Subjects -> OCCUPATIONS AND CAREERS (Total: 33 journals)
Showing 1 - 23 of 23 Journals sorted alphabetically
Advances in Developing Human Resources     Hybrid Journal   (Followers: 26)
American Journal of Pastoral Counseling     Hybrid Journal  
BMC Palliative Care     Open Access   (Followers: 33)
British Journal of Guidance & Counselling     Hybrid Journal   (Followers: 14)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 9)
Career Development International     Hybrid Journal   (Followers: 19)
Career Development Quarterly     Hybrid Journal   (Followers: 6)
Community Development     Hybrid Journal   (Followers: 21)
Education + Training     Hybrid Journal   (Followers: 23)
Equality, Diversity and Inclusion : An International Journal     Hybrid Journal   (Followers: 20)
Field Actions Science Reports     Open Access  
Formation emploi     Open Access  
Health Care Analysis     Hybrid Journal   (Followers: 13)
Human Resource Development Review     Hybrid Journal   (Followers: 27)
Industrial and Organizational Psychology     Hybrid Journal   (Followers: 25)
International Journal for Educational and Vocational Guidance     Hybrid Journal   (Followers: 7)
International Journal for Quality in Health Care     Hybrid Journal   (Followers: 40)
International Journal of Health Care Quality Assurance     Hybrid Journal   (Followers: 14)
International Journal of Work Innovation     Hybrid Journal   (Followers: 2)
Journal of Career Assessment     Hybrid Journal   (Followers: 7)
Journal of Career Development     Hybrid Journal   (Followers: 11)
Journal of Human Capital     Full-text available via subscription   (Followers: 11)
Journal of Human Development and Capabilities : A Multi-Disciplinary Journal for People-Centered Development     Hybrid Journal   (Followers: 22)
Journal of Multicultural Counseling and Development     Hybrid Journal   (Followers: 7)
Journal of Psychological Issues in Organizational Culture     Hybrid Journal   (Followers: 8)
Journal of Vocational Behavior     Hybrid Journal   (Followers: 28)
Neurocritical Care     Hybrid Journal   (Followers: 17)
Palliative & Supportive Care     Hybrid Journal   (Followers: 33)
Performance Improvement Quarterly     Hybrid Journal   (Followers: 4)
Recherches & éducations     Open Access  
Rehabilitation Counseling Bulletin     Hybrid Journal   (Followers: 3)
Research on Economic Inequality     Hybrid Journal   (Followers: 9)
Vocations and Learning     Hybrid Journal   (Followers: 7)
Work and Occupations     Hybrid Journal   (Followers: 57)
Work, Employment & Society     Hybrid Journal   (Followers: 51)
Similar Journals
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Education + Training
Number of Followers: 23  
 
Hybrid Journal Hybrid journal   * Containing 7 Open Access Open Access article(s) in this issue *
ISSN (Print) 0040-0912 - ISSN (Online) 1758-6127
Published by Emerald Homepage  [360 journals]
  • Blended learning in entrepreneurship education: a systematic literature
           review

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      Authors: Christoph Viebig
      Abstract: Current research lacks a clear definition of blended learning in entrepreneurship education (EE), a comprehensive overview of the recent research, and a conceptualization of different types of blends with their respective challenges and advantages. In response to that, the author systematically reviewed the literature on blended learning in EE and developed four archetypes of blends for entrepreneurship educators. The author conducted a systematic literature review and identified 75 relevant peer-reviewed articles published between 2004 and 2021. The findings suggest that blended learning is a common yet underexplored and undertheorized phenomenon in EE. The findings display the rationale and motives, educator characteristics, content, teaching methods, student characteristics, and results of blended learning in EE. The paper is original because it posits blended learning as an independent and unique mode of delivery in EE. In addition, the author suggests four archetypes of blends in EE: the traditional blend, the for-action blend, the in-action blend, and the experiential blend. For each of these blends, the author identified specific advantages and challenges and discussed under which circumstances educators may employ them.
      Citation: Education + Training
      PubDate: 2022-04-28
      DOI: 10.1108/ET-05-2021-0164
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Mobile learning and communication: educational change'; a systematic
           review

