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Publisher: Emerald   (Total: 341 journals)

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Showing 1 - 200 of 341 Journals sorted alphabetically
A Life in the Day     Hybrid Journal   (Followers: 12)
Academia Revista Latinoamericana de Administraci√≥n     Open Access   (Followers: 2, SJR: 0.178, CiteScore: 1)
Accounting Auditing & Accountability J.     Hybrid Journal   (Followers: 30, SJR: 1.71, CiteScore: 3)
Accounting Research J.     Hybrid Journal   (Followers: 25, SJR: 0.144, CiteScore: 0)
Accounting, Auditing and Accountability J.     Hybrid Journal   (Followers: 21, SJR: 2.187, CiteScore: 4)
Advances in Accounting Education     Hybrid Journal   (Followers: 16, SJR: 0.279, CiteScore: 0)
Advances in Appreciative Inquiry     Hybrid Journal   (SJR: 0.451, CiteScore: 1)
Advances in Autism     Hybrid Journal   (Followers: 21, SJR: 0.222, CiteScore: 1)
Advances in Dual Diagnosis     Hybrid Journal   (Followers: 46, SJR: 0.21, CiteScore: 1)
Advances in Gender Research     Full-text available via subscription   (Followers: 4, SJR: 0.16, CiteScore: 0)
Advances in Intl. Marketing     Full-text available via subscription   (Followers: 6)
Advances in Mental Health and Intellectual Disabilities     Hybrid Journal   (Followers: 71, SJR: 0.296, CiteScore: 0)
Advances in Mental Health and Learning Disabilities     Hybrid Journal   (Followers: 30)
African J. of Economic and Management Studies     Hybrid Journal   (Followers: 10, SJR: 0.216, CiteScore: 1)
Agricultural Finance Review     Hybrid Journal   (SJR: 0.406, CiteScore: 1)
Aircraft Engineering and Aerospace Technology     Hybrid Journal   (Followers: 198, SJR: 0.354, CiteScore: 1)
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: 0.235, CiteScore: 1)
Arts and the Market     Hybrid Journal   (Followers: 9)
Asia Pacific J. of Innovation and Entrepreneurship     Open Access  
Asia Pacific J. of Marketing and Logistics     Hybrid Journal   (Followers: 8, SJR: 0.425, CiteScore: 1)
Asia-Pacific J. of Business Administration     Hybrid Journal   (Followers: 5, SJR: 0.234, CiteScore: 1)
Asian Association of Open Universities J.     Open Access   (Followers: 1)
Asian Education and Development Studies     Hybrid Journal   (Followers: 5, SJR: 0.233, CiteScore: 1)
Asian J. on Quality     Hybrid Journal   (Followers: 3)
Asian Review of Accounting     Hybrid Journal   (Followers: 2, SJR: 0.222, CiteScore: 1)
Aslib J. of Information Management     Hybrid Journal   (Followers: 27, SJR: 0.725, CiteScore: 2)
Aslib Proceedings     Hybrid Journal   (Followers: 296)
Assembly Automation     Hybrid Journal   (Followers: 2, SJR: 0.603, CiteScore: 2)
Baltic J. of Management     Hybrid Journal   (Followers: 3, SJR: 0.309, CiteScore: 1)
Benchmarking : An Intl. J.     Hybrid Journal   (Followers: 10, SJR: 0.559, CiteScore: 2)
British Food J.     Hybrid Journal   (Followers: 16, SJR: 0.5, CiteScore: 2)
Built Environment Project and Asset Management     Hybrid Journal   (Followers: 14, SJR: 0.46, CiteScore: 1)
Business Process Re-engineering & Management J.     Hybrid Journal   (Followers: 8)
Business Strategy Series     Hybrid Journal   (Followers: 6)
Career Development Intl.     Hybrid Journal   (Followers: 17, SJR: 0.527, CiteScore: 2)
China Agricultural Economic Review     Hybrid Journal   (Followers: 2, SJR: 0.31, CiteScore: 1)
China Finance Review Intl.     Hybrid Journal   (Followers: 5, SJR: 0.245, CiteScore: 0)
Chinese Management Studies     Hybrid Journal   (Followers: 4, SJR: 0.278, CiteScore: 1)
Circuit World     Hybrid Journal   (Followers: 15, SJR: 0.246, CiteScore: 1)
Collection Building     Hybrid Journal   (Followers: 11, SJR: 0.296, CiteScore: 1)
COMPEL: The Intl. J. for Computation and Mathematics in Electrical and Electronic Engineering     Hybrid Journal   (Followers: 3, SJR: 0.22, CiteScore: 1)
Competitiveness Review : An Intl. Business J. incorporating J. of Global Competitiveness     Hybrid Journal   (Followers: 5, SJR: 0.274, CiteScore: 1)
Construction Innovation: Information, Process, Management     Hybrid Journal   (Followers: 14, SJR: 0.731, CiteScore: 2)
Corporate Communications An Intl. J.     Hybrid Journal   (Followers: 7, SJR: 0.453, CiteScore: 1)
Corporate Governance Intl. J. of Business in Society     Hybrid Journal   (Followers: 7, SJR: 0.336, CiteScore: 1)
Critical Perspectives on Intl. Business     Hybrid Journal   (SJR: 0.378, CiteScore: 1)
Cross Cultural & Strategic Management     Hybrid Journal   (Followers: 8, SJR: 0.504, CiteScore: 2)
Development and Learning in Organizations     Hybrid Journal   (Followers: 7, SJR: 0.138, CiteScore: 0)
Digital Library Perspectives     Hybrid Journal   (Followers: 23, SJR: 0.341, CiteScore: 1)
Direct Marketing An Intl. J.     Hybrid Journal   (Followers: 6)
Disaster Prevention and Management     Hybrid Journal   (Followers: 22, SJR: 0.47, CiteScore: 1)
Drugs and Alcohol Today     Hybrid Journal   (Followers: 131, SJR: 0.245, CiteScore: 1)
Education + Training     Hybrid Journal   (Followers: 23)
Education, Business and Society : Contemporary Middle Eastern Issues     Hybrid Journal   (Followers: 1, SJR: 1.707, CiteScore: 3)
Emerald Emerging Markets Case Studies     Hybrid Journal   (Followers: 1)
Employee Relations     Hybrid Journal   (Followers: 8, SJR: 0.551, CiteScore: 2)
Engineering Computations     Hybrid Journal   (Followers: 3, SJR: 0.444, CiteScore: 1)
Engineering, Construction and Architectural Management     Hybrid Journal   (Followers: 10, SJR: 0.653, CiteScore: 2)
English Teaching: Practice & Critique     Hybrid Journal   (SJR: 0.417, CiteScore: 1)
Equal Opportunities Intl.     Hybrid Journal   (Followers: 3)
Equality, Diversity and Inclusion : An Intl. J.     Hybrid Journal   (Followers: 13, SJR: 0.5, CiteScore: 1)
EuroMed J. of Business     Hybrid Journal   (Followers: 1, SJR: 0.26, CiteScore: 1)
European Business Review     Hybrid Journal   (Followers: 8, SJR: 0.585, CiteScore: 3)
European J. of Innovation Management     Hybrid Journal   (Followers: 23, SJR: 0.454, CiteScore: 2)
European J. of Management and Business Economics     Open Access   (Followers: 1, SJR: 0.239, CiteScore: 1)
European J. of Marketing     Hybrid Journal   (Followers: 20, SJR: 0.971, CiteScore: 2)
European J. of Training and Development     Hybrid Journal   (Followers: 11, SJR: 0.477, CiteScore: 1)
