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Open Access
Article
Publication date: 27 November 2023

Thomas Howard Morris, Michael Schön and Michael Charles Drayson

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive…

Abstract

Purpose

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

Design/methodology/approach

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

Findings

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

Originality/value

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

Details

Journal of Research in Innovative Teaching & Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2397-7604

Keywords

Content available
460

Abstract

Details

Leadership & Organization Development Journal, vol. 36 no. 6
Type: Research Article
ISSN: 0143-7739

Content available
Article
Publication date: 23 August 2022

Thomas Howard Morris

Creativity has been positioned as a critical workplace competence, especially in societies in which conditions are rapidly changing. The fact that traditional educational…

1479

Abstract

Purpose

Creativity has been positioned as a critical workplace competence, especially in societies in which conditions are rapidly changing. The fact that traditional educational processes oppress creativity is theoretically important. The purpose of the present paper is to theoretically map the process of teacher-directed learning and how the process oppresses creativity.

Design/methodology/approach

A theoretical paper in which a conclusion is drawn that there is a primary and secondary process of creativity oppression with traditional teacher-directed learning.

Findings

It is proposed in the present paper that the primary process of creativity oppression is that the pathway to a “high achieving pass” is for learners to make knowledge constructions that mirror that of the educator (rewarding non-creative learning outcomes). A secondary, silent and powerful mechanism of creativity oppression is where the learner does not “buy in” with the educator to accept their knowledge inculcation. The student here may indeed produce a creative learning outcome from the process, but they are likely to be judged for that work as a “low achieving pass” or a fail.

Originality/value

The paper seeks to identify the mechanism in which creativity oppression may accumulate over time until learner creativity is quashed.

Details

On the Horizon: The International Journal of Learning Futures, vol. 30 no. 3
Type: Research Article
ISSN: 1074-8121

Keywords

Open Access
Article
Publication date: 21 July 2022

Marco Van Gelderen

In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP…

2088

Abstract

Purpose

In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP) method and showcase how it can be applied in entrepreneurship education. To this end, this paper presents a learning innovation in which DP improves entrepreneurial competencies.

Design/methodology/approach

The paper describes an entrepreneurship training in which participants, over a seven-week period, learn about DP and use this approach to develop an aspect of an entrepreneurial competency of their choosing.

Findings

Evaluations show that participants find both short- and long-term gains in their competency development, and value having learnt a competency development method as well.

Practical implications

The presented format is designed in accordance with the DP principles as originally described in the literature on expert performance, and shows that DP can be applied in the context of entrepreneurial competency development at lower levels of proficiency. Entrepreneurship educators interested in competency development can consider to adopt (aspects of) the described approach.

Originality/value

The format applies DP principles as described in the literature on expert performance. The value lies in the short- and long term effects of the training.

Details

Education + Training, vol. 65 no. 4
Type: Research Article
ISSN: 0040-0912

Keywords

Open Access
Article
Publication date: 26 April 2022

Ana Garcez, Mário Franco and Ricardo Silva

Digital technology changes the organizational structure of traditional firms, creating opportunities for entrepreneurship. These modifications are known as “digital…

2559

Abstract

Purpose

Digital technology changes the organizational structure of traditional firms, creating opportunities for entrepreneurship. These modifications are known as “digital transformation” (DT). In addition, higher education institutions (HEIs) are altering the form of student–lecturer and teaching–learning interaction, where DT restructures the bases of soft skills (SS). Since SS are difficult to measure, this study aims to analyze the bases of SS for digital academic entrepreneurship, responding to the following research question: What are the bases of digital academic entrepreneurship and how are they formed?

Design/methodology/approach

An extensive integrative review of the literature revealed that due to the editable, re-combinable, reprogrammable and generating nature of digital technology, the basis of DT, it is necessary to develop SS in higher education students.

Findings

The results show that the competencies can be developed considering three major groupings: (1) individual characteristics, (2) cultural characteristics and (3) knowledge sharing.

Practical implications

Since SS are not easily taught, this study shows how the use of digital tools can help and support this type of process. It is suggested, therefore, that those in charge of HEIs should use the pillars presented in the framework proposed here to guide their institutions' strategic planning. With these pillars in mind, the aim is to stimulate an entrepreneurial mentality in students and develop digital academic entrepreneurship.

Originality/value

An innovative conceptual model of digital academic entrepreneurship is proposed from the perspective of SS, where the interlinking of those groupings is permeated by DT, as well as the disruptive role of digital technology, leading to the development of an entrepreneurial mentality in HEI students.

Details

Innovation & Management Review, vol. 20 no. 4
Type: Research Article
ISSN: 2515-8961

Keywords

Content available
Book part
Publication date: 30 July 2018

Abstract

Details

Marketing Management in Turkey
Type: Book
ISBN: 978-1-78714-558-0

Open Access
Article
Publication date: 6 April 2021

J. Ben Arbaugh, Alvin Hwang, Jeffrey J. McNally, Charles J. Fornaciari and Lisa A. Burke-Smalley

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and…

Abstract

Purpose

This paper aims to compare the nature of three different business and management education (BME) research streams (online/blended learning, entrepreneurship education and experiential learning), along with their citation sources to draw insights on their support and legitimacy bases, with lessons on improving such support and legitimacy for the streams and the wider BME research field.

Design/methodology/approach

The authors analyze the nature of three BME research streams and their citation sources through tests of differences across streams.

Findings

The three streams differ in research foci and approaches such as the use of managerial samples in experiential learning, quantitative studies in online/blended education and literature reviews in entrepreneurship education. They also differ in sources of legitimacy recognition and avenues for mobilization of support. The underlying literature development pattern of the experiential learning stream indicates a need for BME scholars to identify and build on each other’s work.

