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Book part
Publication date: 11 July 2014

Jack Mason and Ana Cristina O. Siqueira

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in…

Abstract

Entrepreneurship education has had a remarkable evolution over time and the number of entrepreneurship textbooks has multiplied given the increased interest in entrepreneurship programs in higher education. Yet, studies that review the coverage of textbooks focusing on entrepreneurship are scarce. This study provides an inventory of entrepreneurship textbooks and the topics they cover as well as specific emerging topics they do not cover by analyzing the content of 57 textbooks. Our results suggest that most textbooks provide significant coverage of such topics as the nature of entrepreneurship, business plans, financing, marketing, and cases. Among emerging concepts, social media has been relatively well covered with increasing coverage in more recent textbooks, while business canvas, as an example of alternatives to conventional business plans, is rarely covered. Most textbooks have provided little coverage of such topics as sales, family business, women and minorities, as well as ethics and sustainability. This study not only reveals areas that are covered by existing textbooks but also themes that future textbooks and research could cover to address the challenges of future entrepreneurship education.

Details

Innovative Pathways for University Entrepreneurship in the 21st Century
Type: Book
ISBN: 978-1-78350-497-8

Keywords

Article
Publication date: 27 July 2018

Michelle Larkins, Wynne Wright and Shari Dann

This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks.

Abstract

Purpose

This paper aims to examine the textual coverage of the topic of public engagement in leading English language sustainability textbooks.

Design/methodology/approach

In this paper, the authors’ findings are based on a content analysis of 12 textbooks published between 2005 and 2015. The authors generated the sample through three sources: a review of the offerings of five major academic publishers, title searches of academic databases and an examination of the syllabi compiled by AASHE. Texts that displayed a high degree of disciplinarity or those that were narrowly focused were rejected. A list of a priori codes was established in which the authors expected to find in the indices of the texts. This resulted in 21 expected a priori codes for which the authors assessed the sample texts to gauge the place of engagement in these materials.

Findings

The authors find that only two textbooks contained ten or more references to engagement. Overall, very little attention was paid to the ways in which individuals, groups or institutions can engage in action for a sustainable society. The authors argue that substantive changes in the writing of textbooks are necessary to provide students with comprehensive training on why engagement is critical. More diverse writing teams, attention to cultural obstacles and mindfulness of the politics of difference are recommended.

Practical implications

Practical implications include pedagogical methods aimed at better-informed students knowledgeable of the importance of public engagement in the sustainability transition.

Social implications

Social implications include a more dynamic socially sustainable educational experience for students, which is aligned with cutting-edge scholarship.

Originality/value

The authors know of no other research devoted to the analysis of engagement in contemporary sustainability textbooks. The authors hope to encourage writers of sustainability textbooks and their editors to incorporate more robust social science scholarship on pivotal topics such as how social change and action intersects with sustainability. Second, the authors seek to broaden a conversation about the role of public engagement in sustainability-focused textbooks and curricula.

Details

International Journal of Sustainability in Higher Education, vol. 19 no. 6
Type: Research Article
ISSN: 1467-6370

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Abstract

Details

Documents on Government and the Economy
Type: Book
ISBN: 978-1-78052-827-4

Article
Publication date: 29 March 2019

Marcia Håkansson Lindqvist

An increasing amount of students’ and teachers’ work in the classroom involves digital technologies such as tablets and laptop computers. The purpose of this paper is to…

Abstract

Purpose

An increasing amount of students’ and teachers’ work in the classroom involves digital technologies such as tablets and laptop computers. The purpose of this paper is to gain insight into the possibilities and challenges related to teachers’ use of digital textbooks and, through this work, the conditions for technology-enhanced learning (TEL).

Design/methodology/approach

This study was based on interviews with two teachers. In the analysis, The Ecology of Resources Model (Luckin, 2010) was used.

Findings

The findings of this study show that teachers see challenges in finding time to review digital textbooks and support the work with the textbooks in the classroom. However, the teachers in this study prioritize this work, seeing it as providing structure and improved accessibility for students.

