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Publisher: Emerald   (Total: 339 journals)

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Showing 1 - 200 of 339 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 12)
Academia Revista Latinoamericana de Administraci√≥n     Open Access   (Followers: 2, SJR: 0.144, h-index: 4)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 31)
Accounting Research J.     Hybrid Journal   (Followers: 25, SJR: 0.26, h-index: 7)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 21, SJR: 0.88, h-index: 40)
Advances in Accounting Education     Hybrid Journal   (Followers: 15, SJR: 0.514, h-index: 5)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.124, h-index: 5)
Advances in Autism     Hybrid Journal   (Followers: 14)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 46, SJR: 0.228, h-index: 2)
Advances in Gender Research     Full-text available via subscription   (Followers: 3, SJR: 0.229, h-index: 7)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 5, SJR: 0.123, h-index: 11)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 60, SJR: 0.29, h-index: 5)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 29)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 10, SJR: 0.125, h-index: 2)
Agricultural Finance Review     Hybrid Journal  
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 194, SJR: 0.391, h-index: 18)
American J. of Business     Hybrid Journal   (Followers: 17)
Annals in Social Responsibility     Full-text available via subscription  
Anti-Corrosion Methods and Materials     Hybrid Journal   (Followers: 11, SJR: 0.215, h-index: 25)
Arts and the Market     Hybrid Journal   (Followers: 8)
Asia Pacific J. of Innovation and Entrepreneurship     Open Access  
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.244, h-index: 15)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 5, SJR: 0.182, h-index: 7)
Asian Association of Open Universities J.     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5)
Asian J. on Quality     Hybrid Journal   (Followers: 3)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.29, h-index: 7)
Aslib J. of Information Management     Hybrid Journal   (Followers: 25, SJR: 0.65, h-index: 29)
Aslib Proceedings     Hybrid Journal   (Followers: 291)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.657, h-index: 26)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.354, h-index: 14)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 10, SJR: 0.556, h-index: 38)
British Food J.     Hybrid Journal   (Followers: 16, SJR: 0.329, h-index: 35)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 14, SJR: 0.232, h-index: 4)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8, SJR: 0.614, h-index: 42)
Business Strategy Series     Hybrid Journal   (Followers: 6, SJR: 0.201, h-index: 6)
Career Development Intl.     Hybrid Journal   (Followers: 17, SJR: 0.686, h-index: 32)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.238, h-index: 10)
China Finance Review Intl.     Hybrid Journal   (Followers: 5)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.216, h-index: 12)
Circuit World     Hybrid Journal   (Followers: 15, SJR: 0.346, h-index: 17)
Collection Building     Hybrid Journal   (Followers: 11, SJR: 0.829, h-index: 10)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.269, h-index: 22)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 5)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.508, h-index: 8)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.703, h-index: 26)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 7, SJR: 0.309, h-index: 29)
Critical Perspectives on Intl. Business     Hybrid Journal   (SJR: 0.32, h-index: 15)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.356, h-index: 13)
Development and Learning in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.138, h-index: 8)
Digital Library Perspectives     Hybrid Journal   (Followers: 23)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 21, SJR: 0.533, h-index: 32)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 130, SJR: 0.241, h-index: 4)
Education + Training     Hybrid Journal   (Followers: 22, SJR: 0.532, h-index: 30)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1, SJR: 0.141, h-index: 10)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 6, SJR: 0.435, h-index: 22)
Engineering Computations     Hybrid Journal   (Followers: 3, SJR: 0.387, h-index: 39)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 10, SJR: 0.541, h-index: 28)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 13, SJR: 0.239, h-index: 9)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.145, h-index: 9)
European Business Review     Hybrid Journal   (Followers: 8, SJR: 0.481, h-index: 21)
European J. of Innovation Management     Hybrid Journal   (Followers: 23, SJR: 0.596, h-index: 30)
European J. of Management and Business Economics     Open Access   (Followers: 1)
European J. of Marketing     Hybrid Journal   (Followers: 21, SJR: 0.933, h-index: 55)
European J. of Training and Development     Hybrid Journal   (Followers: 9, SJR: 0.489, h-index: 23)
Evidence-based HRM     Hybrid Journal   (Followers: 5)
Facilities     Hybrid Journal   (Followers: 2, SJR: 0.371, h-index: 18)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.486, h-index: 20)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 18, SJR: 0.359, h-index: 22)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 2, SJR: 0.383, h-index: 17)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 45, SJR: 0.172, h-index: 4)
History of Education Review     Hybrid Journal   (Followers: 12, SJR: 0.141, h-index: 2)
Housing, Care and Support     Hybrid Journal   (Followers: 8, SJR: 0.174, h-index: 4)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 17, SJR: 0.121, h-index: 6)
Humanomics     Hybrid Journal   (Followers: 2, SJR: 0.14, h-index: 4)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.163, h-index: 4)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.217, h-index: 14)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 5, SJR: 0.322, h-index: 19)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 7, SJR: 0.63, h-index: 69)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 2, SJR: 0.375, h-index: 32)
Info     Hybrid Journal   (Followers: 1, SJR: 0.25, h-index: 21)
Information and Computer Security     Hybrid Journal   (Followers: 22)
Information Technology & People     Hybrid Journal   (Followers: 43, SJR: 0.576, h-index: 28)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 11, SJR: 0.112, h-index: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 60, SJR: 0.48, h-index: 13)
