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1 – 10 of over 43000Rickard Enstroem and Lyle Benson
Business graduates’ enterprising capability augments their work readiness, transforming them into professionals capable of driving successful outcomes. At the core lie self…
Abstract
Purpose
Business graduates’ enterprising capability augments their work readiness, transforming them into professionals capable of driving successful outcomes. At the core lie self-confidence and negotiating competence. However, embedding enterprise education and developing assessments to evidence learning is challenging. This study aims to offer a blueprint for establishing enterprise learning in the classroom and investigating the effectiveness of cultivating negotiating competence and self-confidence.
Design/methodology/approach
Modelled on Kolb’s experiential learning cycle, students engage in in-class and real-life negotiations, assessing self-confidence using a scale founded in Bandura’s self-efficacy theory. Open-ended reflections are also submitted. Quantitative data is analysed through multiple linear regression, while quantitative and qualitative data triangulation substantiates enterprise learning in negotiating competence and self-confidence.
Findings
Students’ reflections show that low self-confidence poses an initial barrier in negotiations, overcome with successive engagements. Quantitative analysis uncovers response-shift biases, with female and male students overestimating initial self-confidence levels. The gender and difference score type interaction reveals a more pronounced bias among female students starting from a lower baseline than male students, implying a more substantial self-confidence improvement for female students. These findings challenge traditional assumptions about gender differences in negotiations and emphasize the need for nuanced perspectives.
Originality/value
Enterprising capability is pivotal for business professionals. This study highlights the advancement of negotiating competence and self-confidence. It contributes uniquely to the development of enterprise education pedagogy. Focusing on nuanced gender differences challenges prevailing assumptions, providing a perspective to the discourse on negotiating competence and self-confidence in management training.
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Mark Hecimovich and Simone Volet
The purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in…
Abstract
Purpose
The purpose of this paper is to review critically the published research investigating how guided practice into the profession contributes to increased professional confidence in health care students, with a view to identifying its impact on the development of professional confidence.
Design/methodology/approach
A literature search was performed using MEDLINE and ERIC (1980‐2009), which identified guided practice into the profession as being the most commonly examined educational opportunity increasing professional confidence. Empirical studies that had rigorous research design and methods were selected for in‐depth review. However, in light of the paucity of the extant research, a few studies reporting anecdotal accounts of the development of professional confidence through guided practice were also included.
Findings
The review revealed how guided practice into the profession can contribute significantly to students' development of professional confidence. The review also points to arguable relationships between confidence and competence and the importance of better understanding and addressing the issue of under‐ and over‐confidence. The review highlights when evidence of the effectiveness of learning opportunities was insufficient or unreliable, with some directions for future research.
Research limitations/implications
The review was based on a selection of papers most representative of research examining the effectiveness of guided professional practice learning opportunities to promote the development of professional confidence, and therefore is not a systematic review of all the extant literature.
Originality/value
It provides insight into the conditions under which guided practice into the profession can contribute to enhancing professional confidence, which is important, given the nature of its relationship with professional competence.
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Paul Sander, David Putwain and Jesús de la Fuente
This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis…
Abstract
This chapter argues that there are many, just many many variables which contribute to academic performance as measured in degree outcome, and, as such, simple bivariate analysis is inappropriate. We use structural equation modelling, and explore the contribution of academic behavioural confidence, to make the point that it does contribute to academic performance, but to a lesser extent than self-efficacy theory argues. We suggest that this is because degree outcome is made up of many efficacy variables, which we argue are better captured overall in academic behavioural confidence.
Kelsey Griffen, Oscar Lederman, Rachel Morell, Hamish Fibbins, Jackie Curtis, Philip Ward and Scott Teasdale
This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and…
Abstract
Purpose
This paper aims to examine student exercise physiologists (EPs) and student dietitians’ confidence regarding working with people with severe mental illness (SMI) pre- and post-practicum in a mental health service.
Design/methodology/approach
This single-arm, quality improvement project included students completing practicum within a lifestyle programme embedded in mental health services. Student EPs completed 100 h of practicum across 15 weeks as part requirement for their Bachelor of Exercise Physiology degree and student dietitians completed six weeks full-time (40 h/week) for the part requirement of their Master of Nutrition and Dietetics. Students completed the Dietetic Confidence Scale (terminology was adapted for student EPs) pre- and post-practicum.
