Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of…
Management is a blended discipline with characteristics of both science and art. The component science is to be learnt and art to be practiced. This art component of management education is the really challenging part, and this is where the management educational institutions build their uniqueness. The present management education needs a paradigm shift in order to fulfill the growing futuristic demands of the industry. The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies. The researcher has taken an attempt to do a dyadic study in India.
The researcher has taken an attempt to do a dyadic study in India to analyze the perception of the management faculty and management students toward filling the quality gaps for a futuristic management education. The study has included 125 management faculties and 1200 management students through simple random sampling, and the data are collected through survey method.
The independent “t” test has been applied. The management faculties exhibit high degree of acceptance for filling the quality gaps such as research gaps, online platforms and industry and institution linkages since the mean scores are 4.22, 4.20 and 4.14 respectively. The management students exhibit high degree of acceptance for filling the quality gaps such as online platforms, updated pedagogies and soft skills development since the respective mean scores are 3.87, 3.85 and 3.82.
The research area chosen for the study is reflecting the scenario of management education in developing countries such as India. The scenario may differ to developed countries.
When the quality of the management education is enriched, it will create global management professionals who will contribute qualitatively to the industries and uplift the overall global economic developments.
The present study is enriching the existing literature review, by comparing the perception of both the counterparts, the management faculty and students, about the teaching and learning process. Thus, it can be concluded that the outcome of this study is relevant for the management educational institutions, and the need of the hour for the management education is definitely to fill the quality gaps, and all the management educational institutions have to be prepared enough to overcome the gaps with the support of their well-planned strategies. The futuristic demands are ever growing, even then the gap between the present and future expectations of the industry need to be well considered and bridged. As a result of the paradigm shift, the quality of the management education will be enriched, and it will create global management professionals. As a result of this quality-conscious education, a reputed brand image and set of loyal customers may also be developed (Akareem and Hossain, 2016). The learners of quality management education will contribute qualitatively to the industries and uplift the overall global economic developments. Further research is needed to measure the post impact of filling the quality gaps in the arena of management education.
The quality gaps identified through review of literature are preach–practice, industry–institution linkages, quality faculty, updated curriculum, soft skills development, research, online platforms and updated pedagogies.
This study aims to explore the mediating roles of self-efficacy and learning orientation in the relationship between entrepreneurship education and entrepreneurial…
This study aims to explore the mediating roles of self-efficacy and learning orientation in the relationship between entrepreneurship education and entrepreneurial intentions of university students in Vietnam.
The data were collected from an online survey of 1,021 university students in Vietnam. The authors conducted a hierarchical regression analysis to test the hypotheses.
The results of hierarchical regression analysis reveal that entrepreneurship education positively affects entrepreneurial intentions, and this relationship is mediated by both learning orientation and self-efficacy.
This study confirms the importance of entrepreneurship education in encouraging university students' entrepreneurial intentions.
This study offers practical implications for universities and policy makers.
This study is one of the first to empirically examine the concept of entrepreneurship education and entrepreneurial intentions in an Asia-Pacific context.
This study emphasises the significance of entrepreneurship education and its effects on university students' entrepreneurial intentions. Furthermore, the findings confirm that self-efficacy and learning orientation play an important part in explaining how entrepreneurship education relates to entrepreneurial intentions.
This discussion essay explores trends and issues in the teaching of comparative education. We argue that the field of Comparative and International Education (CIE) must…
This discussion essay explores trends and issues in the teaching of comparative education. We argue that the field of Comparative and International Education (CIE) must give more attention to the aspect of teaching, as comparative education courses are increasingly being affected by diminishing devotion to social foundations of education programming in many institutions of higher education and schools. Ironically, despite growing pluralism, the rise of economic utilitarianism has led to technicist-driven curriculum and less inquiry about philosophical, historical, and cultural assumptions underlying educational policy and practice. Another challenge in the teaching of comparative education is that students are often ill-prepared to understand and utilize the most basic social science concepts. Recognizing that teaching and research in CIE are inevitably linked, it is argued that a transformational model that advances CIE across disciplines, schools, and departments may reinforce its importance and ensure that the benefits that comparative inquiry affords – namely critical reflexivity, insight about school–society relationships, and possibilities for educational improvement – are addressed and safeguarded in tertiary and teacher education. An understanding of cultural and national contexts is important to educational reform and enables educators to view globalization in terms of how it benefits or undermines humanistic aims, namely the importance of individuals and the uniqueness of cultures.
