Search results

Social media provides a modern approach to working and learning with people across vast distances as easily as if they were side by side. The new tools foster a new type of social learning, offering leaders an opportunity to transform their organizations into rich learning labs where new knowledge and innovative practices emerge in real-time.

Based on my book published in 2010, and the work I have done with more than 100 companies on social media’s use for fostering social learning.

Social technologies should be used to replace outmoded education programs with more effective and mobile means. With these tools, learners can reframe learning from a passive activity done to learners to an active and very human activity that enables people to build upon their individual and collective potential.

Written for this publication, yet based on the learnings since and research done originally for The New Social Learning.

The purpose of this paper is to identify how an entrepreneurship program in the life-sciences impacts the development of their entrepreneurial skills and values in undergraduate students.

A quantitative study was conducted at Tecnologico de Monterrey, a private university in Mexico. Questionnaires were administered to life-sciences students before and after the entrepreneurship course to analyze and identify the development of pre-defined entrepreneurial characteristics.

Results indicate a positive and significant impact on several of the 13 entrepreneurial characteristics evaluated in the study (negotiation skills, need of achievement and initiative). Empirical insights gained in the study suggest that gender does not yield to differences in the degree of involvement in activities, and that previous entrepreneurship experience may contribute to enhanced engagement in the program.

The paper reports on students from one university campus. Future research should include students from other locations in the country.

It is evident that university entrepreneurship programs have an impact on students' skills and values; however, the challenge still remains in the design of those programs to include more activities and draw on the students' own competences.

This paper contributes with evidence from an entrepreneurship program implemented in a Latin American university, a region for which documentation of the degree of success of entrepreneurship education is limited in the literature.

This paper discusses findings from qualitative research exploring young asylum seekers' (aged 18‐25) definitions and experiences of ‘home’ and ‘belonging’ at a time of transition to adulthood and adjustment to life in a new country. Previous research on refugees and asylum seekers has focused largely on either children or adults, often failing to highlight the particular experiences of those in young adulthood. It will be argued that young asylum seekers of this age have specific needs and experiences associated with the dual transition they face, in both adapting to life in the UK and becoming adults, and the changing support network and entitlements available to them as they go through this process.

Autumn Behringer has completed her Ph.D. at Purdue University and started a position as Assistant Professor of Sociology at Weber State University in the fall of 2004. Her research centers largely on the study of gender, intimate relationships, and social inequality. Her dissertation is a symbolic interactionist analysis of marital communications. She has a chapter, “The Meaning of Husband and Wife: Spouses’ Perceptions of Marital Labels,” forthcoming in Couples, Kids, and Family Life (Oxford University Press).

Many youth leadership organizations exist today and provide a variety of leadership experiences. One such organization provides a week long leadership experience to high school students with its primary purpose being to guide students through a process of identifying a community need and developing a plan to address that need. This article reports on two qualitative case studies which investigate this leadership education tool and its impacts on the students’ involved, as well as the participating communities. The Living to Serve plans (LTS), the capstone leadership education experience, which the students develop are used to help students understand the process of identifying problems and solving those problems through identified steps.