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The Fully Functioning University
Type: Book
ISBN: 978-1-83982-498-2

Article
Publication date: 24 January 2018

Annafatmawaty B.T. Ismail, Sukanlaya Sawang and Roxanne Zolin

The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which…

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Abstract

Purpose

The purpose of this paper is to answer the research question: “Do different pedagogies used in teaching entrepreneurship education influence individual skill development, which then in turn translates into a likelihood of entrepreneurial implementation intention?”

Design/methodology/approach

The number of total participants for the quasi-experiment was 308 undergraduate students in Malaysia, in which pre- and post-test (n=203) and control (n=105) groups are included. Students who enroled in the entrepreneurship course were randomly allocated into a class employing teacher-centred pedagogy or student-centred pedagogy. Learning outcomes are measured by objective and subjective measures.

Findings

Both pedagogical approaches had a positive effect on the development of the learning outcomes. However, the students who learned using the teacher-centred approach statistically developed a higher level of objective and subjective learning outcomes compared to the students who learned using the student-centred approach. The findings also suggest that the relationship between entrepreneurship education and entrepreneurial intention mediates by learned skills.

Originality/value

The quasi-experimental design greatly improves the ability to make accurate claims about the impact of entrepreneurial education on entrepreneurship-related outcomes. Further, the study uses the implementation intention strategy in measuring the entrepreneurial intention. Thus, the study strongly supports for the view that implementation intention improves predictive validity of the behavioural intention within the framework of theory of planned behaviour by setting out in advance when, where, and how the goal will be achieved.

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Education + Training, vol. 60 no. 2
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 10 August 2015

Marina Kirstein and Rolien Kunz

The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group…

Abstract

Purpose

The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the “chalk-and-talk” of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios.

Design/methodology/approach

Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology.

Findings

It was found that “non-standard” teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students’ overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with.

Research limitations/implications

Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students’ normal learning processes have been achieved as a result of the initiatives.

Originality/value

The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.

Details

Meditari Accountancy Research, vol. 23 no. 2
Type: Research Article
ISSN: 2049-372X

Keywords

Article
Publication date: 1 December 2004

P.E. Murray, S. Donohoe and S. Goodhew

This study draws on the experiences of a consortium of UK universities seeking to enhance the quality of undergraduate building education. Their initiative called, studentcentred

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Abstract

This study draws on the experiences of a consortium of UK universities seeking to enhance the quality of undergraduate building education. Their initiative called, studentcentred learning in construction education (SLICE) was funded by the UK government to improve student learning by inspiring and equipping lecturers to develop effective studentcentred learning activities. The benefits of studentcentred and flexible learning are explored and the projects' outputs are described in general. One of the outputs, the “Building Pathology Lecturers' Toolkit” is examined in depth. A review of its content reveals that to be a valuable and practical resource for lecturers, providing them with guidance and ready‐to‐use yet adaptable exemplar learning materials for students. The potential impact of this toolkit and the toolkit programme generally is scrutinised using feedback data from lecturers and students, concluding that the flexible format and content offers considerable opportunities to enhance learning in the building pathology field.

Details

Structural Survey, vol. 22 no. 5
Type: Research Article
ISSN: 0263-080X

Keywords

Article
Publication date: 2 April 2021

Hussein Haruna, Asad Abbas, Zamzami Zainuddin, Xiao Hu, Robin R. Mellecker and Samira Hosseini

This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were…

Abstract

Purpose

This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition.

Design/methodology/approach

This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis.

Findings

The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions.

Research limitations/implications

As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses.

Originality/value

The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

Details

Information and Learning Sciences, vol. 122 no. 5/6
Type: Research Article
ISSN: 2398-5348

Keywords

Article
Publication date: 26 July 2018

Martin Toding and Urve Venesaar

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in…

Abstract

Purpose

The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience.

Design/methodology/approach

The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education.

Findings

The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning.

Practical implications

The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design.

Originality/value

This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.

Details

Education + Training, vol. 60 no. 7/8
Type: Research Article
ISSN: 0040-0912

Keywords

Article
Publication date: 10 April 2009

Maria Kyprianidou, Stavros Demetriadis, Andreas Pombortsis and George Karatasios

The purpose of this paper is to present the design and first results of the integration of a web‐based system person‐centred group‐activity support system (PEGASUS) in university…

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Abstract

Purpose

The purpose of this paper is to present the design and first results of the integration of a web‐based system person‐centred group‐activity support system (PEGASUS) in university instruction, as a means for advancing person‐centred learning by supporting group activity. The PEGASUS is expected to help students and teachers in two distinct objectives: enhancing metacognition (students and teachers are supported to identify their learning and teaching preferences, which in turn is used as a framework for reflection), and group formation (the system suggests homogeneous or heterogeneous workgroups, supporting also teacher‐students negotiations of the final group synthesis).

Design/methodology/approach

First, a theoretical framework is built to reflect the process of transforming the principles for learner‐centred learning into a pedagogical model which becomes the basis for defining the PEGASUS specifications. Then, qualitative field evidence is provided from the initial integration of the system into the teaching process to support students' group activity.

Findings

From the pilot testing of PEGASUS it is evident that learning style‐based group formation might not be acceptable to all students in the typical classroom setting where students already know each other. The early implementation data indicate that not every student might accept the theory‐based grouping suggestions of the instructor.

Research limitations/implications

The research is limited to qualitative and preliminary results from undergraduate as well as postgraduate students.