Practical implications

The findings of this study point toward the need to support teachers in their work with reviewing and using digital textbooks, as well as other digitalized resources. How schools as organizations can support teachers’ activities, both individually and collaboratively, will be important. If this work is supported it may, in turn, have impact on TEL and promoting students’ use of digital textbooks and improving student outcomes.

Originality/value

This small study provides interesting insights into how teachers prioritize their work with digital textbooks to, despite challenges related to time, individualize and support students’ work with digital textbooks and other digital resources. Research on teachers’ use of digital textbooks in practice is limited.

Details

The International Journal of Information and Learning Technology, vol. 36 no. 3
Type: Research Article
ISSN: 2056-4880

Keywords

Article
Publication date: 13 March 2007

Maureen A. Bourassa, Peggy H. Cunningham and Jay M. Handelman

Philip Kotler is one of the pioneers who has contributed to the broadening of academic inquiry in the field of marketing. He has had a significant role in shaping how…

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Abstract

Purpose

Philip Kotler is one of the pioneers who has contributed to the broadening of academic inquiry in the field of marketing. He has had a significant role in shaping how marketing is taught to and practised by students and managers of marketing. By examining the personal and macroenvironmental influences that have come to shape his work, this paper seeks to explore how Philip Kotler has achieved such influence in the field of marketing.

Design/methodology/approach

The research was driven by a desire to understand the context in which Kotler developed his work, including the personal influences on his life as well as the macroenvironmental forces within which his work has emerged. To this end, the reseaerch employed qualitative techniques to analyze a number of data sources including depth interviews with Philip Kotler and nine of his colleagues, participant observation at Kotler's 75th birthday celebration hosted by the Kellogg School, a review of marketing textbooks, and a review of relevant literature.

Findings

The research reveals the keys to Philip Kotler's success are his ability to learn from the people around him and the events of the times, and his ability to integrate this knowledge into succinct, well‐communicated, timely lessons for others to follow. Kotler's work emerged within a period of time that has witnessed a thrust towards marketing as a science and the rise of the managerial school of thought. Given this context, the significance of Kotler's work is that it has contributed to the legitimacy of the field of marketing as both a rigorous academic discipline and a managerial domain of strategic importance within organizations.

Practical implications

Gaining an understanding of Philip Kotler and his work contributes to our understanding of how the marketing field has been shaped, including the kinds of academic inquiry marketers deem legitimate and the nature of how we teach students to practice marketing management.

Originality/value

Little attention has been paid to the factors that have influenced the work of Philip Kotler and how he has, in turn, come to shape the field of marketing. This research allows the reader to see the man behind the work and the influences on his thinking.

Details

European Business Review, vol. 19 no. 2
Type: Research Article
ISSN: 0955-534X

Keywords

Article
Publication date: 1 June 2004

Arthur L. Rutledge, Kenneth R. Tillery, Bryan Kethley and Kiran J. Desai

In the decade since Tillery, Rutledge and Inman reviewed the treatment of quality management in leading US production and operations management (P/OM) textbooks, attention…

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Abstract

In the decade since Tillery, Rutledge and Inman reviewed the treatment of quality management in leading US production and operations management (P/OM) textbooks, attention to quality, once the watchword and driving force in world business, has faded in both the practitioner and popular press. The ultimate purpose of the present research was to establish the progress, current status, and relevancy of the treatment of quality in current US P/OM textbooks, which remain the principal source of quality information in the undergraduate P/OM core course, preparing most future US managers as well as many international managers of tomorrow. Results of the present study indicate that over the last decade US P/OM textbooks have begun to reflect a more proactive and less reactive approach to quality management. However, results also indicate that current US P/OM textbooks lack relevancy of their quality content to practitioner needs, treat TQM and other holistic approaches to quality management superficially, and have little consistency concerning quality emphases.

