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Authors:Tristram Hooley, Jill Hanson, Lewis Clark Abstract: Industry and Higher Education, Ahead of Print. This article explores how UK students and recent graduates experience the process of transitioning to the labour market, based on a secondary analysis of 1969 survey responses from current students and recent graduates using an online jobs board. It finds that gender, class and ethnicity all structure students’ experience of transition in a multitude of ways. The article reports 24 aspects of the transition process with statistically significant differences between students from different demographic backgrounds. These include students’ vocational focus and career aspirations, mobility, values, the social aspects of work, whether they feel informed about career and recruitment, how they want to communicate with employers, and their experience of the Covid-19 pandemic. Most of these differences are small, but cumulatively they suggest that demographics are shaping the process of transition in complex, intersectional and heterogeneous ways. There is a need for key stakeholders involved in this process, notably higher education careers services and employers, to attend to these differences and use them to reform the graduate transition process in ways that make it more equitable. Citation: Industry and Higher Education PubDate: 2022-06-25T02:02:44Z DOI: 10.1177/09504222221111298
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Authors:Isabel Cristina Quintero-Sepúlveda, Yovanny Ospina-Nieto, Rolando-Arturo Cubillos-González Abstract: Industry and Higher Education, Ahead of Print. This paper establishes the determinants of professionals’ postgraduate training needs. A quantitative survey of a sample of 492 professionals from Valle del Cauca, Colombia was conducted. The data were analyzed using structural equation modeling to verify the research hypotheses. The results show that the factors affecting the need for postgraduate training are individuals’ perceptions about their level of skill development and about the benefits of professional development. The findings suggest that career advancement is the most valued outcome of postgraduate training. Fieldwork was conducted with a sample of professionals located in the Valle del Cauca in Colombia, so it is important to continue validating the hypotheses in other regions to enable a comparison of results from different contexts. The study contributes to an understanding of the relationship between the variables and the explanation of the determinants of professionals’ perceptions of the need for postgraduate training. It also provides elements for decision-making in the strategic design of postgraduate training offerings. Considering the scarcity of research on the variables that determine the need for postgraduate training, this study provides one of the first theoretical and empirical validations of a perceptual measurement scale of professional training needs in Latin America. Citation: Industry and Higher Education PubDate: 2022-06-24T04:48:59Z DOI: 10.1177/09504222221110468
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Authors:Amit Verma, Pratibha Purohit, Timothy Thornton, Kamal Lamsal Abstract: Industry and Higher Education, Ahead of Print. The fields of augmented reality (AR) and virtual reality (VR) have seen massive growth in recent years. Numerous degree programs have started to redesign their curricula to meet the high market demand for people qualified to fill related job positions. In this paper, the authors perform a content analysis of online job postings hosted on Indeed.com and provide a skill classification framework for AR/VR job positions. Furthermore, they present a ranking of the relevant skills for such positions. The paper contributes to the extant literature on curriculum design in degree programs by presenting the popular skills in the AR/VR domain. Citation: Industry and Higher Education PubDate: 2022-06-14T09:16:11Z DOI: 10.1177/09504222221109104
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Authors:Andréa P Segatto, Alexandre R Graeml, Karla R Liboreiro Abstract: Industry and Higher Education, Ahead of Print.