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      Authors: Marta Mauri Medrano , Pablo Lafarga Ostáriz , Luis Del Barrio Aranda , Rebeca Soler Costa
      Abstract: The authors of this research present a study on Mmobile learning (ML) and the communication processes that are generated in different educational and professional contexts through a systematic review. This is descriptive research that analyzes a total of 201 results present in Web of Science and SCOPUS, with the criteria established by the PRISMA protocol, giving special relevance to the following categories: country of origin, date of publication, main objectives, methodological design, variables analyzed and considered, size and details of the samples; and their respective scientific contributions in relation to their area of research. The results show significant methodological discrepancies with respect to the established criteria. Five blocks of action are apparent: technical issues, influence on learning, impact on satisfaction and motivation, impact on communicative processes and new forms of interaction. The value of this research lies on offering a critical view based on an in-depth analysis of the existing scientific production between ML and communication in education.
      Citation: Education + Training
      PubDate: 2022-04-19
      DOI: 10.1108/ET-03-2022-0110
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Student internship experiences: areas for improvement and student choices
           of internship practices

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      Authors: Nguyen Thi Ngoc Ha , Eva Dakich
      Abstract: This paper investigates areas for improvement in internship practices from the perspectives of key stakeholders, such as university department leaders, host company leaders, lecturers, work supervisors, graduates, and final year students. Student choices of internship practices are also reported. An exploratory sequential mixed methods approach was implementing that included three focus groups, 15 individual in-depth interviews, and 461 responses to a student survey. In the qualitative phase, deductive thematic analysis was employed to explore areas for improvement in internship practices. In the quantitative phase, descriptive statistical analysis, and two non-parametric tests were used: the Mann–Whitney tests and Kruskal–Wallis tests, followed by pairwise comparisons to identify student choices of internship practices. The corroboration and triangulation of the qualitative and quantitative data sets revealed three distinct areas for improvement in internship practices in Vietnamese universities. These are internship learning outcomes, internship support, and internship assessment. Findings highlighted the crucial role of industry stakeholders, including work supervisors in the entire process of the internship, as well as the key responsibility of universities in improving student internship experiences. Areas for improvement and student choices of internship practices in Vietnamese universities have not been discussed previously. Findings carry practical, policy and theoretical implications for higher education in Vietnam and other countries striving to enhance student internship experiences. Hence, this study contributes to the Vietnamese and international WIL literature with its findings emerging from a complex mixed-methods design. This methodological approach offers enhanced reliability and validity of findings compared to previous research in the field that relied on a single data set.
      Citation: Education + Training
      PubDate: 2022-04-19
      DOI: 10.1108/ET-09-2021-0337
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Will university internship secure you a job': interplaying factors
           from an emerging market perspective

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      Authors: Mohammad Alawamleh , Bushra K. Mahadin
      Abstract: This paper aims to identify internship factors and their roles in obtaining employment, establishing relationships among them using interpretive structural modeling (ISM). Based on the literature review of more than 100 studies (1982–2020), 11 internship factors were identified. This was followed by the application of ISM technique to get insights into how these factors affect employability. ISM technique and empirical research aided in classifying the factors on their driving and dependence power. Further analysis identified contextual relationships between all factors and how these affect each other. This study will be helpful for educators, students and managers to understand how internship affects employability through understanding of the factors and their relations. This study is the first study presenting a holistic view of internship factors and how their relationships affect employability in the emerging market perspective of Jordan.
      Citation: Education + Training
      PubDate: 2022-04-13
      DOI: 10.1108/ET-03-2021-0093
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Individual entrepreneurial orientation: comparison of business and STEM
           students