Internet Research     Hybrid Journal   (Followers: 37, SJR: 1.746, h-index: 57)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 9, SJR: 0.304, h-index: 7)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 8, SJR: 0.515, h-index: 38)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 14, SJR: 0.416, h-index: 7)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 7, SJR: 0.279, h-index: 25)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.763, h-index: 38)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 13, SJR: 1.329, h-index: 35)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 18, SJR: 0.399, h-index: 5)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 9)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 6, SJR: 0.225, h-index: 7)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.424, h-index: 32)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 6, SJR: 0.179, h-index: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 3, SJR: 0.199, h-index: 5)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 2, SJR: 0.25, h-index: 12)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 4, SJR: 0.694, h-index: 28)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 5, SJR: 0.32, h-index: 8)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 6, SJR: 0.638, h-index: 6)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 11, SJR: 0.352, h-index: 32)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.277, h-index: 15)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.201, h-index: 5)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 6, SJR: 0.13, h-index: 2)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 7)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 10, SJR: 0.173, h-index: 5)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.258, h-index: 10)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4, SJR: 0.145, h-index: 2)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 9)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.107, h-index: 2)
Intl. J. of Law in the Built Environment     Hybrid Journal   (Followers: 3, SJR: 0.111, h-index: 2)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 19)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 5, SJR: 0.562, h-index: 15)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 10, SJR: 0.998, h-index: 15)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 5, SJR: 0.212, h-index: 11)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.354, h-index: 37)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 24)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 11, SJR: 0.261, h-index: 5)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.594, h-index: 32)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 18, SJR: 2.198, h-index: 94)
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.222, h-index: 11)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 3, SJR: 0.165, h-index: 9)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.304, h-index: 12)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.694, h-index: 66)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 8, SJR: 0.254, h-index: 10)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.785, h-index: 31)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 24, SJR: 0.272, h-index: 37)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 7, SJR: 0.544, h-index: 63)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.133, h-index: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.543, h-index: 36)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 2)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 5, SJR: 0.227, h-index: 25)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 48, SJR: 0.361, h-index: 5)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.325, h-index: 8)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 13, SJR: 0.616, h-index: 29)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 4, SJR: 0.208, h-index: 13)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 7, SJR: 0.196, h-index: 12)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 11, SJR: 0.358, h-index: 8)
Intl. Marketing Review     Hybrid Journal   (Followers: 16, SJR: 1.076, h-index: 57)
Irish J. of Occupational Therapy     Open Access  
ISRA Intl. J. of Islamic Finance     Open Access  
J. for Multicultural Education     Hybrid Journal   (Followers: 1, SJR: 0.124, h-index: 11)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 5, SJR: 0.346, h-index: 7)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 8)
J. of Adult Protection, The     Hybrid Journal   (Followers: 15, SJR: 0.291, h-index: 7)
J. of Advances in Management Research     Hybrid Journal   (Followers: 2)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 44, SJR: 0.177, h-index: 9)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal  
J. of Applied Accounting Research     Hybrid Journal   (Followers: 16, SJR: 0.22, h-index: 5)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
J. of Asia Business Studies     Hybrid Journal   (Followers: 2, SJR: 0.115, h-index: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 20, SJR: 0.215, h-index: 6)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 8, SJR: 0.664, h-index: 48)
J. of Business Strategy     Hybrid Journal   (Followers: 11, SJR: 0.381, h-index: 17)
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.167, h-index: 9)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.188, h-index: 4)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 4)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 6, SJR: 0.112, h-index: 3)
J. of Communication Management     Hybrid Journal   (Followers: 6, SJR: 0.735, h-index: 6)
J. of Consumer Marketing     Hybrid Journal   (Followers: 18, SJR: 0.613, h-index: 62)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.633, h-index: 5)
J. of Criminal Psychology     Hybrid Journal   (Followers: 118, SJR: 0.13, h-index: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 46)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 10, SJR: 0.109, h-index: 5)
J. of Documentation     Hybrid Journal   (Followers: 176, SJR: 0.936, h-index: 50)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 2)
J. of Economic Studies     Hybrid Journal   (Followers: 5, SJR: 0.498, h-index: 26)
J. of Educational Administration     Hybrid Journal   (Followers: 6, SJR: 0.848, h-index: 36)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 16, SJR: 0.173, h-index: 10)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 4, SJR: 0.433, h-index: 38)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.212, h-index: 8)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 8)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.52, h-index: 7)
J. of Facilities Management     Hybrid Journal   (Followers: 3)
J. of Family Business Management     Hybrid Journal   (Followers: 7)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 12, SJR: 0.529, h-index: 30)
J. of Financial Crime     Hybrid Journal   (Followers: 373, SJR: 0.158, h-index: 5)
J. of Financial Economic Policy     Hybrid Journal   (Followers: 1)
J. of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8, SJR: 0.234, h-index: 1)
J. of Financial Regulation and Compliance     Hybrid Journal   (Followers: 8)
J. of Financial Reporting and Accounting     Hybrid Journal   (Followers: 12)
J. of Forensic Practice     Hybrid Journal   (Followers: 54, SJR: 0.225, h-index: 8)
J. of Global Mobility     Hybrid Journal   (Followers: 2)
J. of Global Responsibility     Hybrid Journal   (Followers: 4)
J. of Health Organisation and Management     Hybrid Journal   (Followers: 21, SJR: 0.67, h-index: 27)

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Journal Cover Education + Training
  [SJR: 0.532]   [H-I: 30]   [22 followers]  Follow
   Hybrid Journal Hybrid journal (It can contain Open Access articles)
   ISSN (Print) 0040-0912
   Published by Emerald Homepage  [339 journals]
  • Anxiety and self-efficacy as sequential mediators in US college
           students’ career preparation
    • Abstract: Education + Training, Ahead of Print.
