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1 – 10 of 728This chapter explores how challenges potentially encourage refugees to engage in entrepreneurial activities and which adaptive mechanisms they employ in order to overcome the…
Abstract
This chapter explores how challenges potentially encourage refugees to engage in entrepreneurial activities and which adaptive mechanisms they employ in order to overcome the challenges. Semi-structured interviews with 12 refugee entrepreneurs were conducted in order to understand the underlying processes of the dynamics of challenges and adaptive mechanism within which the entrepreneurial outcomes emerged. The empirical findings of the study are evaluated in line with the parameters of the challenge-based model of entrepreneurship. A more nuanced picture of underdog entrepreneurs emerges along with a deeper understanding of the entrepreneurial activities of refugees.
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Cynthia M. Montaudon-Tomas, Anna Amsler and Ingrid N. Pinto-López
This chapter analyzes the way in which challenge-based learning (CBL) is conceptualized and used in a private university in Puebla, Mexico, to promote social innovation. The…
Abstract
This chapter analyzes the way in which challenge-based learning (CBL) is conceptualized and used in a private university in Puebla, Mexico, to promote social innovation. The university has recently changed its educational model, incorporating more integrative teaching and learning methodologies. The university has considered the 2030 Sustainable Development Goals (SDGs), especially the first goal to end poverty and the 10th regarding reducing inequality. These goals are relevant because the university is located in the state of Puebla, which has ranked fifth in the country (out of 32) in terms of poverty, especially in rural areas, where 58% of the population is living in poverty or extreme poverty conditions (CONEVAL, 2018). An example of a successful CBL project will be presented, showing how students have worked with their professors, community experts, and other stakeholders. In 2020, the university was recognized by the Times Higher Education World University Ranking as the number one university in Mexico to fight poverty based on the United Nations SDGs because of its CBL activities and social projects. Through these projects, students, administrators, and professors put into practice and develop different skills such as teamwork, analysis, facing new realities, innovating to design solutions to the problems in their environment, and beyond.
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Siddhartha Satish Saxena and Rushi Sanat Kumar Pandya
In the past decade, entrepreneurship research has evolved with the contribution of different scholars, but there is a lack of studies available that focused on entrepreneurship…
Abstract
Purpose
In the past decade, entrepreneurship research has evolved with the contribution of different scholars, but there is a lack of studies available that focused on entrepreneurship with disabilities. The objective of the research is understanding differently abled entrepreneurs and their entrepreneurial journey. How challenges caused by disability contribute to motivate them to pursue entrepreneurship as a career. This study is based on “Underdog entrepreneurs: Challenge-based entrepreneurship model” theoretical model proposed by Miller and Breton-Miller (2017).
Design/methodology/approach
This qualitative research includes case study methodology to study eight differently abled entrepreneurs. All the identified cases are located in the city of Ahmedabad, Gujarat, India. In-depth interviews and multiple visits were scheduled to collect the data. Transcripts of the interview and observation notes were developed for the analysis of the content according to the adopted theoretical model.
Findings
Differently abled entrepreneurs show similar traits as the non-disabled entrepreneurs. They are also found to be more resilient and persistent while dealing with the challenges of failure, stress and uncertainty. Difficult conditions and experiences of discrimination indirectly prepare them for tackling challenges while pursuing entrepreneurship. People close to differently abled entrepreneurs play a critical role in shaping and supporting their ventures.
Research limitations/implications
Owing to the lack of authentic information available on disabled entrepreneurs, the study does not include different entrepreneurs with more disabilities such as hearing impairment, speech impairment and mental illness. The study also focuses on the entrepreneurs of Ahmedabad City, Gujarat because of the similar reason.
Originality/value
This paper is an original submission and contributes towards understanding the differently abled entrepreneurs.
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Jorge Membrillo-Hernández, Vianney Lara-Prieto and Patricia Caratozzolo
Challenge-based learning (CBL) is a didactic technique that aims to increase the knowledge and skills development of higher education students. The different situations that…
Abstract
Challenge-based learning (CBL) is a didactic technique that aims to increase the knowledge and skills development of higher education students. The different situations that humanity faces make educational models evolve and adapt to reality and force faculty to be increasingly prepared and open to face current problems. The Tecnológico de Monterrey, the highest ranked private university in Mexico and the 155th in the world (QS World University Rankings, 2021), has implemented the Tec21 Educational Model based on four fundamental pillars: (1) CBL; (2) flexibility; (3) inspiring faculty; and (4) integrated and memorable education experiences. In this chapter, we describe the experience of implementing this education model. Our conclusions so far are that students acquire more knowledge in CBL classes than in face-to-face classes; however, faculty require an adequate training program, and there must be a prior design of the competency assessment instruments. Testing of various assessment instruments found that checklists and rubrics are the most accepted, appropriate, objective, and transparent in CBL courses, based on faculty and students' surveys. Finally, in the opinion of employers, students educated with CBL as a didactic technique have greater acceptance in the working world.
