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1 – 10 of over 134000
Article
Publication date: 4 September 2009

Lindsay Ryan

The purpose of this paper is to explore why corporations are forming corporate education partnerships with universities and the role of corporate education programmes.

1617

Abstract

Purpose

The purpose of this paper is to explore why corporations are forming corporate education partnerships with universities and the role of corporate education programmes.

Design/methodology/approach

The paper presents the findings from quantitative research involving 79 senior managers from North America, the UK, and Australia responsible for the management of their university‐corporate education partnerships.

Findings

The research finds that the primary reason for establishing university‐corporate education partnerships is to provide a recognised university award programme to complement an organisation's in‐house education programmes. Also, by aligning with a university an organisation is able to add strength and credibility to its in‐house corporate education programmes.

Originality/value

The research provides an insight into the growing role of university‐corporate education partnerships and helps to quantify some emerging aspects of these partnerships.

Details

Management Decision, vol. 47 no. 8
Type: Research Article
ISSN: 0025-1747

Keywords

Open Access
Article
Publication date: 10 August 2022

Andrew Ebekozien and Clinton Aigbavboa

The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills…

Abstract

Purpose

The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and integration of major disciplines in the built environment. Sustainability of the major disciplines' standards regarding the appropriateness of the built environment tertiary education cannot be over-emphasised in Nigeria. Studies concerning Nigeria's built environment programmes accreditation (BEPA) in the 21st-century education system are scarce. Thus, the study investigated the relevance and perceived factors hindering Nigeria's BEPA in the 21st-century education system. Also, the study proffered measures to improve Nigerian built environment tertiary education accreditation ranking.

Design/methodology/approach

Data were sourced from elite virtual interviews across Nigeria. The interviewees were knowledgeable about Nigeria's built environment programmes accreditation, and many of them have been directly or indirectly involved. The investigators utilised a thematic analysis for the collated data and enhanced it with secondary sources.

Findings

The study revealed that several Nigerian academia in the built environment lack fame in research, publication, and citations due to barriers in their workplace. It has hindered their global institution's accreditation and ranking standards. Findings identified inadequate basic infrastructure, obsolete curricula, lack of research novelty, lack of higher education institutions funding, inadequate staffing and lax upskilling and reskilling, and unethical practices “systematic corruption” as major factors hindering BEPA. Also, findings proffered measures to improve Nigeria's BEPA global ranking.

Research limitations/implications

The study is limited to the perceived barriers and measures to improve BEPA in the 21st-century in Nigeria via semi-structured virtual interviews. Future study is needed to validate the findings as highlighted in the thematic network.

Practical implications

The paper confirms that the BEPA requires innovative and multidisciplinary measures to improve the global ranking of these programmes and, by extension, the higher education institutions ranking globally. The paper would stir major stakeholders and advance the built environment programmes quality accreditation regarding international best practices and maintain the minimum standards.

Originality/value

The paper comprehensively analyses the perceived factors and proffered measures to improve Nigeria's BEPA in the 21st-century via a thematic network. The outcome intends to improve the global ranking and stir stakeholders to reposition and showcase Nigeria's built environment programmes to the world.

Details

International Journal of Building Pathology and Adaptation, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2398-4708

Keywords

Article
Publication date: 5 July 2021

Naveed Yasin and Zeinab Khansari

This study evaluates the effectiveness of an enterprise education (social innovation and enterprise) learning programme on the enterprising characteristics among…

Abstract

Purpose

This study evaluates the effectiveness of an enterprise education (social innovation and enterprise) learning programme on the enterprising characteristics among interdisciplinary undergraduate enterprise education students from a general (without considering gender) and gender-specific perspective at a higher education institution in the United Arab Emirates.

Design/methodology/approach

Based on a convenience sampling approach, pre- and post-surveys were distributed among 180 undergraduate students from January to April 2019. An independent-samples t-test was utilised to evaluate the impact of enterprise education on students' learning for three sample classifications, which were (1) general or gender-neutral (no gender consideration), (2) male and (3) female.

Findings

This study found significant improvements in the enterprising characteristics of students as a result of undertaking the learning programme in enterprise education. There was a greater improvement among female students in comparison to male students. However, contrasts in enterprising enhancement trends between female and male students were recognised. While the greatest improvement for male students were identified in their risk-taking characteristics, for female students, the risk-taking characteristic evidenced the least influence. The differences between the enterprising levels in risk-taking, and locus of control, between male and female students, were prominent post completion of the learning programme.