      Purpose Current college students in the USA are reporting higher levels of anxiety over career planning than previous generations, placing pressure on colleges to provide effective career development opportunities for their students. Research has consistently found that increasing career-related self-efficacy is particularly effective at increasing career-related behaviors among college students. These studies, however, do not account for the potentially negative impact of anxiety on cognitive, mediational pathways, including self-efficacy. Therefore, the purpose of this paper is to determine if anxiety plays a sequentially mediating role in the relationship between self-efficacy and job search intentions among college students. Design/methodology/approach Participants who were currently looking for a job or an internship were recruited to participate in an online study regarding career development preparation. Participants completed a job search behaviors “quiz” and were randomly assigned to either a “no feedback/control” condition or a “false-positive feedback/experimental” condition. Their career decision-making self-efficacy and state-trait anxiety were then assessed, as well as their intentions to engage in job search behaviors. A sequential mediational pathway analysis was performed to determine whether anxiety plays a mediational role in the relationship between self-efficacy and job search behaviors. Findings The hypothesized sequential mediational model was statistically significant. More specifically, participants who were randomly assigned to receive positive feedback experienced significantly lower levels of anxiety than participants in the control condition. In turn, lower levels of anxiety led to significantly higher levels of self-efficacy and significantly higher levels of job search intentions. Practical implications These findings have immediate implications for practitioners and educators who work with college students or any population that may be facing anxiety regarding the job search process. More specifically, these underscore the importance of lowering anxiety in order to lead to significantly higher levels of engagement in the career preparation process. Originality/value Currently, few studies (if any) have examined the potential mediating impact of anxiety on career-related self-efficacy and career development. Furthermore, no study has incorporated experimental methodology to test multiple pathways between anxiety, self-efficacy, and career preparation.
      Citation: Education + Training
      PubDate: 2018-01-10T10:14:02Z
      DOI: 10.1108/ET-07-2017-0096
  • Sequential schooling or lifelong learning' International frameworks
           through the lens of English higher professional and vocational education
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to review three international frameworks, including the International Standard Classification of Education (ISCED), in relation to one country’s higher professional and vocational education system. Design/methodology/approach The frameworks were examined in the context of English higher work-related education, and areas of mismatch identified. These were investigated to identify the extent to which they were due to weaknesses in the national system or to limiting assumptions contained in the frameworks. Findings Assumptions based on stages of education are problematic in the context of lifelong higher and professional education, while more open, lifelong-learning oriented assumptions can be too skeletal to aid comparisons between systems of initial vocational education and training. Particular problems are identified with assumptions contained in the ISCED that do not reflect the reality of professional education. Practical implications International frameworks need to take account of patterns of learning that take place outside of formal institutions and throughout life, but which lead to equivalent outcomes. Nevertheless, it is not adequate to substitute assumptions based only on the level of achievement. Social implications The assumptions underpinning the ISCED in particular mean that equivalent achievements in different systems can be classified differently, leading to under-reporting of individual achievements, a lack of comparability in international statistics, and potential for policy distortion. Originality/value The paper builds on the work of Hippach-Schneider et al. by providing additional evidence, from a different national context, for issues relating to the ISCED in the context of higher professional and vocational education, and extends this analysis to the two major European frameworks.
      Citation: Education + Training
      PubDate: 2018-01-08T09:26:19Z
      DOI: 10.1108/ET-05-2017-0066
  • Threshold concepts in entrepreneurship – the entrepreneurs’
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to present research into the entrepreneurs’ perspective of concepts critical to thinking as an entrepreneur, in order to inform enterprise and entrepreneurship course design in higher education. Design/methodology/approach Taking a social constructivist approach, using a Delphi-style method, semi-structured interviews with entrepreneurs were conducted, transcribed, thematically coded and analysed, and a list of candidate threshold concepts was drawn up. Two rounds of Delphi were conducted with the entrepreneur panel and consensus was reached on a final collection of threshold concepts in entrepreneurship. Findings The threshold concepts identified are “I can create value” (or self-efficacy), “I see opportunities” (or opportunity), “I can manage risk” (or risk), “I know what’s important” (or focus) and “I take action” (or impact). Research limitations/implications Entrepreneurship is generally regarded as an important factor in economic growth, and higher education is an appropriate place for the development of entrepreneurship. However, there is a lack of consensus regarding how best to educate students for entrepreneurship in higher education or indeed what educating students for entrepreneurship really means. Identifying threshold concepts in entrepreneurship using the lived experience of entrepreneurs is likely to open up new and more effective approaches to teaching this multidisciplinary subject area. Originality/value This study contributes to the call for more research-grounded discussion on the quality of entrepreneurship education initiatives, particularly in relation to what makes pedagogical innovations effective by suggesting five entrepreneurship threshold concepts. These entrepreneurship threshold concepts can be used to set out a structure for the design and (re)development of enterprise and entrepreneurship curricula, as well as enabling more constructively aligned assessments.