Evidence-based HRM     Hybrid Journal   (Followers: 5, SJR: 0.537, CiteScore: 1)
Facilities     Hybrid Journal   (Followers: 2, SJR: 0.503, CiteScore: 2)
Foresight     Hybrid Journal   (Followers: 7, SJR: 0.34, CiteScore: 1)
Gender in Management : An Intl. J.     Hybrid Journal   (Followers: 18, SJR: 0.412, CiteScore: 1)
Grey Systems : Theory and Application     Hybrid Journal   (Followers: 1)
Health Education     Hybrid Journal   (Followers: 2, SJR: 0.421, CiteScore: 1)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 46, SJR: 0.426, CiteScore: 1)
History of Education Review     Hybrid Journal   (Followers: 12, SJR: 0.26, CiteScore: 0)
Housing, Care and Support     Hybrid Journal   (Followers: 8, SJR: 0.171, CiteScore: 0)
Human Resource Management Intl. Digest     Hybrid Journal   (Followers: 17, SJR: 0.129, CiteScore: 0)
Humanomics     Hybrid Journal   (Followers: 2, SJR: 0.333, CiteScore: 1)
IMP J.     Hybrid Journal  
Indian Growth and Development Review     Hybrid Journal   (SJR: 0.174, CiteScore: 0)
Industrial and Commercial Training     Hybrid Journal   (Followers: 5, SJR: 0.301, CiteScore: 1)
Industrial Lubrication and Tribology     Hybrid Journal   (Followers: 5, SJR: 0.334, CiteScore: 1)
Industrial Management & Data Systems     Hybrid Journal   (Followers: 7, SJR: 0.904, CiteScore: 3)
Industrial Robot An Intl. J.     Hybrid Journal   (Followers: 2, SJR: 0.318, CiteScore: 1)
Info     Hybrid Journal   (Followers: 1)
Information and Computer Security     Hybrid Journal   (Followers: 22, SJR: 0.307, CiteScore: 1)
Information Technology & People     Hybrid Journal   (Followers: 43, SJR: 0.671, CiteScore: 2)
Interactive Technology and Smart Education     Hybrid Journal   (Followers: 11, SJR: 0.191, CiteScore: 1)
Interlending & Document Supply     Hybrid Journal   (Followers: 60)
Internet Research     Hybrid Journal   (Followers: 37, SJR: 1.645, CiteScore: 5)
Intl. J. for Lesson and Learning Studies     Hybrid Journal   (Followers: 4, SJR: 0.324, CiteScore: 1)
Intl. J. for Researcher Development     Hybrid Journal   (Followers: 9)
Intl. J. of Accounting and Information Management     Hybrid Journal   (Followers: 9, SJR: 0.275, CiteScore: 1)
Intl. J. of Bank Marketing     Hybrid Journal   (Followers: 8, SJR: 0.654, CiteScore: 3)
Intl. J. of Climate Change Strategies and Management     Hybrid Journal   (Followers: 16, SJR: 0.353, CiteScore: 1)
Intl. J. of Clothing Science and Technology     Hybrid Journal   (Followers: 7, SJR: 0.318, CiteScore: 1)
Intl. J. of Commerce and Management     Hybrid Journal   (Followers: 1)
Intl. J. of Conflict Management     Hybrid Journal   (Followers: 15, SJR: 0.362, CiteScore: 1)
Intl. J. of Contemporary Hospitality Management     Hybrid Journal   (Followers: 13, SJR: 1.452, CiteScore: 4)
Intl. J. of Culture Tourism and Hospitality Research     Hybrid Journal   (Followers: 18, SJR: 0.339, CiteScore: 1)
Intl. J. of Development Issues     Hybrid Journal   (Followers: 9, SJR: 0.139, CiteScore: 0)
Intl. J. of Disaster Resilience in the Built Environment     Hybrid Journal   (Followers: 6, SJR: 0.387, CiteScore: 1)
Intl. J. of Educational Management     Hybrid Journal   (Followers: 5, SJR: 0.559, CiteScore: 1)
Intl. J. of Emergency Services     Hybrid Journal   (Followers: 6, SJR: 0.201, CiteScore: 1)
Intl. J. of Emerging Markets     Hybrid Journal   (Followers: 3, SJR: 0.474, CiteScore: 2)
Intl. J. of Energy Sector Management     Hybrid Journal   (Followers: 2, SJR: 0.349, CiteScore: 1)
Intl. J. of Entrepreneurial Behaviour & Research     Hybrid Journal   (Followers: 4, SJR: 0.629, CiteScore: 2)
Intl. J. of Event and Festival Management     Hybrid Journal   (Followers: 5, SJR: 0.388, CiteScore: 1)
Intl. J. of Gender and Entrepreneurship     Hybrid Journal   (Followers: 6, SJR: 0.445, CiteScore: 1)
Intl. J. of Health Care Quality Assurance     Hybrid Journal   (Followers: 11, SJR: 0.358, CiteScore: 1)
Intl. J. of Health Governance     Hybrid Journal   (Followers: 26, SJR: 0.247, CiteScore: 1)
Intl. J. of Housing Markets and Analysis     Hybrid Journal   (Followers: 9, SJR: 0.211, CiteScore: 1)
Intl. J. of Human Rights in Healthcare     Hybrid Journal   (Followers: 7, SJR: 0.205, CiteScore: 0)
Intl. J. of Information and Learning Technology     Hybrid Journal   (Followers: 8, SJR: 0.226, CiteScore: 1)
Intl. J. of Innovation Science     Hybrid Journal   (Followers: 11, SJR: 0.197, CiteScore: 1)
Intl. J. of Intelligent Computing and Cybernetics     Hybrid Journal   (Followers: 3, SJR: 0.214, CiteScore: 1)
Intl. J. of Intelligent Unmanned Systems     Hybrid Journal   (Followers: 4)
Intl. J. of Islamic and Middle Eastern Finance and Management     Hybrid Journal   (Followers: 9, SJR: 0.375, CiteScore: 1)
Intl. J. of Law and Management     Hybrid Journal   (Followers: 2, SJR: 0.217, CiteScore: 1)
Intl. J. of Law in the Built Environment     Hybrid Journal   (Followers: 3, SJR: 0.227, CiteScore: 0)
Intl. J. of Leadership in Public Services     Hybrid Journal   (Followers: 19)
Intl. J. of Lean Six Sigma     Hybrid Journal   (Followers: 5, SJR: 0.802, CiteScore: 3)
Intl. J. of Logistics Management     Hybrid Journal   (Followers: 10, SJR: 0.71, CiteScore: 2)
Intl. J. of Managerial Finance     Hybrid Journal   (Followers: 5, SJR: 0.203, CiteScore: 1)
Intl. J. of Managing Projects in Business     Hybrid Journal   (Followers: 2, SJR: 0.36, CiteScore: 2)
Intl. J. of Manpower     Hybrid Journal   (Followers: 2, SJR: 0.365, CiteScore: 1)
Intl. J. of Mentoring and Coaching in Education     Hybrid Journal   (Followers: 24, SJR: 0.426, CiteScore: 1)
Intl. J. of Migration, Health and Social Care     Hybrid Journal   (Followers: 12, SJR: 0.307, CiteScore: 1)
Intl. J. of Numerical Methods for Heat & Fluid Flow     Hybrid Journal   (Followers: 11, SJR: 0.697, CiteScore: 3)
Intl. J. of Operations & Production Management     Hybrid Journal   (Followers: 18, SJR: 2.052, CiteScore: 4)
Intl. J. of Organizational Analysis     Hybrid Journal   (Followers: 3, SJR: 0.268, CiteScore: 1)
Intl. J. of Pervasive Computing and Communications     Hybrid Journal   (Followers: 3, SJR: 0.138, CiteScore: 1)
Intl. J. of Pharmaceutical and Healthcare Marketing     Hybrid Journal   (Followers: 4, SJR: 0.25, CiteScore: 1)
Intl. J. of Physical Distribution & Logistics Management     Hybrid Journal   (Followers: 11, SJR: 1.821, CiteScore: 4)
