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This research presents and evaluates a method for assessing the entrepreneurial mindset (EM) of students in higher education.

The research considers EM a multi-variable psychological construct, which can be broken down into several conceptual sub-categories. Using data from a master course in entrepreneurship, the authors show how these categories can be applied to analyze students’ written reflections to identify linguistic markers of EM.

The research reports three main findings: analyzing student reflections is an appropriate method to explore the state and development of students’ EM; the theoretically-derived EM categories can be nuanced and extended with insight from contextualized empirical insights; and student reflections reveal counter-EM categories that represent challenges in the educator’s endeavor to foster students’ EM.

The commitment of resources to researching EM requires the dedication of efforts to develop methods for assessing the state and development of students’ EM. The framework can be applied to enhance the theoretical rigor and methodological transparency of studies of EM in entrepreneurship education.

The framework can be of value to educators who currently struggle to assess if and how their educational design fosters EM attributes.

This inquiry contributes to the critical research discussion about how to operationalize EM in entrepreneurship education studies. The operationalization of a psychological concept such as EM is highly important because a research focus cannot be maintained on something that cannot be studied in a meaningful way.

Based on social cognitive theory, this study aims to explore the effect of authentic leadership on employee green creativity by studying the mediating role of reflection and rumination and the moderating role of psychological capital.

This study used experience sampling methodology to test hypothesis. Specifically, this study applied two-level path analysis to analyze 1,290 observations from 129 employees.

The results show that authentic leadership positively influences reflection but negatively influences rumination, which in turn impact employees’ green creativity. Psychological capital positively moderates the effects of authentic leadership on reflection and negatively moderates the effects of authentic leadership on rumination. Furthermore, psychological capital moderates the linkages between authentic leadership, self-reflection and employee green creativity.

Organizations should make efforts in promoting authentic leadership and recruiting employees who possess high psychological capital. Moreover, managers can make effective efforts to stimulate employees’ reflection and mitigate rumination, thereby facilitating organizational sustainable development.

In investigating green issues related to employees’ daily cognitive processes, this study focuses on within-personal reaction mechanism to authentic leadership, concerning the moderating effect of individual psychological capital.

The purpose of this paper is to develop a greater understanding of how a virtual learning environment (VLE) discussion forum can be used as a learning community to enhance reflective practice in work-based learning (WBL).

This study adopted a qualitative interpretive approach through the use of VLE [Blackboard (BB)] discussion forums followed by a focus group. Thematic and content analysis was conducted to identify patterns and themes.

The findings suggest that whilst a VLE can help create a community of practice through discussion forums, individual reflective practice, as opposed to group reflection, was found to be the most common in the communication discourse, with reflection on experience as the main category.

Original views of students have been gathered and can be used to inform future practice.

The findings can be used to better understand and enhance reflective practice of students on WBL placements.

This study aims to develop a self-reflection scale useful for teachers to improve their skills and to clarify the Japanese teachers’ characteristics during mathematics lesson observation (MLO). In MLO, it is important to understand the lesson plan in advance to clarify observation points, and we aim to develop a scale including these points.

Based on the pre-questionnaire survey, nine perspectives and two situations for MLO were extracted. From these, a questionnaire for MLO was created. The results obtained from 161 teachers were examined, and exploratory factor analysis was conducted. ANOVA was conducted to analyze the effect of differences across the duration of teaching experience on the identified factors.

We developed a self-reflection scale consisting of 14 items with three factors: [B1] focus on instructional techniques and evaluation, [B2] focus on proactive problem-solving lesson development and [B3] focus on the mathematical background of the learning content. While duration of teaching experience showed no effect, three factors of the self-reflection scale for MLO showed a significant effect. Further multiple comparisons revealed the degree of focus was [B2]>[B1]>[B3].

Teachers who use this developed scale may grasp the strengths and weaknesses of their own MLO, which leads to self-improvement. The perspectives emphasized in lesson observation are the same when creating lesson plans and implementing lessons, leading to lesson improvement. Furthermore, based on the characteristics of teachers revealed, new training programs regarding MLO can lead to higher-quality lesson studies.

The purpose of this research is to efficiently separate incident terahertz (THz) waves into distinct transmission and reflection channels by minimizing the absorption ratio. So, the optical systems operating within the THz frequency range can developed. To achieve a multi-band response, four different periodic arrays of graphene patterns are used. These arrays are strategically stacked on both sides of three SU-8 photoresists, serving as dielectric materials. Consequently, each layer exhibits a unique influence on the device's response, and by applying four external bias voltages, the behavior of the device can be precisely controlled and adjusted.

A novel optoelectronic device operating in the THz frequency range is introduced, using periodic arrays of graphene patterns and SU-8 photoresist dielectrics. The design of this device is based on meta-surface principles, using both the equivalent circuit model (ECM) and transmission line concept. The output of the device is a THz coupler implemented by analyzing the reflection and transmission channels. The structure is characterized using the ECM and validated through comprehensive full-wave simulations. By representing the electromagnetic phenomenon with passive circuit elements, enabling the calculation of absorption, reflection and transmission through the application of the theory of maximum power transfer.