      Citation: Education + Training
      PubDate: 2018-01-08T09:24:19Z
      DOI: 10.1108/ET-08-2017-0119
  • Teaching a sense of initiative and entrepreneurship with constructive
           alignment in tertiary non-business contexts
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to focus on a course in entrepreneurship education for students studying for a Masters in Educational Sciences at a Finnish university. The course was structured around the principles of constructive alignment and aimed to move beyond reflection on entrepreneurship towards action Design/methodology/approach The course was delivered in alignment with intended learning outcomes, teaching and learning activities, and assessment. Along with lectures, group work and peer-review activities, students prepared a career development plan as the course progressed, undertook a homework assignment, wrote a reflective journal, and sat the GET2 test twice. Findings Quantitative and qualitative analysis suggests that students developed more enterprising attitudes as result of participating in the course. This paper makes an argument in favour of entrepreneurship as a subject for all, a transformative experience capable of shaping the mindset in all who participate. Originality/value This paper shows how a course on entrepreneurial education based on a “through” approach can be taught at a tertiary level in places other than economics faculties or business schools. Most tertiary courses rely on “about” and “for” approaches to entrepreneurial education, are teacher-centred, and follow a behaviouristic or cognitive learning paradigm of knowledge transmission, as opposed to the student-centred constructivist approach deployed and described here.
      Citation: Education + Training
      PubDate: 2018-01-08T09:22:39Z
      DOI: 10.1108/ET-06-2017-0093
  • The role of peripherality in students’ entrepreneurial learning
    • Pages: 2 - 15
      Abstract: Education + Training, Volume 60, Issue 1, Page 2-15, January 2018.
      Purpose The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students’ entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis’ entrepreneurial learning framework to explore empirically students’ entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings The research identified important factors influencing students’ entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students’ learning, the authors demonstrate and exemplify how these influence students’ entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students’ contributions to the practice community. Originality/value The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students’ entrepreneurial learning in situated practice.
      Citation: Education + Training
      PubDate: 2017-12-04T04:48:45Z
      DOI: 10.1108/ET-06-2016-0106
  • Student learning opportunities in traditional and computer-mediated
    • Pages: 27 - 38
      Abstract: Education + Training, Volume 60, Issue 1, Page 27-38, January 2018.
      Purpose The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student perspective. Design/methodology/approach The paper undertakes a systematic conceptually based assessment of the extent to which CMIs are able to replicate the cognitive, skill-based and affective learning outcomes of traditional internships. In addition, the key limitations of traditional internships from a student perspective are identified, and the potential ability of CMIs to address these limitations is assessed. Findings The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations. Originality/value The paper is the first to provide a systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researcher with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.
      Citation: Education + Training
      PubDate: 2017-11-20T04:33:40Z
      DOI: 10.1108/ET-10-2016-0157
  • Work-integrated learning and the importance of peer support and sense of
    • Pages: 39 - 53
      Abstract: Education + Training, Volume 60, Issue 1, Page 39-53, January 2018.
      Purpose The purpose of this paper is to explore the relationship between peer support and sense of belonging on the mental health and overall well-being, with a specific focus on comparing the perceptions of students in a work-integrated learning (WIL) program to those in a traditional non-WIL program. Design/methodology/approach Semi-structured group interviews were conducted with 25 participants, selected from a university with a WIL program. Interview data captured perceptions of peer support, sense of belonging, and how these influenced mental health, overall well-being, and confidence in making school-to-work transitions. Analysis followed the grounded theory approach of Glaser. Findings The analysis revealed that peer support and sense of belonging were essential protective factors for university student’s mental health and well-being, particularly during off-campus work terms or when transitioning to the labor market after graduation. Data suggested that participating in a WIL program can exacerbate students’ perceived barriers to accessing peer support resources and, in turn, lead to poor mental health. Originality/value The findings provide evidence for the importance of peer support and sense of belonging on mental health and help-seeking behaviors. Findings are important for the development of health programs, initiatives, and policies, particularly in light of the increase in mental illness amongst university students during their studies and as they prepare for the competitive labor market after graduation.
      Citation: Education + Training
      PubDate: 2017-11-23T12:11:38Z
      DOI: 10.1108/ET-05-2017-0070
  • Internship-related learning outcomes and their influential factors
    • Pages: 69 - 81
      Abstract: Education + Training, Volume 60, Issue 1, Page 69-81, January 2018.
