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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.

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

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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

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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…

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

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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…

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

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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…

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

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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

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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

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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

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Article
Publication date: 6 September 2018

Allison Earl, Robert VanWynsberghe, Pierre Walter and Timothy Straka

This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as…

Abstract

Purpose

This paper aims to present an interpretive case study in education for sustainability (EfS) that applies VanWynsberghe and Herman’s (2015, 2016) adaptive education as pedagogy. Dewey’s theory of behaviour change is applied to educative experiences based on habit disruption and real-world learning, leading to creativity in the formation of new habits. The programme presented inverts dominant conceptions of knowledge to design innovative sustainability pedagogy. Instead knowledge resides alongside experience, cases, intuition, advice, experimentation and dialogue in the individual and collective effort to address daily sustainability challenges.

Design/methodology/approach

The paper reports on the outcomes of an interpretive case study (Merriam, 1998) of a higher education programme in sustainability pedagogy. It presents a series of reflections by instructors and participants in discussing the programme’s relationship with the core themes of habit, disruption, creative action and dialogue framed within the five features of adaptive education: stakeholders, real-world learning, off campus, transdisciplinarity and non-traditional rewards.

Findings

Through this examination, the authors found that adaptive education offered a pedagogy that simultaneously addressed the need for increased sustainability knowledge, whilst inverting its dominance. As a long-term project, the extent of the programme’s impact will be evident beyond the programme’s completion.

Research limitations/implications

This interpretive case study is analysed through high-level conceptual and theoretical aspects of the pedagogy rather than the particularities of the case. By putting the centrality of knowledge into question, the authors are advocating for a more experimental role for higher education in its teaching and learning. These questions are broadly applicable.

Social implications

There are research, learning and social benefits to this programme. Adaptive education builds capacity for future leaders and educators of sustainability.

Originality/value

The paper concludes with a discussion for further theorizing and research on adaptive education and EfS in higher education. This research will contribute to broader discussions of the evolving role of education in sustainability.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 6
Type: Research Article
ISSN: 1467-6370

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Article
Publication date: 1 May 1991

Eric Frank

This monograph is on developments and trends in vocationaleducation and training in Europe. An overview is given of what is beingplanned in Western Europe. This is…

Abstract

This monograph is on developments and trends in vocational education and training in Europe. An overview is given of what is being planned in Western Europe. This is illustrated by a detailed description of the educational systems of a selection of EC and non‐EC countries (Austria, Denmark, France, Germany, Holland, Sweden and Switzerland), followed by discussion of the current provision for vocational education and training within those systems and also in commerce and industry. Also provided are additional information on the work of CEDEFOP and of the European Commission, further reading, useful addresses and a glossary of some European language vocational education terms.

Details

Journal of European Industrial Training, vol. 15 no. 5
Type: Research Article
ISSN: 0309-0590

Keywords

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