Citation: Industry and Higher Education PubDate: 2022-06-08T03:59:44Z DOI: 10.1177/09504222221107564
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Authors:Karla Rocha Liboreiro, Ariane A Corradi, Márcia Siqueira Rapini Abstract: Industry and Higher Education, Ahead of Print. This paper analyzes the role of the university research laboratory in university–industry interactions for technology transfer. Specifically, it examines how the laboratory research infrastructure, team qualification and local incentives influence knowledge and technology transfer in biotechnology. Despite the importance of the research laboratory for an entrepreneurial university and the development of new technologies, few studies have focused on this level of analysis. This research addresses this literature gap with data from two leading laboratories in a highly-ranked Brazilian university. Data were collected through questionnaires on laboratory infrastructure and channels of collaboration with firms, interviews with laboratory leaders and key post-doc fellows, and documentary research. The results show that physical infrastructure, biological samples and qualified teams enabled technology transfer to firms. The main channel of interaction between these laboratories and firms is the generation of spin-offs, which perform the bilateral hybrid function of disseminating university research results and brokering patent licensing to larger firms. Spin-offs also contribute to the absorptive capacity of larger firms and, above all, allow laboratories to disclose results to the community and potential end-users. The findings present a new perspective on spin-off technology transfer in Brazil and open new research avenues for other developing countries. Citation: Industry and Higher Education PubDate: 2022-06-06T02:08:45Z DOI: 10.1177/09504222221105366
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Authors:Sunamita Iris Rodrigues Borges da Costa, Johannes WE Lodders Abstract: Industry and Higher Education, Ahead of Print. Disruptive technologies and services created a new paradigm that changed the way media were created, threatening traditional media organizations. Many media companies have been challenged to respond to new types of media formats, productions and channels, for which they have needed new talents with the right skills and space to experiment. This paper presents the case of the Hilversum Media Campus (HMC) in the Netherlands, a hybrid organization created by a Triple Helix cooperation to develop the new talents necessary to maintain Het Media Park as an economic regional center and for the country’s media industry. This article reflects on the role of hybrid organizations as connection centers of actors, knowledge and interests; discusses the emergence of a new paradigm and its effects on the media sector; and reconstructs the history of the HMC, its conceptualization and structuring, its processes and the results achieved. In the case analysis, certain factors stood out with regard to the results achieved: the research into stakeholders’ ambitions and interests, which led to a defined strategy and targeted actions; the business model construction, with parties having to contribute financially; the allocation of means, bringing energy and focus to the supported deliverables; and the autonomy of the HMC. Citation: Industry and Higher Education PubDate: 2022-06-02T08:40:47Z DOI: 10.1177/09504222221106117
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Authors:Jirawan Chaipongpati, Natcha Thawesaengskulthai, Jarotwan Koiwanit Abstract: Industry and Higher Education, Ahead of Print. Universities are centres of innovation and technology transfer, and they play a particularly strong role in the countries of the Association of Southeast Asian Nations (ASEAN) with developing technology programs. However, there are only a few assessment tools for evaluating a university’s innovation ecosystem, and these tools are frequently lacking either in terms of process orientation or in other gaps. The objective of this research was to develop a model of an innovation ecosystem for an ASEAN university and to identify the relative importance of each factor. A multi-method approach was used. In the Stage 1 research, a Delphi study of ASEAN-based university innovation experts (n = 40) was conducted. This research resulted in a preliminary assessment tool. This tool was then evaluated through a broader survey of university innovation experts in ASEAN (n = 418). The data were analysed using confirmatory factor analysis. The results identified a total of 21 innovation areas in four role-based domains: Leaders and Governors, Educators, Innovators and Connectors. The resulting assessment instrument is suitable for use in university innovation ecosystem development and policy making. Citation: Industry and Higher Education PubDate: 2022-05-27T02:27:22Z DOI: 10.1177/09504222221084861
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Authors:Cherie C Trumbach, Dinah M Payne, Kenneth Walsh Abstract: Industry and Higher Education, Ahead of Print. Cybersecurity threats have been intensifying and becoming more diverse. Social engineering can enable or enhance these technical attacks. This interplay between technical attacks and social engineering, when used, makes every employee, manager and board member a part of the security infrastructure of an organization. As such, it is incumbent upon systems of higher education to educate both information technologists and organizational leaders on the broader issues: a multidisciplinary approach is needed. This article contributes to the literature by providing a comparison of industry-identified needs to protect against cybersecurity threats and what should be offered by business school academic programs. Citation: Industry and Higher Education PubDate: 2022-05-26T08:09:24Z DOI: 10.1177/09504222221099389