      Purpose The purpose of this paper is to explore the experiences of Tourism and Hospitality interns in Vietnam to identify dimensions of internship-related learning outcomes and factors influencing these learning outcomes. Design/methodology/approach In total, 12 in-depth interviews were conducted with 12 interns to identify the dimensions of internship-related learning outcomes. Following the interview, an online survey, which was designed based on the results of content analysis of the interviews, was used to collect data from 319 interns from ten Vietnamese universities. Exploratory factor analysis, descriptive statistical analysis, independent samples t-tests, and one-way ANOVA tests were used to find answers to the research issues. Findings Qualitative and quantitative analysis showed that from the students’ perspective, internships helped them consolidate the existing knowledge and skills, further develop relevant professional skills, shape their career paths, and change their learning attitudes and behaviors. The analysis also indicated that student engagement and the extent to which they are involved in tasks during the internships could influence the learning outcomes they gained from the internships. Research limitations/implications This study completely relied on students’ perceptions and ratings. Practical implications The study findings indicate that universities need to pay greater attention to student engagement. By encouraging collaboration between interns and their mentors and organizing activities for interns to utilize their knowledge, universities will improve students’ learning experience during the internship. Originality/value This mixed-method study expands our understanding about internship-related learning outcomes and influential factors using the perspectives of interns in a developing country. It has important implications for higher education institutions and students to improve the effectiveness of internships.
      Citation: Education + Training
      PubDate: 2017-11-20T04:36:19Z
      DOI: 10.1108/ET-02-2017-0030
  • An exploration of employer perceptions of graduate student employability
    • Pages: 104 - 120
      Abstract: Education + Training, Volume 60, Issue 1, Page 104-120, January 2018.
      Purpose The purpose of this paper is to explore employer perceptions of graduate student employability. This study is novel since existing research focused on employability is largely theoretic, remains focused on defining employability of undergraduates and largely fails to determine employer perceptions of factors that increase or decrease employability of graduate students. Design/methodology/approach Using a two-phased approach, the authors analyzed 122 employer assessments of graduate students at a Canadian university who completed a work-term with the employer in either 2014 or 2015. The authors also collected individual data (e.g. academic achievement, work experience) from student files at the university. Phase 1 involved an exploratory factor analysis to derive factors influencing employer perceptions of employability. Phase 2 expand on factors identified in phase 1 through assessment of 153 written comments using a critical incident technique. Findings Phase 1 results demonstrate that professional maturity, soft skills + problem solving, continuous learning and academic achievement secure a positive relationship with employer perceptions of graduate employability. Phase 2 results indicate that employers consider generic skills (time management, working in a team, attention to detail), general mental ability, subject-specific knowledge, willingness to work, attitudes and behaviors, and responsiveness to feedback when assessing employability of graduate students. Research limitations/implications Collectively, the results of phase 1 and 2 provide a comprehensive awareness of the factors that employers consider when assessing employability of graduate students. Researcher, educational institution, and employer implications are presented. Originality/value The authors provide a holistic and empirically grounded understanding of employer perceptions of graduate student employability through reviewing quantitative and qualitative indicators of employability from the employer perspective.
      Citation: Education + Training
      PubDate: 2017-11-24T09:55:58Z
      DOI: 10.1108/ET-06-2016-0111
  • Exploring student’s team behavior through entrepreneurship
           education: a time-lagged study
    • Abstract: Education + Training, Ahead of Print.
      Purpose Based on group development theories, the purpose of this paper is to evaluate student’s team behavior during different stages of team development. Design/methodology/approach A time-lagged survey method was used to collect data over a period of 18 weeks from 40 undergraduate students enrolled in an entrepreneurship course. Hierarchical linear regression and structural equation modeling were used for analysis. Findings Findings reveal that during the early stages of team development, a leader with an entrepreneurial approach directed student’s team behavior proactively. Analysis showed that lower level of task conflict strengthened the impact of leadership on team cohesion. It was also found that during the pre-final stages, students demonstrated knowledge-sharing behavior once they were characterized by team cohesion. Research limitations/implications Data were collected from student teams, which may not generalize to organizational teams. Social implications This research presents first of the few empirical studies investigating the above-mentioned interrelationships and provides insights on the order of events that contribute to perceived team performance. An attempt was also made to extend the group theories by exploring the effects of leadership on task conflict. Originality/value Showcasing the dynamics of student’s team behavior during the different stages of team development, this study highlights the importance of teamwork to students and provides useful insights to course facilitators and teachers. In light of the results, educators should take account of team dynamics when designing effective teaching methods and incentives.
      Citation: Education + Training
      PubDate: 2017-12-15T10:57:01Z
      DOI: 10.1108/ET-07-2017-0102
  • University context matter
    • Abstract: Education + Training, Ahead of Print.
      Purpose How university context (UC) enhances students’ entrepreneurial intentions and opportunity recognition is an emerging topic. It is known that students learn, not only from educational programmes, but also from the context in which they are embedded. The purpose of this paper is to investigate the effect of such context on student’s entrepreneurial intentions and opportunity recognition. Design/methodology/approach The authors use a three-dimensional institutional framework to describe UC including regulative, normative and cognitive structures. Regulative structures refer to rules and regulations, support initiatives in relation to entrepreneurship; normative structures include shared values and norms; while cognitive structures apply to knowledge among students and faculty. A heterogeneous sample of 196 respondents from five countries was used to create reliable measures of UC and to test the hypotheses with the help of regression analysis. Findings The findings indicate that two dimensions of UC in particular (regulative and normative) were shown to be of great importance in increasing entrepreneurial intentions and opportunity recognition among students. Originality/value The study contributes to this further by suggesting a reliable and theory-grounded scale of UC. Furthermore, this study adds to the discussion on entrepreneurship education by proving evidence of the importance of UC on entrepreneurial intentions. The important contribution is acknowledgement of the fact that social systems both constrain and enable entrepreneurs in their discovery, evaluation and exploitation of opportunities. The authors have established that “would-be student entrepreneurs” do not exist separately from their structural context. Attempts to understand them outside of this context cannot, therefore, fully capture their nature.
