European HE institutions to identify authentic learning scenarios; and asynchronous online focus group to validate the framework.

Findings

The paper takes a competence-centred approach to the concept of employability skills and sets out a taxonomy of skills required to enhance new graduates’ employability. It also gives criteria and examples of authentic learning scenarios in HE settings that promote the acquisition of these skills.

Research limitations/implications

The framework developed remains theoretical. In a second phase, the framework will be applied to implement authentic activities in different programmes and subjects of five HE institutions, and the results will be reported in future publications.

Practical implications

The framework gives directions to create real and practical ways to enhance new graduates’ employability skills by improving the connection between HE curricula and the demands of the real world.

Originality/value

The added value of the paper lies in adopting a learner-centred, genuine and effective learning approach, such as authentic learning as a catalyst for bringing work experience to formal learning in HE institutions, in order to better develop graduates’ employability skills.

Details

Higher Education, Skills and Work-Based Learning, vol. 9 no. 1
Type: Research Article
ISSN: 2042-3896

Keywords

Article
Publication date: 14 August 2017

Morgan P. Miles, Huibert de Vries, Geoff Harrison, Martin Bliemel, Saskia de Klerk and Chick J. Kasouf

The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and…

1126

Abstract

Purpose

The purpose of this paper is to address the role of accelerators as authentic learning-based entrepreneurial training programs. Accelerators facilitate the development and assessment of entrepreneurial competencies in nascent entrepreneurs through the process of creating a start-up venture.

Design/methodology/approach

Survey data from applicants and participants of four start-accelerators are used to explore the linkages between accelerators and the elements of authentic learning. Authentic learning processes are then mapped onto the start-up processes that occur within the accelerators.

Findings

Accelerators take in nascent entrepreneurs and work to create start-ups. This activity develops the participants’ entrepreneurial competencies and facilitates authentic self-reflection.

Research limitations/implications

This study explores how accelerators can be useful as authentic learning platforms for the development of entrepreneurial competencies. Limitations include perceptual measures and the inability to conduct paired sampling.

Practical implications

Entrepreneurship training is studied through the lens of authentic learning activities that occur within an accelerator. Participants develop and assess their mastery of and interest in entrepreneurship through tasks, exposure to experts and mentors, peer learning, and assessments such as pitching to investors at Demo Day.

Originality/value

This paper reports on the authentic learning processes and its usefulness in competency development and self-appraisal by accelerators participants. The opportunity for competency development and self-appraisal by nascent entrepreneurs before escalating their commitment to a start-up may be an accelerator’s raison d’être.

Book part
Publication date: 17 May 2021

Mikhaila Burgess and Helen Phillips

A key role of the external examiner is to review student work submitted for assessment plus the feedback and grading undertaken on that work by academic staff. The aim of…

Abstract

A key role of the external examiner is to review student work submitted for assessment plus the feedback and grading undertaken on that work by academic staff. The aim of this is to ensure equitability between the assessments of individual students’ achievement and consistency and comparability across courses throughout the program and with commensurate study levels and programs at other institutions, whilst safeguarding academic standards. The variety of assessment-types that an external examiner may review can be diverse. When the primary focus of the work being assessed is tangible, such as with written examinations or assignments, external examiners are able to view student achievements and assessor actions through a lens comparable to that of the original assessors. However, this process cannot adequately capture assessment-types where the only evidence is proxies to the original achievement. In this chapter, the authors explore the concept of authentic assessments, the benefits of incorporating them within study programs, identify challenges pertaining to their presence to holistic quality assurance (QA) processes in general, and the role of the external examiner in particular. The authors will demonstrate how adopting non-intrusive technologies for recording and verifying authentic assessment practices can strengthen the QA process for the benefit of all stakeholders. For illustration, a case study is employed to demonstrate how these challenges have been tackled regarding performance-based authentic assessments at an institution in Norway. The chapter concludes with a summary plus a call to arms for further research into how quality and consistency can be assured when authentic assessments are employed.

Details

The Role of External Examining in Higher Education: Challenges and Best Practices
Type: Book
ISBN: 978-1-83982-174-5

Keywords

Article
Publication date: 6 June 2020

Wen Chang, James Busser and Anyu Liu

This study aims examine the impact of authentic leadership on the career satisfaction of hospitality employees through the lens of thriving. The two components of…

1192

Abstract

Purpose

This study aims examine the impact of authentic leadership on the career satisfaction of hospitality employees through the lens of thriving. The two components of thriving, that is, learning and vitality, are tested as mediators, and psychological contract fulfillment is tested as a boundary factor.

Design/methodology/approach

Data are collected using an online survey through the Qualtrics panel service in the USA. Structural equation modeling and an invariance test are conducted to investigate the framework.

Findings

The findings show that authentic leadership can determine career satisfaction through the influence of learning and vitality. Moreover, psychological contract fulfillment exerts a conditional effect on this mediation.

Practical implications

The findings of this study extend the understanding on authentic leadership and its impact under specific conditions. This study offers several meaningful recommendations to hospitality managers on how to influence employees’ career success to maintain sustainable performance. Detailed approaches include establishing practices for regular and authentic leadership development, increasing attention on employee thriving states and addressing employee psychological contracts.

Originality/value

This study enriches research on authentic leadership and career management in the hospitality industry. Moreover, this study provides meaningful insights by examining the relationships between authentic leadership, thriving, career satisfaction and psychological contracts.

Details

International Journal of Contemporary Hospitality Management, vol. 32 no. 6
Type: Research Article
ISSN: 0959-6119

Keywords

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