Intl. J. of Prisoner Health     Hybrid Journal   (Followers: 8, SJR: 0.303, CiteScore: 1)
Intl. J. of Productivity and Performance Management     Hybrid Journal   (Followers: 7, SJR: 0.578, CiteScore: 2)
Intl. J. of Public Sector Management     Hybrid Journal   (Followers: 25, SJR: 0.438, CiteScore: 1)
Intl. J. of Quality & Reliability Management     Hybrid Journal   (Followers: 7, SJR: 0.492, CiteScore: 2)
Intl. J. of Quality and Service Sciences     Hybrid Journal   (Followers: 2, SJR: 0.309, CiteScore: 1)
Intl. J. of Retail & Distribution Management     Hybrid Journal   (Followers: 6, SJR: 0.742, CiteScore: 3)
Intl. J. of Service Industry Management     Hybrid Journal   (Followers: 2)
Intl. J. of Social Economics     Hybrid Journal   (Followers: 5, SJR: 0.225, CiteScore: 1)
Intl. J. of Sociology and Social Policy     Hybrid Journal   (Followers: 49, SJR: 0.3, CiteScore: 1)
Intl. J. of Sports Marketing and Sponsorship     Hybrid Journal   (Followers: 1, SJR: 0.269, CiteScore: 1)
Intl. J. of Structural Integrity     Hybrid Journal   (Followers: 2, SJR: 0.228, CiteScore: 0)
Intl. J. of Sustainability in Higher Education     Hybrid Journal   (Followers: 13, SJR: 0.502, CiteScore: 2)
Intl. J. of Tourism Cities     Hybrid Journal   (Followers: 2, SJR: 0.502, CiteScore: 0)
Intl. J. of Web Information Systems     Hybrid Journal   (Followers: 4, SJR: 0.186, CiteScore: 1)
Intl. J. of Wine Business Research     Hybrid Journal   (Followers: 8, SJR: 0.562, CiteScore: 2)
Intl. J. of Workplace Health Management     Hybrid Journal   (Followers: 11, SJR: 0.303, CiteScore: 1)
Intl. Marketing Review     Hybrid Journal   (Followers: 15, SJR: 0.895, CiteScore: 3)
Irish J. of Occupational Therapy     Open Access  
ISRA Intl. J. of Islamic Finance     Open Access  
J. for Multicultural Education     Hybrid Journal   (Followers: 1, SJR: 0.237, CiteScore: 1)
J. of Accounting & Organizational Change     Hybrid Journal   (Followers: 5, SJR: 0.301, CiteScore: 1)
J. of Accounting in Emerging Economies     Hybrid Journal   (Followers: 9)
J. of Adult Protection, The     Hybrid Journal   (Followers: 15, SJR: 0.314, CiteScore: 1)
J. of Advances in Management Research     Hybrid Journal   (Followers: 2)
J. of Aggression, Conflict and Peace Research     Hybrid Journal   (Followers: 44, SJR: 0.222, CiteScore: 1)
J. of Agribusiness in Developing and Emerging Economies     Hybrid Journal   (SJR: 0.108, CiteScore: 0)
J. of Applied Accounting Research     Hybrid Journal   (Followers: 16, SJR: 0.227, CiteScore: 1)
J. of Applied Research in Higher Education     Hybrid Journal   (Followers: 48, SJR: 0.2, CiteScore: 0)
J. of Asia Business Studies     Hybrid Journal   (Followers: 2, SJR: 0.245, CiteScore: 1)
J. of Assistive Technologies     Hybrid Journal   (Followers: 20)
J. of Business & Industrial Marketing     Hybrid Journal   (Followers: 8, SJR: 0.652, CiteScore: 2)
J. of Business Strategy     Hybrid Journal   (Followers: 11, SJR: 0.333, CiteScore: 1)
J. of Centrum Cathedra     Open Access  
J. of Children's Services     Hybrid Journal   (Followers: 5, SJR: 0.243, CiteScore: 1)
J. of Chinese Economic and Foreign Trade Studies     Hybrid Journal   (Followers: 1, SJR: 0.2, CiteScore: 0)
J. of Chinese Entrepreneurship     Hybrid Journal   (Followers: 4)
J. of Chinese Human Resource Management     Hybrid Journal   (Followers: 6, SJR: 0.173, CiteScore: 1)
J. of Communication Management     Hybrid Journal   (Followers: 6, SJR: 0.625, CiteScore: 1)
J. of Consumer Marketing     Hybrid Journal   (Followers: 17, SJR: 0.664, CiteScore: 2)
J. of Corporate Real Estate     Hybrid Journal   (Followers: 3, SJR: 0.368, CiteScore: 1)
J. of Criminal Psychology     Hybrid Journal   (Followers: 119, SJR: 0.268, CiteScore: 1)
J. of Criminological Research, Policy and Practice     Hybrid Journal   (Followers: 46, SJR: 0.254, CiteScore: 1)
J. of Cultural Heritage Management and Sustainable Development     Hybrid Journal   (Followers: 10, SJR: 0.257, CiteScore: 1)
J. of Documentation     Hybrid Journal   (Followers: 171, SJR: 0.613, CiteScore: 1)
J. of Economic and Administrative Sciences     Hybrid Journal   (Followers: 2)
J. of Economic Studies     Hybrid Journal   (Followers: 5, SJR: 0.733, CiteScore: 1)
J. of Educational Administration     Hybrid Journal   (Followers: 6, SJR: 1.252, CiteScore: 2)
J. of Enabling Technologies     Hybrid Journal   (Followers: 8, SJR: 0.369, CiteScore: 1)
J. of Engineering, Design and Technology     Hybrid Journal   (Followers: 16, SJR: 0.212, CiteScore: 1)
J. of Enterprise Information Management     Hybrid Journal   (Followers: 4, SJR: 0.827, CiteScore: 4)
J. of Enterprising Communities People and Places in the Global Economy     Hybrid Journal   (Followers: 1, SJR: 0.281, CiteScore: 1)
J. of Entrepreneurship and Public Policy     Hybrid Journal   (Followers: 8, SJR: 0.262, CiteScore: 1)
J. of European Industrial Training     Hybrid Journal   (Followers: 2)
J. of European Real Estate Research     Hybrid Journal   (Followers: 3, SJR: 0.268, CiteScore: 1)
J. of Facilities Management     Hybrid Journal   (Followers: 4, SJR: 0.33, CiteScore: 1)
J. of Family Business Management     Hybrid Journal   (Followers: 7)
J. of Fashion Marketing and Management     Hybrid Journal   (Followers: 12, SJR: 0.608, CiteScore: 2)
J. of Financial Crime     Hybrid Journal   (Followers: 366, SJR: 0.228, CiteScore: 0)
J. of Financial Economic Policy     Hybrid Journal   (Followers: 1, SJR: 0.186, CiteScore: 0)
J. of Financial Management of Property and Construction     Hybrid Journal   (Followers: 8, SJR: 0.309, CiteScore: 1)
J. of Financial Regulation and Compliance     Hybrid Journal   (Followers: 8, SJR: 0.159, CiteScore: 0)
J. of Financial Reporting and Accounting     Hybrid Journal   (Followers: 13)
J. of Forensic Practice     Hybrid Journal   (Followers: 56, SJR: 0.205, CiteScore: 1)
J. of Global Mobility     Hybrid Journal   (Followers: 2, SJR: 0.377, CiteScore: 1)

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Journal Cover
Education + Training
Number of Followers: 23  
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0040-0912
Published by Emerald Homepage  [341 journals]
  • Sport education: fit for a purpose
    • Pages: 370 - 374
      Abstract: Education + Training, Volume 60, Issue 5, Page 370-374, June 2018.

