Search results

1 – 10 of 125
Book part
Publication date: 5 December 2014

Aoife Prendergast

One of the most widely accepted goals of social studies education is to produce knowledgeable and caring citizens. It is, therefore, imperative that students have the opportunity…

Abstract

One of the most widely accepted goals of social studies education is to produce knowledgeable and caring citizens. It is, therefore, imperative that students have the opportunity to participate in public issues and have a meaningful voice within their community. Students must learn how to gather information, solve problems and make civic decisions (Saxe, D. W. (1997). The distinctive mission of social studies education. In E. W. Ross (Ed.), The social studies curriculum: Purposes, problems and possibilities (pp. 39–55). Albany, NY: State University of New York Press). Thus, educators and staff in higher education institutions should encourage their students to create their own questions, cultivate investigative strategies, formulate theories and apply new concepts to their own lives in a variety of methods (Fitzsimmons, P. F., & Goldhaber, J. (1997). Siphons, pumps, and missile launchers: Inquiry at the further and higher education [online]. Edinburgh: Scottish Funding Council). Inquiry-based instruction is a pedagogical strategy that places the educator in the role of a facilitator where students are pushed to think critically and construct meaningful knowledge. Inquiry-based learning (IBL) is a crucial practice for students to grasp and the earlier they are exposed to this style of learning, the better the educational results will be in regard to cognitive development. For instance, (Frederiksen, White, & Shimoda, 1999) found that students who take part in inquiry-based learning outperform those students in traditional classrooms on standardised assessments. This chapter explores a theoretical discussion of IBL and a subsequent theory of change focusing on the potential desired impact on the student learning experience in Irish higher education.

The core themes include the following:

  1. How educators in the social sciences conceptualise, design and facilitate IBL?

  2. The location and commencement of the development of an IBL ‘mind-set’.

  3. Informal theories of change in the social sciences, and a discussion on disciplinary patterns and the discernation of differences.

  4. What have educators learned about designing and facilitating IBL? The challenges of designing and facilitating IBL, in the social sciences.

  5. Plans for further developing IBL practice in an international context.

How educators in the social sciences conceptualise, design and facilitate IBL?

The location and commencement of the development of an IBL ‘mind-set’.

Informal theories of change in the social sciences, and a discussion on disciplinary patterns and the discernation of differences.

What have educators learned about designing and facilitating IBL? The challenges of designing and facilitating IBL, in the social sciences.

Plans for further developing IBL practice in an international context.

Details

Inquiry-Based Learning for the Arts, Humanities, and Social Sciences: A Conceptual and Practical Resource for Educators
Type: Book
ISBN: 978-1-78441-236-4

Book part
Publication date: 21 September 2018

Violina P. Rindova and Luis L. Martins

By theorizing choice as an information and decision problem, behavioral strategy research has not considered fully the agentic capacities of strategists. We argue that agentic…

Abstract

By theorizing choice as an information and decision problem, behavioral strategy research has not considered fully the agentic capacities of strategists. We argue that agentic capacities are distinct from decision-making and information-processing capacities as they rest on temporally anchored engagements with the world through habit, imagination, and judgment. We propose that understanding agency as temporally anchored action capacities is particularly important for research in behavioral strategy, as strategic phenomena encompass accumulated experience and path-dependencies (the past), ongoing competitive, market, and organizational interactions and exchanges (the present), and plans, visions, and forecasts for the future (the future). We outline how strategic choice and agency involve cognitive engagement in the three time horizons through distinct cognitive capabilities and the organizational processes that support them.

Details

Behavioral Strategy in Perspective
Type: Book
ISBN: 978-1-78756-348-3

Keywords

Content available
Book part
Publication date: 24 January 2024

Kimberly Yost

Abstract

Details

Courageous Companions
Type: Book
ISBN: 978-1-83753-987-1

Content available
Book part
Publication date: 16 September 2019

Lorien Pratt

Abstract

Details

Link
Type: Book
ISBN: 978-1-78769-654-9

Abstract

Details

‘Purpose-built’ Art in Hospitals: Art with Intent
Type: Book
ISBN: 978-1-83909-681-5

Abstract

Details

Beyond Small Numbers
Type: Book
ISBN: 978-0-76230-562-9

Abstract

Details

The First British Crime Survey
Type: Book
ISBN: 978-1-80382-275-4

Book part
Publication date: 8 November 2010

Pamela S. Tolbert and Shon R. Hiatt

Foundational work on institutional theory as a framework for studying organizations underscored its relevance to analyses of entrepreneurship, but entrepreneurship research has…

Abstract

Foundational work on institutional theory as a framework for studying organizations underscored its relevance to analyses of entrepreneurship, but entrepreneurship research has often ignored the insights provided by this theoretic approach. In this chapter, we illustrate the utility of institutional theory as a central framework for explaining entrepreneurial phenomena by discussing three primary questions for entrepreneurship researchers: Under what conditions are individuals likely to found new organizations? What are key influences on the kinds of organizations they found? And what factors determine the likelihood of the survival of new organizations? We describe the kinds of answers that an institutional perspective provides to these questions, illustrate some of our arguments by drawing on a recent field of entrepreneurial endeavor, hedge funds, and discuss the implications of our analysis for further work by entrepreneurship researchers.

Details

Institutions and Entrepreneurship
Type: Book
ISBN: 978-0-85724-240-2

Book part
Publication date: 18 November 2019

Gayathri Ranasinghe

Despite the increasing number of small and medium enterprises pursuing international opportunities and penetrating global markets, international entrepreneurship literature has…

Abstract

Despite the increasing number of small and medium enterprises pursuing international opportunities and penetrating global markets, international entrepreneurship literature has paid limited attention to emerging markets and entrepreneur-specific factors that influence internationalisation. Traditional internationalisation theories and international entrepreneurship theories consider organisation as the unit of analysis and lack sensitivity to the context, which influences ventures’ foreign market decisions. Moreover, only a handful of studies related to internationalisation in emerging markets are available. To address this gap, this chapter explores barriers and drivers for SMEs’ internationalisation in Sri Lanka, an emerging market. Semi-structured interviews with forty Sri Lankan youth entrepreneurs suggest structural barriers consisting of access to capital, legal restrictions and lack of legal, institutional and government support were prominent. These barriers suggest a need for policy changes in the entrepreneurial environment, finance, entrepreneurial culture and skill development, technology, research and development and regional balance. The findings also indicate that information communication technology is a driver for internationalisation.

Details

International Entrepreneurship in Emerging Markets: Nature, Drivers, Barriers and Determinants
Type: Book
ISBN: 978-1-78769-564-1

Keywords

1 – 10 of 125