Search results

To date, entrepreneurship education mainly targets pupils of different age groups as well as undergraduate and graduate students. Despite a growing interest in entrepreneurship there are few doctoral programs solely dedicated to it. Doctoral education is a crucial element to develop qualified scholars in the field, especially in countries without a strong tradition in entrepreneurship education. Therefore, the purpose of this paper is to present and discuss a doctoral program in high‐tech entrepreneurship in Germany as a good‐practice case for establishing such programs.

The paper is based on a single‐case study. Both authors were involved in the program in different roles. One played a leading part in designing and running it, the other was recruited into it. Empirically, the case is based on program documentation, personal accounts, as well as communication with other people involved in the program.

Success factors for establishing a postgraduate entrepreneurship education program include cooperation between different academic institutions, entrepreneurial and established companies, as well as government agencies.

This paper draws heavily on the authors' personal experiences and reflections. Thus, a potential point of criticism is possible bias. Yet, the personal involvement provides unique insights which would otherwise have been difficult to obtain.

Some success factors as well as challenges in setting up and running similar programs are provided.

The value of this paper lies in a detailed account of the case of putting in place a unique high‐technology postgraduate entrepreneurship program. The paper broadens the focus of the entrepreneurship education literature.

The purpose of this paper is to describe programs that support open educational resources (OER) publishing in academic libraries. Insights, opportunities and challenges are shared in relation to the broader open education movement.

This paper provides two case studies describing the development of OER publishing programs at large, public research universities – the University of Houston and the University of Washington. Each program takes an Author DIY approach to publishing support and is in the early years of supporting OER adoption and creation.

These case studies demonstrate the need for a greater focus on decision-making and workflows. They illuminate challenges and opportunities for librarians supporting OER initiatives, including adapting existing models of OER publishing, navigating institutional culture, moving OER programs beyond affordability and how to sustain and scale OER programs with shifting institutional support.

OER is an emerging program area within academic libraries, and much of the focus has been on outreach and advocacy around affordable alternatives to commercial textbooks. Little has been written about programmatic initiatives to support OER publishing. This paper adds unique examples to the OER literature and raises new questions around support for OER publishing.

Implementing health promotion programmes in schools is key to improving children’s health and well-being but difficulties in achieving expected results are often reported in the research literature. Discrepancies between expected and achieved outcomes can originate from differences in contexts. Understanding how interactions between contexts and programmes generate variable outcomes is, therefore, critical. The purpose of this paper is to explore the outputs of a programme implemented in different school contexts. The focus is to pinpoint outputs, understand the involvement of combinations of contextual factors and identify recurrences in these combinations.

This retrospective study covers a period from 2006 to 2016. Data collection includes two sets of data in eight high schools in the Rhône-Alpes Region in France: written documents and interviews with school staff. Realist evaluation is used to attempt to pinpoint outputs and relating contextual factors.

Results highlight the limited outputs of the programme. Differences between schools appear to originate from existing school policy prior to participation, existence of a project team, identification of the issue as priority and staff turnover. Analysis of contextual factors led to considering the implementation process as enabling health capacity building and enhanced the capacity of settings and communities to promote health.

The data provided remain partial as there was high staff turnover, reluctance to participate due to failure to implement the project, and schools being over burdened with other requests.

Previous research suggests that top-down implementation of a standard programme is not an efficient strategy for all schools to engage in the development of suitable health promotion policies. A potential way forward is to base support for the local development of health promotion in schools on a better understanding of the contexts in which implementation occurs.

Adapting the Health Promotion School (HPS) approach to context specifics is acknowledged as being essential for implementation and achieving optimal effectiveness. This study aims to explore implementation variations on seven HPS spectra (such as top-down to bottom-up involvement of stakeholders) on which implementation of the HPS approach can vary, and the factors that relate to navigation on these spectra.

In 2020, fourteen HPS researchers and professionals from ten European countries participated in semi-structured interviews.

Navigation variations on the HPS spectra occurred throughout most spectra. Further, a tendency was found towards spectrum extremes of addressing multiple core-components, implementing non-disruptive Health Promotion (HP) programmes, and evaluating the HPS approach through an action-oriented research approach. Important general factors were resources, staff capacity and time available to staff members for implementing the HPS approach. Some spectra required more specific factors like organisational skills, leadership or a certain level of democracy.

