Search results

One would not commonly associate democracy with Singapore, instead scholars have often described Singapore as an illiberal democracy and an authoritarian state. At the same time, all Singaporean school students recite the national pledge of allegiance in school every morning, in which they pledge “to build a democratic society based on justice and equality”. What do students know about democracy? Are they able to distinguish the characteristics of democratic systems from non-democratic ones? The purpose of this paper is to report on Singapore students’ understandings of democracy.

Using a qualitative instrumental case study design, 64 students from three secondary schools were interviewed and the social studies curriculum was analysed.

Overall, students had poor knowledge of democracy. Consistent with a lack of knowledge of democracy, most students also showed a relatively uncritical acceptance of hierarchy and deference to authority, and held a superficial understanding of citizenship. Civics lessons through social studies, and the school environment did little to promote students’ engagement with democracy.

The authors argue that it is important that students be given the opportunities to develop a basic conceptual knowledge of democracy, as they are not capable of discriminating democratic characteristics from non-democratic ones without it. At the very least, students should know the relevance of what they pledge relative to their nation’s model of democracy, or in the absence of a clear model, be encouraged to struggle with the various existing models of democracies so that, as the future of Singapore, they might determine and adapt the ideals that they deem best for the nation.

This paper is an original study of Singapore students’ understandings of democracy.

A methodology was developed to measure cost of quality failures in two major road projects, largely based upon a work‐shadowing method. Shows how the initial data were collected and categorised into definable groups and how the costs were estimated for each of these categories. The findings suggest that, if the projects examined are typical, the cost of failures may be a significant percentage of total costs, and that conventional means of identifying them may not be reliable. Moreover, the costs will not be easy to eradicate without widespread changes in attitudes and norms of behaviour within the industry and improved managerial co‐ordination of activities throughout the supply chain.

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.

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.

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.

The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program.

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.

The authors evaluate the preferences of retail investors with regard to the investment in structured financial products. The purpose of the paper is an analysis of the relative importance of key product attributes namely the issuing bank, the product structure, the associated costs and the disclosed risk.

The authors conduct a choice-based conjoint analysis, based on an online experiment. Participants judge their preferences for products which are presented by shortened key information documents according to the requirements of EU regulation.

Investors consider the costs and the product structure to be most important, whereas the issuer and information on risk are of less interest. Their preferences depend on their (self-evaluated) expertise: while inexperienced retail investors concentrate on costs, experienced investors pay more attention to the product structure.

The study is limited to a subsegment of the market, the discount certificates. For these products, issuing banks gain insight into the attractiveness of their products. Furthermore, the study carries implications for regulators: since investors emphasize the costs in their decisions, an unbiased disclosure of costs should be enforced.

While the recent literature has studied preferences for the investment in mutual funds, this is the first paper which directly analyzes the drivers of an investment in structured retail products.

Situated within the Irving K. Barber Learning Centre at the University of British Columbia (UBC) in Vancouver, Canada, the Chapman Learning Commons (CLC) has been offering academic transition and learning support programs targeted to first year students since 2002. A recent addition to our suite of services is the Profs-in-Commons program which invites faculty members to conduct their office hours and host events in the CLC. The program has been an important initiative for the Learning Commons and the UBC campus community because it encourages student–faculty interaction outside of the classroom; it increases student’s attendance in course-based office hours – hosted by faculty members and it leverages the status of libraries as neutral, collaborative, and community-oriented learning spaces. The program is grounded in student engagement research consistently showing that students’ transition to university is greatly enhanced when they foster academic connections with faculty members. Profs-in-Commons also responds to research into best practices for how to support student transition to university academic environments. This chapter will elaborate on the theoretical foundations of the Profs-in-Commons program, share how the UBC-Vancouver Profs-in-Commons program was initiated and is sustained, and discuss the program’s benefits and challenges.

The purpose of this paper is to explore art and design students’ use of smartphones for accessing library services and learning at the Hong Kong Design Institute (HKDI).

A questionnaire survey involving 51 HKDI students was conducted to examine the students’ utilization of apps and the internet on mobile devices to find information for the purpose of academic learning, social networking, and collaborative learning.

Survey results showed that while the HKDI students were all smartphone owners and active users of such mobile communication devices, only a minority of them “frequently” use these mobile devices for formal learning purposes. They demonstrated a keen preference to use search engines, social communications, and other diverse use of smartphones. Except for research and image/audio-visual needs, the rest of their needs and usage behaviour is similar to mainstream university students.

The results suggest opportunities for the libraries to develop services and facilities that could better fulfil students’ information needs, and to improve the network coverage outside the library.

This is probably the first study of its kind to explore art and design students’ use of smartphones for learning needs. In particular, the recent capability of smartphones and mobile internet speed are comparable with desktops, it is vital to re-examine the much changed environment and user needs.