Search results

In order to achieve a sustained level of entrepreneurship in India, it is very important that the spirit and culture of entrepreneurship are ingrained in students, right at the “school” level. Specifically, in this study we examine how student entrepreneurial behavior is influenced by entrepreneurial activities at school.

We chose schools in India to recruit the students’ samples; 520 higher secondary school students were approached in-person to understand their entrepreneurial intentions (EI). We applied PLS-SEM to test the relationships of serial mediation.

Our findings imply that the students' entrepreneurial intentions are largely influenced by the school’s entrepreneurship program (e.g. labs, lectures and exercises). Further, we noted that school career guidance and students’ entrepreneurship attitude effectively mediate the relationship between school entrepreneurship curriculum and EI.

Entrepreneurship education beginning in schools does foster stronger entrepreneurial intent over the short-term. It also helps in fostering entrepreneurs, who create jobs and support in achieving the country’s desired SDGs.

The study contributes new dimensions to entrepreneurship research focusing on school children hence anchoring at early stages.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-05-2023-0350

This study explores the opportunities for a gender-inclusive architecture, engineering and construction (AEC) industry, focussing on the gap between architectural education and practice. This study focusses on three research questions: (1) What factors influence women architects' career retention and advancement in the AEC industry? How can practice outcomes be linked with educational approaches for gender inclusion in the AEC industry? (3) What critical factors can enable structural changes in architecture education, including AEC-related subjects and practice/career pathways towards gender equity?

This paper is based on a systematic literature review (SLR). The established timeframe for selecting papers in this study considered the last 20 years, as various seminal studies in feminism and gender inclusion in architecture emerged in the early 2000s through the definition of keywords used in two prestigious databases. The academic articles selected were filtered through a process of inclusion and exclusion, following criteria for suitability and relevance using a Preferred Reporting Items for Systematic Reviews (PRISMA) diagram.

This study revealed key trends in the literature review consistent with the research questions, including (1) the disproportionate struggles women face at individual, interpersonal and organisational levels and the gender-based bias from entry and progression in the AEC industry that also requires multi-level interventions; (2) traditional architecture education affects female students and educators who find networking, social capital and leadership opportunities to challenge gender-based stereotypes and promote workplace equity, and finally, (3) observe enablers for fostering equity in architecture and education, which should not be limited to policy-driven interventions but structural transformations through transparency, mentorship, leadership, awareness raising and empowerment of women and men, promoting inclusivity and gender equity in the AEC industry.

This study considers a global understanding of gender equity in the AEC industry, regional and country-specific analysis needs to be considered in future studies. The study's focus is on women’s inclusion, acknowledging the limitations of conventional binary gender concepts; future studies need to include the experiences of LGBTI + communities and other underrepresented groups. The literature review considers only academic articles; future research should also consider industry reports, government initiatives and organisational documents for a broader understanding of diversity efforts in business.

This paper observes the issues for gender-inclusive architecture within the context of a male-dominant AEC industry through linking architectural education and practice. Studies rarely focus on this link and address workplace issues. This study highlights this link and extends the discussion through the critical literature review, providing a new ground for geographic-specific or intersectional studies.

Informal conversational encounters are explored using free indirect discourse (FID) as a novel storytelling method to gain a multi-generational understanding of the experiences of women working in public relations (PR) in 1960s/1970s Britain.

Echoing a literary tradition, anonymised transcripts of recordings provide impressionist accounts that immerse the reader in the thoughts and feelings of novelistic characters. An informal network of women narrate their stories with a much younger listener enabling exploration of intergenerational relationships and the intersection of gender and age.

This unstructured approach develops a complex yet natural flow to create unique withness-understandings. The author/narrator introduces a conception of informal conversational encounters, supporting an organic approach of interweaving storying, everyday performance, situated accountings, narrative unfoldings and inside/outside points of view.

An interplay of multiple female voices reveals a degree of symmetry in fractal patterns of women's early career experiences over the duration of a generation. Facilitation of sense-making through intergenerational conversations connects with Mannheim's theory of generational unity.