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      Authors: Tatjana Nikitina , Magdalena Licznerska , Iveta Ozoliņa-Ozola , Inga Lapina
      Abstract: The present study has been designed with the aim to determine whether there are differences in individual entrepreneurial orientation (IEO) between students, doing their major in business studies and the ones whose areas of study are science, technology, engineering, and mathematics (STEM). The theoretical research methods comprise the review of secondary sources to build a sound theoretical framework for the research activities. The empirical research method is a survey in Latvia and Poland applying non-parametric inferential statistical methods as well as linear regression analysis to investigate which factors and components contribute to EO orientation development among different groups of students, and, thus, verify the research hypotheses. The yielded research results demonstrate that there are significant differences between business and STEM students when they analyze their IEO. It turned out that STEM students obtain significantly lower scores for risk-taking and innovation but higher for proactiveness. Additionally, it was detected that the chosen field of study affects students’ perception of educational support, thus, influencing their innovation, proactiveness, and risk propensity characteristics. In this research, the authors focused on exploring IEO among business and STEM students in Latvia and Poland, hence the findings cannot be one-to-one applied to other countries. The topicality of the theme is determined by the fact that changes in external environment require higher educational institutions (HEIs) in Latvia and Poland to foster their entrepreneurial ecosystems and re-master study programs both for business and STEM students as well as conduct projects that include students, academic staff, and business representatives – the transformation is necessary to create positive attitude towards entrepreneurship among the students and help them to consider entrepreneurial career path later. Factors and components which contribute to IEO development among different groups of students are under-researched in the Baltic countries, experiencing systemic transformation. The authors believe that universities can use the analysis of their students’ IEO to allocate their resources in a better way, adjust curricula to the real needs of students and facilitate entrepreneurship.
      Citation: Education + Training
      PubDate: 2022-04-08
      DOI: 10.1108/ET-07-2021-0256
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Entrepreneurial intentions among business students: the mediating role of
           attitude and the moderating role of university support

         This is an Open Access Article Open Access Article

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      Authors: Temoor Anjum , Azadeh Amoozegar , Muhammad Farrukh , Petra Heidler
      Abstract: This study aims to examine the potential determinants of entrepreneurial intentions (EIs) among business students. To that end, the study investigates the role of entrepreneurship education (EE) and entrepreneurial passion (EP) (inventing and founding), as well as the mediating role of attitude towards entrepreneurship (ATE) and the moderating role of university support. A close-ended questionnaire measured on a seven-point Likert scale was used to collect data from business students at nine universities in Punjab, Pakistan. The sample size comprises 377 participants who were selected using a stratified random sampling technique. Partial least square structural equation modeling (PLS-SEM) was then applied to assess the study’s model and the postulated hypothesis. The findings indicated that (a) every independent variable (IV) directly impacts EI [dependent variable (DV)] except EP for founding (EPF), (b) ATE significantly mediates the relationship between IV and DV (c) perceived university support positively moderates the relationship between ATE and EI. As an implication to policy, the Government must ensure that students are exposed to business environments and find university support through different paths. Specifically, Pakistan’s Minister of Education and the Higher Education Commission (HEC) may consider designing university programs that lead to more influential EE. The empirical findings may help policymakers develop effective policies for promoting entrepreneurship.
      Citation: Education + Training
      PubDate: 2022-03-21
      DOI: 10.1108/ET-01-2021-0020
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • A deeper understanding of student preferences for in-class video use: a
           

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      Authors: Imam Salehudin , Frank Alpert
      Abstract: This study analyzed segment differences of student preference for video use in lecture classes and university use of video lecture classes. The authors then conducted novel gap analyses to identify gaps between student segments' preferences for videos versus their level of exposure to in-class videos. Multivariate analysis of variance (MANOVA) was used to identify significant factors that explain the gaps. Segment differences of student preference for video use in lecture classes and university use of video lecture classes were analyzed. Novel gap analyses were then conducted to identify gaps between student segments' preferences for videos versus their level of exposure to in-class videos. MANOVA was used to identify significant factors that explain the gaps. Gap analysis of video preference relative to video exposure showed a bimodal distribution, with an approximately even split between students with an overall deficit (44.5%) and surplus (47%) of in-class videos. Deficit means students preferred to see more videos than what the lecturer showed them. Surplus means the lecturer showed students more videos than they preferred to see. Further analyses break down the deficits and surpluses based on the type of videos shown. Results are useful as an effective diagnostic tool for education managers because they are not at the individual student level but rather by course level. One implication for educational managers is that a one-size-fits-all approach for all courses will benefit some students and annoy others. This paper extends Alpert and Hodkinson’s (2019) findings by identifying preference clusters and performing segmentation analyses based on finer-grained disaggregated data analysis.
      Citation: Education + Training
      PubDate: 2022-03-16
      DOI: 10.1108/ET-02-2021-0045
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Examining teamwork competencies and team performance in experiential
           entrepreneurship education: emergent intragroup conflict as a learning
           triggering event

