Search results

1 – 10 of over 1000
Open Access
Article
Publication date: 21 March 2023

Shahrokh Nikou, Candida Brush and Birgitte Wraae

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning…

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Abstract

Purpose

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

Design/methodology/approach

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

Findings

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

Originality/value

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 29 no. 11
Type: Research Article
ISSN: 1355-2554

Keywords

Abstract

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 10 no. 1
Type: Research Article
ISSN: 2077-5504

Open Access
Article
Publication date: 4 June 2019

Heather J. Leslie

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student…

9593

Abstract

Purpose

The purpose of this paper is to describe an online faculty development pilot course on how to engage students online. A framework was used, referred to as the Trifecta of Student Engagement, for the design of the course. The Trifecta of Student Engagement proposes that students, in order to be fully engaged in a course, need to be engaged with their course content, with their peers and with their instructor. The course has three units of content that each correspond to the Trifecta of Student Engagement. This course has gone through one pilot with faculty and has impacted students and faculty positively.

Design/methodology/approach

An online faculty development course was piloted with eight faculty members across a range of disciplines who participated in the program. After taking the course, they had to apply the Trifecta of Student Engagement framework to a course they taught and share what they did via written report, webinar, or web presentation. This study summarized the faculty participants’ written reports and presentations as well as provided a qualitative evaluation on the impact this course had on students and faculty.

Findings

After faculty applied the Trifecta of Student Engagement framework to courses taught, faculty saw an improvement in student engagement, satisfaction, learning and achievement. Three faculty surveyed students to determine their engagement and satisfaction and found students to respond positively to the use of tools and activities for student-to-content engagement, student-to-student engagement and student-to-instructor engagement. Two faculty examined student grades to determine if there were changes in student outcomes. One professor saw average grades increase by 11 percent. Another professor saw grades improve by 8 percent. She also found that student assessment of learning increased by 0.57. Both faculty attributed the improvement to the effectiveness of the teaching strategies employed.

Research limitations/implications

This research is limited to the eight faculty who participated in the pilot. Some faculty used methods to attempt to measure the impacts of their teaching practices by surveying students and looking at student performance data. A second pilot is needed for additional faculty to take the course and apply the Trifecta of Engagement framework to generate more data for impact.

Practical implications

Institutions looking to create an online teaching professional development course for faculty can utilize the Trifecta of Student Engagement framework for their course design. Additionally, faculty can read about tools and strategies that they can immediately apply to create more student-to-content engagement, student-to-student engagement and student-to-instructor engagement.

Social implications

Faculty can be more intentional in how they engage students in their online course experience.

Originality/value

This paper adds to the literature on faculty development regarding student-centered teaching practices. Other institutions looking to create a faculty development course or program that utilizes a student-centered framework may find aspects of this paper useful for their own online teaching professional development initiatives.

Details

Journal of Research in Innovative Teaching & Learning, vol. 13 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 2 August 2021

Kim Roberts, Angela Benson and Jamie Mills

Today’s digital and mobile learning environment has contributed to the increased availability of and interest in e-textbooks, and many school systems are conducting trials to…

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Abstract

Purpose

Today’s digital and mobile learning environment has contributed to the increased availability of and interest in e-textbooks, and many school systems are conducting trials to evaluate their effectiveness. The purpose of this paper is to identify and analyze instructors’ levels of use (LoU) of e-textbook features and innovations at a southeastern US community college. This study also evaluated the effectiveness of e-textbooks compared to paper textbooks on student achievement during a pilot period of e-textbook implementation.

Design/methodology/approach

Using a survey research design, the LoU of the Innovation framework was applied to identify and analyze instructors’ LoU rankings for eight e-textbook features. The study also used historical data on student demographics and final course grades to evaluate student achievement between text formats. Descriptive and inferential statistics were used to answer the research questions.

Findings

Results showed that e-textbook features were used at a low to non-existent level by instructors and that there was no significant difference in grade average between text formats among students. However, interactions between text format, age and gender were found.

Originality/value

This study added to the body of knowledge regarding e-textbook efficacy. While many studies stop with the conclusion that there is no difference in student outcomes between text formats, this study addressed a gap in literature on how to improve student performance with e-textbook technology by using the LoU of an innovation framework.

