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Despite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.

Drawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.

The findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.

The novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.

This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

This article reports on the intrapersonal, interpersonal and ecological factors that shaped the professional identity (PI) construction of five ESL Malaysian pre-service teachers (PSTs) during microteaching classes and teaching practicum.

The study is qualitative in nature aiming to give voice to ESL PSTs and allow them share their personal experience while constructing their professional identity. The semi-interview data were supported by observation data to validate what PSTs report in their interview. The researchers chose junctural points in the PI construction journey to follow the developmental line of PI growth and to live the experience with the participant. The project was a co-construction of knowledge and enabled a more comprehensive understanding of the phenomenon.

This inquiry revealed that PI is dynamic and changing constantly as one reinterprets and reevaluates self and interact and react to the various intrapersonal, interpersonal and ecological factors in their context. At the intrapersonal level, lack of practical experience and intrinsic motivation and sense of low self-efficacy created a perception of low PI in the beginning of the simulated practice. The findings also show that supportive interpersonal relationships developed within a facilitating context such as the simulated teaching class smoothed the emergence of high PI. However, when the interpersonal relationships and ecological context in the practicum settings were challenging, they hindered PI development and led to a PI crisis.

The article offers recommendations to enhance the pivotal role of teaching practice during PSTs' journey of becoming.

This study was conducted in one of the understudied contexts in regards of PI construction. It captured a holistic view of the PI construction. It showed that the interplay of interpersonal and intrapersonal factors, in addition to ecological factors, is not isolated from each other. On the contrary, they were like a cycle circumscribing the PSTs and impact their PI construction. Hence, the authors believe that the study contributed with a comprehensive understanding of pre-service PI construction.

Little is known about the leadership educators who work in more than 2,000 leadership programs worldwide. This phenomenological study of 13 experienced leadership educators from four states and 11 universities explored the lived experiences of becoming and being a leadership educator in higher education. Four sub themes emerged from participants’ understanding of becoming a leadership educator: (a) Impact; (b) Serendipity; (c) Fake it till you make it; and (d) Developing others. And, six sub themes emerged from participants’ understanding of being a leadership educator: (a) Being a helper; (b) Being experimental; (c) Being an advocate; (d) Being a role model; (e) Being passionate; and (f ) Being an agitator.

This article describes an innovative upper-level leadership studies minor course that was created to provide a transdisciplinary-type of experience for students. Seminar and student-led in format, the general framework of the course, Leadership in ‘Major’ Contexts, involved students identifying topics from their own major disciplines and critically applying leadership theories, models, and concepts to them. In addition to reinforcing the idea that ‘leadership is for everyone and every discipline,’ students observed that, despite differences in their academic studies and intended career paths, the leadership process is actually quite similar across them. Borrowing from Super’s self-concept theory of career development, the course also helped students further explore their vocational identities as they transitioned from collegiate to post-graduation careers and leadership.

This study aims to explore what kind of perceptions dental students at graduation stage have on leadership and work communities, and themselves as leaders and work community members after completing a leadership course tailored for them.

The research material comprised reflective essays written by fifth-year dental students who had participated in a leadership course. The essays were analyzed using qualitative content analysis.

Most students reported that they had not considered seeking a leadership position before the course, but their views of leadership had grown more positive as a result of completing the course. Students perceived interpersonal communication competence as the most important factor for leaders, the whole work community and for themselves. They assessed that their biggest strengths were found in this area. The biggest challenges in adapting to a work community concerned the students’ professional identities, which were still taking shape at the time of graduation.

The need for leaders in health-care professions is growing due to ongoing reforms, multidisciplinary teamwork, the development of new technologies and patient demands. Therefore, undergraduate leadership education is needed to ensure that students have knowledge of leadership. Graduating dental students’ perceptions concerning leadership and work communities have not been widely explored. Students’ perceptions of leadership were positive after the course and helped students to realize their own potential in this area.

The twenty-first century education system seeks to meet the societal demands of economic effectiveness and the unique professional development needs of individuals. This paper aims to discuss the qualities of competence-oriented educational processes and the recent movement towards competence-based curricula in higher education.

This study follows a systematic literature review (SLR) methodology to explore the concept of competence within the context of educational science. The subsequent thematic synthesis analyses the findings of reviewed publications regarding graduate attributes in competence-oriented higher education and their perspectives and working-life expectations on exit profiles.

Interest in competence-oriented education, training and learning has grown in recent years, resulting in numerous theoretical and technical pedagogical applications in higher education. Nonetheless, ambiguous terminology presents a significant challenge, which is demonstrated by the inconsistent language of the study's results. Moreover, there is an obvious need for teachers' in-service training. The qualitative synthesis of this article will be useful for both educational and working life sectors to inform and promote different perspectives on competence-oriented educational processes. A clear articulation of competences is crucial for reforming higher education to meet students' interests and recognise their work-life needs.

The concept of competence has been under-investigated in higher education research and practices. This study offers novel insights and practical implications for competence-oriented learning concerning the paradigmatic change across higher education.

Entrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.

The data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.

The results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.

This study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.

Work-based placements are central to the university education of allied health and social work (AHSW) students. As a result of COVID-19, the clinical learning environment of students' work-based placements was dramatically altered resulting in numerous documented challenges. This inter-disciplinary study aimed to evaluate AHSW students' perceptions and experiences of completing a diverse range of work-based placements during COVID-19.

This study was a mixed-method inter-disciplinary study using an anonymous online survey consisting of multiple choice, Likert scale and free text questions. Mixed-methods design supported amalgamation of insights from positivism and interpretivism perspectives and enabled research questions to be answered with both breadth and depth. 436 students were invited to participate who were enrolled in five AHSW educational university programmes: speech and language therapy, occupational therapy, physiotherapy, radiation therapy and social work. Data collected was analysed using both quantitative (descriptive and analytical statistics) and qualitative (thematic analysis) methods.

118 students participated (response rate: 27%) representing a range of AHSW disciplines who attended diverse placement settings. While there was extensive disruption in the learning environment leading to increased levels of stress and concern, a triad of individual and systemic supports helped to ensure positive work-based placement experiences and student success for the majority of AHSW students during COVID-19: (1) university preparation and communication; (2) placement site and supervisor support; and (3) students' resilience and capacity to adapt to a changed work-place environment.

This inter-disciplinary study reports the work-based placement experiences from the professional education programmes of healthcare students during the COVID-19 pandemic, giving a unique view of their perspectives and learning during this unprecedented crisis.

This paper's twofold purpose is, first, to present ZELPH ['sɛlf], a self-assessment instrument that enables those developing the pedagogy of work-integrating study programmes in higher education (HE) systematically to surface the intended and unintended outcomes of their programme's approach to integrating professional practice into an academic course. Secondly, the paper reports on a small pilot study with programme staff from five different HE institutions in various countries who tested ZELPH.

ZELPH operationalises aspects of key theories on work-integrating learning pedagogy, and thereby enables a simplified depiction of the reality of combining classroom-based and worksite-based learning. Programme staff from Germany, the United Kingdom, France, South Africa and Taiwan applied the instrument to their respective work-integrating study programmes and evaluated its perceived value and feasibility.

The findings suggest that ZELPH offers value as a practical instrument, in particular to those less familiar with developing work-integrating learning pedagogy as well as to those keen to compare programmes across national, cultural and institutional contexts.

ZELPH contributes to addressing the lack of practically applicable instruments to support the design and international benchmarking of work-integrating learning pedagogy in HE.