Findings
In total, 27 student EPs and 13 student dietitians completed placement and returned pre- and post-practicum questionnaires. Pre-practicum confidence scores were 90.8 ± 17.1 and 86.9 ± 18.9 out of a possible 140 points for student EPs and student dietitians, respectively. Confidence scores increased substantially post-practicum for both student EPs [mean difference (MD) = 29.3 ± 18.8, p < 0.001, d = 1.56] and dietitian students (MD = 26.1 ± 15.9, p = 0.002, d = 1.64). There were significant improvements in confidence across all domains of the confidence questionnaire for both EPs and dietitian students.
Originality/value
There is a research gap in understanding the confidence levels of student EPs’ and student dietitians’ when working with people with mental illness and the impact that undertaking a practicum in a mental health setting may play. To the best of the authors’ knowledge, this is the first study to explore student EP and student dietitian confidence in working with people with SMI pre- and post-practicum in a mental health setting.
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Francesca Burton and Cathy Schofield
This paper aims to investigate the confidence of foundation degree (FdSc) and top‐up degree students in using and applying research methods within a sport and exercise discipline.
Abstract
Purpose
This paper aims to investigate the confidence of foundation degree (FdSc) and top‐up degree students in using and applying research methods within a sport and exercise discipline.
Design/methodology/approach
Closed questionnaires determined FdSc (n=24) and top‐up degree (n=21) students' confidence in five domains of research methods: using research literature, designing research studies, analysing data, interpreting research findings, and presenting research findings. Confidence was rated using a seven‐point Likert scale anchored by “most confident” (1) and “clueless” (7).
Findings
FdSc and top‐up students were most confident in using research literature and presenting research findings, respectively. Both FdSc and top‐up students were least confident in data analysis. Compared to FdSc, top‐up students were less confident in data analysis (FdSc: 3.4±0.29 vs top‐up: 4.38±0.39, p<0.01), interpreting research findings (FdSc: 2.99±0.39 vs top‐up: 3.62±0.42, p=0.02) and presenting research findings (FdSc: 2.90±0.17 vs top‐up: 3.33±0.15, p<0.01).
Research limitations/implications
These data outline a need to address the teaching of research methods within FdSc and top‐up degrees in order to enhance student confidence.
Originality/value
Research methods are a defining feature of higher education degrees yet remain a challenging subject for many lecturers and students. Progression through FdSc and top‐up programmes provides an interesting transition with regard to research methods due to more diverse student cohorts and different research experiences. Limited insight into the experience and confidence of students studying for sport related FdSc or top‐up programmes, with regard to research methods, is currently available.
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Luminita Nicolescu and Ciprian Nicolescu
This paper aims to present a model of the employability confidence of graduates using employability skills. The purpose of the study is twofold: to identify to what extent…
Abstract
Purpose
This paper aims to present a model of the employability confidence of graduates using employability skills. The purpose of the study is twofold: to identify to what extent self-perceived employability skills (input employability) influence the employability confidence of students/graduates (output employability) and to identify if there are determinant relationships between categories of employability skills.
Design/methodology/approach
The researchers for this study built and tested an employability confidence model which included seven constructs. Six focussed on employability skills “professional skills, transferable individual skills, transferable social skills, personal qualities, job seeking skills and corporate work-related skills”, while the last one focussed on employability confidence, seen as the students’/graduates’ self-reliance for getting and maintaining a job. The model was refined using structural equation modelling (with SmartPLS 3 SEM software) and was tested by empirically, analysing a sample of participants studying business.
Findings
The results illustrated that four categories of skills (personal qualities, professional skills, job seeking skills and transferable social skills) have a positive and significant influence on students’/graduates’ employability confidence, while individual transferable skills and corporate-related skills do not have a significant influence on employability confidence.
Research limitations/implications
The study contributed to the exiting literature by proposing a new model and measurement instrument that links input employability (individual employability skills) with output employability (employability confidence). The model emphasizes the complete range of individual employability skills, the types of skills that are in the control of the individual. It also contributed by collecting data from a less studied country and region, Romania, that can be considered relevant for Central and Eastern Europe due to similar economic, political, cultural and historical characteristics.
Practical implications
From a practical point of view, the results can be of interest to individuals, to universities and the teaching staff, to organizations and their human resource specialists, and to public administrators, as they all can act to support the development of individual employability skills, thereby helping to increase the employability confidence of individuals.
Originality/value
The study contributed to the exiting literature not only by proposing a new conceptual model to analyse employability confidence but also by collecting data from a less studied region, Romania, that can be considered relevant for Central and Eastern Europe due to similar economic, political, cultural and historical characteristics.
