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Entrepreneurship education has been largely treated as a pedagogical “black box.” Despite the emergence of popular entrepreneurship models such as business planning, the lean startup, or business model canvas, neither theoretical nor pedagogical foundations are typically evident. This limits the accumulation of useful evidence that could inform better teaching practices. In this chapter, we develop a set of conceptual models anchored in learning theory regarding how entrepreneurship education should be taught to students. These conceptual models are built on the techniques of entrepreneurship pedagogy such as experiential education. They are developed for three groups of students: students without any entrepreneurship experience, students with previous entrepreneurship experience, and students who are currently running their start-ups. A set of potential variables that could be used for course evaluation purposes is also included. The proposed models meet the needs of students with different levels of entrepreneurship experience. Theoretically, we demonstrate that entrepreneurship students should not be treated as a homogeneous group, as they have different levels of startup experience and different educational needs. Lecturers of entrepreneurship programs could choose the suitable model proposed in this chapter in teaching based on the characteristics of their students. The chapter provides novel insights with regard to how entrepreneurship programs should be designed for students with different levels of entrepreneurship experience.

This research investigated the creative representations and written reflections of 74 pre-service teachers in two teacher education courses from two large public research universities. Using qualitative methodology, this study examined images of teaching in conjunction with written reflections as a measure of the developmental level of learning to teach. As the representations were analyzed, the very personal nature in which these representations were constructed became apparent, along with the importance of the students’ own past personal experiences. Moreover, sophistication of reflective comments also differed across groups. Differences between the two groups are discussed and implications for future research are offered.

Higher Education (HE) teaching, learning and research require not only cognitive but also emotional commitment from all who are involved in those dialogic processes: the academic and the student. The focus of this chapter is on unexplored territory: emotions at play within undergraduate research (UR) outside the classroom, specifically experienced by students who are engaged in these opportunities for the first time. After reflecting on the problem and bringing together theoretical approaches related to this theme, the authors present a case study, drawing on qualitative data collected in two institutional contexts – one in the UK and other in Portugal. The data analysis leads us to create a framework that addresses the authors’ two research questions, concerning: the emotions that students experience when they are involved in an UR project, and the aspects of that experience the reported emotions relate to. This leads the authors to suggest some recommendations at the end, so they can move toward a more humanized HE experience. This chapter gives an original contribution to discussions on emotions in HE teaching, learning and research in general, and UR in particular.

The aim of the research was to gather information about Indigenous and non-Indigenous students’ classroom experiences. This chapter examines what made the classroom environment in this course, Balancing Worldviews, different to other classroom experiences. It was also undertaken for students to provide their standpoints on how safe classroom environments are created for students and lecturers to share their views and perspectives.

The study employed a Collaborative Community Participatory Action Research (CCPAR) model. The praxis and sequencing of action requires practical, reflective engagement focused upon solution development, as identified by the collaborative community (Indigenous and non-Indigenous students). Qualitative data was collated via focus groups and individual in-depth interviews with students.

We learnt through the research Classroom experiences of Indigenous and non-Indigenous students: Building safe engagement by sharing stories that demonstrated a particular theme and situations of the week; the stories were about family, political issues, working experiences. These stories supported student learning and transformed the learning space into a place that was safe for students to share their experiences. This way of learning was acknowledged as personal, non-hierarchical and relational, establishing connections between the learner and sharer of the story.

This research focused on how students’ experience of safety shaped the nature and level of their engagement and their ability to provide peer support. The stories shared by students are indicative of the necessity of growing safer classrooms. The emphasis was on story-telling and knowledge sharing, which is circular and takes time to develop within a group. The focus group discussions established a number of themes that were taken up and explored further in the in-depth interviews.

We believe this research interaction is vital in cultivating an effective progressive evaluation process incorporating students' input (knowledge, experiences and voices), rather than through the systemic university model of student survey that demands a limited response. With the findings of the research we hope to share these experiences with our peers.