The implementation of the HPS approach should be supported by implementation strategies addressing the spectrum-specific factors, but more generic factors such as staff capacity, resources and the level of democracy should also be considered.

This study explores navigation variations throughout HPS spectra rather than the HPS approach in general. It also nuances implementation diversity across and within different European contexts.

Job analysis is the common basis for designing a training course or programme, preparing performance tests, writing position (job) descriptions, identifying performance appraisal criteria, and job restructuring. Its other applications in human resource development include career counselling and wage and salary administration. Job analysis answers the questions of what tasks, performed in what manner, make up a job. Outputs of this analytical study include: (a) a list of the job tasks; (b) details of how each task is performed; (c) statements describing the responsibility, job knowledge, mental application, and dexterity, as well as accuracy required; and (d) a list of the equipment, materials, and supplies used to perform the job. Various techniques for conducting a job analysis have been used. Each has its advantages and disadvantages. As a result, different techniques or combinations of techniques are appropriate to different situations. The combined on‐site observation and individual interview techniques are recommended for industrial, trade, craft, clerical, and technical jobs because they generate the most thorough and probably the most valid information. A job analysis schedule is used to report the job information obtained through observations and individual interviews. The schedule provides a framework of 12 items in which to arrange and describe important job analysis information. These 12 items are organised into four sections. Section one consists of items one through four. These items identify the job within the establishment in which it occurs. The second section presents item five, the work performed. It provides a thorough and complete description of the tasks of the job. The Work Performed section describes what the job incumbent does, how it is done, and why it is done. Section three presents items six through nine. These are the requirements placed on the job incumbent for successful performance. It is a detailed interpretation of the basic minimum (a) responsibility, (b) job knowledge, (c) mental application, and (d) dexterity and accuracy required of the job incumbent. The fourth section includes three items which provide background information on the job. These items are: (a) equipment, materials and supplies; (b) definitions of terms; and (c) general comments. Appendix A is a glossary of terms associated with job analysis. It is provided to facilitate more exacting communication. A job analysis schedule for a complex and a relatively simple job are included in Appendices B and C. These examples illustrate how important job analysis information is arranged and described. Appendix D provides a list of action verbs which are helpful when describing the manipulative tasks of a job.

Postgraduate business education in the higher educational institutions in Japan was poorly developed, and lagged far behind not only the other advanced economies, but in some of the developing countries until the end of the 1980s. However, during the 1990s it has undergone considerable changes as part of the reform in postgraduate education in Japan. This article attempts to explain why MBA education did not develop in Japan in the first place, and then how these changes came about. It also looks at the changes in social and economic backgrounds that promoted and speeded these changes. Finally it attempts to view the future of postgraduate professional education in Japan.

Institutional skill training—training in institutions organised for that purpose rather than on‐the‐job—was the first of the manpower programmes of the 1960s to be mandated by Congress and applied on a nationwide basis. Its overall goal has been to improve the skills, employability and income of the unemployed and under‐employed through the provision of vocational and related instruction in a formal classroom or laboratory setting. A corollary purpose of the programme has been to meet the needs of employers for workers in demand and/or “skills shortage” occupations. It differs from traditional vocational education in that its objective is to train workers for immediate employment in occupations which are currently in demand. Traditional vocational education, on the other hand, has a much broader objective: to prepare the student for a lifetime of work in a dynamic labour market. Institutional skill training, as it evolved in the sixties, is short‐term and intensive; traditional vocational education is longer in length and adapted to the less immediate needs of secondary and post‐secondary level students.

TV changes in several disciplines concurrently: from analogue to digital, from scheduled broadcasts to on‐demand TV on the internet, from a lean‐back (passive) to a lean‐forward (active) media, from straight watching to the consumption of content connected to additional services, from the sole TV viewer to the viewer being part in social networks and communities regarding to the TV content, etc. The purpose of this paper is to demonstrate the adaptation of design and realization of TV program formats to the changes that happen to television. In addition, the paper would like find out how to support the design of interactions, dynamic narrations and content types as well as the role of the internet within these processes and this application area.

Currently, there exist many approaches towards the development of social, collaborative, and interactive TV program formats and systems. Within the scope of this paper, the authors present latest case studies and example program formats for each case. The paper examines them concerning their interaction possibilities and architecture as well as the influence and utilization of the web. Finally, the paper provides a simple categorization according to the narration character, content, and interactivity types of the listed TV program formats.