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The purpose of this study is to explore the mediating role of self-confidence in the relationship between the constructs of the theory of planned behaviour (TPB) (i.e. attitudes…
Abstract
Purpose
The purpose of this study is to explore the mediating role of self-confidence in the relationship between the constructs of the theory of planned behaviour (TPB) (i.e. attitudes towards behaviour [ATB], subjective norms [SN] and perceived behavioural control [PBC]) and the entrepreneurial intentions (EIs) of hospitality management students.
Design/methodology/approach
This study adopted a quantitative approach. A self-reported questionnaire was used to collect data from a randomly selected sample of 126 hospitality management students from two federal polytechnics in Nigeria. To test the hypotheses formulated, partial least squares structural equation modelling was performed using SmartPLS software.
Findings
The results indicated that ATB and PBC had significantly positive links with EIs. The link between SN and EIs was only positive but not statistically significant. Further analysis showed that self-confidence had a significantly positive link with EIs and mediated the relationships between ATB and EIs and between PBC and EIs.
Practical implications
The findings have policy and practical implications for governments, policymakers and administrators of higher education institutions in Nigeria and other countries.
Originality/value
To the author’s best knowledge, this is the first study to provide empirical evidence of the mediating effect of self-confidence on the relationship between the TPB constructs and students’ EIs. Theoretically, the findings of this study lend credence to the applicability of the TPB in predicting students’ EIs across different contexts. More importantly, this study has modified the TPB by demonstrating that the effectiveness of the TPB constructs in influencing EIs depends on the degree of self-confidence that prospective entrepreneurs possess.
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Jonas Nilsson and Jeanette Carlsson Hauff
Students in the marketing discipline have been reported to struggle with quantitative methods. This paper aims to focus on whether it is possible to increase student confidence…
Abstract
Purpose
Students in the marketing discipline have been reported to struggle with quantitative methods. This paper aims to focus on whether it is possible to increase student confidence and reduce anxiety with quantitative data analysis even when limited teaching resources are available. It reports on two half-day initiatives to teach quantitative methods that followed the principles of integration of method into a substantive course (as opposed to stand-alone course) and hands-on approach (as opposed to using a theoretical and hands-off approach).
Design/methodology/approach
Over the course of three semesters, 92 students that took part of the sessions answered a survey where they reported their basic understanding, confidence, practical abilities and anxiety with quantitative methods.
Findings
The results indicate significant improvements in self-reported basic understanding, confidence, practical abilities and anxiety. Further analysis indicated that neither gender nor previous statistical background had an impact on perceived benefit with the initiative.
Practical implications
In all, the study indicates that integration and hands-on approaches may be beneficial to reduce anxiety and increase confidence with quantitative data analysis, even when this initiative is limited in time and resources.
Originality/value
The study presents an approach to reducing anxiety and increasing confidence with quantitative data analysis. Teaching initiatives like this may be beneficial in situations when students experience high levels of statistics anxiety.
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Jo Fayram, Nel Boswood, Qian Kan, Anna Motzo and Anna Proudfoot
The purpose of this paper is to report the findings of an online peer-mentoring initiative for language students at the Open University, UK. The communities of practice (CoP…
Abstract
Purpose
The purpose of this paper is to report the findings of an online peer-mentoring initiative for language students at the Open University, UK. The communities of practice (CoP) model (Wenger, 2010) was used as a theoretical framework within which to explore the nature and extent of mentor and mentee participation; and the impact of the scheme on student confidence and motivation.
Design/methodology/approach
Within a qualitative paradigm, multi-data sources were employed to collect and analyse data. Participation was measured from analysis of online interaction, while participant views were captured through interviews, forum posts and surveys.
Findings
Findings revealed that mentors were perceived by students who used the scheme to be instrumental in building confidence and motivation. In addition, varying participation patterns indicated that students used the online learning communities to meet their differing needs during their studies. These needs involved passively reading posts as well as actively posting.
Research limitations/implications
Any direct statistical correlation between student confidence and motivation and online peer mentoring was beyond the scope of this study and could be the focus of future research. Additionally, research might also explore the impact of student mentors on student participation in wider CoPs.
Practical implications
Practical recommendations from the study include the importance of mentor training to develop effective communication strategies and to differentiate the role from that of tutor moderators, whose remit is to respond to academic content-related queries in module-wide forums.
Originality/value
There is little research into the nature and impact of online peer mentoring on student motivation and confidence. This study aimed to bridge this gap.
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Zamira Hyseni Duraku, Linda Hoxha, Jon Konjufca, Artë Blakaj, Blerinë Bytyqi, Erona Mjekiqi and Shkurtë Bajgora
This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within…
Abstract
Purpose
This pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.
Design/methodology/approach
The authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.
Findings
Over 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.
Practical implications
Educational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.
Originality/value
The current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.
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