      Citation: Education + Training
      PubDate: 2018-05-23T10:33:01Z
      DOI: 10.1108/ET-06-2018-209
  • The flipped university: exploring student progression in football coaching
           and development
    • Pages: 375 - 388
      Abstract: Education + Training, Volume 60, Issue 5, Page 375-388, June 2018.
      Purpose The purpose of this paper is to evaluate the impact of a foundation degree programme, delivered via a flipped university approach, on student learning, development and employability in the sector of football coaching and development. Design/methodology/approach A mixed-method design was adopted, whereby current (n=106) and graduate (n=41) students from the programme completed an online course evaluation questionnaire and then follow-up interviews were conducted with 12 of the initial sample to explore the impact of the programme in more detail. Findings Participants reported significant benefits of the flipped university approach on their career development, improvement in their inter- and intra-personal skills (e.g. communication, reflection, confidence) and the acquisition of industry relevant knowledge. Recommendations include a greater provision of tailored study support for individuals and broadening the coaching portfolio of students to help address the diversification in Football Community Trust remits. Research limitations/implications This study has indicated that new approaches to student learning and development are better suited to preparing young people for the industry in which they seek to gain employment post-education. Sampling a wider range of student perspectives qualitatively would have provided a more thorough insight into their experiences. However, this provides an avenue for future research that seeks to explore the mechanisms through which such approaches to learning facilitate development. Originality/value The novel flipped university concept is one that should be considered as a way of better educating and preparing students for employment in the sports industry. It is an approach that could be explored by a wide range of sectors as an alternative to both campus-based higher education and degree apprenticeships.
      Citation: Education + Training
      PubDate: 2018-03-06T10:08:15Z
      DOI: 10.1108/ET-12-2017-0186
  • Sports university education and entrepreneurial intentions
    • Pages: 389 - 405
      Abstract: Education + Training, Volume 60, Issue 5, Page 389-405, June 2018.
      Purpose The purpose of this paper is to understand how the nationality and the sport education system could affect the entrepreneurial intentions (EI) of undergraduate sport science students in two different countries. Design/methodology/approach A total of 249 undergraduate sport sciences (SS) students from Spain and Lithuania were analysed. The EI questioner questionnaire by Liñán and Chen (2009) was used to compile the data during the 2016-2017 academic year. Findings There are significant differences between the sport science students of Spain and Lithuania. The Lithuanian students have significantly higher means in the variables of EI, perceived behaviour control and professional attraction. Moreover, the variables that predict EI are different, and certain path coefficients of the variables are also significantly different. Research limitations/implications The sample originates from one university in each country; therefore, these results may not be generalisable to the entire population. Practical implications The SS degrees in Lithuania and Spain should follow different educational policies with the objective of fostering EI and increasing the number of entrepreneurs. Social implications Creating adequate educational policies to foster entrepreneurship in sports across countries could improve the number of entrepreneurs in the sports sectors; thus, the youth unemployment rate will decrease. Originality/value There has been no previous research that analyses the EI of sport science students across contexts through the theory of planned behaviour. Moreover, there are no studies that compare the EI of university students between Spain (Western Europe) and Lithuania (Eastern Europe).
      Citation: Education + Training
      PubDate: 2018-03-06T10:12:36Z
      DOI: 10.1108/ET-12-2017-0205
  • “The ability to get a job”: student understandings and
           definitions of employability
    • Pages: 406 - 420
      Abstract: Education + Training, Volume 60, Issue 5, Page 406-420, June 2018.
      Purpose The purpose of this paper is to explore employability in the context of higher education (HE) from the students’ perspective. Limited attention has been paid to student understandings of their own employability in a Sport Science context and Tymon (2011) refers to them as “the missing perspective”. Design/methodology/approach This paper presents the findings of a study of Marine Sports Science students (n=63) at a post-1992 HE institution which through the qualitative element of a mixed methods survey explored their changing articulations of their employability as they progressed through their studies. The students surveyed were in receipt of a comprehensive programme of enterprise and employability activities embedded within their programme. Findings Qualitative results showed that Marine Sport Science students’ articulations of employability expanded in vocabulary as the students progressed through their studies. Definitions also shifted from those that centred on what employers want (extrinsic) to what the student had to offer the employer (intrinsic). Originality/value There are very few examples of studies that explore employability from the students’ perspective and this paper adds understanding on this “missing perspective”. It also addresses a specific discipline area; Marine Sport Science, which has yet to feature in any literature on employability.
      Citation: Education + Training
      PubDate: 2018-04-03T11:01:54Z
      DOI: 10.1108/ET-10-2017-0159
  • Flipped learning and formative evaluation in higher education
    • Pages: 421 - 430
      Abstract: Education + Training, Volume 60, Issue 5, Page 421-430, June 2018.
      Purpose The purpose of this paper is to design and validate a continuous self-assessment tool that involves university students in reflection processes on their Flipped Learning model learning. Design/methodology/approach For this, 66 students (18.77±1.36) of the first year of the Degree in Physical Activity and Sports Sciences participated for nine weeks in the weekly completion of a self-assessment tool. The questionnaire followed a content validation by a group of experts and, subsequently, reliability was found from the internal consistency perspective through Cronbach’s α. Findings The results obtained show a reliable tool that facilitates the work by competencies in university education under the Flipped Learning model. Originality/value This work is the first step that responds to the almost non-existent practices of democratic evaluation in Higher Education. The design and validation of questionnaires that consider the measures adopted by the European Higher Education Area and that takes into account European Credit Transfer and Accumulation System is scarce.
      Citation: Education + Training
      PubDate: 2018-02-22T10:35:27Z
      DOI: 10.1108/ET-12-2017-0208
  • Sport events at the community level
    • Pages: 431 - 442
      Abstract: Education + Training, Volume 60, Issue 5, Page 431-442, June 2018.
      Purpose The purpose of this paper is to identify motives that lead students and teachers of sports science to participate voluntarily in the organization of sport events at a community level. Design/methodology/approach A questionnaire composed of five dimensions, expression of values, concern for the community, interpersonal contacts, vocational guidance and personal growth/development, was given to a sample of students and teachers. Then a confirmatory factorial analysis was applied to the five dimensions and descriptive statistics was used to identify the ranking in terms of the reasons why teachers and students decide to engage in extracurricular activities. The Mann-Whitney U-Test was used to identify significant differences between the two groups. Findings Teachers and students consider that the main reasons for their involvement are related to expression of values, concern for the community and vocational guidance. Significant differences were found indicating that for students, gaining experience for future jobs is one of their priorities but for the teachers they consider that helping others and contributing to the good of society are the main reasons. Research limitations/implications The implications for organizers of community sport events are that different rationale for contributing need to be taken into account. Originality/value This study contributes to the pedagogical strategies that can be used to improve the training of the sports science students. It is important to note that the involvement of students and teachers in extracurricular activities can benefit from their integration into the labor market.
