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Universities provide entrepreneurship-specific education (ESE) to equip students with the entrepreneurial alertness and risk-taking assets required to pursue entrepreneurial careers. Building upon insights from a dynamic view of human capital, the paper explores the linkage between ESE investment, alertness, and risk-taking asset accumulation, and the outcome relating to the intention “to become an entrepreneur” (henceforth termed an “entrepreneurial mindset”).

Survey information from 189 students from three universities in the Ukraine was hand collected. Hierarchical multiple ordinary least squares regression analysis and slope analysis were used to test presented hypotheses.

ESE students reported higher intensity of entrepreneurial mindset. Further, ESE students who accumulated the connection entrepreneurial alertness asset reported higher intensity of entrepreneurial mindset. ESE students were more oriented to higher entrepreneurial mindset when they had accumulated more connection entrepreneurial alertness asset. ESE students who accumulated the risk-taking propensity asset reported lower intensity of entrepreneurial mindset. ESE students were more oriented to higher entrepreneurial mindset when they perceived less risk.

The paper makes a novel contribution by considering whether ESE promotes different elements of entrepreneurial alertness and risk-taking assets. Building upon insights from a broader conceptualization of the entrepreneurial alertness asset (Tang et al., 2012), the paper conceptualized for the first time the linkage between three elements of entrepreneurial alertness and student entrepreneurial mindset. Further, the paper conceptualized linkage between two elements of risk-taking relating to risk-taking perception asset and risk-taking propensity asset, and higher intensity of entrepreneurial mindset. Assets relating to entrepreneurial alertness and risk-taking perception need to be honed in transition economy contexts associated with political structures that did not promote individual risk-taking.

This paper aims to present research on the assets of first-generation college students and offer asset-based practices that can be implemented to support students during emergency transitions.

This paper reviews the literature related to first-generation college students and cultural wealth and then details practices for implementation by librarians working to enhance the transition to online learning for this student group.

The author identified in the literature six assets of first-generation college students: reflexivity, optimism, academic resilience, goal-orientation, civic-mindedness and proactivity. These assets coupled with Yosso’s concept of community cultural wealth provide a frame of reference for examining and implementing services and programs to enhance the educational experience of first-generation college students during emergency transitions.

Whereas existing literature on first-generation college students assumes a deficit lens, this paper puts forth the cultural assets of this population that may be leveraged by librarians. Student assets are positioned alongside forms of capital that also may be utilized to guide the work of librarians.

The purpose of this study is to analyze the indexes of employability assets that affect students' employability in Indigenous contexts.

The study restructures the indicators developed from the survey the authors did for the Vital Outcome Indicators for Community Engagement (VOICE) research project into six employability indexes. The six indexes are reading and comprehension, numeracy, technological mastery, contribution to organizational performance, job searching skills and cultural awareness. The study has applied mixed research method, which is the combination of survey and secondary data analyses.

All six indexes have impacts on students' employability in various degrees with a high level of internal consistency among the indicators. The regression analysis reveals that the technological mastery, reading and comprehension and numeracy indexes significantly influence students' contribution to the organizational performance. The results also show that cultural awareness has impacts on employability but students do not connect it to the required employability skills. Such disconnection of cultural awareness with employability skills justifies the necessity to integrate Indigenous cultural contents into programs and curriculums in today's post-secondary education, particularly in the University College of the North (UCN), improving students' cultural knowledge, which, in return, enhances their employability in Indigenous contexts. The result is also applicable globally to countries which have large populations of Indigenous people such as Canada, Australia, New Zealand, Colombia, Mexico and other regions where workplaces are set in Indigenous contexts.

The research survey was only conducted within students of UCN Thompson campus.

The results of this paper can be used as a guideline to adjust teaching/learning strategies with a focus on integrating Indigenous cultural components into UCN courses and programs, including other institutions with similar attributes to enhance Indigenous students' employability. UCN tri-council, faculty, community leaders, researchers, government and NGOs can also use the outcome of this paper to articulate polices that enhance students' employability. The outcome and strategic implication of the study can also be applicable to any institutions in a global Indigenous context.

The authors of the paper provide empirical evidence from the indexes of the employability assets including their indicators affecting students' employability. It is attested that cultural awareness index have impacts on students' employability in Indigenous context.

This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.

Conceptual paper sharing experiences addressing anti-blackness in school-university partnerships.

National Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.

The author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.

Nondominant youth faces complex structural inequalities and injustices that have a direct impact on their academic learning outcomes and psychosocial well-being. Research suggests that supporting the development of students’ critical consciousness not only improves their educational and career trajectories but also provides students with the tools, language and skills they need to examine, act upon and heal from the sociopolitical realities and injustices they face in their daily lives.

This paper reports findings from a two-year Youth Participatory Action Research (YPAR) study conducted with students in a police-oriented Career and Technical Education program. YPAR was used as pedagogy for nondominant students to explore how to leverage their funds of knowledge (FK) in their learning and future careers as police officers to improve community–police relations.

This paper reports on one aspect of the findings from the YPAR project that includes: a) the relationship between students’ difficult FK, critical consciousness development and career aspirations; b) how, if left unaddressed, students’ difficult FK could mediate deficit and internally oppressive views of Communities of Color and other nondominant groups; and c) the power of transforming students’ difficult FK into pedagogical assets.

Engaging students’ difficult FK can support critical consciousness development and facilitate students’ ability to navigate and resist oppressive spaces, sustain their well-being and empower themselves and their families and communities.