Details

Journal of Research in Innovative Teaching & Learning, vol. 14 no. 3
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 16 December 2021

Laura Gonzalez

Academic innovation strives to benefit from an ample talent pool, and entrepreneurship and research competitions constitute an integral part of the effort. This prompts…

Abstract

Purpose

Academic innovation strives to benefit from an ample talent pool, and entrepreneurship and research competitions constitute an integral part of the effort. This prompts discussions about how to optimize the impact of interdisciplinary learning, especially for less-traditional participants. The main purpose of this article is to describe how synergies between research and business plan competitions can facilitate inclusive engagement and enhanced development of transferable skills.

Design/methodology/approach

A case illustration addresses the following questions: (1) what skills can be enhanced through a single project toward parallel participation in research and business plan competitions? (2) How can synergies between research and business plan competitions support more inclusive student development? The case illustration outlines the process and outcomes of an initiative with three first-gen business students, two female and two international.

Findings

The case illustration describes how synergies and alignments of deadliness between research and business plan competitions enhanced the learning process by facilitating more opportunities to showcase learning and receive feedback. In addition, the parallel preparation facilitated student inclusion by providing purposeful authentic practice in a project envisioned by the students. As a result of the 2019 learning experience, students and their employers continue to value in 2021 the effective development of transferable skills.

Originality/value

Previous studies examine independently entrepreneurship initiatives, science technology engineering arts and mathematics (STEAM) initiatives, transferable skills and pedagogy that support inclusive education. This manuscript describes the option of synergies between research and entrepreneurship competitions to support more inclusive student development. In addition, it provides recommendations for impact when scaling-up synergies.

Details

Journal of Research in Innovative Teaching & Learning, vol. 15 no. 2
Type: Research Article
ISSN: 2397-7604

Keywords

Open Access
Article
Publication date: 11 July 2016

Jorge Tiago Martins and Miguel Baptista Nunes

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the…

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Abstract

Purpose

This paper aims to examine how academics enact trust in e-learning through an inductive identification of perceived risks and enablers involved in e-learning adoption, in the context of higher education institutions (HEIs).

Design/methodology/approach

Grounded Theory was the methodology used to systematically analyse data collected in semi-structured interviews with 62 academics. Data analysis followed the constant comparative method and its three-staged coding approach: open, axial and selective coding.

Findings

The resulting trajectory of trust factors is presented in a Grounded Theory narrative where individual change and integration through shared collective understanding and institutionalisation are discussed as stages leading to the overcoming of e-learning adoption barriers.

Originality/value

The paper proposes that the interplay between institutionalism and individualism has implications in the success or failure of strategies for the adoption of e-learning in HEIs, as perceived by academics. In practical terms, this points to the need for close attention to contextually sensitive trust-building mechanisms that promote the balance between academics’ commitments, values and sense of self-worth and centrally planned policy, rules, resources and exhortations that enable action.

Details

The Learning Organization, vol. 23 no. 5
Type: Research Article
ISSN: 0969-6474

Keywords

Open Access
Article
Publication date: 4 May 2022

Even Elias Edvardsen, Eline Fjærestad Dalseth, Susanne Grødem Johnson, Linda Stigen, Gry Mørk, Trine A. Magne, Astrid Gramstad, Milada Cvancarova Småstuen and Tore Bonsaksen

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of…

Abstract

Purpose

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of this study was to explore changes in occupational therapy students’ preferences for teaching and courses across the three-year study program.

Design/methodology/approach

A total of 263 students participated in a longitudinal study, where preferences were measured with the Approaches and Study Skills Inventory for Students. The data were analyzed with linear mixed effect models for repeated measures.

Findings

The results indicated no significant changes in preferences for courses and teaching over the three-year period. Also, there were no significant differences between the six involved study programs. Preferences for the courses and teaching type “supporting understanding” were associated with higher age and higher study effort. Preferences for the courses and teaching type “transmitting information” were associated with lower age and female gender.

Originality/value

In summary, the findings of this study suggest that preferences for teaching and courses are stable and may be challenging to alter during a three-year undergraduate study program.

Details

Irish Journal of Occupational Therapy, vol. 50 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

Open Access
Article
Publication date: 6 September 2022

Pankaj Kumar Bahety, Souren Sarkar, Tanmoy De, Vimal Kumar and Ankesh Mittal

This study aims to identify the major factors influencing the consumers to prefer milk products and also to analyze the awareness level of the Indian consumers.

