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Enterprise and entrepreneurship education (EEE) is seen as a major contributor to economic growth and development in the post-2008 environment we term the “New Era”. The role of EEE in enabling graduates to develop entrepreneurial intentions and career plans is therefore of major importance. The paper explores how EEE can influence postgraduate entrepreneurship and career initiation in the context of the New Era economy at an international level.

The paper explores the learning experiences of a group of 60 postgraduate international students who completed an Entrepreneurship programme at the University of Lincoln which included the development of personal learning narratives and career plans. The students were exposed to the opportunity-centred entrepreneurship approach and the “Entrepreneurial Effectiveness” model in the QAA (2012) guidelines. Their narratives were analysed to assess: prior career intentions, proposed career intentions resulting from the EEE programme, application of learning arising from the EEE programme and a survey of students was used to validate the narratives

EEE has a wider influence on personal development and career planning than simply the intention to create new ventures. The paper builds on a prior study of international postgraduate students’ orientation to entrepreneurship education in their expectations of the UK higher education, which confirmed that career development is a major motivator for international study in the UK (Rae and Woodier-Harris, 2012). The paper contributes new understanding of the relationships between EEE and graduate career intentions, especially at PG and international levels. The paper explores personal growth, confidence and identity development, formation of new career intentions and the application of learning. The international dimension is considerable and this is discussed.

The paper has implications for the marketing, design and delivery of EEE at international and HE institutional levels, as well as for the practices of educators in designing, validating and delivering programmes for entrepreneurial career development, at national and international levels.

The paper contributes new understanding to the role of EEE in postgraduate career initiation at international level in a period of significant and complex economic transformation.

The purpose of this paper is to focus on achieving an approximation to the understanding of the situation of management doctoral programs in Colombia. Despite the need to evaluate the suitability and relevance of management doctoral programs, at present, there are no studies that inquire about the conditions of students and graduates of doctoral programs in the management research field.

An exploratory exercise was developed, information was collected with students and graduates of various doctoral programs to initiate a contextualization and characterization in terms of doctoral training from the students’ point of view.

At the end, conclusions are presented on the status and prospects to continue with future studies that allow find the conditions of doctoral level training in the management field and the impact of the research carried out by doctoral students and graduates of these programs.

This paper will contribute to the review of the existing studies regarding doctoral education in management in Colombia, which presents principal motivations about investigation in the field of study, and as such, open the space to question about the reality of the programs in terms of those who are receiving the formation.

El propósito de este trabajo es lograr una aproximación a la comprensión de la situación de los programas de doctorado en Administración en Colombia. Existe la necesidad de evaluar la idoneidad y relevancia de los programas doctorales en Administración, en la actualidad no existen estudios que indaguen por las condiciones de los estudiantes y graduados de los programas doctorales en el campo de la investigación en Administración.

Se desarrolló un ejercicio de tipo exploratorio, se colectó información con estudiantes y graduados de diversos programas de doctorado en Administración de cara a iniciar una contextualización y caracterización en términos de la formación doctoral desde la visión de los estudiantes.

Se presentan conclusiones sobre el estado actual y perspectivas para continuar con estudios futuros que permitan profundizar sobre las condiciones de la formación a nivel doctoral en el campo de la Administración y el impacto de las investigaciones que desarrollan los doctorandos y graduados de estos programas.

This research will contribute to the review of the existing studies regarding doctoral education in Management in Colombia, which present principal motivations about investigation in the field of study, and as such, open the space to question about the reality of the programs in terms of those who are receiving the formation.

Palabras clave Programas doctorales, Educación superior, Posgrados en administración

Artículo de investigación

O objetivo deste trabalho centra-se na obtenção de uma abordagem para a compreensão da situação dos programas de doutoramento em gestão na Colômbia. Apesar da necessidade de avaliação da adequação e da pertinência dos programas de doutorado em gestão, atualmente não existem estudos que inquirem as condições dos alunos e egressos dos programas de doutorado no campo da pesquisa em Administração.