The purpose of this study is to explore how US graduate students described their diversity, equity and inclusion (DEI) education and engagement experiences outside their academic departments.

This study used a critical constructivist qualitative approach and methods (i.e. interviews) to explore how 44 graduate students across various disciplines and fields at two public research institutions in the USA described their DEI education and engagement experiences outside their departments.

Students identified expanded DEI and professional knowledge as key learning outcomes, while also highlighting the benefits and negative effects of the identity-centered (dis)connection, community and personal fulfillment that came from these experiences.

Given that DEI education and engagement opportunities addressed some students’ needs and were unsatisfactory for others, more scholarship on the nature of these experiences is needed to better understand factors that contribute to students’ desirable and undesirable outcomes. There are also practical implications for faculty who advise graduate students and administrators who are responsible for funding the campus spaces in which these experiences occurred (e.g. graduate colleges, identity-based student organizations).

Few studies have explored graduate students’ participation in DEI education and engagement opportunities outside of their academic departments. Consequently, the efficacy of these initiatives, and the extent to which students benefit from them, warrant investigation. This study, thus, adds to researchers’ and practitioners’ understanding of this topic by highlighting the benefits and limitations of these experiences for graduate students.

The purpose of this paper is to provide readers with a deeper theoretical understanding of liminality, its utility in understanding the experiences of graduate student researchers and how being explicit about the liminal nature of the graduate student experience can be especially impactful for students from marginalized communities.

This conceptual paper examines liminality as an essential component of researcher identity development and how an awareness of this liminality relates to effective and inclusive librarian support of graduate student researchers. The authors explore the affective and academic implications of operating in this liminal state and how direct acknowledgment of this inbetweenness, especially within the spaces of classroom instruction and research consultations, can be leveraged as an inclusive practice. The authors ground this exploration in critical pedagogy.

Graduate student researchers often operate in an unacknowledged liminal state, which causes students to question the importance of their previous knowledge and life experiences and feel discouraged and uncertain about their potential place in academia. This is particularly damaging to students from communities that have been traditionally marginalized and excluded from higher education.

The authors are liaison librarians to education and health sciences at a large, minority-serving, urban research institution in the western USA and draw on their experience supporting students in disciplines that include many students returning to graduate studies after substantial professional experience. This work makes a contribution to library and information studies by focusing on the concept of liminality. The authors offer a conceptual perspective on liminality relative to librarians and their support role in the graduate student experience.

This study aims to explore university students' push and pull motivational factors towards their study tour destination choices and to investigate the differences between experienced and non-experienced students concerning their push and pull motivational factors.

The study collected surveys from Hong Kong university students. In total, 248 usable responses were gathered. Among the 248 respondents, 148 university students from various universities did not have experience on a study tour in their university lives while 100 students did. The study also conducted interviews and collected qualitative data to supplement the survey findings.

Top push and pull motivational factors were highlighted in the study tour context. This study also indicated that non-experienced students relatively have more concerns about geographic location, political stability and financial budget as pull factors and education as the push factor than experienced students. Education, as a high-level human need and push motivational factor, becomes less important for experienced students.

A large number of Asian university students participated in study tour programmes each year. Nevertheless, there are few research papers relevant to exploring university students’ motivation to choose study tour destinations. This study provides useful insight for the universities to design and implement appropriate study tours according to students’ motivation.

This study aims to examine the relationship between entrepreneurship education and students’ intentions and tests for moderating effects of students’ perceived experience and family entrepreneurial orientation, which may strengthen or weaken the effect of entrepreneurship education on intention.

Data were collected through a questionnaire from 584 students in the vocational program at an Indonesian public university. Entrepreneurship education was measured using instruments by Walter and Block (2016) that evaluated the entrepreneurship education provided by faculty. Entrepreneurial intention used a measurement by Vamvaka (2020), which measured students’ choice of intention, entrepreneurial career commitment and nascent entrepreneurship.