      Citation: Education + Training
      PubDate: 2017-12-06T01:57:57Z
      DOI: 10.1108/ET-06-2016-0098
  • How do Italian vocational teachers educate for a sense of initiative and
           entrepreneurship' Development and initial application of the SIE
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to examine how educators can teach the key competence of a sense of initiative and entrepreneurship (SIE) as a cross-curricular subject in compulsory education. It draws both on the literature relating to entrepreneurial education and on competence-based education to set out five features of entrepreneurial teaching. For illustrative purposes, these five characteristics are explored in a questionnaire put to a small group of teaching staff. Design/methodology/approach This study employs a qualitative approach, seeking to understand the personal perspectives of participants, and drawing out the complexities of their behaviour, whilst also providing a holistic interpretation of such behaviour. Findings The literature review identifies five features of entrepreneurial teaching: embedding learning outcomes for a SIE within taught subjects; active entrepreneurial teaching; educating for entrepreneurial attitudes; networking activities; being entrepreneurial as part of lifelong learning. It can be hypothesised that teaching staff teach different aspects of the SIE depending on the subject they teach (vocational or more traditional) and their role (teacher or workshop assistant). Originality/value Development of the SIE and the five characteristics of entrepreneurial teaching is a first step towards understanding how secondary vocational teachers and workshop assistants understand and teach the SIE as cross-curricular subject. In line with Fayolle and Gailly who called for deeper investigation of the most effective combinations of objectives, content and teaching methods, the paper seeks to establish a relationship between teaching methods, development of entrepreneurial attitudes and assessment.
      Citation: Education + Training
      PubDate: 2017-12-04T04:55:06Z
      DOI: 10.1108/ET-03-2017-0046
  • Case-based modeling for learning: socially constructed skill development
    • Abstract: Education + Training, Ahead of Print.
      Purpose Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual and group learning, reflective practices, and the growth mindset. The whole instructional approach is explained in detail as well as unintended consequences and benefits. Design/methodology/approach The important features of ELT and SRL are presented as well as details of the use of cases (case studies, scenarios, and stories), the creation of case material, and the dynamics of script development. A detailed presentation of the CBM approach with attendant explanation of how the various theories are connected to the steps of the approach is offered. Empirical evidence of the efficacy of CBM is expressed. Findings The CBM approach may be used effectively in collegiate instruction, employee training and problem solving (in groups), and in other settings. The outputs of the instruction and its processes should result in malleable performance (behavioral) scripts intended to improve both learning and performance. The approach requires high-level involvement and attention to detail. Originality/value The paper details the confluence of two important learning theories: experiential learning and SRL that result in a formal instructional model. Activities require learning on the individual and group level. The entire instructional model is presented in a way that a practitioner may implement the model. In addition, substantial detail is provided on the construction of case material and the sources of case material.
      Citation: Education + Training
      PubDate: 2017-11-29T09:35:43Z
      DOI: 10.1108/ET-06-2017-0080
  • What do students think of self-determined learning in entrepreneurship
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to examine the perceptions and perspectives of students with regards to self-determined learning in an entrepreneurship education (EE) context and its potential contribution to employability. Design/methodology/approach This research used a mixed-methods approach with a sample of 25 students currently attending a UK higher education institute. The students had access to participation in EE modules but self-determined learning-informed modules or programmes were not currently offered. Students were invited to attend focus groups and as a result of emergent themes, a business school-wide survey was developed. Findings This research makes two tentative contributions to the EE field. First, the findings of this student cohort are similar to those found throughout the UK and the EU with regard to the perception of the value of a degree by students; its contribution to the hidden curriculum; and the importance of practical experience. The research also adds to the field by considering the value of a self-determined learning approach to developing the capabilities and competencies of graduates. This approach to learning in a context of EE was in general well received by potential students, particularly the applied aspect of the programme. However, there is a perception of risk about this approach to learning and students are concerned about the value of a programme like this to employers in general. Originality/value The study contributes to discussions on the value of EE on perceived employability and in particular self-determined learning through entrepreneurship activity.