      Citation: Education + Training
      PubDate: 2018-04-18T10:24:28Z
      DOI: 10.1108/ET-12-2017-0206
  • Mind the gap
    • Pages: 458 - 472
      Abstract: Education + Training, Volume 60, Issue 5, Page 458-472, June 2018.
      Purpose The purpose of this paper is to evaluate the position of sport management education (SME) in relation to employment in the sport fitness industry and if a shift towards a greater emphasis on business and management module teaching is justified or conversely a greater utilisation of the rich data being generated by sport management researchers can be applied to the vocational development of sport management students. Design/methodology/approach The study was conducted in two parts. Part 1 consisted of interviews with the author by an interviewer to explore their industry experiences, the author’s experience of entrepreneurial sport industry business and intrapreneurial sport teaching. The resultant data have been distilled into a series of paradigms, including employing sport industry staff and teaching sport management. Part 2 triangulates part 1 with the managerial experience of sports and leisure centre managers to develop a qualitative study. Sports and leisure centre managers were interviewed regarding candidate and employee competences judged as extreme examples of sport management knowledge and understanding. Findings Four themes emerged, such as alignment, underpinning subject-specific knowledge, a voice from the sport industry in developing SME and postgraduate opportunities for work-based learning. Research limitations/implications A small-scale study that requires further research in each of the three areas: sport spectator, sport participation and elite performer management. Practical implications The sport centre interview instrument, with some refinements, could form the basis of an improved system to gain rich data from industry members of higher education business advisory groups. The developed data collection tool could increase the effective collection of data from a wider cohort. Originality/value The approach has produced an adapted category of pedagogy. Employability inspired teaching (EiT) is an original terminology describing the subject-specific content that leads to improved opportunities for subject (sport) industry employment.
      Citation: Education + Training
      PubDate: 2018-04-10T10:25:11Z
      DOI: 10.1108/ET-11-2017-0179
  • Why talented athletes drop out from sport' The Portuguese and Czech
    • Pages: 473 - 489
      Abstract: Education + Training, Volume 60, Issue 5, Page 473-489, June 2018.
      Purpose The purpose of this paper is to perceive the perspective of Portuguese and Czech’ talented athletes regarding: the main reasons pointed to drop out of sport, putting into analysis motivational factors; the conciliation of School and Sport, and how the organization of schools and sports contexts are articulated in relation to the training and promotion of students, athletes and citizens; and the contributions (positive/negative) of sports to daily life and society. Design/methodology/approach This study uses a qualitative approach to interview eight talented athletes from different sports that had to drop out the practice of sport and explores their narratives regarding experiences and the relational dynamics between sports contexts and schools. Findings Athletes identify factors that led to drop out: the coach profile or the methodology and dynamics of practicing/training; time consuming; and the impossibility of reconciling sports with school/job. Athletes can identify the sport’s culture, self-development and health being as positive contributions of sports, whereas injuries were referred as the main negative factor of sport. As proposal of changes, athletes referred to the need of a more professional organization of the sport contexts and to more proximity between school policies and sport policies allowing conciliating both. Research limitations/implications One limitation that could be pointed to this research is the difference between the Czech and Portuguese socio-cultural and political situation, not only in the concept and organization of sports activities (since scholar years) but also in the general society. This difference could have more visibility when interpreting the data that led to this fact referred above. Practical implications It is recommended a more proximity relationship between researchers and the contexts of practice (sport contexts) being that it is important that these contexts should have feedback from the investigations carried out. Only in this way coaches, federations and confederations can be aware of the motivational factors that lead to talented athletes drop out, and make a greater investment in initial formation of the coaches and propose policies that try to establish partnerships with schools or professional contexts which could help the management of athletes’ times outside of sport. Originality/value Departing from the athletes’ feelings, concerns and motivations related to sport and the reasons that led to their drop out, we argue for the definition of public policies, in both countries, that promote non-discrimination of young people who wish to maintain a path linked to sports in articulation with other areas of their lives.
      Citation: Education + Training
      PubDate: 2018-04-13T08:39:08Z
      DOI: 10.1108/ET-12-2017-0207
  • Future research directions for sport education: toward an entrepreneurial
           learning approach
    • Pages: 490 - 499
      Abstract: Education + Training, Volume 60, Issue 5, Page 490-499, June 2018.
      Purpose The purpose of this paper is to introduce an entrepreneurial learning approach to the study of sport education in order to inform future research directions. Design/methodology/approach Sport education needs to focus on how it can overcome existing barriers to bring a more interdisciplinary approach. This paper uses entrepreneurship education theory to explore the changes required in sport education provision to create a more relevant and conducive teaching environment. Findings The findings of this paper suggest that by bringing sport students into contact with entrepreneurship education, aids in the development of improved employability and social skills. Research limitations/implications Introducing entrepreneurship education into sport will help the students develop learning initiatives that advance the scholarship of sport education within the university sector. Practical implications The benefits of including entrepreneurship education in sport studies could be of interest to the directors of education wanting to increase student enrollments and interest in their courses. Originality/value The study suggests ways to offer more interdisciplinary courses and activities linking entrepreneurship education to sport. This needs to be taken into consideration as it will enable the development of sport entrepreneurship education that improves links between academic research with policy and business initiatives.
      Citation: Education + Training
      PubDate: 2018-03-27T01:26:54Z
      DOI: 10.1108/ET-02-2018-0028
  • The policy influence on the development of entrepreneurship in higher
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to describe and analyze the foundation of higher education policies that have promoted entrepreneurship in Sweden since the mid-1990s. Design/methodology/approach To do this, the authors use Bacchi’s (1999) “What’s the problem'” approach. A central assumption of which is that perceptions of a problem affect how its solution looks. Bacchi’s approach is described as a type of discourse analysis. Findings The authors show that problem definition within policies regarding the role and importance of entrepreneurship within higher education has explicitly been directed toward equipping individuals to develop action-orientated skills in the field of entrepreneurship. The equipment of action-oriented skills has implicitly been directed to individuals’ personal initiatives to meet explicit social and collective problems, fueling a neoliberal development and fostering an enterprising culture. The authors also show how policy creates a discourse, which may be characterized as “useful, unreflective citizens.” Research limitations/implications The study addresses the implicit steering that is being exercised through policies. This steering needs to be questioned and problematized in order to avoid blindly following the implied course of action. Originality/value The study contributes to current understanding of how entrepreneurship in higher education is both governed explicitly and implicitly, by policy, through the creation of new norms in society.