Research limitations/implications

Identification of different research bases and key supporting literature in the different streams shows important core articles that are useful to build research in each stream.

Practical implications

Readers will understand the different research bases supporting the three research streams, along with their targeted audience and practice implications.

Social implications

The discovery of different support bases for the three different streams helps identify the network of authors and relationships that have been built in each stream.

Originality/value

According to the authors’ knowledge, this paper is the first to uncover differences in nature and citation sources of the three continuously growing BME research streams with recommendations on ways to improve the support of the three streams.

Details

Organization Management Journal, vol. 18 no. 3/4
Type: Research Article
ISSN:

Keywords

Open Access
Article
Publication date: 22 August 2022

Paul Lyons and Randall P. Bandura

The paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee…

2046

Abstract

Purpose

The paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to both the job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.

Design/methodology/approach

As a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.

Findings

It is possible to create a research results–driven practical guide/action plan for managers. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.

Practical implications

There is clear evidence in empirical research that employee commitment positively relates to work performance, job engagement and job retention. This paper applies investment theory to build commitment as it is based on actual inputs and efforts of the employee.

Originality/value

There is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.

Details

Journal of Work-Applied Management, vol. 15 no. 1
Type: Research Article
ISSN: 2205-2062

Keywords

Open Access
Article
Publication date: 1 June 2020

Martin Lackéus

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They…

8524

Abstract

Purpose

Three different pedagogical approaches grounded in three different definitional foundations of entrepreneurship have been compared in relation to their effects on students. They are: (1) “Idea and Artefact-Creation Pedagogy” (IACP), grounded in opportunity identification and creation, (2) “Value-Creation Pedagogy” (VaCP), grounded in value creation and (3) “Venture-Creation Pedagogy” (VeCP), grounded in organisation creation.

Design/methodology/approach

Data were collected at 35 different sites where education was deemed to be entrepreneurial and experiential. A quantitative, smartphone app-based data collection method was used alongside a qualitative interview approach. 10,953 short-survey responses were received from 1,048 participants. Responses were used to inform respondent selection and discussion topics, in 291 student and teacher interviews. Comparative analysis was then conducted.

Findings

The three approaches resulted in very different outcomes, both in magnitude and in kind. VaCP had strong effects on entrepreneurial competencies, on student motivation and on knowledge and skills acquisition. VeCP had weaker effects on knowledge and skills acquisition. IACP had weak effects on all outcomes probed for. Differences were attributed to variation in prevalence of certain emotional learning events and to variation in purpose as perceived by students.

Research limitations/implications

VaCP could serve as an escape from the potential dilemma faced by many teachers in entrepreneurial education, of being caught between two limiting courses of action; a marginal VeCP approach and a fuzzy IACP one. This could prompt policymakers to reconsider established policies. However, further research in other contexts is needed, to corroborate the extent of differences between these three approaches.

Originality/value

Most impact studies in experiential entrepreneurial education focus only on organisation-creation-based education. This study contributes by investigating entrepreneurial education that is also grounded in two other definitional foundations. Allowance has been made for novel comparative conclusions.

Details

International Journal of Entrepreneurial Behavior & Research, vol. 26 no. 5
Type: Research Article
ISSN: 1355-2554

Keywords

Open Access
Article
Publication date: 3 August 2023

Celestin Mayombe

There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world…

1330

Abstract

Purpose

There is a global concern about the effectiveness of vocational education and training (VET) programmes in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. Experiential learning (EL) is a major component of VET programmes. This article aims to examine the effects of facilitating VET through EL theory to promote youths' skills acquisition. The study looks at the effects of material resources on the use of experiential learning theory (ELT), the types of EL and the contribution of ELT to VET programmes.

Design/methodology/approach

The research design mainly entails a qualitative research design and research method to allow the researcher to view the reality as is experienced from the inside out by the trainees and training centre managers on important data for a thorough understanding. The study participants were 512 young trainees who completed different training courses from the VET programmes and 24 centre managers in the KwaZulu-Natal province of South Africa.

Findings

The findings reveal that the use of ELT in VET programmes helped the trainees to gain real-world skills, hence contributing to their empowerment in terms of work experience and competence for their future employment. Based on the findings, the study concludes that ELT is an effective instrument to promote VET programmes for disadvantaged and unemployed youths.

Practical implications

The practical and social implications of the findings are that, while disadvantaged youths cannot access and afford higher education, public and private sectors can remedy their situation by providing non-school-based technical and vocational training to help such youths enter the labour market. The findings will motivate the providers of skills development for unemployed youths to use ELT in designing course curricula, planning resources and directing teaching-learning approaches to help trainees to acquire skills and competencies to perform tasks close to real-work situations.

Social implications

The socio-economic implication of the article is that skills development plays an important role in poverty reduction. Investing in the skills development of citizens is vital to raise the incomes of poor groups and to reduce poverty (ILO, 2018). Although the causes of unemployment have also to do with economic factors in a country, skills development is an essential ingredient in developing capacities for labour market entry and increased income generation of a vulnerable group of people.

Originality/value

The article is significant because the study provides new insights into the use of ELT in VET programmes to improve their effectiveness in developing job-related skills and competencies for real-world environments for disadvantaged and unemployed youths. The study contributes to the body of knowledge by establishing a solid base for the evidence-informed practice of the effects of facilitating the VET programme through ELT to promote skills acquisition for the employment of unemployed and disadvantaged youths.

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