Women's beginnings of PR careers in 1960s/1970s Britain demonstrate a liberal feminist perspective in taking responsibility for their careers and enjoyment beyond the workplace in a man's world.

The practice of public relations (PR) is shaped by the ‘life world’ of the professionals; moreover, both the experiences of the professionals and societal changes shape the profession in a particular area (Hodges, 2006). Women have always played an important part in the development of PR as a profession and academic field in Turkey. Since PR Association of Turkey was established in 1972, five out of eight presidents have been women, and most of the members are also female. Female PR practitioners represent 70% of the total workforce of PR sector in Turkey, and most of the communication agencies are led by female entrepreneurs.

However, research on women' positions and their multiple roles in PR in Turkey are limited.

This chapter uses a qualitative study with 27 in-depth one-on-one interviews conducted in order to analyse female PR practitioners' experiences related to (1) the start of their careers, (2) their career experiences, (3) their evaluation of the profession, and lastly (4) their career goals. The interviewees included agency owners, managers, deputy general managers and group directors.

The research aimed to discover the female PR professional experience in respect of the difficulties they face in their practice and everyday life, advantages and/or disadvantages of being a female PR professional in Turkey and the ways women balanced their career and family duties.

Cybersecurity competitions can effectively develop skills, but engaging a wide learner spectrum is challenging. This study aims to investigate the perceptions of cybersecurity competitions among Reddit users. These users constitute a substantial demographic of young individuals, often participating in communities oriented towards college students or cybersecurity enthusiasts. The authors specifically focus on novice learners who showed an interest in cybersecurity but have not participated in competitions. By understanding their views and concerns, the authors aim to devise strategies to encourage their continuous involvement in cybersecurity learning. The Reddit platform provides unique access to this significant demographic, contributing to enhancing and diversifying the cybersecurity workforce.

The authors propose to mine Reddit posts for information about learners’ attitudes, interests and experiences with cybersecurity competitions. To mine Reddit posts, the authors developed a text mining approach that integrates computational text mining and qualitative content analysis techniques, and the authors discussed the advantages of the integrated approach.

The authors' text mining approach was successful in extracting the major themes from the collected posts. The authors found that motivated learners would want to form a strategic way to facilitate their learning. In addition, hope and fear collide, which exposes the learners’ interests and challenges.

The authors discussed the findings to provide education and training experts with a thorough understanding of novice learners, allowing them to engage them in the cybersecurity industry.

Introduction: The Udaan Scheme was implemented in response to enduring conflict, economic downturn, and employment scarcity. Under the Rangarajan Committee, the scheme aimed to address unemployment in a selected region through skill development programmes. Based on practical experience, Udaan aimed to build a competitive workforce for India and the global economy.

Purpose: The purpose of the study is to evaluate the success ratio of the Udaan Scheme in addressing the employment challenges faced by the youth.

Need of the study: The chapter highlights the potential of the scheme to be a part of a resilient industry for job employability in politically disturbed areas.

Methodology: The compiled data were analysed using a spreadsheet collected from online sources, providing information on the number of registrations for the skill development programme between March 2012 and May 2018, that is, the programme’s implementation in the pre-UT era, mainly sourced from the Udaan Impact Assessment Report and the Review of the Udaan Scheme in Jammu and Kashmir (J&K).

Findings: The programme, which provided professional training and increased the job-securing capacity of youth, has had a dismal success rate despite the government’s investment of Rs 246 crore. The initiative has employed less than 10,000 individuals, or at most 10% of the target population, falling short of its claimed goals.

Significance of the study in the global market: The scheme addresses unemployment and career development for educated youth, enhancing India’s economic growth and global competitiveness. By providing skill development and exposure to the corporate sector, it empowers youth and attracts international business opportunities. It aligns with global efforts to bridge the skills gap and showcases India’s commitment to human capital development in a conflict-driven state.

This study explores the enablers of students “entrepreneurial intentions by identifying the factors that raise students” interest in embracing an entrepreneurial career.

Entrepreneurship education is increasingly attracting attention as a means of fostering entrepreneurial activity and creating a culture of innovation. Developing students' entrepreneurial intentions is critical to promote entrepreneurship. This research is built on a mixed method approach of partial least squares structural equation modelling and fuzzy-set qualitative comparative analysis.