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Karolina Doulougeri, Antoine van den Beemt, Jan D. Vermunt, Michael Bots and Gunter Bombaerts
Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming…
Abstract
Challenge-based learning (CBL) is a trending educational concept in engineering education. The literature suggests that there is a growing variety in CBL implementations, stemming from the flexible and abstract definition of CBL that is shaped by teachers' perceptions. The chapter discusses how the CBL concept has been developed at Eindhoven University of Technology and describes the development and use of two educational resources aimed to facilitate conceptualization, design, and research of CBL for curriculum designers and teachers. The first resource is a set of CBL design principles for framing the variety of CBL and providing teachers with advice about how to develop CBL courses within an overall CBL curriculum. The second resource is a curriculum-mapping instrument called the CBL compass, which aims at mapping CBL initiatives and identifying gaps, overlaps, and misalignments in CBL implementation at a curriculum level. Both CBL design principles and the CBL compass have been developed by combining insights from theory and practical examples of CBL at TU/e into a higher order model of vision, teaching and learning, and support. We discuss the two educational instruments and showcase their application in the Eindhoven Engineering Education (E3) program, and we discuss preliminary findings and insights. The chapter concludes with recommendations for future practice and research.
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Carlos Francisco Bitencourt Jorge and Michael J.D. Sutton
The purpose of this paper is to review the concepts of “fun and play” and propose a preliminary model that suggests potential benefits for quantitatively/qualitatively rating…
Abstract
Purpose
The purpose of this paper is to review the concepts of “fun and play” and propose a preliminary model that suggests potential benefits for quantitatively/qualitatively rating serious games and simulations associated with corporate and university game-based learning (GBL).
Design/methodology/approach
A relevant literature review was executed to locate significant references to fun and play, assessment of GBL, and the pattern for integrating those elements with knowledge mobilization (KMb). A repertory grid method (RGM) was used to propose a preliminary model.
Findings
The proposed FUNIFICATION Model will be useful as a foundation for further evaluation of GBL environments.
Research limitations/implications
Additional rationalization of the proposed model and applying it to actual games with focus groups as the observers would provide additional validity to the new model.
Practical implications
A threshold for fun involved in serious games and simulations would provide a quantitative/qualitative measure for playability of serious games and simulations. The FUNIFICATION Factor would feed into a KMb model for acquiring, codifying, disseminating, and making knowledge actionable, either within academic, corporate, or public sector environments.
Originality/value
The range of assessment models for GBL is evident from the literature review, and value could be derived in building an evaluation model based upon the RGM to identify a FUNIFICATION Factor for serious games and simulations.
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Vânia Carlos, Ana Valente Rodrigues and Erika Ribeiro
Challenge-based learning (CBL) is assumed to be particularly relevant in training future teachers, as an active learning approach, centered on the student, based on the resolution…
Abstract
Challenge-based learning (CBL) is assumed to be particularly relevant in training future teachers, as an active learning approach, centered on the student, based on the resolution of scientific/societal challenges in interdisciplinary teams, with external partners, and over three stages (involving, investigating, and act).
The global aim of the “Form@tive – train future teachers to teach children through CBL” project is to promote active learning based on challenges, integrating different curricular units (CUs) of a course, through CBL. The Form@tive project has concluded the first cycle of implementation in early 2021, in two stages, the first in the context of a Degree in Basic Education in the academic year 2019/2020 and the second stage in three educational professional master's degrees. The results of the monitoring process of the first cycle of implementation state, among other aspects, the need: (1) of better communication between the teachers of the different CUs involved; (2) for the solutions developed to be actually implemented (not implemented due to the pandemic situation); (3) to be provided a more individualized orientation (a dedicated tutor for each group); (4) of less demand on teaching load (overload of tasks requested simultaneously); (5) to be developed not only during a semester but along the academic year; and (6) to also include the Technology and Arts filed, since it could benefit the creation of more innovative and appealing resources and presentations, among others. Recommendations for training future teachers to teach children through CBL are, thus, presented and discussed in this chapter.
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Eliseo Vilalta-Perdomo, Jorge Membrillo-Hernández, Rosario Michel-Villarreal, Geeta Lakshmi and Mariajulia Martínez-Acosta
Harrison Esam Awuh and Marleen Dekker
Building on the limitations of the efforts of aid agencies and non-governmental organisations to pull the poor out of poverty in low- and middle-income countries and declining…
Abstract
Purpose
Building on the limitations of the efforts of aid agencies and non-governmental organisations to pull the poor out of poverty in low- and middle-income countries and declining opportunities for market expansion in high-income countries, microfranchising is being promoted as a pro-poor business model, which promotes entrepreneurship. Sub-Saharan Africa has become a fertile ground for the propagation of this model. However, contemporary studies on microfranchising have not sufficiently explored what motivates people to turn to this method of doing business.
Design/methodology/approach
Through the case of a microfranchise in Ghana (FanMilk), the purpose of this paper is to use qualitative methods to study motivations for engaging in entrepreneurship ventures in a microfranchise.
Findings
The findings reveal whether motivations for becoming microfranchise entrepreneurs change over time or are varied, and these changes are moderated by changing opportunities, challenges and demographic factors.
Originality/value
These findings contribute to knowledge on microfranchising in terms of theory, policy and practice. The findings also seek to stimulate further inquiry into microfranchising and its ability to create value for multiple parties when operating in emerging markets such as Africa.
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Christina Gitsaki, Matthew A. Robby, Troy Priest, Khaled Hamdan and Yazid Ben-Chabane