Practical implications

Systems like PEGASUS can initiate fruitful discussions among students and teachers on the role of learning styles in learning. However, group activity is a complex socio‐cognitive phenomenon that cannot be approached simply on the basis of students' learning styles. Still, such a system can help identify how students' learning styles can be of significance under certain conditions.

Originality/value

The paper describes the development of a web‐based system for personalised learning and system integration in everyday teaching.

Details

Multicultural Education & Technology Journal, vol. 3 no. 1
Type: Research Article
ISSN: 1750-497X

Keywords

Book part
Publication date: 22 August 2022

Byron A. Brown

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global…

Abstract

The literature on non-traditional classroom environments claims that the changed emphasis in higher education teaching from the lecturer to students has intensified the global focus on student-centred learning, prompting colleges and universities globally to introspect, re-examine, and re-structure their pedagogical approaches in an attempt to align with national educational policies, and to position themselves favourably with potential students in an increasingly competitive higher education environment. This is an environment that now relies heavily on digital learning technologies, which has provoked scholars such as Heick (2012) to perceive the change to the virtual as one that makes higher education institutions accessible from anywhere – in the cloud, at home, in the workplace, or restaurant. The COVID-19 crisis has reinforced the need for this flexibility. These forces have put universities and colleges under pressure to implement new teaching approaches in non-traditional classroom settings that are appropriate for, and responsive to, the COVID-19 crisis and students in terms of learning and social support. This chapter identified and appraised key teaching approaches. It is evident that there are three key teaching approaches that higher education institutions have adopted for delivering learning in an emergency and in a student-centred fashion. The three approaches, which include the time and place dispersion, transactional distance, and collaborative learning approaches, embrace social support because they are grounded in social constructivism. Academics need to be fully committed to the role of social support giving – that is, emotional, instrumental, informational, and appraisal support – in order to foster student wellbeing and cognitive development as students learn together but apart in non-traditional classrooms. The hurried manner in which teaching and learning practices in many higher education institutions have been moved to the online format has led academics to violate many key principles of the approaches they have adopted. And this situation is borne out in the case study discussed in Chapter 8 of this volume. A review of current remote teaching and learning practices is required if academics are to embrace the full principles of the approaches that are appropriate for teaching and learning in non-traditional classroom contexts.

Details

The Emerald Handbook of Higher Education in a Post-Covid World: New Approaches and Technologies for Teaching and Learning
Type: Book
ISBN: 978-1-80382-193-1

Keywords

Book part
Publication date: 14 December 2023

Patient Rambe

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since…

Abstract

Literature has recognised entrepreneurship education as the main conduit through which entrepreneurial behaviours, attitudes and actions can be built, enacted and delivered. Since the founding of new ventures is largely a resourceful founder-driven enterprise, entrepreneurship education has largely centred on galvanising and shifting the mindsets and cognition of the entrepreneur. Yet, despite over 60 years of delivering entrepreneurship education programmes, hard evidence of the generation of high-growth-oriented and sustainable ventures has been scarce as student entrepreneurship intentions do not always translate into successful venture creation. This is largely because of the complexities of the practicality of entrepreneurial education particularly, the dissonance between acquired education in business schools and the knowledge and competencies needed in the entrepreneurial field. Such dissonance can be attributed to the lack of clarity on the pedagogical approach that most resonates with entrepreneurial action, the diversity in assessment methods and the scholarly illusion pertaining to how pedagogical approaches can be channelled to the generation of growth-oriented ventures. Drawing on Girox's concepts of transformative critical pedagogy (including pedagogy of repression), Socratic dialogue, Hegelian dialectic and Yrjö Engeström's transformative expansive agency, I demonstrate how a flipped transformative critical pedagogy can be harnessed in digitally enhanced learning environments to create new entrepreneurial possibilities for facilitating critical inquiry, complex problem-solving, innovation for the market and fostering tolerance for failure in ambiguous entrepreneurial contexts.

Article
Publication date: 14 April 2020

Nimer Abusalim, Mohammad Rayyan, Marwan Jarrah and Moayad Sharab

This research paper aims to explore blended learning implementation in universities that are on a low budget, essentially determining the more important steps to invest during the…

Abstract

Purpose

This research paper aims to explore blended learning implementation in universities that are on a low budget, essentially determining the more important steps to invest during the initial stage of implementation and investing in costly IT infrastructure or training faculty for student-centred learning and relevant pedagogies.

Design/methodology/approach

A survey of 254 students at the University of Jordan (UJ) has been administered. Student satisfaction with blended learning is related to the two main variables of IT infrastructure and teacher training for blended learning strategies.

Findings

The results indicate that faculty training has a significantly higher impact on predictability of satisfaction than IT infrastructure. Therefore, low-budget institutions should focus first on helping instructors shift to student-centred styles of pedagogies before making large investments in IT infrastructure.

Research limitations/implications

Because of the fact that the chosen setting did not completely lack IT infrastructure, the results may need to be retested with at least two individual institutions, one where advanced IT infrastructure is available and one where it is completely lacking. More can also be done to vary the limited location of the study.

Practical implications

This paper suggests that making costly investments into technology is not a necessary first step during the initial stages of blended learning adoption in developing countries.

Originality/value

This paper addresses the need for more research on blended learning adoption in developing countries with scarce finances and lack of resources sufficient to achieve faculty training and IT infrastructure improvement together. Several universities make costly investments only to lack sufficient blended learning pedagogies which often results in failed blended learning implementation.

Details

International Journal of Educational Management, vol. 34 no. 7
Type: Research Article
ISSN: 0951-354X

Keywords

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