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1 – 10 of over 3000Joakim Winborg and Gustav Hägg
In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for…
Abstract
Purpose
In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process.
Design/methodology/approach
Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework.
Findings
In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process.
Practical implications
The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.
Originality/value
Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.
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Josep Llados-Masllorens and Elisabet Ruiz-Dotras
This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.
Abstract
Purpose
This study aims to determine the contribution of financial skills to entrepreneurial intentions among women involved in university education.
Design/methodology/approach
Clustering and logistic regression analyses were used to infer the determinants and motivators of entrepreneurial intention in a sample of women students at a Spanish online university.
Findings
Financial and numerical skills could play a significant role in boosting entrepreneurial culture, overcoming reticence and increasing awareness of business opportunities, particularly when women are motivated to increase their autonomy and income. The study offers meaningful implications for policymakers.
Research limitations/implications
Further research will be needed before these conclusions may be inferred to other settings and circumstances. Comparison with a similar sample of potential male entrepreneurs may also be necessary to deduce the influence of gender.
Practical implications
The introduction of certain financial content into the education system by governments and policymakers would produce remarkable results on entrepreneurship intention among women.
Social implications
Relational capital and positive social influences also contribute to mitigating the effects of risk aversion, one of the main barriers for potential female entrepreneurs.
Originality/value
The role of financial literacy in entrepreneurial intention among women has scarcely been addressed in academic research. The literature also has paid little attention to the analysis of what motivates women into entrepreneurship, and whether women who decide to embark on a business venture show different profiles. The aim of this study is to contribute to closing these gaps, exploring the effect of cognitive skills, personality traits, contextual factors and motivations.
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Kittichai Rajchamaha and Jatupat Prapojanasomboon
This study examines the perspectives of undergraduate science and technology students in Thailand regarding the influence of various role models on their entrepreneurial skills.
Abstract
Purpose
This study examines the perspectives of undergraduate science and technology students in Thailand regarding the influence of various role models on their entrepreneurial skills.
Design/methodology/approach
This study employed the single case study research method. Purposive sampling was used to select the participants. The sample consisted of 142 key informants, whose responses were analysed using a direct content analysis method.
Findings
From the students' perspectives, entrepreneurial role models indirectly influenced their entrepreneurial skills.
Practical implications
The findings have clear implications for educators and policymakers. Educational institutions should design and implement educational strategies that help connect informal learning gained from the family with formal training at higher education institutions. On-the-job or apprenticeship training should also be included as a component of course content.
Originality/value
Our findings regarding the influence of role models differ from those of previous studies in relation to two of the four role models considered here. First, according to the students, their family environment has no direct impact on their entrepreneurial skills. In addition, science- and technology-based educational environments should adopt an entrepreneurial orientation to help students understand various market and business pressures, which will enable them to make a positive contribution to the workplace.
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Ravindra Singh, Vimal Kumar, Sumanjeet Singh, Ajay Dwivedi and Sanjeev Kumar
The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating…
Abstract
Purpose
The present study investigates the impact of digital entrepreneurial education and training and its impact on the digital entrepreneurial intention (EI) through the mediating character of entrepreneurial competence.
Design/methodology/approach
A total of 391 survey responses were collected from employees using convenient and snowball sampling methods.
Findings
Digital entrepreneurial education and training showed a positive influence on entrepreneurial competence and EI, with entrepreneurial competence mediating the relationship between digital entrepreneurial education and training practices and EI.
Research limitations/implications
This study is intended to assist the development of digital entrepreneurs. The implications of this study are also useful for governments, entrepreneurs, venture capitalists, angel investors and various international development institutions.
Originality/value
The novelty of this study relates to exploring the relationship between digital entrepreneurial education and training, entrepreneurial competence and digital EI.
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Martha de Jesús Beltrán Hernández de Galindo, Luis M. Romero-Rodriguez and Maria Soledad Ramirez Montoya
Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion…
Abstract
Purpose
Massive open online courses (MOOCs) have been gaining popularity as non-formal lifelong learning educational platforms. However, they have been criticized for their low completion rate and low ability for networking. The purpose of this paper is to analyze how incorporating entrepreneurial competencies in MOOCs develops attributes of educational innovation and collaborative projects.
Design/methodology/approach
The research followed a three-stage process: in first stage, a comprehensive literature review was conducted to identify dimensions of entrepreneurial skills and attributes of educational innovation in MOOCs. In the second stage, a quantitative study was carried out, based on the analysis of pre- and post-test surveys taken by a sample of 6,517 participants. In the last stage, the interaction analysis model/computer-mediated communication analysis model was applied through qualitative analysis, using the MAXQDA tool to identify if entrepreneurship opportunities were generated in the interactions within the discussion forums of the MOOCs.
Findings
The results show that the analyzed MOOCs have an overall completion rate of 12.55 per cent, above the average of the rates found in the literature review. However, only 14.29 per cent of the participants expressed at least one opportunity to generate ventures related to the topics of energy in the discussion forums.
Practical implications
This research could help instructional designers and universities to consider the inclusion of entrepreneurship issues in the design of MOOCs’ content and to encourage more activities that promote networking among participants, to identify business potential from the educational materials.
Originality/value
This research is one of the very few studies on entrepreneurship competencies in MOOCs to understand how the inclusion of issues related to entrepreneurship in MOOCs can generate a positive impact on participants.
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Md. Meraz Ahmed, Naveed Sultana, Suhandoko Astri Dwi Jayanti, Yosi Mardoni and Helmiatin Helmiatin
The purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open…
Abstract
Purpose
The purpose of the study was to explore the attitude of faculty members and students of two open universities – Bangladesh Open University (BOU) and Universitas Terbuka (UT) (Open University of Indonesia) towards entrepreneurship development courses of massive open online courses (MOOCs).