Research limitations/implications

Considering that a quantitative method of inquiry was adopted to address the dearth of research evaluating the effectiveness of our learning programmes in enterprise education (i.e. social innovation) on students' psychological traits through a gendered lens, qualitative insights could enrich the depth of the research findings. As this study was conducted on a limited number of students at a single university, the results do not claim generalisation to other contexts.

Practical implications

The outcomes of this research deliver valuable insights about the divergent influences of enterprise learning programmes on male and female students. The implications of the study suggest that policymakers and stakeholders should consider gender diversities when designing an effective and equitable entrepreneurship and enterprise learning programme that fosters and stimulates students' enterprising mindset and confidence for both male and female students. The implications are for academics, educational instructors and policymakers.

Originality/value

This study presents a literature review on the impact of entrepreneurship education by focusing on the key enterprising psychological characteristics and educational systems over the last two decades, and illustrates that most studies in the field of entrepreneurship are based on either general (gender-neutral) or gender-specified investigations. This work provides a comparison between these two perspectives in a relatively underexplored region of the UAE and demonstrates that relying solely on gender-neutral analyses hinders the opportunity to enhance and effectively harness females' entrepreneurial potential.

Details

Education + Training, vol. 63 no. 6
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 26 August 2014

Thomas Falkenberg and Gary Babiuk

The purpose of this paper is to establish the status of education for sustainability in the teacher education programmes in the province of Manitoba in Canada and to…

1283

Abstract

Purpose

The purpose of this paper is to establish the status of education for sustainability in the teacher education programmes in the province of Manitoba in Canada and to identify challenges and obstacles for mainstreaming education for sustainability in those programmes.

Design/methodology/approach

Using a multi-unit case study design, online programme information and data from interviews with faculty administrators and a convenience sample of faculty members from all five faculties of education in Manitoba were collected and analysed.

Findings

There is no systematic and focused preparation of teachers for education for sustainability in any of the Manitoba teacher education programmes. Three challenges for mainstreaming of education for sustainability are identified: lack of leadership, an unfavourable view of the role of education for sustainability and the silo-ing within faculties of education.

Research limitations/implications

The research is limited by its focus on the programme-based implementation of education for sustainability in faculties of education, which did not include any course-based implementation by individual instructors.

Practical implications

To address the challenges and obstacles for mainstreaming, the authors argue for joint leadership across the relevant institutional levels (government, university and faculty), and for establishing education for sustainability as a framework for responding to the purpose question of school education.

Originality/value

The study provides empirical evidence for some of the major challenges for mainstreaming education for sustainability in faculties in education and, by generalisation, all university faculties.

Details

International Journal of Sustainability in Higher Education, vol. 15 no. 4
Type: Research Article
ISSN: 1467-6370

Keywords

Article
Publication date: 8 October 2021

Pasquale Del Vecchio, Giustina Secundo, Gioconda Mele and Giuseppina Passiante

The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research…

Abstract

Purpose

The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams, scarce consideration is given to the comprehension of their mutual implications and meaning.

Design/methodology/approach

The paper is based on a cross-case analysis. It compares 16 higher education programmes launched by Universities in Europe aimed to create competences and skills for Circular Economy in students with different profiles. The analysis provides a critical view of the emerging trends for the entrepreneurship education skills and competencies needed for the emerging circular entrepreneurship paradigm.

Findings

The paper discusses the main trends of Entrepreneurship Education focused on Circular Economy debate at the European level: rationale and learning objectives (why); contents (what), target students and stakeholders (who) and the learning processes (how). Four thematic areas are identified as common patterns: circular economy business model, green supply chain management, technology entrepreneurship and innovation and public policies and institutional frameworks.

Research limitations/implications

The paper sheds new light on a still under-researched area, suggesting several implications and avenues for future research in Circular Economy and Entrepreneurship Education. Limitations regard the need to analyse education programmes from a larger geographical area, to take into consideration interesting experiences in the rest of the world and to also collect quantitative data.