Caused by the collaborative and interactive characteristic of the web, a big influence of the web concerning the hardware‐ and content‐sided development of TV is discovered. Nevertheless, the web's potential is absolutely not exploited in this area, neither to give more dynamic to the narration, nor to appreciate the content type or the interactivity. Finally, the paper identifies a high effort, occurrence and development in the interactivity, in contrary to the narration characteristic and content types.

Only one representative, example TV program format enabling interactions by the viewer for each case in the paper, has been chosen. The authors make no claim to be complete, in covering all genres, possibilities of interaction or TV program formats existing for the field of interactive/social/collaborative TV.

This paper presents an extension of a previous paper presented at the MoMM2009.

Multisector health care alliances (alliances) are increasingly viewed as playing an important role in improving the health and health care of local populations, in part by disseminating innovative practices, yet alliances face a number of challenges to disseminating these practices beyond a limited set of initial participants. The purpose of this paper is to examine how alliances attempt to disseminate innovative practices and the facilitating and inhibiting factors that alliances confront when trying to do so.

The authors adopted multiple holistic case study design of eight alliances with a maximum variation case selection strategy to reflect a range of structural and geographic characteristics. Semi-structured interviews with staff, leaders and board members were used.

The findings show that dissemination is a multidirectional process that is closely if not inextricably intertwined with capacity- and context-related factors (of the alliance, partnering organizations and target organizations). Thus, standardized approaches to dissemination are likely the exception and not the rule, and highlight the value of existing frameworks as a starting point for conceptualizing the important aspects of dissemination, but they are incomplete in their description of the “on-the-ground” dissemination processes that occur in the context of collaborative organizational forms such as alliances.

Despite a rapidly expanding evidence base to guide clinical and managerial decision making, this knowledge often fails to make its way into routine practice. Consequently, the search for effective strategies to reduce this gap has accelerated in the past decade. This study sheds light on those strategies and the challenges to implementing them.

This paper aims to fill a void in existing research by focusing on in-company efforts to develop supply chain (SC) talent, with a specific focus on the role that executives can play in this process. This study uses the resource-based view (RBV) of the firm and theory of training motivation as theoretical background for the exploration. In addition to that, this paper provides meaningful information for executives aspiring to contribute to the development of supply chain management (SCM) talent including the primary drivers, benefits, barriers and bridges (Fawcett et al., 2008). Using this framework will lead to the development of a conceptual model to facilitate future research efforts.

This paper studies three case companies where there was an active executive engagement in the recruiting, on-boarding and ongoing development of SC talent.

In all three case companies’ executive engagement was high and the executives acted as champions of the SC talent development program including designing and stewardship of the program. They also got personally involved in recruiting, training and mentoring. In alignment with the RBV of the firm, all three case companies were strongly driven by a need to improve the competitive advantage of their firm through the SC competencies and capabilities. This strategic directive is driven by the executive suite and typically involved a combination of goals including improving functional capability development, internal stakeholder relationships and growth in business value contributions. This leads to the need for attracting new talent, due to talent shortages and developing more future-proof capabilities of the SC talent. Talent that is future-proof can effectively handle the current scope of work and successfully implement changes that the SCM strategy aspires to. Hence, the executive ownership is very much driven by a strategic imperative to improve the knowledge, skills and abilities and critical realization of the importance of talent recruitment and development. This study also finds that there are very specific SCM drivers, benefits, barriers and bridges in play making it important for SCM executives and teams to engage and not rely on generic human resource (HR) processes and frameworks only.

We found that in the three case companies’ executive engagement in talent development had a positive impact. We also identified specific roles of the executives such as, the benefit of engagement across multiple hierarchical layers of the organization and, the risk of programs being shorter lived when focused on a narrower talent issue. Our research focus contributes to the existing supply chain literature involving talent management. It also suggests actions for supply chain executives, for the educational provision of universities and multiple research opportunities.

There is no evidence of prior research in fields of HR management, talent development or SCM related to the impact of executive engagement in this process. This paper studies three case companies where there was an active executive engagement in the recruiting, on-boarding and ongoing development of SC talent. Findings show the critical impact of personal and extended engagement of senior-level executives and their leadership teams, in SC talent development. This paper offers specific techniques and approaches, generates suggestions for further research, managerial action and university implications.