         This is an Open Access Article Open Access Article

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      Authors: Pilar Pazos , María Carmen Pérez-López , María José González-López
      Abstract: Although the importance of teamwork competencies and effective conflict management in entrepreneurship education is recognised, we have limited knowledge of how these factors interact to influence performance in entrepreneurial teams. This research explores teamwork competencies as a predictor of entrepreneurial team performance and the moderating effect of emerging cognitive and interpersonal team conflict as levers in entrepreneurship learning. A time-lagged survey method was used to collect data from 49 teams (156 individuals) of undergraduate students in an experiential new venture creation course. A predictive model of entrepreneurial team performance through hierarchical regression analyses and moderated-moderation analyses was tested. Results reveal that teamwork competencies have a significant and direct influence on entrepreneurial team performance and that intragroup conflict strengthens that relationship when high levels of cognitive conflict and low levels of interpersonal conflict emerge. The findings have implications for the design of entrepreneurial training programs, which will benefit from interventions aimed at teamwork competency development that incorporate strategies promoting constructive cognitive conflict while preventing the emergence of interpersonal conflict. This study is a step forward in entrepreneurship education research from the perspective of social and interpersonal processes by identifying the patterns of intra-team conflict that lead to more effective entrepreneurial teams and more productive use of teamwork competencies in a learning-by-doing entrepreneurial context.
      Citation: Education + Training
      PubDate: 2022-03-08
      DOI: 10.1108/ET-06-2021-0208
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Does gender balance in entrepreneurship education make a difference to
           prospective start-up behaviour'

         This is an Open Access Article Open Access Article

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      Authors: Gustav Hägg , Diamanto Politis , Gry Agnete Alsos
      Abstract: This study aims to examine the role of gender balance in forming individuals’ understanding of entrepreneurship as manifested in the graduates’ occupational choices, asking: Does gender balance in entrepreneurship education influence start-up behaviour after graduation' Based on gender mainstreaming, this study builds on the assumption that gender balance influences classroom and student community discourses. This study presents two hypotheses suggesting a positive relationship between gender balance (student and mentor gender balance, respectively) and the likelihood of engaging in start-up behaviour after graduation. The context is an international one-year master's programme in entrepreneurship and innovation, which adopts an experienced-based pedagogical approach to support learning. This study applies binary logistic regression analysis to test the hypotheses on a sample of 107 graduates who responded to a web-based questionnaire on post-graduation career paths. This study finds support for the first hypothesis indicating that student gender balance in the classroom has a significant positive impact on graduates' likelihood of engaging in start-up activity post-graduation. In the interpretation of these findings, this study emphasizes that a master's programme in entrepreneurship is an important arena where students' attitudes, values, aspirations and intentions towards entrepreneurship are shaped and their identity developed. While studies have demonstrated gender bias in the discourses on entrepreneurship education and content, there is little evidence of its consequences or how it is addressed. Findings of this study point directly to this gap by revealing that improved gender balance is not only beneficial to the underrepresented gender, but to the overall student group.
      Citation: Education + Training
      PubDate: 2022-03-01
      DOI: 10.1108/ET-06-2021-0204
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Entrepreneurship education, entrepreneurship policy and entrepreneurial
           competence: mediating effect of entrepreneurship competition in China

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      Authors: Guobiao Li , Zehai Long , Yujia Jiang , Yangjie Huang , Peng Wang , Zhaoxin Huang
      Abstract: Entrepreneurial competence plays a decisive role in entrepreneurship success. To promote the employment of college students and accelerate economic growth through entrepreneurial activities, the Chinese government and universities encourage the use of multiple inputs to boost holistic entrepreneurship education and training. This study aims to assesses the entrepreneurial competence of college students by analysing the effects of entrepreneurship education and policy implementation in China. The quantitative approach considered a large sample of 12,269 students, who participated in entrepreneurship education in Chinese “double-first-class” universities, to construct a theoretical model of their entrepreneurial competence. Entrepreneurship competition was introduced as a mediating variable in this model. This study revealed that college students develop entrepreneurial competence by participating in entrepreneurship competitions unlike students who participate in regular entrepreneurship education. Additionally, there was a significant difference in the measured impact of entrepreneurship policy between students who participated in entrepreneurship competitions and those who did not. The effects of the implementation of entrepreneurship education and policy were studied using a quantitative design. Additionally, this study highlights the effect of entrepreneurship competitions with empirical evidence from China, and contributes to the discussion of entrepreneurship education at schools and entrepreneurship policy for policymakers.
      Citation: Education + Training
      PubDate: 2022-02-14
      DOI: 10.1108/ET-06-2021-0218
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Digital competence in secondary education teachers during the
           COVID-19-derived pandemic: comparative analysis