Practical implications

Practical implications arise for the development of learning initiatives for the Circular Economy: learning objectives and new thematic areas focused on circular, sustainable and innovative rethinking of the process for creating value in the incumbent companies; exploring meaning and benefits of collaborative approaches and participation in the circular economy innovation ecosystem and developing advanced models for soft-skills development in terms of leadership, motivational and creative skills.

Originality/value

The debate on CE can also be rooted in the paradigm of entrepreneurship as a core process to advance knowledge on valuable and sustainable innovation.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 27 no. 8
Type: Research Article
ISSN: 1355-2554

Keywords

Article
Publication date: 1 January 2004

Ulla Hytti and Colm O’Gorman

This paper explores what constitutes “enterprise education” in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise…

10231

Abstract

This paper explores what constitutes “enterprise education” in four European countries. It proposes a conceptual schema for capturing the various objectives of enterprise education programmes and initiatives. This conceptual schema is then used to categorise the objectives of 50 enterprise programmes from Austria, Finland, Ireland, and the UK. The paper reviews the teaching/learning methods used in these programmes. It discusses what factors are associated with “effective” enterprise education, illustrating the discussion with “best practice” from the programmes studied. The paper argues that in order to operate effective enterprise education programmes, policy makers and educators need a thorough understanding of the diverse and alternative aims and objectives of enterprise education interventions, of the alternative forms such interventions can take, and of the need to “train the trainers”.

Details

Education + Training, vol. 46 no. 1
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 5 June 2007

Naomi Birdthistle, Briga Hynes and Patricia Fleming

The aim of this paper is to examine the perceptions and attitudes towards enterprise education at secondary level[1] in Ireland from a multi‐stakeholder perspective. The…

2487

Abstract

Purpose

The aim of this paper is to examine the perceptions and attitudes towards enterprise education at secondary level[1] in Ireland from a multi‐stakeholder perspective. The key stakeholders involved in enterprise education are teachers, principals, pupils and parents. The examination encompassed profiling the Irish educational system and the evolution of enterprise education, appraising the role of the teacher in enterprise education and the identification and evaluation of the various programmes for enterprise at secondary level.

Design/methodology/approach

The research methodology adopted for this study was a subject‐specific questionnaire personally administered to 95 respondents comprising teachers, principals, pupils and parents.

Findings

The research findings suggest that tangible and intangible learning is obtained from such programmes, which create awareness of the possibilities for self‐employment, encourage more enterprising behaviour and result in important personal skills and competency development. It also indicates very positive feedback for the need and continued development of such programmes as an important intervention in creating a more entrepreneurial mindset in students.

Originality/value

The research findings add value to the empirical base of research at secondary schools by addressing a number of stakeholders. The findings highlight and provide the rationale for the need by policy makers to consider the mainstreaming of enterprise education at secondary level. Furthermore, commitment by the Irish government to the provision of increased resources, the development of programme material and teacher training are fundamental to the effectiveness of these programmes. To encourage greater participation by teachers and pupils, there is a need for formal recognition and accreditation of such programmes within the curriculum. Finally, greater awareness of the benefits of the programmes needs to be communicated to parents for them to encourage their children to participate in such programmes.

Details

Education + Training, vol. 49 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 30 June 2016

Naomi Birdthistle, Yvonne Costin and Briga Hynes

The purpose of this paper is to examine the creation of realistic, engaging entrepreneurial competencies in second-level students in the Republic of Ireland through the…

Abstract

Purpose

The purpose of this paper is to examine the creation of realistic, engaging entrepreneurial competencies in second-level students in the Republic of Ireland through the Student Enterprise Awards (SEA) programme. The focus of the paper will be on the interaction of teachers with the programme.

Design/methodology/approach

A mixed-methods approach was adopted, with an email questionnaire fully completed by 101 of the population 300, resulting in a 34% response rate, which was regarded as acceptable. The qualitative approach was 29 semi-structured interviews with teachers and 9 Principals/Head Teachers.

Findings

The findings suggest that there was strong endorsement by the teachers of the benefits accruing to students in all three areas of knowledge, skills and attitudes. This clearly reinforces the strength of the SEA programme which will become increasingly important for students who are facing uncertain career paths. The programme will help engender students with increased self-confidence, better communication and presentation skills. Better skilled students make them more employable. This programme was primarily delivered by teachers and completed by students who did it on a voluntary basis and have no official recognition of participation.