The factors that influence students ‘entrepreneurial intentions are identified: business incubation programmes, non-reimbursable grants for entrepreneurial students, networking events to promote entrepreneurship, mentoring services, innovation labs for business idea validation and entrepreneurship courses. This knowledge can help develop effective entrepreneurship education programmes. The study also provides actionable insights for educational institutions and policymakers. It underscores the need for innovative educational platforms such as entrepreneurial bootcamps. It also highlights the value of advanced learning environments such as decision theatres to foster a culture of entrepreneurship and innovation.

The study contributes to the body of knowledge on entrepreneurship education. It highlights the need for a multidisciplinary approach to understand the factors that shape students’ entrepreneurial intentions.

With the development of the digital economy, digital entrepreneurship has become increasingly popular. For college students preparing for digital entrepreneurship, it is necessary to cope with the uncertainty of the start-up process through meaningful managing learning and continuous entrepreneurship education. The purpose of this study is to examine the relationship between Chinese college students' digital entrepreneurship intention and digital entrepreneurship behavior, as well as the role of managing learning and entrepreneurship education in this relationship.

Based on the existing literature, this study established the digital entrepreneurship hypothesis model and investigated the digital entrepreneurship behavior of college students.

The results showed that managing learning and entrepreneurship education can promote the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior. Managing learning and entrepreneurship education played a driving role in the transformation of the digital entrepreneurship intention to digital entrepreneurship behavior.

This study explored the complex mechanism of the relationship between digital entrepreneurship intention and digital entrepreneurship behavior among Chinese college students. Based on survey data from 235 college students in China, the empirical results supported theoretical research hypotheses on the relationship between college students and digital entrepreneurship intention, digital entrepreneurship behavior, managing learning and entrepreneurship education.

The phenomenon of student mobility in higher education is influenced by several factors, including the infrastructure provided by institutions in different countries as student support services. These student support services play a pivotal role in fostering students’ adaptability within a new environment, thereby significantly impacting their academic performance and social integration. The study focuses on international students in Uganda and investigates how student support services (as part of institutional infrastructure) support students’ adaptability. Based on Leask’s conceptual model of internationalisation, the study reveals that the presence of such services is essential; in addition, the need to provide newly arriving students with orientation is crucial for them to effectively navigate their surroundings. Offices dedicated to international students are also instrumental in facilitating the students’ orientation and settling-in process and they enhance their overall experience. By recognising the significance of both student support services and orientation, education institutions can create a more conducive and supportive environment for international students, ultimately enriching their academic journey and social interactions.

Building Information Modeling (BIM) competitions are a beneficial approach to enhance BIM education, offering students practical experience in BIM application, including mastering workflows and technical tools. However, research exploring the individual perceptions influencing participation intentions and behaviors in BIM competitions is limited. Therefore, this study aims to investigate the factors affecting university students' behavioral intention and behavior in BIM competitions, providing theoretical support for BIM competitions and educational reform.

This study employs the Structural Equation Modeling (SEM) based on the Unified Theory of Acceptance and Use of Technology (UTAUT) framework to analyze the factors influencing BIM competition participation among 970 Architecture, Engineering, and Construction (AEC) university students.

The results of the study show that social influence, attitude, and self-efficacy play critical roles in shaping students' intentions to participate in BIM competitions. Furthermore, self-efficacy, facilitating conditions, and behavioral intention significantly influence students' actual engagement in such competitions. Surprisingly, effort expectancy negatively influences intentions, as less challenging tasks can lead students to perceive their participation as less impactful on their skills and learning, reducing their behavioral intention to participate.

This research provides valuable insights into the effectiveness of BIM competitions in enhancing BIM education for AEC students. Extending the UTAUT model to include self-efficacy and attitude, provides a novel perspective for understanding students' intentions and behaviors regarding BIM competitions. The study’s theoretical support proposes incorporating BIM competitions to augment BIM teaching methods and offers suggestions for advancing the efficacy of students' involvement in BIM competitions within higher education, thus contributing to educational reform in the AEC sector.