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Abstract

Purpose

This study aims to identify the major factors influencing the consumers to prefer milk products and also to analyze the awareness level of the Indian consumers.

Design/methodology/approach

In this study, the data is obtained through a structured questionnaire from Indian consumers considering convenience sampling under the nonprobability sampling technique. The consumer preference is explained using a multiple-regression model followed by analysis of variance (ANOVA), which shed insight on the significant differences between the variables that influence consumer preference for dairy products.

Findings

Investigation is done to analyze the factors influencing the consumers' buying behavior toward milk and its products. The results showed that quality, health consciousness, price and availability are the most influencing factors to buy milk products. Quantity of milk showed a significant relationship between age, monthly income and family size.

Research limitations/implications

This study helps marketing managers to frame the marketing strategies based on consumer preference, quality, health consciousness, price and availability. The research outcome will not only be advantageous for the entrepreneurial perspective but also takes care of consumer likeliness. Though the research reveals the opinion of Indian consumers, it limits the likeliness of the western world. Because of the scarcity of resources, several dairy products are unexplored, which could pave the future scope of research.

Originality/value

The novelty of this study is to identify the quality, health consciousness, price and availability are the most influencing factors to buy milk products considering ANOVA and the multiple regression model.

Details

Vilakshan - XIMB Journal of Management, vol. 21 no. 1
Type: Research Article
ISSN: 0973-1954

Keywords

Open Access
Article
Publication date: 5 July 2021

Jan Stejskal, Petr Hajek and Viktor Prokop

The study aims to analyse library user preferences in the willingness to read and pay for e-books, using a sample of both active readers (users of public library services) and…

2089

Abstract

Purpose

The study aims to analyse library user preferences in the willingness to read and pay for e-books, using a sample of both active readers (users of public library services) and non-users (the general population).

Design/methodology/approach

Two empirical surveys were conducted from August to November of 2019; the research sample consisted of 1,334 users from the Municipal Library of Prague and 1,101 non-users from the general Czech population. The research was focussed on e-book user preferences. The willingness to pay (WTP) for e-book services and the determinants that affect this willingness were also examined.

Findings

The results show the specific approach of Czech readers, whose main determinant of WTP is not the content, but the price and method of its payment (allocation). Some people prefer a cheaper annual lump sum, whereas others may prefer a charge of small regular fees. The decision to pay depends on their reading or payment habits.

Originality/value

This study also aims to clarify the demand for various types of digital media in Czech libraries and the preferred distribution models. Furthermore, the study determines the dependence of the preferences of library users in their WTP for e-books using different evaluation models. The originality of this study is in the evaluation of the determinants of WTP for e-books, which makes this study unique, and the findings should contribute to the expansion of existing knowledge in the field of information science.

Details

The Electronic Library , vol. 39 no. 4
Type: Research Article
ISSN: 0264-0473

Keywords

Open Access
Article
Publication date: 10 May 2021

Zakaryia Almahasees and Mutahar Qassem

The spread of Covid-19 has led to the closure of educational institutions worldwide, forcing academic institutions to find online platforms. The purpose of this paper is to…

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Abstract

Purpose

The spread of Covid-19 has led to the closure of educational institutions worldwide, forcing academic institutions to find online platforms. The purpose of this paper is to accelerate the development of the online learning (OL) environments within those institutions. The Covid-19 pandemic has unfolded the extent of the academic institutions' readiness to deal with such a crisis.

Design/methodology/approach

In this vein, the study aimed to identify the perception of translation instructors in teaching translation courses online during Covid-19, using a questionnaire to explore the strategies and challenges of teaching and assessing students' performance. The analysis revealed instructors' reliance on Zoom and Microsoft Teams in offering virtual classes and WhatsApp in communication with students outside the class.

Findings

The findings revealed the relative effectiveness of online education, but its efficacy is less than face-to-face learning according to the respondents' views. It was also found that students faced difficulties in OL, which lie in adapting to the online environment, lack of interaction and motivation and the deficiency of data connections. Even though online education could work as an aid during Covid-19, but it could not replace face-to-face instruction. Based on the findings, the study recommended blended learning. Combining online education with face-to-face instruction, i.e. face-to-face plus synchronous and asynchronous, would result in a rigorous OL environment.

Originality/value

The research is genuine and there is no conflict of interest.

Details

PSU Research Review, vol. 6 no. 3
Type: Research Article
ISSN: 2399-1747

Keywords

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