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Authors:Maram Hakami, Sojen Pradhan, Emmanuel Mastio Abstract: Industry and Higher Education, Ahead of Print. The research literature on university–private partnerships shows that these partnerships can contribute significantly to the building of a knowledge-based economy. At the heart of this contribution is the practice of knowledge transfer. Through the analytical lens of social capital theory, this paper reports on a systematic review of 23 studies, from 2000 to 2021, on partnerships between universities and private sector organisations. The findings reveal inconsistencies in knowledge transfer, especially from the perspective of the cognitive frame of this theory. Based on these findings, a more rigorous theoretical framework is proposed for the enhancement of knowledge transfer in such partnerships, as moderated by the intermediary factor, and future research directions are suggested. Citation: Industry and Higher Education PubDate: 2022-05-19T02:50:43Z DOI: 10.1177/09504222221102267
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Authors:Rodrigo Salvador, Murillo Vetroni Barros, Bernardo Barreto, Joseane Pontes, Rui Tadashi Yoshino, Cassiano Moro Piekarski, Antonio Carlos de Francisco Abstract: Industry and Higher Education, Ahead of Print. This article aims to identify the challenges and opportunities in cross-program problem-based learning (PBL) in higher education, based on an Industry 4.0 case with undergraduate and graduate students studying for engineering degrees. The method for this research comprised a cross-program course structured to bring together undergraduate and graduate students using a PBL approach. Five Industry 4.0-related projects were developed in collaboration with four multinational companies. The authors present the results of the projects and feedback from students, professors and industry partners. The results and feedback led to empirical findings on the challenges and opportunities of cross-program PBL in higher education. The findings contribute to the design and implementation of teaching and learning practices and educational policies at undergraduate and graduate levels. In the approach adopted, the undergraduate students acquired hands-on experience while the graduate students had the opportunity to supervise applied research and practice. The study highlights practices that can help to better prepare future industry professionals. Citation: Industry and Higher Education PubDate: 2022-05-18T02:07:40Z DOI: 10.1177/09504222221100343
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Authors:Nnamdi O Madichie, Agu G Agu Abstract: Industry and Higher Education, Ahead of Print. The interaction of higher education with other stakeholder groups (industry, communities and regulatory bodies) in scaling up the activities of informal enterprises has been largely ignored in certain sub-sectors. Considering the proximity and proclivity among students who engage in part-time work in the underexplored sectors of hairstylists (barbers and women’s hairdressers) and carwash businesses, this study interrogates why, despite their concentration around most Nigerian university communities, they remain disconnected and unable to scale up. Through consideration of the Triple Helix model and the entrepreneurial venture development process the study highlights avenues for universities to scale up such operations as part of their third mission. The authors provide theoretical and practical implications for community and enterprise development in emerging African economies, especially that of Nigeria. Citation: Industry and Higher Education PubDate: 2022-05-11T02:06:01Z DOI: 10.1177/09504222221101548
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Authors:Innocent Otache, James Edomwonyi Edopkolor Abstract: Industry and Higher Education, Ahead of Print. While the extant literature generally suggests a positive relationship between work placement learning (WPL) and student employability, the mechanisms underlying this relationship remain unclear and under-researched. Against this background, this study draws on insights from experiential learning and self-determination theories to explore the mediating effects of student satisfaction, commitment and achievement on the relationship between WPL and student employability. The study adopted a quantitative approach, gathering data from 294 students in two public higher education institutions (HEIs) in Nigeria using a structured questionnaire. A serial mediation analysis was performed to test the study hypotheses. The results show that WPL is positively associated with student satisfaction, commitment, achievement and employability. The results also indicate that student satisfaction, commitment and achievement have strong positive impacts on student employability. Further analysis reveals that student satisfaction, commitment and achievement individually and sequentially mediate the relationship between WPL and student employability. This research demonstrates that student satisfaction, commitment and achievement help to maximize the positive impact of WPL on employability. The findings offer policy and practical implications for HEIs, policymakers, students and industry. Citation: Industry and Higher Education PubDate: 2022-05-08T07:42:55Z DOI: 10.1177/09504222221091989