      Citation: Education + Training
      PubDate: 2017-11-24T11:17:24Z
      DOI: 10.1108/ET-02-2017-0028
  • An entrepreneurial learning approach to assessment of internships
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to investigate how using an entrepreneurial learning approach for assessment of internships could increase the reflected value of combining theory and practice articulated in students’ learning outcomes. Furthermore, the purpose was to investigate whether the applied approach led to enhanced perception of professional identity and new understandings of employability for students in the internship course. Design/methodology/approach A qualitative research design was the basis for investigation of the topics in focus. The data consisted of five focus groups, observation notes, and documentation from the exam situations. Two consecutive groups of students (2015 and 2016) participated in the study at a university of applied science in Denmark. Findings Results from the study provided evidence that students in internships collectively develop a comprehensive understanding of how to apply theory to practical settings. By working with an entrepreneurial learning approach in the professional practice, students reported an enhanced reflective understanding of learning outcomes and the theory-practice gap, developed an ability for opportunity identification, and established a grounded feeling of professional identity and employability. Practical implications The current pilot project serves as a full and context-rich case study that can inform educators about formative and summative assessment practices when designing internships courses. Furthermore, internship supervisors can get valuable insight into learning processes during an internship. Originality/value The suggested model for an entrepreneurial learning approach to assessment of internships provides a basis for further research within entrepreneurial learning and the application to design of assessment practices in this context.
      Citation: Education + Training
      PubDate: 2017-11-23T01:43:10Z
      DOI: 10.1108/ET-11-2016-0164
  • Core entrepreneurial competencies of students in departments of electrical
           engineering and computer sciences (EECS) in universities
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to investigate entrepreneurial competencies of students in practicums within departments of electrical engineering and computer sciences (EECS) in universities of technology. In total, 71 faculty members who advised in entrepreneurial competitions in universities of technology were participants in the questionnaire survey to find the entrepreneurial competencies during practicums of the EECS students. Design/methodology/approach Analysis was carried out based on the literatures related to off-campus internship in universities of technology and entrepreneurship competency. Then, through the questionnaire survey, the authors can understand what the entrepreneurial abilities should have when they after off-campus internships. The entrepreneurship competency expected of off-campus internship students within EECS was analyzed to derive at the important conclusion in this study. Findings As the results of this study, the authors found that entrepreneurial processes, entrepreneurial traits/behaviors, communications and interpersonal skills, and digital skills are the entrepreneurial competencies that are emphasized during practicums. Originality/value The paper suggests that, first, the EECS students take up innovative entrepreneurship programs and take electives such as marketing management, financial management, and related business administration courses. Second, respective universities of technology and internship organizations may co-arrange the incorporation of project-based learning (PBL), PBL into the internship work content. Third, establishing a platform that bridges communication for off-campus internship students.
      Citation: Education + Training
      PubDate: 2017-11-23T01:39:50Z
      DOI: 10.1108/ET-10-2016-0160
  • A structured method for innovating in entrepreneurship pedagogies
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems. Design/methodology/approach A “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery. Findings The research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies. Research limitations/implications Repeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used. Practical implications The approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement. Originality/value The paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.
      Citation: Education + Training
      PubDate: 2017-11-22T02:06:34Z
      DOI: 10.1108/ET-05-2017-0064
  • The interplay between cognitive, conative, and affective constructs along
           the entrepreneurial learning process
    • Abstract: Education + Training, Ahead of Print.
      Purpose Although the role of reflections in entrepreneurship education is undeniable, the research has focused mainly on their advantages and consequences for learning process, whereas their dynamics and interrelations with other mental processes remain unexplored. The purpose of this paper is to better understand how personality and intelligence constructs: cognition, conation, and affection evolve and change along the learning process during entrepreneurship education. Design/methodology/approach To better understand reflective processes in entrepreneurial learning this paper adopts the tripartite constructs of personality and intelligence. By employing longitudinal explorative research approach and self-organizing map (SOM) algorithm, the authors follow students’ reflections during their two-year learning processes. First, the authors try to identify how the interplay between the cognitive, conative, and affective aspects emerges in students’ reflections. Then, the authors investigate how this interplay evolves during the individual learning process and finally, by looking for similarities in these learning pathways, the authors aim to identify patterns of students’ reflective learning process. Findings All constructs are present during the learning process and all are prone to change. The individual constructs alone shed no light on the interplay between different constructs, but rather that the interplay between sub-constructs should be taken into consideration as well. This seems to be particularly true for cognition, as procedural and declarative knowledge have very different profiles. Procedural knowledge emerges together with emotions, motivation, and volition, whereas the profile of declarative knowledge is individual. The unique profile of declarative knowledge in students’ reflections is an important finding as declarative knowledge is regarded as the center of current pedagogic practices. Research limitations/implications The study broadens the understanding of reflective practices in the entrepreneurial learning process and the interplay between affective, cognitive, and conative sub-constructs and reflective practices in entrepreneurship education. The findings clearly indicate the need for further research on the interplay between sub-constructs and students’ reflection profiles. The authors see the study as an attempt to apply an exploratory statistical method for the problem in question. Practical implications The results are able to advise pedagogy. Practical implications concern the need to develop reflective practises in entrepreneurial learning interventions to enhance all three meta-competencies, even though there are so far no irrefutable findings to indicate that some types of reflection may be better than others. Originality/value The results of the analysis indicate that it is possible to study the complex and dynamic interplay between sub-constructs of cognitive, conative and affective constructs. Moreover, the research succeeded in identifying both individual variations and general reflection patterns and changes in these during the learning process. This was possible by adopting a longitudinal explorative research approach with SOM analyses.