Research limitations/implications

The research has identified a notable lack of enterprise-related teacher training in the current education system in the Republic of Ireland. Such training is necessary to ensure effective teaching of entrepreneurship and could bring consistency to the quality of enterprise education received by students in different schools. Students enjoy participating on the programme and see lifelong benefits from doing it, therefore it would be beneficial to incorporate it as a mandatory subject in the curriculum.

Originality/value

Integrating the theoretical principles underpinning entrepreneurship education, which were presented in the paper, with the empirical teacher findings leads to a number of recommendations that can be adopted by the teacher, Principal/Head Teacher and School Board.

Details

Education + Training , vol. 58 no. 7/8
Type: Research Article
ISSN: 0040-0912

Article
Publication date: 1 January 1977

MALCOLM STEVENSON

For a field approaching a critical period of reappraisal and rethinking of methods, user education is well served by secondary material. A definitive history of training…

Abstract

For a field approaching a critical period of reappraisal and rethinking of methods, user education is well served by secondary material. A definitive history of training in the use of the library by Bonn in 1960 has been followed by a steady flow of review articles on the subject. Tidmarsh in 1968 concentrated on instruction in the use of academic libraries. After briefly tracing the historical background in Britain and America she went on to describe developments in Britain in theory and practice following the proposals of the Library Association University and Research Section in 1949 for a three‐stage user education programme. She concluded her review with a discussion of the three main problems that were then, and to a certain extent still are, hampering the spread of user education—inadequate finance, lack of timetabled time, and indifference of academic staff. Mews reviewing developments in teaching the use of books and libraries, again with reference to British academic libraries for the period 1966–70, examined courses reported during that period paying particular attention to instruction for new students and undergraduates. Trends she noted included a move to the use of audio‐visual aids and to the appointment of information officers, bringing new opportunities for person‐to‐person enquiries. Surveying current practice in 1970 Pugh noted many difficulties faced by library instruction programmes at the time. These problems were taken up by Scrivener in a significant article describing instruction in library use as a persisting problem. ‘The welter of writing shows clearly the extent of interest in the subject and equally clearly that it is a problem (or complex of problems) to which no generally accepted solutions have been found.’ In America the approaches to teaching library skills to college students have been studied by Dudley, a study which included descriptions of two accredited courses at the Berkeley and Los Angeles campuses of the University of California. More recently Givens after discussing the history of the role of the library in user education studied the educational developments of the ‘sixties and the libraries’ response. He discussed the componsnets of a user education programme and the rethinking and reorganization that would be required to achieve that programme.

Details

Journal of Documentation, vol. 33 no. 1
Type: Research Article
ISSN: 0022-0418

Article
Publication date: 3 July 2017

Anna Saiti, Rosemary Papa and Ric Brown

The purpose of this paper is to identify, through empirical analysis, the factors affecting, and expectations of, postgraduate students in their choice of postgraduate…

Abstract

Purpose

The purpose of this paper is to identify, through empirical analysis, the factors affecting, and expectations of, postgraduate students in their choice of postgraduate programme in Greece.

Design/methodology/approach

A sample of 523 postgraduate students from various university departments in the Athens area completed the questionnaire (response rate: 70.2 per cent), which contained 14 questions designed to identify the reasons why postgraduate students had chosen their particular postgraduate programme and what their expectations were as to the outcome of their studies, on a self-reporting basis.

Findings

Two fields of postgraduate programmes were popular: business administration and educational studies. Quality and preference appears to influence business administration students, their choice was intrinsically motivated and self-determined, without any external pressures. By contrast, students’ choice in educational studies was influenced by the particular characteristics of the programme, their choice was influenced by institutional motivation whereas their options and autonomy support seemed to be less.

Research limitations/implications

This study has some limitations, so data gathered from other Greek regions may be needed for a more thorough investigation and analysis as well as for the confirmation of the results.

Originality/value

There is only a very limited amount of empirical research concerning the identification of the factors affecting, and the expectations of, postgraduate students in their choice of postgraduate programme while the existing literature on the subject does not discuss the matter in substantial detail. Indeed, the present study moves the analysis forward as it considers both economic and psychological perspective in the choice of postgraduate programmes.

Details

Journal of Applied Research in Higher Education, vol. 9 no. 3
Type: Research Article
ISSN: 2050-7003

Keywords

1 – 10 of over 134000