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Authors:Samson Onyeluka Chukwuedo, Christiana Ngozi Ementa Abstract: Industry and Higher Education, Ahead of Print. To curtail difficulties in higher education relating to students’ learning with few or no real-life examples, poor acquisition of practical skills, a lack of confidence concerning their prospective career, and a fear of unemployment, it is imperative to engage students in real-life work environments before graduation. Drawing on the integration of Experiential Learning Theory and Social Cognitive Career Theory, the authors explore the work placement learning (WPL), career decision self-efficacy (CDSE), engagement in practical skills (EPS), and perceived employability skills (PES) nexuses. The participants in the study (N = 451) were technical and vocational education undergraduates drawn from four universities in Nigeria. Using data collected via a cross-sectional survey, the study results reveal that WPL is positively and strongly associated with PES. The results also show that WPL has a positive indirect influence on PES via CDSE and EPS, indicating the presence of serial mediation. The results further show that WPL has discrete positive indirect effects on PES via the dimensions of CDSE (self-appraisal, occupational information, goal selection, planning and problem-solving). The implications of the findings for higher education institutions are, accordingly, set out. Citation: Industry and Higher Education PubDate: 2022-05-04T12:07:48Z DOI: 10.1177/09504222221099198
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Authors:Maria Salomaa, David Charles, Gary Bosworth Abstract: Industry and Higher Education, Ahead of Print. There is limited experience with innovation policies in rural areas, often based on a one-size-fits-all approach. However, rural businesses have diverse needs and there is difficulty in applying smart specialisation approaches for the use of European Union Cohesion funding in rural areas. A key resource in rural areas is the local university, and universities face increased demands to support local firms. This paper examines one particular case of a university in a rural region and its use of the European Regional Development Fund to support innovation activities. The challenges of working with rural businesses are explored, as is the focus on one-to-one support rather than the more collective smart specialisation approach. Universities need to take a pragmatic approach to ensure that the needs of firms can be balanced with the capacities of rural universities which are often smaller and more specialised than urban universities. Citation: Industry and Higher Education PubDate: 2022-04-28T02:14:46Z DOI: 10.1177/09504222221096279
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Authors:Isla Kapasi Abstract: Industry and Higher Education, Ahead of Print. Microbusiness owners face significant challenges in accessing, acquiring and controlling resources, including human resources. This research examines the resource value(s) gained by microbusiness owners when they engage in a temporary human resourcing strategy using interns. Qualitative, information-rich, narrative interviews with microbusiness owners examined resourcing motives, management experiences and perceptions of human resource value. The data were subject to thematic analysis. The findings indicate that the unforeseen value of working with an intern was learning “management by doing”, which arose due to a challenging of owner–intern dynamics, compelling owners to develop their skills, knowledge and practice of management and leadership. Second, microbusiness owners were strategically motivated to fill human resource skill and expertise gaps at little or no cost, gaining expected value. Thus, temporary human resources enable microbusiness owners to gain both expected and unforeseen value. Future research should focus on examining the value of unforeseen learning from low/no cost resources on microbusiness growth and sustainable development potential. Citation: Industry and Higher Education PubDate: 2022-04-26T12:51:42Z DOI: 10.1177/09504222221088125
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Authors:Carl Evans, Zatun N Yusof Abstract: Industry and Higher Education, Ahead of Print. The Covid-19 pandemic reduced the availability of work placements in commercial organisations for university students and potentially changed the nature of placements in the future. Similarly, charitable organisations who were already suffering budget restrictions have been financially affected by Covid-19 due to reduced revenue on trading activities, with financial sustainability predicted to be an ongoing issue. The opportunity, therefore, for charities to entice university students to volunteer to support their work, with the lure of developing their employability skills, seems irresistible at this time. The purpose of this paper is to examine the content of job advertisements for volunteer positions to determine the extent to which they specify transferable skills desired of the candidates, or state that they can be developed once employed in the post. The underlying assumption is that, to attract student volunteers, job advertisements will need to explicitly state the transferable skills resulting from the post, since students will be focused on developing employability skills through the volunteering activity to support their graduate careers. The paper offers originality by conducting a content analysis of volunteer jobs and assessing the specified criteria against recognised employability skills. It concludes by challenging charities, students and universities to embrace the opportunity for students to develop transferable skills through volunteering by modifying current practices. Citation: Industry and Higher Education PubDate: 2022-04-24T05:05:26Z DOI: 10.1177/09504222221093180