Details

International Journal of Quality & Reliability Management, vol. 21 no. 5
Type: Research Article
ISSN: 0265-671X

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Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76231-035-7

Article
Publication date: 1 March 2015

Maria Hantzopoulos, Zeena Zakharia, Roozbeh Shirazi, Monisha Bajaj and Ameena Ghaffar-Kucher

This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about…

Abstract

This paper explores the possibilities of engaging in cross-disciplinary research to generate social studies curricula that disrupt singular historical constructions about the Middle East and North Africa (MENA), specifically for US high school teachers and students. As part of a larger multi-sited study that investigated and analyzed the common categories used to describe and teach MENA in US World History textbooks, the team engaged in multidisciplinary scholarship on the region to (1) review and analyze the five most widely adopted high school World History textbooks in the US; (2) share analyses with researchers and experts in the fields of MENA studies, history, and religion; (3) synthesize and integrate innovative scholarship on the region for potential curricula; and (4) generate robust alternative curricula for Grades 9-12 teachers. The authors, consequently, consider how educational research spurs innovative and culturally relevant curricular interventions for high school teachers. We argue thorough analysis of existing textbooks, informed by deep understandings of contested versions of historical events, should undergird social studies curriculum development. We suggest multidisciplinary and transnational collaboration can inform curricula in order to respond critically to singular narrations of peoples, cultures, and histories of a region.

Details

Social Studies Research and Practice, vol. 10 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Article
Publication date: 15 June 2021

Irsyadillah Irsyadillah and Mohamed Salem M Bayou

This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting…

Abstract

Purpose

This study aims to investigate the selection and use of introductory financial accounting (IFA) textbooks in the context of achieving the objectives of accounting education to provide both discipline-specific skills and liberal education.

Design/methodology/approach

This paper adopts a qualitative research design to collect data through semi-structured interviews with 33 accounting educators across Indonesia. This study uses the institutional theory approach to explain how accounting textbooks are selected and used to meet the objectives of accounting education at universities.

Findings

The study provides evidence of the adoption of a systematic procedure for the selection of recommended IFA textbooks. The selection was driven by the technical-regulatory objective of providing technical training. This objective also guides the use of the recommended textbooks. In a sense, accounting educators were more concerned about responding to institutional pressures of preparing accountants for work in the accounting industry rather than providing students with a liberal education that promotes critical thinking and problem-solving skills.

Research limitations/implications

This study focuses on the selection and use of IFA textbooks. Further research should examine the contents of various accounting textbooks and obtain feedback from the people involved in the publication of the textbooks.

Originality/value

The findings of this study have important implications for accounting educators. They can use these findings to improve their selection and use of accounting textbooks.

Details

Meditari Accountancy Research, vol. 30 no. 2
Type: Research Article
ISSN: 2049-372X

Keywords

Book part
Publication date: 25 January 2013

Susan Stites-Doe, Patricia E. Maxwell and Jennifer Little Kegler

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The…

Abstract

In this chapter we report findings from a quantitative and qualitative pilot study of students from a single university setting in the northeastern United States. The majority of participants were enrolled in either face-to-face or online sections of a business course in organizational behavior, and the textbook modality included both open (PDF) and proprietary (CourseSmart) digital formats. The key research questions focus on the degree to which students feel satisfied with electronic textbooks (e-textbooks). We also explore correlates of students’ satisfaction and their positive attitudes regarding the functionality of the use of e-textbooks by examining the impact of prior coursework and students’ concurrent use of other Internet sites, e.g., social media networks, while reading e-textbooks. Specifically, we explore the extent to which students’ positive attitudes toward the functionality of e-textbook use is sufficient to result in students’ engagement. Engagement is measured via their intentions to buy additional e-textbooks in the future, their course grades, and their perceptions of comprehension of the material over time. Students’ overall satisfaction with the e-textbook is likewise explored to determine impact on the same measures of engagement.

Details

Increasing Student Engagement and Retention Using Mobile Applications: Smartphones, Skype and Texting Technologies
Type: Book
ISBN: 978-1-78190-509-8

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