Um exercício exploratório foi desenvolvido, era a informação recolhida com estudantes e graduados de vários programas de doutorado em gestão para iniciar uma contextualização e caracterização em termos de formação doutoral do ponto de vista de os alunos.

Esta pesquisa contribuirá para a revisão dos estudos existentes sobre a formação de doutores em Administração na Colômbia, que apresentam as principais motivações sobre a investigação no campo de estudo e, como tal, abrem o espaço para questionar a realidade dos programas em termos daquelas quem está recebendo a formação.

Palavras-chave Programas de doutorado, Ensino superior, Programas de pós-graduação em gestão

Artigo de pesquisa

The purpose of this paper is to investigate the extent and trend of corporate social responsibility (CSR) reporting in commercial banks in Poland and examine the link between corporate governance characteristics, namely size of the bank, ownership, boards size, board diversity and CSR disclosures in the banks.

The annual reports and CSR reports of the banks were examined between 2008 and 2015 using content analysis and panel data analysis.

The results indicate that banks improved their CSR reporting practices during examined period. There are statistically significant differences in the level of CSR disclosures between banks with a different ownership structure. Both foreign majority shareholder group as well as state majority shareholder group have a positive influence on CSR as compared with Polish majority shareholder (PMS) group (excluding State). Moreover, being listed on stock exchange has a positive influence on CSR as compared with not being listed. Further, the results also revealed that there is a significant positive effect of almost all variables related to the management board, namely, size, female board leadership and foreign board members on CSR disclosure, whereas all supervisory board variables and all considered ownership variables have no statistically significant impact on CSR disclosure.

This research contributes to the existing literature because the banking sector is often excluded from CSR studies due to its specific legal regulations and seemingly little environmental impact. Moreover, there are only few studies analysing the effect of boards characteristics on the banks CSR disclosure, especially in emerging countries. This study is also the first of this kind focusing on the two-tier system. Furthermore, the study provides the instrument to measure CSR in the banking industry. Finally, the research stresses the crucial implications for banking sector, shareholders and regulatory bodies.

There is common agreement today in government and in industry about the need to educate and develop British management as a means of achieving faster economic growth and more rapid technological change. As a result, huge investments are being made in new facilities for management training—in the business schools and universities, in the newly‐created polytechnics, in independent colleges such as Ashridge and Henley, and in industrial colleges, under the impetus of the Industrial Training Act. There is probably about a hundred million pounds of capital already invested in staff and facilities', and with the present drive for management education we could see this figure increased substantially over the next five years. When we consider the capital investment involved it is surprising how few statistics are available on which future plans can be based. Few private businessmen would launch a venture costing say a quarter of a million pounds without doing some market research—yet it is not unusual for a local authority, a university or an independent body to establish a management college costing several hundred thousand pounds without prior research. The market for short courses in particular is very volatile and as a result most colleges have passed through periods when their premises were only partially filled, and some colleges have been forced to close through lack of support. As Mr. Marples of Cambridge said in a recent article, “the small academic groups which exist in a number of our institutions of higher learning have discovered to their cost, the difficulties of securing support for their post‐experience ventures.” In Eire, and in Belgium, and in parts of the USA, comprehensive studies have been made into the needs and facilities for management education and training as a basis for policy making. In Britain one or two limited studies have been made but we still lack a sound statistical basis for the predictions which must be made about this vital market. Apart from the investigation we have carried out for Yorkshire, Northern Ireland is the only region which has commissioned a survey of needs and facilities before the re‐development of its management education service.

The initiative of the theme of the 44th AIEST congress is very useful in order to see where did the scientific researches of the tourist phenomenon, its development, and its defects as well, arrived.

The purpose of this study is to investigate on what is value and value creation in Public–private partnerships (PPPs)? How coordination and trust among project partners is created in PPPs? In which way coordination and trust among project partners are related to organizational governance and success? How risk management is related to the success or failure of PPP project implementation? How organizational attributes can influence the PPP project implementation?