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Authors:Hanna Rahma Abdelwahab, Abdul Rauf, Dadi Chen Abstract: Industry and Higher Education, Ahead of Print. The application of artificial intelligence (AI) brings new demand to the job market. The concern now is whether higher education institutions (HEIs) have adequately prepared young learners to work in an AI work environment. This research seeks to explore business students’ perceptions of their HEIs in the Netherlands in preparing them for AI work environments. A questionnaire-based survey was completed by 95 students from 27 HEIs in the Netherlands. The findings show that these students believe that their HEIs are not optimally equipped at this time and/or have not optimally utilized their facilities to adequately prepare them for AI work environments. This study reinforces the urgency of updating the curriculum and educational facilities for AI work environments and provides suggestions for future research. Citation: Industry and Higher Education PubDate: 2022-04-21T03:12:56Z DOI: 10.1177/09504222221087614
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Authors:Salpie Djoundourian, Wassim Shahin Abstract: Industry and Higher Education, Ahead of Print. A major challenge facing institutions of higher learning is academia–business cooperation. To achieve it, some universities have introduced modest university–industry initiatives and executive education programs that in general have remained strategically inefficient. Meanwhile, in the last 20 years various researchers have called for the development of fully fledged entrepreneurial universities. However, according to many studies in the literature, the guidelines and standards that define these universities remain hard to adopt in conventional institutions as they reshape their whole mission and vision, organizational structure, leadership, culture, academic programs, type of research, incentives and rewards, and influence within the ecosystem. This paper argues that, given the inefficiencies in executive education programs and the difficulties and challenges in transforming conventional universities into entrepreneurial universities, a special efficient entity for executive education adopting an entrepreneurial approach should be developed in higher learning institutions to improve academia–business cooperation and to provide a potential pathway for a gradual transformation into an entrepreneurial university. Thus, the authors develop an innovative executive education strategic plan for universities to consider, coining the 10 Cs of the executive education alphabet—Commitment, Command, Collaboration, Capacity, Content, Cohesiveness, Competition, Cost, Cognizance and Communication—with the broad goal of building an efficient link between universities and the industrial and corporate sectors. Citation: Industry and Higher Education PubDate: 2022-04-12T04:30:47Z DOI: 10.1177/09504222221083852
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Authors:Lei Cao, Tatsuya Kusakabe Abstract: Industry and Higher Education, Ahead of Print. The purpose of this study is to explore changing trends of the applied human resource (AHR) system in China’s private higher education institutions (PHEIs) and to examine the supply of AHRs by considering the dimensions of regional labour demand. The study specifically assesses the AHR demand of regional employment enterprises and the human resource development goals and related curricula in the three branches of PHEIs. It also analyses the employment situation of PHEI graduates and whether they address the actual AHR supply needs of the regional labour market. Six PHEIs and nine enterprises as employers were investigated as the study population, combining qualitative and quantitative data. The findings indicate that China’s PHEIs quickly identified and overcame the challenges in their previous student cultivation goals and relevant curricula by researching the regional situation and taking responsibility for meeting demand. As a result, the PHEIs worked on developing transformative human resource systems through various initiatives. Moreover, these transformations of educational content worked in conjunction with a process that matched the graduates with jobs at regional enterprises. The transformed PHEIs are beginning to provide a human resource supply system that successfully expands the AHR supply from the various categories of PHEIs in the region. Citation: Industry and Higher Education PubDate: 2022-04-11T06:41:28Z DOI: 10.1177/09504222221081670