In this chapter, educational policy development addressing the learning needs of the at-risk population in Curacao is described as a direct result of the implementation of…
In this chapter, educational policy development addressing the learning needs of the at-risk population in Curacao is described as a direct result of the implementation of the global standards of the EFA goals. The at-risk student population is defined in this chapter as the proportion of students whose home language differs from the school language. Achievement is based on proficiency in the language of schools and a national tracking system, which has historically accommodated the learning needs of the at-risk into various school types. This chapter argues how the global promises for a quality education for all is exposing a more than 40-year-old policy of national tracking that questions the right to an academic education for the majority of the at-risk students. Goal 4 of the EFA places Curacao as an example of islands which have long surpassed the target for participation in technical and vocational programs. The chapter opens with an overview of the goals and targets that created a framework for continuous structural reform of a complacent system of education for all backed by compulsory education.
In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a…
In this chapter, I have attempted to highlight several aspects from two perspectives. The former is the perspective of the researcher who remembers his or her past as a student in a communist country, interpreting her lived experiences in light of their impact upon her education and teaching profession. The second perspective is that of the researcher who looks to the future, initially lacking in resources but willing to connect to the global research in his or her field of interest, educational ethics. The international studies that substantiated and inspired our research in the domain of educational ethics include philosophical works, moral psychology studies, and resources from sociology and organizational psychology as well as from pedagogy. Regarding the trends expected in comparative and international education, I have grouped them into three categories: (1) Trends related to the research themes in comparative education: many major themes of education have already been filtered or will be filtered through the comparative lens (the history of education, philosophy of education, curriculum and didactics, sociology of education, politics and economy of education and psychology of education); (2) Methodological trends – joint quantitative and qualitative methodology will support the research processes in comparative education; and (3) Trends regarding the impact of the research in comparative pedagogy: global models will inspire local initiatives, without being copied.
Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24…
Enrollment in higher education in Brazil has been steadily growing and has reached 7 million recently. However, still only 21% of the population with age between 18 and 24 attend a higher education course. In this paper, we analyze how family income and race (defined in Brazil by self-declared skin color) affect the equity of access to higher education.
Although much of the discussion on entrepreneurship education focuses on introducing entrepreneurship skills into other disciplines, the reality is education should be already about challenging existing practices and ways of thinking. This chapter argues that the trend toward integrating entrepreneurship skills into other curricula presents an important shift in teaching practices for sport management teachers. If we begin with the assumption that other disciplines do not have an entrepreneurial mindset, then sport entrepreneurship education cannot be sustainable in its own right but rather needs to be integrated as the foundation for all education courses. Therefore, a number of new approaches to entrepreneurship education are beginning to emerge about the need to develop stronger links between business and other disciplines. These potential synergies will help bring sport entrepreneurship education to the forefront of other disciplines and change sport student's mindsets in terms of learning practices. This chapter aims to contribute to the growing field of sport entrepreneurship education by presenting and analyzing existing research and to suggest future research areas.
Inclusion is a concept that has been around for years and is implemented in our schools. Some schools do it well and others are still working on it. Inclusion is meant to…
Inclusion is a concept that has been around for years and is implemented in our schools. Some schools do it well and others are still working on it. Inclusion is meant to include students with disabilities in the general education classroom and curriculum. This chapter will briefly discuss special education as well as inclusion. Inclusion will be defined, and benefits and also myths of inclusion will be discussed. In addition, research that supports inclusion will be described. This chapter lays the foundation for the other chapters in this volume that will discuss inclusion and students with specific types of disabilities.
We present and explain several reasons that special education as a field has not been served well by the lessons of our history, but has the extraordinary opportunity, if…
We present and explain several reasons that special education as a field has not been served well by the lessons of our history, but has the extraordinary opportunity, if not responsibility, to learn from history and use these lessons to guide practice. Our premises include (a) special educators may be less aware of their past than professionals in other disciplines, and thus less likely to build on this past; (b) given the relatively short history of the field as we know it today, we have access to many leaders who shaped policy and practice in special education; and (c) special education faces crossroads in many respects, and these have the potential to drastically re-shape or re-define special education. As such, we believe that contextualizing our present and future direction in an understanding of our past is critical now more than ever.