      Citation: Education + Training
      PubDate: 2017-11-20T04:41:40Z
      DOI: 10.1108/ET-09-2016-0148
  • Motives and constraints of participants in running events
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to acquire improved comprehension of the motivational factors and the various constraints associated with individuals’ participation in mass running events. Design/methodology/approach A quantitative method was used for the purpose of this research, and 1.357 questionnaires were completed. This study proposed two broad hypotheses: intrapersonal constraints influence motivation factors (amotivation, intrinsic and extrinsic motivation); and motivation factors influence the intention to continuous participation. Findings Both broad hypotheses were supported by the evidence while the lack of knowledge, interest, confidence and feelings of tiresomeness were found to contribute more to explaining motivation. All three motivational factors had a significant influence on intention. Research limitations/implications The empirical evidence for this study came from runners only. The special attributes of running may have influenced the explored relationships in a way that may not be directly applicable to other activities. Further research in various activities is necessary before such findings are generalized. Originality/value The aim of this paper is to provide empirical evidence of the relationships between the motivational factors and the various constraints associated with individuals’ participation in mass sporting and physical activity events. This research focused on developing a model to explain relationships among constraints, motivators and participation, and empirically test the proposed model within the marathon running participants context.
      Citation: Education + Training
      PubDate: 2017-11-14T02:34:00Z
      DOI: 10.1108/ET-05-2017-0059
  • Work placements at 14-15 years and employability skills
    • First page: 16
      Abstract: Education + Training, Ahead of Print.
      Purpose In the UK, concern frequently has been voiced that young people lack appropriate employability skills. One way to address this is to provide work based placements. In general, previous research findings have indicated that young people find such placements useful because of help with career choice and relevant skills. However, most studies are retrospective and involve sixth form or degree students. The purpose of this paper is to extend previous research by collecting information before and after the placements. Design/methodology/approach This investigation involved questionnaires with nearly 300 14-15 year-old students who provided a pre- and post-placement self-reports about their employability skills and their work-experience hosts provided ratings of employability skills at the end of the placement. Findings There was a significant increase in student ratings of their employability skills from before to after the placement, and although the employers gave slightly lower ratings of some employability skills than the students, the two sets of ratings were reasonably close. In addition, the students had high expectations of the usefulness of the placements and these expectations were fulfilled as reported in the post-placement questionnaire. Originality/value These positive findings, extend the knowledge of the effects of work based placements, by focussing on the opinion of the young people themselves, using a pre- to post-placement design, by validating student self-reports with host employer ratings, and by focussing on a younger than usual age group.
      Citation: Education + Training
      PubDate: 2017-11-13T02:25:31Z
      DOI: 10.1108/ET-11-2016-0163
  • Behavioural insights into benefits claimants’ training
    • First page: 54
      Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to explore the behavioural determinants of work-related benefits claimants’ training behaviours and to suggest ways to improve claimants’ compliance with training referrals. Design/methodology/approach Qualitative interviews were conducted with 20 Jobcentre Plus staff and training providers, and 60 claimants. Claimants were sampled based on whether or not they had been mandated to training and whether or not they subsequently participated. Along with general findings, differences between these groups are highlighted. Findings Claimants’ behaviours are affected by their capabilities, opportunities, and motivations in interrelated ways. Training programmes should appreciate this to better ensure claimants’ completion of training programmes. Originality/value Whilst past papers have largely examined a limited number of factors that affect claimants’ training behaviours, this report offers a synchronised evaluation of all the behavioural factors that affect claimants’ training behaviours.
      Citation: Education + Training
      PubDate: 2017-11-15T03:01:21Z
      DOI: 10.1108/ET-10-2016-0155
  • Informal learning of women small business owners
    • First page: 82
      Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to investigate women small business owners’ informal learning behaviour. There is limited qualitative research that examines women small business owners’ learning process and this study aims to address this gap. The study was driven by the following research questions: “Do women small business owners prefer informal learning to formal training'” and if so, “Why do women small business owners prefer informal learning to formal training'” and “If informal learning is preferred, what role do networking and mentoring play in this learning process'” Design/methodology/approach Semi-structured interviews were conducted with 28 Western Australian women small business owners who were recruited through purposive sampling methods. Findings The small business owners had a strong preference for informal learning. Participants used their own work experience and knowledge to start-up their businesses. A low uptake of formal training was found due to time and resource constraints and personal preferences. Participants relied on contacts within their networks to acquire knowledge or they hired others who possessed the requisite knowledge or skill. Only a small portion of participants had mentors or acted as a mentor. Research limitations/implications This study has limitations that tend to be commonly found in exploratory studies, such as a small sample size. Practical implications The research has implications for recognised training institutions that are engaged in entrepreneurship education. By gaining greater understanding of the nature of learning in small business, they may be able to offer more affordable and flexible informal courses that specifically target women small business owners, incorporate mentorship programs within their business courses by engaging with industry partners, or appoint instructors with industry contacts and experience, to provide mentoring support for these business owners. Originality/value This research responds to calls for studies aimed at developing a more nuanced understanding of the learning behaviour of women small business owners.
      Citation: Education + Training
      PubDate: 2017-11-13T02:17:50Z
      DOI: 10.1108/ET-01-2017-0006
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