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      Authors: Mario Diz-Otero , Iago Portela-Pino , Sara Domínguez-Lloria , Margarita Pino-Juste
      Abstract: Continuous training in professional teaching competencies has become one of the challenges of the school of the 21st century, especially if we refer to the mastery of digital competence. The aim of this study is to analyze the degree of digital competence of secondary school teachers of different areas of knowledge during the global pandemic of COVID-19 in the Galician autonomous community and obtain data that allow us to infer whether there is an association between individual variables such as age, gender, degree, work experience and their mastery of digital competence. A cross-sectional descriptive quasi-experimental study is performed using an accidental sample of secondary school teachers from different fields of knowledge. The different results obtained determine that the level of knowledge and use of digital media and tools is low. There are no significant differences depending on the variables analyzed, but it is necessary to establish specific continuing education plans for the improvement of digital competence in secondary school teachers to enable the effective use and management of information and communication technologies in future professionals. Therefore, the findings of this study allow the development of educational interventions focused on increasing the digital competence of teachers, taking into account their individual characteristics.
      Citation: Education + Training
      PubDate: 2022-01-31
      DOI: 10.1108/ET-01-2022-0001
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • University accelerators and entrepreneurship education in Australia:
           substantive and symbolic motives

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      Authors: Alex Maritz , Quan Anh Nguyen , Abhinav Shrivastava , Sergey Ivanov
      Abstract: The purpose of this paper is to explore the status of university accelerators (UAs) in Australia, expanding a similar paper on related entrepreneurship education (EE) in 2019. The aim is to review neoteric global best practice UA, aligning context and specific inference to the impact of UAs in Australia. The authors introduce an iterative and emergent inquiry into multi-method research, including a quantitative examination of Australian UAs, Leximancer algorithmic analyses of entrepreneurial strategic intent and narratives from best practice applications. The paper highlights the sparse and inconsistent distribution across UAs in Australia, further characterized by significant symbolic motives of operation. Furthermore, the integration of EE evidenced on global UA is not as evident in Australia, highlighting outcomes more specific to the success of nascent (student) startups as opposed to educational outcomes. Limitations include the availability and accuracy of online documents and data, although implications have been mitigated using multi-method research design. Despite the provision of critical grounding for practitioners and researchers in developing UAs, further research is recommended regarding the efficacy and impact of these accelerators. This study is the first multi-methods emergent inquiry into UAs in Australia, coupled with integration of EE. The authors provide guidelines and inferences for researchers, educators, policymakers and practitioners alike as they seek to explore and act upon the impact of UAs.
      Citation: Education + Training
      PubDate: 2022-01-18
      DOI: 10.1108/ET-08-2021-0325
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • The role of work-integrated learning in preparing students for a corporate
           entrepreneurial career

         This is an Open Access Article Open Access Article

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      Authors: Joakim Winborg , Gustav Hägg
      Abstract: In the literature there is limited knowledge about how to prepare students for a corporate entrepreneurial career. The purpose is therefore to develop a framework for understanding the role corporate development projects play in corporate entrepreneurship education, and to examine the potential role of the design of the project. The study defines a corporate development project as a project being part of an academic education to provide students with working experiences situated in an experiential learning process. Based on work-integrated learning literature, the authors first develop a conceptual framework. Thereafter, they undertake a multiple case study using data from a Master's Program in Corporate Entrepreneurship. Starting from the conceptual framework, the authors employ deductive thematic analysis in order to analyze data and finally to develop an elaborated framework. In the framework, the authors identify and label five categories of learning outcomes from the corporate development project. The framework helps understand the interplay between the different learning outcomes in students' learning process and shows how the design of the project shapes the learning process. The framework can assist educators in designing and integrating the corporate development project as a key module within a corporate entrepreneurship academic program. Based on the framework, the study develops the knowledge about the design of corporate entrepreneurship education. Future research should test the framework using data from other academic programs in corporate entrepreneurship.
      Citation: Education + Training
      PubDate: 2022-01-17
      DOI: 10.1108/ET-05-2021-0196
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2022)
       
  • Perceptions of empowerment and motivation as outcomes of a continuing
           vocational education and training (CVET) programme for adults