      Citation: Education + Training
      PubDate: 2018-07-17T04:00:28Z
      DOI: 10.1108/ET-07-2017-0104
  • Towards an inclusive digital literacy framework for digital India
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
      Citation: Education + Training
      PubDate: 2018-07-02T02:12:13Z
      DOI: 10.1108/ET-03-2018-0061
  • Exploring transformative journeys through a higher education programme in
           a further education college
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to understand the experiences of students undertaking higher education in a further education setting in the UK. Since the 1960s, there has been a policy commitment in the UK to widen participation in education to social groups previously under-represented (Thompson, 2000; Burke, 2012). The consequence is a discourse in which it is argued that higher education has been “dumbed down” to include non-traditional students frequently ill-prepared for academic challenges (Haggis, 2006). This research explored an alternative discourse, proposing that education should be a catalyst for significant social, emotional and intellectual growth, culminating in a transformative experience (Mezirow, 1978a, 1991; Cranton, 2006). Design/methodology/approach In total, 12 non-traditional graduates from a full-time BA programme at a Scottish College of Further and Higher Education were interviewed to determine if graduates experienced significant social, emotional and intellectual growth as a result of participation; what teaching and learning settings make this possible; can it be proposed that graduates can be transformed by the experience of higher education in further education' Findings The findings of the research indicate that the participants all experienced some significant shift in attributes such as confidence, independence and willingness to try new things. How they experience, conceptualise and participate in their social worlds has become more discriminating. The authors conclude by proposing that higher education in further education (HE in FE) can have the potential to provide transformative experiences for non-traditional students. Research limitations/implications The implications of this study lie as much in the nature of the transformative learning experience as in the structures in which education is provided. Additionally, it is proposed that transformative teaching and learning theory may be as significant now as it ever was in understanding the changes which learners experience in higher education study. Limitations of the study include the small number of interviewees who were interviewed more than once in some depth, and the particular setting of one further education college. As in all such research generalisation might be difficult. Practical implications Practically, the research suggests that the authors can learn from how students like the ones featured in the transformation stories experience learning in HE in FE. Despite being seen as “non-traditional” students who return to education with weak learning histories and fragile learner identities, the research has shown that if a nurturing, student-centred approach is adopted by teaching staff, a significant shift in how students see themselves and their place in the world can be achieved. This has significant implications for teaching practice. The findings could be an inspiration and guiding principle for other HE in FE tutors and help them find commonalities in their own work. Social implications The authors argue that education should not be regarded only as an economic-driven activity insofar as most HE in FE programmes are vocational and are geared towards preparation for the workplace. The authors’ key proposition is that education can be a life changing experience that might be considered a transformation. The social implication is that participating in HE in FE could be a catalyst for the development of confident and engaged citizens, ready to make a real contribution to the social world beyond and out-with only the workplace. Within a Freirean framework, this might be transformative education’s most significant contribution to society. Originality/value Transformative learning theory research has mostly been undertaken in informal learning contexts and higher education institutions. There has also been research undertaken on diverse contexts not immediately related to education. In terms of empirical research, however, transformation learning theory in HE in FE is yet unexplored. Yet, it is an ideal learning site to promote transformation because of the relatively small, intimate milieu, typical of colleges. The originality lies in the paucity of other research focused on transformation in an FE context. The value lies in its showing that particular teaching approaches can transform students in this context.
      Citation: Education + Training
      PubDate: 2018-06-23T09:29:41Z
      DOI: 10.1108/ET-02-2018-0047
  • Finding spaces for transformational learning in a neo-liberal world
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to identify the factors which enhance transformational learning in adult learning spaces for people experiencing cultural marginalisation. Design/methodology/approach This paper reports on a study which compared the transformational experiences of long-term unemployed migrants within two very different programs in Melbourne, Australia. One was an adult refugee mentoring programme run by a non-government organisation, the other was set in the social space of the contemporary adult learning classroom. A theoretical framework constructed around understandings of social and dialogical learning informed the method of data collection, based on one-to-one interviews, observation and personal reflection. Findings Findings revealed similarities across the two case study sites in terms of the cultural, social as well as functional challenges facing learners and the desire of teachers and mentors to act on these challenges. A recourse to human values of caring and sensitivity supported meaningful learning spaces. Transformation was limited, however, within an institutional agenda which highlighted individual values of competency above the aspirations of learners and their sense of identity. Research limitations/implications This research focuses on only two of the many approaches to adult learning. Nevertheless, as the author contends, they collectively reveal the limitations of focusing on employability skills and a competency-based curriculum in the lives of marginalised learners. Originality/value The paper draws attention to the concept of transformation and how it may be supported even in the adult education classroom framed by the neo-liberal agenda of economic rationalism.
      Citation: Education + Training
      PubDate: 2018-06-23T09:23:39Z
      DOI: 10.1108/ET-02-2018-0046
  • Breaking the triple lock: further education and transformative teaching
           and learning
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to explore data from the University and College Union (UCU) Further Education in England: Transforming Lives and Communities research project and through this the paper develops a distinctive, theorised conceptualisation of transformative teaching and learning (TTL). Design/methodology/approach The research used an approach grounded in critical pedagogy utilising digital methods, including video interviews, to collect narratives from learners, teachers, family members and their communities from colleges across Britain. Findings Within a context in which there are structural pressures militating in favour of instrumentalising students in further education, TTL offers a way of theorising it as a transformative critical space that restores students’ hope and agency. The research provides evidence of how further education offers this “differential space” (Lefebvre, 1991) and subverts the prescriptive, linear spaces of compulsory education. While productivist approaches to vocational education and training support ideologies that legitimate prescribed knowledge, reproducing inequality and injustice through the practices employed (Ade-Ojo and Duckworth, 2017; Duckworth and Smith, 2017b), TTL shifts to a more holistic approach, achieving a different level of engagement with students. Practical implications The findings suggest that the TTL lens is a way of focusing on the dignity, needs and agency of further education students. The lens allows us also to identify how the existing structures associated with funding and marketisation can undermine the potential of TTL to activate students’ agency through education. Originality/value Extending on existing literature around transformative learning, and drawing on a range of theoretical frameworks, the paper formulates a new, contextually specific conceptualisation of TTL.
      Citation: Education + Training
      PubDate: 2018-06-21T08:48:02Z
      DOI: 10.1108/ET-05-2018-0111
  • “My choice was not to become a tradesman, my choice was to go to
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to explore the first-year university experience as an agent for the (re)learning and (re)making of masculine identity as it intersects with other categories of identity. Historically, male students from working-class backgrounds have often struggled with identity issues and many leave school early for vocational employment where their masculinity is reinforced and validated. A small percentage, however, re-enrol in higher education later in life. This paper explores how “Deo”, a tradesperson who became a university student, reconstructed his identity during this transition. Design/methodology/approach The primary methodology for this case study is semi-structured interviews. Findings Deo articulated his transition in terms of “change” and “transformation”, in which a theme of risk was central. He also drew attention to cultural practices that regulate hierarchies of masculinity as they intersect with the identities of age, sexuality, ethnicity and socio-economic status within his work and study. Research limitations/implications This study focusses on one student’s experience in an Australian public university, so findings may not be generalisable. However, single stories are an important means of illustrating the intersection of shared socio-cultural practices. Originality/value Within adult education literature there is limited engagement with intersecting cultural narratives that shape experiences, inequalities and barriers in learners’ lives. Deo’s story gives voice to socio-cultural narratives around masculinity, age, ethnicity, sexuality and socio-economic status, highlighting their central significance to learning, being and belonging.