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Authors:Asma Rezaei, Ali Reza Kamali Abstract: Industry and Higher Education, Ahead of Print. Collaboration between industry and universities is a driving force for scientific and technological advancements. Due to the role of AstraZeneca (AZ), a British–Swedish multinational pharmaceutical and biotechnology company, in combatting the COVID-19 pandemic, an analysis of the collaboration between the company and universities in the UK is of importance. Here, the collaboration of AZ with top UK universities, namely the University of Cambridge (UoC), the University of Oxford (UoO), Imperial College London (ICL) and University College London (UCL), is investigated. The investigation is based on two different measures: the well-developed Salton’s measure and the scientific impact of collaboration (SIC). The former considers the scientific articles published by each party as well as the joint articles published in the period 2010–2021. The SIC, which is introduced for the first time in this article, involves the number of joint articles and citations to them in the same period. An unprecedented increase in the value of the Salton’s measure for the collaboration between AZ and UoO is observed in 2021, and this is discussed with regard to the development of the Oxford–AstraZeneca COVID-19 vaccine. The findings support the argument that strategic alliances are more important than co-location in drug discovery and development. Citation: Industry and Higher Education PubDate: 2022-04-06T09:57:59Z DOI: 10.1177/09504222221086520
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Authors:Květa Olšanová, Eva Křenková, Pavel Hnát, Ondřej Vilikus Abstract: Industry and Higher Education, Ahead of Print. The purpose of this paper is to explore to what extent industry representatives deem employees’ readiness as satisfactory for the implementation of Industry 4.0 elements, to determine how the availability of related positions in the market is perceived and, on that basis, to identify the implications for the education system in terms of structure and content. Mixed research of an exploratory sequential design was used. Analyses of in-depth semi-structured interviews (n = 41) were carried out, followed by quantitative data collection (N = 146) through survey items corresponding to formalized research questions. The findings revealed that the set of skills suggested by other researchers as key for implementing Industry 4.0 and ensuring future competitiveness was not recognized as currently necessary or missing by the respondents. Although the respondents appreciate the importance of personal characteristics like responsibility, loyalty, communication skills, and other soft skills, these characteristics and skills are often missing. Respondents from high-tech industries tend to perceive more significant gaps in STEM education and skills. Implications for the education system in terms of its content (STEM and soft skills) and structure (organization of technical education and lifelong learning) are suggested. Citation: Industry and Higher Education PubDate: 2022-03-25T10:01:16Z DOI: 10.1177/09504222221075552
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Authors:Jason Fertig, Bonnie S. O’Neill, Pamela Wells, Carelle B. Bassil Abstract: Industry and Higher Education, Ahead of Print. This paper draws attention to a behavior-based assessment instrument that is frequently utilized in industry settings but less utilized in the academic classroom. The authors argue that this instrument, the dominance, influence, steadiness, and compliance (DISC) profile, can be useful in training and developing soft skills desired by employers. They also examine the effects of gender and work experience on the various DISC patterns to better understand how this instrument may be useful for coaching and mentoring in those academic and organizational contexts. In this study, DISC pattern data were gathered from 1547 undergraduate and graduate students across multiple universities in the USA. A multivariate analysis of variance was performed on the data and the results show males scoring higher on Dominance and females scoring higher on Steadiness, as predicted. Females scored higher on Compliance, contrary to predictions. Graduate students scored higher on Dominance and undergraduates scored higher in Steadiness, as hypothesized. Undergraduates also scored higher on Influence than did graduate students. Such differences in DISC profiles suggest that, as a behavior-based instrument, DISC may be helpful for students in understanding their behavioral tendencies as well as identifying workplace behaviors needed to bridge the gap between the soft skills employers want and the competencies students possess. Citation: Industry and Higher Education PubDate: 2022-03-23T09:04:11Z DOI: 10.1177/09504222211070950
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Authors:Anna S Robberts, Linda Van Ryneveld Abstract: Industry and Higher Education, Ahead of Print. Educators are drawn into a battle for student attention and engagement in any learning environment. This article describes how a learning environment can be changed into a game-based activity to ensure student engagement. Modules aimed at the professional development of students present numerous challenges in the structuring of learning environments that develop communication, collaboration, creativity and critical thinking skills, the 4Cs of 21st century skills. This article is based on an activity designed for 145 engineering students and intended to habituate them to the university while simultaneously exposing them to opportunities for the development of the 4Cs. During the design, execution and refinement of the learning environment in five consecutive years, 15 design principles that could be employed to facilitate the implementation of a game-based learning activity emerged. Student reflection essays, lecturer observations, field notes and a focus group interview conducted with tutors and colleagues were analysed qualitatively to inform the investigation into students’ experiences of a game-based learning environment aimed at their professional development. The voices of the students were used to confirm the value of this environment. The design principles can be employed in other learning environments to support practitioners’ game-based learning efforts. Citation: Industry and Higher Education PubDate: 2022-03-04T04:10:38Z DOI: 10.1177/09504222221079210