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      Authors: Liviu-Catalin Mara , Rosalía Cascón-Pereira , Ignasi Brunet Icart
      Abstract: The focus of this study is to explore the perceptions of motivation for further training and empowerment in future jobs of participants in different training activities under a public programme implemented in Catalonia (Spain), which delivers continuing vocational education and training (CVET) courses for unemployed and for active workers alike. The authors used a mixed methodology approach to study the motivation and empowerment perceived in the sample of participants. From an online survey of 281 participants in a CVET programme from the network of public centres that implement the programme in Catalonia, the authors analysed quantitatively the responses and then applied an inductive analysis for the responses related to motivation and empowerment perceived by the participants. Results show that the participation in this CVET programme has influenced positively the perception of motivation of the majority of participants to enrol in further education or training (80.43%), while at the other end of the spectrum, 18.86% of the participants reported low or no motivation to participate in further education or training. Regarding the empowerment towards their future workplace, 59.43% of participants perceived a high empowerment, while 37.37% reported feeling low-empowered or disempowered. This is one of the few studies that takes interest in studying a CVET public programme and its potential impact in generating perceptions of motivation for further education or training and empowerment in the participants. Moreover, its implementation was possible due to the collaboration of the public administration, which disseminated the survey to their students.
      Citation: Education + Training
      PubDate: 2022-03-22
      DOI: 10.1108/ET-12-2020-0389
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Understanding undergraduates' work values as a tool to reduce
           organizational turnover

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      Authors: Itziar Ramírez , Albert Fornells , Susana Del Cerro
      Abstract: The purpose of this research paper is to provide with a strategic approach to reduce organizational turnover by identifying undergraduates' work values. In order to do so, the research undertook two different studies. The first one focused on identifying undergraduates' work values, while the second one explored the alignment between undergraduates' work values and current human resources retention strategies. The research paper follows a mixed-method approach combining the Work Values Scale (EVAT) applied to 293 hospitality undergraduates of the bachelor's degree in Tourism and Hospitality Management and 30 semi-structured interviews along with 32 semi-structured interviews carried out to human resources professionals. Data was analysed using the EVAT methodology that classifies work values in (openness to change, conservation, self-enhancement and self-transcendence). Relationships between the four dimensions were tested using Pearson correlations and the student profile was analysed comparing the impact of the professional experience and gender in the dimensions. The results conclude that undergraduates' work values placed themselves under the categories of self-transcendence and openness to change. There is a significance level in the correlation between self-transcendence and openness to change and work values are influenced by previous professional experience and gender. Human resources professionals tend to overlook work values focusing their retention strategies in providing with training, feedback and promotions but not including practices to promote work–life balance and flexibility. Practical recommendations are provided for educators with examples of initiatives developed that can be applied in any educational institution. The research highlights the importance of work motivation based on values as a tool to generate retention strategies.
      Citation: Education + Training
      PubDate: 2022-03-14
      DOI: 10.1108/ET-07-2021-0254
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Business students' perspectives on case method coaching for problem-based
           learning: impacts on student engagement and learning performance in higher
           education

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      Authors: Bee Lian Song , Kim Lian Lee , Chee Yoong Liew , Ree Chan Ho , Woon Leong Lin
      Abstract: The aim of this study is to examine the experiences of business students on case method coaching for problem-based learning and its influence on student engagement and learning performance in the context of Malaysian private higher education. This study applied quantitative method with a self-administered questionnaire survey was used to collect data from 410 undergraduate business students from five top private universities in Malaysia using convenience sampling. Structural equation modelling (SEM) was used to analyse the data, and five hypotheses were tested. The findings reported that learning assessments, analytical skills, interpersonal skills and interdisciplinary learning have significantly influenced student engagement. Student engagement is positively correlated to the learning performance. Overall, the business students have positive perception on the case method coaching approach for problem-based learning as an effective learning tool in classroom. The case method coaching is able to garner students' interest in learning, improve engagement with peers and educators and enhance their learning performance. Higher education institutions can leverage on effective planning and implementation strategies for case method coaching for problem-based learning through more effective coaching strategies, enhance education curricula, allocation of adequate resources, and qualified and trained business educators as coaches. The present study provides new insights on coaching in business education. This study developed a new framework integrating features of case method coaching and problem-based learning to the outcomes of student engagement and learning performance within the context of business education.
      Citation: Education + Training
      PubDate: 2022-03-04
      DOI: 10.1108/ET-03-2021-0106
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Coaching to prepare students for their school-to-work transition:
           conceptualizing core coaching competences