Entrepreneurship education has a positive association with students’ entrepreneurial intentions. The results also evidence higher entrepreneurial intention levels in students from families oriented toward and experienced in entrepreneurship. The results also reveal that student experience and having friends who become entrepreneurs reduce entrepreneurial intention, but the difference is not statistically significant.

The main limitation of this survey is that it was drawn from a single university in Indonesia with only domestic students, whilst the study was also designed cross-sectional. Therefore, the generalisability of the results is still limited. This study uses a single item for measuring friends and own influences, which only measure personal experiences. A more multidimensional measure of family, friends and own influence can be further developed to gain more robust results supporting these findings.

The study contributes to understanding the role of family-related variables, particularly family entrepreneurial orientation and experiences, on the development of entrepreneurship education and intention in emerging global market forces. Through family engagement in entrepreneurship education, a family can boost students’ entrepreneurial intention by delivering various capitals (e.g. business value, financial and social capital) and providing practical learning. The results imply the necessity to conduct new subjects, courses or university programmes that can include family-related business in entrepreneurship education.

Despite the expansion of research related to entrepreneurship education and intention, the relationships between perceived experience, family entrepreneurial orientation and students’ entrepreneurial intentions have not been adequately studied, particularly in Indonesia. This work contributes to the existing knowledge of entrepreneurship education by providing two moderator variables that may boost entrepreneurial intention: perceived experience and family entrepreneurial orientation. This work demonstrated how perceived experience and family orientation interact with entrepreneurship education and intention.

This paper aims to explore contribution of informal learning space - Research Cafe - to enrich research learning experiences of graduate students. Developing strong research skills among graduate students is a prime focus of higher education around the world. Thereby, universities are striving to maximise opportunities that can foster and enrich students’ learning experiences of research; however, the focus is mostly confined to formal opportunities such as research method courses and thesis writing. The provision of informal learning spaces has been recognised as a useful tool for fostering research learning experiences of graduates. This reflective paper is among a few focusing on a model of student-led informal learning space for enriching research experiences in higher education in the context of Pakistan.

This paper uses a reflective approach to generate a metalogue. The research experiences shared by the participants were further reflected by the authors after each research café session. The authors then shared their collective metacognitive reflections with each other, generating a metalogue, which was used as the data set. The metalogue was analysed thematically to generate themes.

Findings reveal that the research café is an informal space to promote academic socialisation by providing a conducive environment, peer support and informal supervision opportunities to foster the research learning experiences of graduate students. Importantly, the model presented in this paper provides a complimentary pathway for boosting learning experiences.

This paper would be useful for graduate students, faculty and university manager to acknowledge the potential of informal learning spaces in promoting research learning experiences. This paper highlights opportunities for replication, and further empirical research are needed to establish the efficacy of research café.

This study contributes to the global debate about graduate research learning experiences through informal learning space, which is yet to be explored, particularly in developing contexts like Pakistan. The idea of the research café is original, as it was conceived keeping in consideration the contextual and cultural aspects. The methodology used in this paper was specifically derived which can be replicated by other researchers.

The authors explored the effect of college student leader experience on students' employment prospects, such as their starting salary. The authors also examined the factors behind being a student leader and the set of skills that foster the effect of leadership experience.

Using an empirical panel survey, the authors collected data from 3,361 undergraduate students over five consecutive years in China, which were analysed using different econometric methods.

The starting salary premium associated with student leaders' experiences was approximately 7%. Individual learning, problem-solving, and interpersonal skills were mediating variables that replaced half of the wage premium effect of the student leader. Family background and types of educational experiences were associated with being a student leader and labour market outcomes.

The authors only explored a few leadership-related employability skills; other relevant skills require consideration.

This study informs students, parents, and higher education institutions (HEIs) by clarifying the importance of leadership development. An effective transition from higher education to the labour market should be emphasised.

Higher education educators should provide guidance to student organisations and promote formal and informal student leadership education to all students.

The authors revealed some factors that promote student leadership and how they are associated with labour market outcomes in China. The authors also verified and validated the capital improvement channel for some specific leadership-related skills to explain the effect of student leader experience on employment outcomes.