This study was conducted using qualitative research method. In all, 3 Indian PPPs were selected in the first phase, and then, 26 respondents were randomly chosen from the selected PPPs. One-to-one personal discussion was conducted with each respondents using predetermined set of questions. The responses were transcribed, and similar ideas were clustered together across the thematic research questions and themes. Subsequently, interlinking of themes and ideas was done through inductive reasoning and represented in the form of a causal relationship.

The study found that the importance of trust and confidence among project partners; organizational attributes (system, structure and style, process) of partner organizations; and the risk reduction and control in the PPP project company have influenced the relationship dynamics among project partners.

This study encourages future researchers to empirically test the possibility of existence of mediating and moderating effects in the link between value creation and contract management in PPPs. A structural framework was derived, which is expected to provide momentum for theoretical exploration and empirical verification.

The purpose of this paper is to provide a case study of a newcomer to the practice of policing to explore conceptualisations of learning through practice. It aims to position learning as the intersections of trajectories of being and becoming within a community of practice. The paper seeks to argue that learners need to be understood with respect to their personal histories and how these interact with the social and cultural dimensions of the workplace.

This paper is a case study of a new police officer with data collected through a series of interviews and observations over a two‐year period.

The case study presented demonstrates the relationship between prior experience, personal histories, participation and a sense of belonging in shaping the learning of early‐career police officers. It suggests that in considering newcomers to the workplace it is important to view the process of learning as being influence by these interconnected factors.

This study concludes that the position of the individual in the social learning of a community of practice is an important aspect that needs further exploration. Although the significance of learner identity with communities of practice is acknowledged by Lave and Wenger it remains underdeveloped, and continues to present as an area for further research.

Trajectories of learning for newcomers to the workplace are affected by their previous social and cultural experiences and expertise, the association that they bring from these to the new community and participation in practices of the community. There exists, therefore, a role for managers in shaping the organisation to be supportive of these informal learning experience and, thus, the selection and training of managers should be aligned to these goals.

This paper extends current understandings of learning and development in the policing context as well as contributing to the broader discussion of informal learning in the workplace and understanding of experts and novices within communities of practice.

Postgraduate business education in the higher educational institutions in Japan was poorly developed, and lagged far behind not only the other advanced economies, but in some of the developing countries until the end of the 1980s. However, during the 1990s it has undergone considerable changes as part of the reform in postgraduate education in Japan. This article attempts to explain why MBA education did not develop in Japan in the first place, and then how these changes came about. It also looks at the changes in social and economic backgrounds that promoted and speeded these changes. Finally it attempts to view the future of postgraduate professional education in Japan.

The study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.

The study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.

A total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.

This study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.

This study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.

Appropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.

This is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

This study identifies the factors that postgraduate service management programs (PSMPs) in Korean Universities can use to gain competitive advantage.

A mixed-method approach was adopted in serial order to verify the role of PSMP identity in the relationship between education service quality and student satisfaction established in prior research. Study 1 is a case study designed to gain a comprehensive understanding of the PSMPs in Korea using data derived through a document review of the sources collected from the official websites of PSMPs. In Study 2, focus group interviews were conducted with students and graduates of PSMPs to gain new insights that would help attain competitive advantage. Finally, a questionnaire survey was conducted in Study 3 to statistically test the relationship between PSMP identity, education service quality and student satisfaction.

Education service quality has a positive impact on PSMP identity, PSMP identity has a positive impact on student satisfaction and PSMP identity mediates the aforementioned impacts. The results established PSMP identity as a key factor in enhancing its competitiveness.

Since PSMPs have a short history and are limited number of cases in Korea, their justification is not well-understood by the general public and companies. This problem is not limited to PSMPs but is also shared by other specialized postgraduate programs. With comprehensive data on and new insights into PSMPs, including the determinants of competitive advantage, the results provide basic evidence for follow-up research and useful information for administrative officers in charge of specialized postgraduate programs.