      Citation: Education + Training
      PubDate: 2018-06-18T06:41:42Z
      DOI: 10.1108/ET-03-2018-0065
  • Through the wall of literacy
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to explain how peripheral participants contributed to and became more central members of a community of practice based in a social network that was used to support mobile learning approaches among post-compulsory education students. The notion was that in inducing participation through pedagogical strategies, individualised online presence could be increased that would support studentship, confidence and literacy improvements in participants who are normally apprehensive about online and formal learning contexts. Design/methodology/approach The network was used by four separate groups of 16-19 aged students and 19+ aged adults, with a constant comparison made of their activity and communication. A content analysis was made of students’ posts to the network, with the codes sorted thematically to examine how students used the network to support themselves and each other. Interviews were held with students across the two years to explore perceptions of the network and the community. Findings Peripheral participants navigate through ontological thresholds online to develop individual identity presence online. Increased communicated actions (“posts”) improves participation overall and the interaction of members in terms of developing a community of practice online. The results of communicated actions posted in visible online spaces improved the literacy control and willingness to publish content created by those peripheral participants. Research limitations/implications The study is taken from a small sample (approx. 100 students) in a case study comparing results across four different groups in an English Further Education college. Most of the positive results in terms of an impact being made on their literacy capability was found among adult students, as opposed to students in two 16-19 aged groups. Research implications identify hypothetical stages of identity presence online for reluctant and peripheral participants. This shows the potential of students to be induced to openly participate in visible contexts that can support further identity development. Practical implications The implications show that blended learning is necessary to improve the opportunity for mobile learning to happen. Blended learning in itself is dependent on and simultaneously improves group cohesion of learners in online communities. When students develop a momentum of engagement (and residence within) networks they exploit further technological features and functions and become more co-operative as a group, potentially reducing teacher presence. Learning activities need to support the peripheral participants in discrete and purposeful ways, usually achieved through personalised supported learning tasks. The notion and attention paid to the difficulties in bringing peripheral participants online has implications for the prescription of online learning as a form of delivery, especially among FE students. Social implications This paper problematizes the notion of peripheral participants and suggests they are overlooked in consideration of learning delivery, design and environments. Peripheral participants may be considered to be students who are at risk of not being involved in social organisations, such as communities, and vulnerable to diminished support, for instance through the withdrawal of face-to-face learning opportunities at the expense of online learning. Originality/value This paper makes a small contribution to theories surrounding communities of practice and online learning. By deliberately focusing on a population marginalised in current educational debate, it problematizes the growing prescription of online learning as a mode of delivery by taking the perspectives and experiences of peripheral participants on board.
      Citation: Education + Training
      PubDate: 2018-06-18T06:38:02Z
      DOI: 10.1108/ET-03-2018-0054
  • Adult literacy organisers in Ireland resisting neoliberalism
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to explore the experiences and responses of ten adult literacy organisers (ALOs) from Dublin, Wicklow and Kildare to the growing influence of neoliberalism and the commodification of adult literacy as a skill and function of the economy. The research argues for a greater focus on literacy as a social practice concerned with equality and social justice, rooted in emancipatory and transformative adult education. Design/methodology/approach A qualitative research methodology using in-depth unstructured interviews, underpinned by critical realism. Findings While the ALOs sampled have developed strategies to resist the impact of neoliberalism, they are also struggling to sustain their resistance and nurture access to emancipatory and transformative adult literacy practices. Research limitations/implications The research is limited in size, being a small sample study of ten ALOs. Practical implications The research will inform policy discussions in advance of the new further education and training strategy, where adult literacy policy is situated. Originality/value The paper gives unique and independent access to the voices of ALOs in Ireland and provides a small example of empirical evidence of the commodification and marketisation of adult literacy under neoliberalism.
      Citation: Education + Training
      PubDate: 2018-06-15T10:36:47Z
      DOI: 10.1108/ET-03-2018-0055
  • The significance of further education for black males
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to explore the lived educational realities of black male students studying in further education (FE) colleges to understand how these experiences compare to their experiences of statutory education. It describes the way in which students perceived and received education in both sectors and highlights the similarities and variations between the two. Design/methodology/approach Ethnographic methods including focus groups, individual interviews and naturalistic observations were used to investigate black male students’ perceptions of FE. These accounts were compared to their memories of compulsory schooling experiences to establish differences and similarities between sectors and to determine which educational approaches black male students identified as most useful. Findings The research established black males perceived there were significant differences between the two sectors and these differences had impacted on their ability to learn. These findings provide a useful reference point for educators seeking to evaluate their organisation’s education provision for black male students. Social implications This paper provides suggestions on what sorts of educational opportunities are appropriate and accessible for black males and which approaches help to support their educational achievement. Originality/value There are little research data which specifically discuss black male students’ experience of the FE sector. This paper will help teachers and managers at all organisational levels in FE (and in schools) review their provision and consider adopting approaches that may help to enhance black students’ educational journeys.
      Citation: Education + Training
      PubDate: 2018-06-14T10:47:06Z
      DOI: 10.1108/ET-02-2018-0049
  • Supporting progression to HE: the role of colleges and vocational courses
    • Abstract: Education + Training, Ahead of Print.
      Purpose Vocational courses in England support the progression to higher education (HE) of large numbers of young people from disadvantaged backgrounds, yet there is little research exploring the college experiences of these young people prior to entering university. The purpose of this paper is to consider the experiences of young people on Level 3 Business and Technology Education Council (BTEC) vocational courses in their progression to HE from differently positioned post-16 colleges in England. Design/methodology/approach A qualitative study was undertaken into the experiences of students on BTEC courses in four subject clusters (science, technology, engineering and maths, arts and humanities, social sciences and health) at both a Further Education College and a Sixth Form College in an area of multiple deprivation and low HE participation. Young people’s experiences of BTEC courses and the support and guidance they receive are explored through the conceptual lens of “possible selves” and using Bourdieu’s ideas of capital, habitus and field. Findings Pedagogies and practices on BTEC courses are found to support the development of relevant social and cultural capital and help young people formulate well-articulated “possible selves” as university students, even amongst students who previously had not considered university as an option. The findings illustrate how differently positioned colleges support students’ progression and identify challenges presented by an increasingly stratified and marketised system. Originality/value The study highlights the transformative potential of BTEC courses and their role in supporting progression to HE amongst young people from economically disadvantaged backgrounds. The current emphasis on standardisation and rigour as mechanisms to better equip students for HE neglects the unique contribution BTEC pedagogies and practices make to encouraging HE participation. A Bourdieusian and “possible selves” theoretical framework has provided new insights into these valuable learning processes.
      Citation: Education + Training
      PubDate: 2018-06-14T10:45:09Z
      DOI: 10.1108/ET-02-2018-0053
  • Muslim minority women in Western Thrace: any room for transformative
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to gain meaningful insights in the learning background, experiences and potential of Muslim minority women in Western Thrace. Design/methodology/approach Qualitative data were obtained through 12 semi-structured interviews, which underwent a three-level qualitative analysis, following the “grounded theory” methodology. Findings It was depicted that Muslim minority women in Western Thrace are susceptible to patriarchal gender norms governed by stereotypes that restrict women to reproductive and caring roles and deprive them of the fundamental human right to education. Although the data suggest that learning in adulthood evidently bears some transformative dynamic, the limited adult learning experiences of some interviewees in this study are far from accounting for any substantial transformation at the personal or community level. Research limitations/implications Subjectivity, biased responses and a limited sample are among research limitations, impeding the generalization of the results and calling for further investigation. Originality/value The originality of the study stems from providing a difficult to reach sample of underprivileged women with the opportunity to express their views and perceptions as regards education and learning, drawing on the identification of specific areas for potential interventions in order to transform their lives and communities.
      Citation: Education + Training
      PubDate: 2018-06-11T01:29:09Z
      DOI: 10.1108/ET-02-2018-0052
  • “Life-changing things happen”
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to examine the implications for adults of learning in a residential context and whether the residential aspect intensifies the learning process, and can lead to enhanced personal transformation, moving beyond professional skills and training for employability. Design/methodology/approach The paper reports on research, conducted in 2017, with 41 current and former staff and students (on both short courses and longer access courses) in four residential colleges for adults: Ruskin, Northern, Fircroft and Hillcroft Colleges. Findings Key findings include the powerful role residential education plays in accelerating and deepening learning experiences, particularly for adults who have faced extraordinary personal and societal challenges and are second chance learners. The colleges, all in historic settings, confer feelings of worth, security and sanctuary and the staff support – pastoral and academic, bespoke facilities and private rooms are vital enabling mechanisms. Seminar-style learning creates opportunity for experiential group learning, helping to foster critical thinking and challenge to mainstream views. Social implications The colleges’ ethos, curricula and traditions foster among students an “ethic of service” and a desire to offer “emotional labour” to their own communities, through working for instance in health and social care or the voluntary sector. Originality/value Little research has been undertaken in contemporary settings on the impact of learning in a residential environment, particularly for second chance learners and vulnerable adults. Still less research has examined the wider implications of learning in a historic building setting and of learning which extends into critical thinking, intellectual growth, transformation and change.