Amongst the alternative property sectors, student accommodation has recently become an important institutionalised property sector for pension funds and sovereign wealth funds in the global property landscape, particularly in the UK. The purpose of this paper is to assess the significance, risk-adjusted performance and portfolio diversification benefits of student accommodation in a UK property and mixed-asset portfolio over 2011–2017. Drivers and risk factors for the ongoing development of the student accommodation sector are also identified. The question of student accommodation being a proxy for residential property exposure by institutional investors is also assessed.

Using annual total returns, the risk-adjusted performance and portfolio diversification benefits of UK student accommodation over 2011–2017 is assessed. Asset allocation diagrams are used to assess the role of student accommodation in a UK property portfolio and in a UK mixed-asset portfolio for a range of property investor types.

UK student accommodation delivered superior risk-adjusted returns compared to UK property, stocks and REITs over 2011–2017, with portfolio diversification benefits. Importantly, this sees UK student accommodation as strongly contributing to the UK property and mixed-asset portfolios across the entire portfolio risk spectrum and validating the property industry perspective of student accommodation being low risk and providing diversification benefits. Student accommodation is also not seen to be a proxy for residential exposure by institutional investors.

Student accommodation is an alternative property sector that has become increasingly institutionalised in recent years. The results highlight the important role of student accommodation in a UK property portfolio and in a UK mixed-asset portfolio. The strong risk-adjusted performance of UK student accommodation compared to UK property, stocks and REITs over this timeframe sees UK student accommodation contributing to the mixed-asset portfolio across the entire portfolio risk spectrum. This is particularly important, as many investors (e.g. pension funds, sovereign wealth funds) now see student accommodation as an important property sector in their overall portfolio.

This paper is the first published empirical research analysis of the risk-adjusted performance of UK student accommodation, and the role of student accommodation in a UK property portfolio and in a UK mixed-asset portfolio. This research enables empirically validated, more informed and practical property investment decision making regarding the strategic role of student accommodation as an alternative property sector in a portfolio.

The purpose of this paper is to examine the issue of at‐risk students in a rural district in Midwestern USA.

This field‐based research study used a qualitative embedded case study of a middle and high school informed by an appreciative inquiry theoretical research perspective to identify a positive core of teacher and administrator experiences related to at‐risk students. At‐risk students are those who under‐perform in mandated academic assessments as well as school‐related academic achievement. Social capital and appreciative inquiry served as theoretical perspectives. Focus groups, semi‐structured interviews, and an online survey were the primary data‐gathering methods.

Three findings illustrated the gap between present practice and the ideal state. The research team concluded that there was a foundation of positive core experiences from which to build on the espoused theory of caring professed by teachers and administrators.

The study's results can further teachers' and administrators' understanding of their problem‐based language that emphasizes the deficits of at‐risk students and their parents.

The key objectives of this case are to: (1) familiarize students with a simple version of the Markowitz optimal-asset allocation model; (2) develop students' intuition regarding optimal-asset allocation as specific inputs into the model (e.g., expected returns, standard deviations, correlations) change values; and (3) develop students' intuition regarding constraints that alternative investors may face (e.g., the presence of shorting constraints) and their impact on the optimal portfolio. The case includes an Excel spreadsheet, which contains relevant data (e.g., returns, standard deviations, correlations) on several assets and an Excel model that takes three of those assets and makes use of the Excel Solver Add-In to compute optimal weights for the three asset portfolio as well as the expected return, standard deviation, and Sharpe ratio of the optimal portfolio. Students are asked to alter many of the inputs into the model and explain the effects of those changes on the optimal portfolio.

This paper examines the categories of property attributes that are important to UK university students in their online accommodation search. It also analyses the volume of information displayed regarding the property attributes and explores the influence of some of the information provided on the attractiveness and by extension, the booking potential of the property.

The authors use data from an online student accommodation listing platform – student.com – which contain tangible and non-tangible property attributes, and the data are analysed using a hedonic regression model.

The results show that purpose-built student accommodation's (PBSA) tangible and intangible attributes are important to students in their online accommodation search, although, these attributes vary in impact. The study also reveals that failure to display key information of a PBSA may reduce the attractiveness of the property.

The empirical evidence on student accommodation ex ante preferences and choices is limited, particularly as it relates to online accommodation search in a UK context. The authors' approach to identify the application of the search theory to the student accommodation search process is particularly unique.

Although schools across the United States are becoming increasingly linguistically and culturally diverse, many teachers remain underprepared to work with students classified as English learners (ELs), especially at the secondary level. Acknowledging the importance of developing systems of support for teachers of ELs, this paper examines the district- and school-level factors shaping secondary teachers' access to EL-focused professional learning in one large urban school district.

To examine teachers' access to EL-focused professional learning, the authors draw on 49 in-depth interviews with district leaders and staff from nine secondary schools. Data analysis was guided by a structure, culture and agency theoretical framework.

Findings revealed that decreased structural support, in terms of both fiscal and human resources, constrained teachers' access to EL-related professional learning. Further, the district culture was characterized by limited understanding of ELs' backgrounds and assets. While some school leaders exercised agency to bolster EL-focused professional learning for teachers, such supports were rare.

Findings help to contextualize secondary teachers' feelings of unpreparedness to serve ELs, illuminating several factors that district and school leaders should attend to in order to bolster the development of professional capital for teachers of ELs at the secondary level.

While prior research outlines the importance of designing systems of support for EL-focused professional learning, this study highlights specific structural and cultural factors shaping such systems.