Based on simulation results and theoretical analysis, the proposed device exhibits sensitivity to gate biasing, enabling efficient reflection and transmission of THz waves. The device achieves reflection and transmission peaks exceeding across the five distinct THz bands 90%, and its behavior can be tuned by external gate biasing. Moreover, the device's sensitivity to variations in geometrical parameters and chemical potentials demonstrates its reliable performance. With its outstanding performance, this high-performance meta-surface emerges as an ideal candidate for fundamental building blocks in larger optical systems, including sensors and detectors, operating within the THz frequency band.

The proposed device covers a significant portion of the THz gap through the provision of five adjustable peaks for reflection and transmission channels. Additionally, the ECM and impedance matching concept offers a simplified and time-efficient approach to designing the meta-surface. Leveraging this approach, the proposed device is effectively represented using passive circuit elements such as inductors, capacitors and resistors, while its performance is validated through the utilization of the finite element method (FEM) as a full-wave simulation tool. This combination of circuit modeling and FEM simulation contributes to the robustness and accuracy of the device's performance evaluation.

Purpose: The main purpose of the study is to understand the factors that facilitate correction behavior among individuals. In this study the authors examine the impact of self-perceived media literacy (SPML) and reflection on participants’ correction behavior.

Methods: Data for the study were collected from Amazon's MTurk using an online survey. Data were collected after a certificate of exemption was received by the Institutional Review Board in a research university in the United States (US) Qualtrics software was used to collect data. The total number of participants was 797.

Findings: The findings show that although both SPML and reflection are positively associated with rumor refutation, higher SPML alone is not enough. Reflective judgment is critical for individuals to take part in this behavior online, such that individuals with higher reflective judgment indicated that they refute rumors online, irrespective of their SPML score.

Originality: The authors tested the relationship of multiple variables with participants correction behavior. Although research shows the importance of social correction, there is not much knowledge about what facilitates actual misinformation correction.

The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher’s point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future.

The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students’ perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared.

Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work.

This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students’ learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context.

One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results – objectives and competences – acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices – focused on some aspect of the learning – as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own.

The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper’s findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools.

In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

This chapter will focus on the use of reflective dialogues (RDs) to explore pedagogical practice in higher education. RDs allow researchers and participants to reflect on observed phenomena together, engaging in collaborative reflection that may allow both the researcher and the researched to gain from the interaction, throwing into focus different aspects of practice and a different perspective on the situation, and blurring the boundaries of research and researched into a more reciprocal relationship. Drawing on research which investigated the relationship between critical pedagogical theory and practice with 10 self-identifying critical pedagogues across eight English universities, I will explore the benefits and tensions of using a reflective dialogue approach, and the impact this methodology can have on researchers and participants. This chapter will make a case for RDs as both a practice for educators and as a methodology and explore how to do it, supported by relevant methodological literature, as well as the benefits and challenges of using RDs in social research, concluding with a discussion on how RDs might be used in other contexts to aid professional learning and reflection.

This qualitative study aims to provide insights and reflections of how the pandemic affected the identity and a sense of self of students, who completed undergraduate leadership learning academic program.

Interviews.

Findings of this study showed three major themes throughout the interviews. During the COVID-19 pandemic, participants identified experiences with self-reflection, building community and navigating issues of social justice.

These findings highlight how leadership learning enabled certain participants to navigate and seek to resolve these problems and how their leadership learning aided their own self-discovery.

As a result of the COVID-19 pandemic, teacher education in Qatar, similar to many countries around the world, witnessed a succession of disruptions to the way it operated. The disruption continued throughout much of 2020, and the need to adapt to arising changes and concerns permeated all aspects of teacher education, particularly the practicum experience. The chapter presents our attempt to investigate the influence of an adapted practicum experience which was based on the synthesis of qualitative evidence (SQD) model on the development of six student teachers’ technology knowledge and skills. Using a qualitative case study research design, we collected data from multiple data sources, including pre–post-interviews and weekly reflection logs. Quantitative data collected from a pre–post-administration of the SQD survey and TPACK (Technological Pedagogical and Content Knowledge)-practical survey were used to triangulate the qualitative data. Findings from the thematic analysis and descriptive statistical analysis revealed evidence for participants’ increased TPACK-practical knowledge and skills, specifically in the domains of practical teaching and curriculum design. However, an emerging theme revealed that participants considered technology before pedagogy during instructional design. Findings also revealed two challenges to participants’ further development, namely working within a restricted learning environment and experiencing limited mentoring opportunities. We illustrated several implications for the design of the practicum experience and the required institutional support within the context of continued disruption to education and thereafter.