      Citation: Education + Training
      PubDate: 2018-05-23T07:48:30Z
      DOI: 10.1108/ET-03-2018-0069
  • A new perspective: consumer values and the consumption of physical
    • Abstract: Education + Training, Ahead of Print.
      Purpose Physical inactivity is a global pandemic and is the fourth biggest cause of death worldwide. Numerous campaigns and initiatives have been implemented globally but yet participation levels remain static. The purpose of this paper is to offer sports providers, educators, policy makers and facilitators a new perspective on consumer values and the consumption of physical activity. Design/methodology/approach Researchers conducted a quantitative questionnaire and collected 342 responses through Facebook (social media) from the geographical region, South Wales. Data were analysed using independent t-tests to compare the means between two unrelated groups (active/non-active) against the Sport and Physical Activity Value Model value dimensions. Findings The findings are divided into three sections of consumption (pre, consumption, post), results identify differences of consumer values between the active and non-active respondents. For example, service values, the non-active individual have higher expectations of the servicescape and provider than active individuals, suggesting that servicescape concept is one of the key dimensions of consumer value. Research limitations/implications The study was confined to one geographic region (South Wales) and only quantitative data were collected when further studies will require exploratory qualitative methods to have a greater understanding. Practical implications Findings from this study have been used to assist with the design and creation of an exercise class within a deprived area focussing on the values of consumption for the active and non-active. This study offers the sports provider, educator, policy maker another viewpoint of the consumption of physical activity. Originality/value Extant literature on physical activity predominately focusses on levels and there is little benefits in the way of understanding the dimensions of consumer values and the consumption of physical activity. This study contributes to this literature.
      Citation: Education + Training
      PubDate: 2018-04-10T10:16:51Z
      DOI: 10.1108/ET-01-2018-0004
  • Antecedents of entrepreneurial intentions among students in vocational
           training programmes
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to contribute to research on individual entrepreneurial intention (IEI) by assessing the importance of entrepreneurship education to students in vocational training programmes and using the theory of planned behaviour (TPB) to analyse these students’ entrepreneurial intentions. The family background of the students and their exposure to entrepreneurship subject matter were included as antecedents of TPB components and IEI. Design/methodology/approach To test the research model, the primary data were collected with questionnaires distributed to students in their last year of vocational training programmes with and without entrepreneurship coursework, in a region of Northern Portugal. The data were analysed using structural equation modelling. Findings The results show that TPB dimensions substantially contribute to explaining students’ IEI. However, their family background makes only a minor contribution, and exposure to entrepreneurship education has no influence on IEI. Research limitations/implications Given these results, the authors propose a broader discussion is needed of the importance of introducing business classes into the curricula of vocational training programmes. Originality/value This research’s results show that IEI models need to assign greater importance to variables related to previous exposure to entrepreneurial experiences through direct family members. The findings contribute to a fuller understanding of IEI and the factors that precede the formation of this intention among students in training programmes.
      Citation: Education + Training
      PubDate: 2018-03-26T10:47:20Z
      DOI: 10.1108/ET-03-2017-0034
  • Enabling entrepreneurial behaviour in a land-based university
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to develop a conceptual framework along with a set of hypotheses that reflects the dynamic relationships that operate within an entrepreneurial land-based university in order to then undertake empirical research. Design/methodology/approach This paper, through reflection on existing literature, critiques the interactions between student, academic, educational institution and industry in order to conceptualise the entrepreneurial modus operandi of a land-based university. Findings Specialist universities, such as those that serve the land-based sector, need to demonstrate multiple excellences not only in terms of the education they provide for students, but also in terms of consistently meeting or exceeding government, research community, employers and societies expectations. An institutional framework must be in place to facilitate and enhance the quadruple interface of academic, institutional, industry and student entrepreneurial behaviour. The social and economic factors that mediate the dynamics within this framework first underpin student development supporting them to reach their potential, second inform teaching excellence and research practice and finally, lead to outcomes that contribute to the global, national and regional economy. Originality/value This paper is of value for those working in the educational sector as the model outlined can be used to critically reflect on current principles and practice and derive options for action to embed entrepreneurship more deeply within the organisational culture of a university.
      Citation: Education + Training
      PubDate: 2018-03-06T10:17:36Z
      DOI: 10.1108/ET-03-2017-0036
  • Venturing under fire
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to examine how a new entrepreneurship education (EE) intervention offered at conflict-ridden Maiduguri, Nigeria, is having transformative impacts through new venture creation and poverty reduction. Design/methodology/approach The paper adopts a single case study approach, drawing from in-depth interviews of participants, experts, and facilitators of the entrepreneurship training, in addition to relevant memos and documents. Findings The findings indicate that the EE programme is, by generating awareness and facilitating skill development, contributing to new venture creation, poverty reduction, and positive change in mindset. However, the impact is limited by inadequate support through venture capital and limited facilities for business incubation. Research limitations/implications This study is limited in its focus on EE provided for university undergraduates and graduates. Further research should explore interventions aimed at less-educated youth in the region, and in other conflict contexts. Social implications The study suggests that EE facilitates youth empowerment through venture creation, in the process transforming them from aggrieved outsiders to active stakeholders in societal peace and national prosperity. Originality/value The nascent theory of transformative entrepreneuring identifies poverty reduction and conflict resolution as the main mechanisms. This paper focuses on how EE triggers new venture creation, which in turn contributes to poverty reduction and overall change in mindset of otherwise unemployed and aggrieved youths.
      Citation: Education + Training
      PubDate: 2018-01-24T11:34:04Z
      DOI: 10.1108/ET-08-2017-0124
  • Internalizing the spirit of entrepreneurship in early childhood education
           through traditional games
    • Abstract: Education + Training, Ahead of Print.
      Purpose The purpose of this paper is to develop entrepreneurship games for early childhood education (ECE) and to develop a module using a number of systematic approaches. Design/methodology/approach There were two studies conducted. Study 1 focused on developing guidelines for traditional games. The games were collected and selected based on their entrepreneurial characteristics. In study 2, the authors selected eight relevant traditional games and then examined their effectiveness at internalizing the spirit of entrepreneurship. For the assessment, the authors trained 40 expert raters from the fields of psychology, ECE, and entrepreneurship studies. Findings The results showed that two groups of raters agreed (k=0.64) that the games were effective for internalizing the spirit of entrepreneurship in ECE. In the second part of the study, the authors intended to develop a set of multimedia digital instructions and guidelines for users (e.g. teachers and instructors) as the traditional games provided no written instructions. This study produced the multimedia digital instructions and constructed a set of assessment tools for the teachers to test the effectiveness of the games. Research limitations/implications This study focused on developing traditional games into a structured guideline for teachers. However, further investigation is still necessary to gather evidence regarding the validity of the game manual. Future study should focus on testing the effect of the games on ECE as well as students’ entrepreneurial traits. Originality/value This study created a new approach by considering local values in developing an entrepreneurship intervention.
      Citation: Education + Training
      PubDate: 2018-01-22T01:56:09Z
      DOI: 10.1108/ET-11-2016-0176
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