Design/methodology/approach
The mixed-method research design was employed for this study. A self-structured survey questionnaire and focus group discussions (FGDs) were used to collect quantitative and qualitative data. A total of 66 faculty members and 149 tertiary level students of BOU and UT were selected as respondents. These respondents were selected using purposive sampling techniques. Data were analysed using quantitative and qualitative data analysis techniques.
Findings
The findings revealed that both universities' faculty members and students possessed a positive attitude towards entrepreneurship development courses of MOOCs (EDCM). However, this positive attitude of both groups was significantly different.
Originality/value
The policy recommendations could provide a strategic approach to developing various types of courses within the MOOC, which are attractive as a means of developing entrepreneurship in Bangladesh and Indonesia. It also aggressively promotes EDCM for the academic community in particular and society, in general, to elaborate on their entrepreneurial spirit. Nevertheless, before introducing MOOCs, an empirical study regarding MOOCs readiness is essential for both universities.
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Sara Lindström, Heli Ansio and Tytti Steel
This study identifies how self-employed older women experience and represent self-integrity – an element and source of meaningfulness – in their work, and how these experiences…
Abstract
Purpose
This study identifies how self-employed older women experience and represent self-integrity – an element and source of meaningfulness – in their work, and how these experiences are intertwined with gendered ageing.
Design/methodology/approach
The authors used thematic analysis, influenced by an intersectional lens, to scrutinise qualitative data generated during a development project, with ten over 55-year-old self-employed women in Finland.
Findings
The study reveals three dominant practices of self-integrity at work: “Respecting one's self-knowledge”, “Using one's professional abilities”, and “Developing as a professional”. Older age was mostly experienced and represented as a characteristic that deepened or strengthened the practices and experiences of self-integrity at work. However, being an older woman partly convoluted that. Self-integrity as a self-employed woman was repeatedly experienced and represented in contrast to the male norm of entrepreneurship.
Originality/value
The authors contribute to the literature on gender and entrepreneurship by highlighting the processual dimensions – how integrity with self is experienced, created and sustained, and how being an older woman relates to self-integrity in self-employment. The results show a nuanced interplay between gender and age: Age and gender both constrain and become assets for older women in self-employment through older women's experiences of self-integrity.
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Laura-Maija Hero and Eila Lindfors
Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and…
Abstract
Purpose
Collaboration between universities and industry is increasingly perceived as a vehicle to enhance innovation. Educational institutions are encouraged to build partnerships and multidisciplinary projects based around real-world open problems. Projects need to benefit student learning, not only the organisations looking for innovations. The context of this study is a multidisciplinary innovation project, as experienced by the students of an University of Applied Sciences in Finland. The purpose of this paper is to unfold students’ conceptions of the learning experience, to help teachers and curriculum designers to organise optimal conditions and processes, and support competence development. The research question was: How do students in higher professional education experience their learning in a multidisciplinary innovation project?
Design/methodology/approach
The study took a phenomenographic approach. The data were collected in the form of weekly diaries, maintained by the cultural management and social services students (n=74) in a mandatory multidisciplinary innovation project in professional higher education in Finland. The diary data were analysed using thematic inductive analysis.
Findings
The results of the study revealed that students’ understood the learning experience in relation to solvable conflicts and unusual situations they experienced during the project, while becoming aware of and claiming their collaborative agency and internalising phases of an innovation process. The competences as learning outcomes that students could name as developed related to content knowledge, different personal characteristics, social skills, emerging leadership skills, creativity, future orientation, social skills, technical, crafting and testing skills and innovation implementation-related skills, such as marketing, sales and entrepreneurship planning skills. However, future orientation and implementation planning skills showed more weakly than other variables in the data.
Practical implications
The findings suggest that curriculum design should enable networked, student-led and teacher supported pedagogical innovation processes that involve a whole path from future thinking and idea development through prototyping to implementation planning of the novel solution. Teachers promote deep comprehension of the innovation process, monitor and ease the pain of conflict if it threatens motivation, offer assessment tools and help in recognising gaps in individual competences and development needs, promote more future-oriented, concrete and implementable outcomes, and facilitate in bridging from innovation towards entrepreneurship planning.
Originality/value
The multidisciplinary innovation project described in this study provides a pedagogical way to connect higher education to the practises of society. These results provide encouraging findings for organising multidisciplinary project activities between education and working life. The paper, therefore, has significant value for teachers and entrepreneurship educators in designing curriculum and facilitating projects. The study promotes the dissemination of innovation development programmes in between education and work organisations also in other than technical and commercial fields.
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Husaina Banu Kenayathulla, Nor Aziah Ahmad and Abdul Rahman Idris
The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills.
Abstract
Purpose
The purpose of this paper is to identify the gaps between the importance perceived and the competence gained by the hospitality students in terms of the employability skills.
Design/methodology/approach
Questionnaires were distributed to 841 hospitality students in five regions in Malaysia. Descriptive and inferential statistics were used to analyze the data.
Findings
The findings show that there are significant differences between importance perceived and competence attained in teamwork, leadership, basic, technical skills and ethical skills. Additionally, the finding of this study indicates that the culinary and bakery students perceive that they are not given adequate exposure to possess such skills. It is important to ensure that graduates are equipped with the twenty-first century skills such as problem solving and analytic, decision making, organization and time management, risk taking and communication.
Research limitations/implications
The findings provide insights to curriculum developers and policy makers on the appropriate interventions that need to be taken to improve the employability skills of the graduates.
Originality/value
An original contribution is made by linking employability model to TVET sector.
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