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Authors:Rahmatika Dewi Abstract: Industry and Higher Education, Ahead of Print. This study investigates the potential importance of the English skills element in the context of the Indonesian IT specialist workforce. Given the apparent incongruity of Indonesian IT specialists’ lack of English skills and the current rapid growth in the IT sector and the number of digital start-ups in Indonesia, a question emerges: ‘Are English skills really necessary'’ Drawing on semi-structured interviews with Indonesian IT specialists, companies that hire IT specialists, and a higher education institution, as well as teaching document analysis, this study explores the perceptions of IT specialists and employers in relation to the importance of English skills and investigates the supply-side role to discover whether satisfactory English courses are provided. It finds that English is not the most important skill, but that it is necessary as a supporting skill. The paper proposes a combination of English skill elements with other skill sets as meaningful to assist in creating technologies, learning new and updated technologies, and developing career trajectories in the global IT sector, especially in the current gig economy. This skill reformation concept is relevant for IT specialists’ future career navigation and, as a reference, especially for the Indonesian government to design policies for a digital economy. Citation: Industry and Higher Education PubDate: 2022-02-14T04:36:55Z DOI: 10.1177/09504222221075234
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Authors:Mehmet Tas, Hayot Berk Saydaliev, Shirali Kadyrov Abstract: Industry and Higher Education, Ahead of Print. Based on the definition of entrepreneurship, entrepreneurs can be considered as risk-takers. The literature contains conflicting theories as to whether risk-taking can be influenced by external factors. The current paper investigates the effect of entrepreneurship education and collaborative environment on financial risk-taking behavior among university-age young people. To this end, an online survey was conducted involving 510 participants and various statistical tests were utilized to test the research hypothesis. To measure financial risk-taking propensity, the Choice Dilemma Questionnaire methodology was implemented. The results of the analysis reveal that both the level of entrepreneurship education and a collaborative environment increase financial risk-taking. Moreover, multiple linear regression methodology was used to capture the significant factors that influence financial risk-taking when investing alone and investing in a collaborative environment. As a policy recommendation, the authors suggest that an entrepreneurship training curriculum should be developed that incorporates the various activities and elements of a collaborative environment. Citation: Industry and Higher Education PubDate: 2022-01-03T08:05:46Z DOI: 10.1177/09504222211068294
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Authors:Alan Barrell First page: 229 Abstract: Industry and Higher Education, Ahead of Print.
Citation: Industry and Higher Education PubDate: 2022-04-12T12:33:38Z DOI: 10.1177/09504222221089131
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Authors:Inge B Larsen First page: 236 Abstract: Industry and Higher Education, Ahead of Print. Entrepreneurship education in higher education institutions (HEIs) increasingly aims at fostering an entrepreneurial mindset (EM) in students. However, large heterogeneity exists in conceptualizations of EM. This is a challenge for educators as it is difficult to develop instructional strategies to foster students’ EM when there is no clarity about what this mindset is. The purpose of the article is to address this challenge. It does so by analysing and synthesizing current literature in the field of entrepreneurship education in HEIs and develops a taxonomy that depicts three dominant conceptualizations of EM, their theoretical origins and the type of attributes typically associated with each conceptualization. The article goes beyond the integrative literature review by reflecting on the consequences for the design of entrepreneurship education of the simultaneous existence of these three dominant conceptualizations. The author develops a typology for aligning instructional strategies with the EM conceptualizations and thus contributes to practice by providing a better understanding of how to achieve coherence between learning outcomes and instructional choices. The article advances the field’s conceptual knowledge about EM and thereby facilitates future theory generation. Citation: Industry and Higher Education PubDate: 2022-01-04T03:37:11Z DOI: 10.1177/09504222211038212
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