         This is an Open Access Article Open Access Article

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      Authors: Niels van der Baan , Inken Gast , Wim Gijselaers , Simon Beausaert
      Abstract: The present study proposes coaching as a pedagogical intervention to prepare students for transitioning to the labour market. Taking a competence-based approach, the proposed coaching practice aims to enhance students' employability competences to facilitate a smoother school-to-work transition. However, what transition coaching looks like remains largely unclear. Moreover, in competence-based education, teachers are expected to be highly skilled coaches, facilitating students' transition to the labour market. The present study aims to map the core competencies of a transition coach. A qualitative design was adopted to map the core competences of a transition coach. Data were collected from two focus groups, consisting of coaches in higher education and in the workplace. Results show that, to create the necessary support conditions, a coach creates a safe coaching environment and supports students in setting goals, guide them in the activities they undertake to attain these goals, and asks reflective questions. Moreover, the coach stimulates students' ownership by putting the student in the centre of the decision-making process. Furthermore, the results emphasize the importance of the coach's professional attitude and knowledge about the transition process and the labour market. The article concludes with practical implications for novice transition coaches and teachers in higher education. The present study adds to the agenda of graduate work readiness by proposing a coaching practice aimed at preparing students for their transition to the labour market.
      Citation: Education + Training
      PubDate: 2022-02-07
      DOI: 10.1108/ET-11-2020-0341
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Employability skills framework: a tripartite approach

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      Authors: Renuka Mahajan , Pragya Gupta , Richa Misra
      Abstract: The paper aims at examining the employability skills relevant in the unprecedented times of turbulence in businesses due to COVID-19 in the Indian context. The study examined the recent skills model through an extensive literature review. Exploratory factor analysis (EFA) is conducted to identify the employability skills perceived as important by multiple stakeholders. ANOVA was applied to examine the differences in perceived importance attached to these dimensions by the three stakeholders. The ten-factorial solution was extracted based on the results of EFA The findings offer a fresh perspective on digital competencies perceived as most important to ensure successful long-term employability, followed by business fundamentals and behavioral skills. The study has been able to map perceptions of employers, faculty and students based in Delhi-NCR regarding essential employability skills. It would be worthwhile to validate the proposed employability skills framework across different geographical sections of India and ascertain if the perceptions vary in the employment sector and employer size. Although the study has put forth practical employability skills, there is a need for convergence between the business stakeholders and Higher Education Institutes (HEIs) to develop a broad skill-base for the fresh graduates. The study will prepare them for the volatile business environment. Many previous studies have lacked the employability skill framework in the Indian context from the multiple stakeholders' perspective. The HEIs can rethink their current employability, including the most prominent skills required in succeeding in a technology-enabled business environment transformed by the pandemic.
      Citation: Education + Training
      PubDate: 2022-02-02
      DOI: 10.1108/ET-12-2020-0367
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Does renaming improve public attitudes toward vocational education and
           training in higher education' Evidence from a survey experiment

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      Authors: Siu-Yau Lee , John Chi-Kin Lee , Bess Yin-Hung Lam
      Abstract: The purpose of this paper is to offer direct tests of the effectiveness of renaming vocational education and training (VET) in enhancing the image and popularity of the subject. Although many proponents of renaming argue that the word “vocational” is associated with lower levels of skills and knowledge and should therefore be supplemented by better recognised words, empirical evidence regarding the effectiveness of this strategy is scant. This study exploits a rare policy change in Hong Kong, where VET was renamed as vocational and professional education and training (VPET) and conducted an original survey experiment of 1,004 parents in the city to test if the new name would improve respondents' perceptions of the subject. The findings reveal a complex picture regarding the effects of renaming. Although renaming does not seem to improve the overall popularity of vocational education, it may widen the support base for vocational education by diluting its class character. Specifically, while attitudes toward VET are significantly and negatively correlated with family income, no such association is found in regard to VPET. This paper offers the first direct and comprehensive test of the effectiveness of renaming vocational education – a popular policy suggestion in many countries. Its findings complicate conventional expectations and contribute to the study of educational preferences in advanced economies.
      Citation: Education + Training
      PubDate: 2022-02-01
      DOI: 10.1108/ET-01-2021-0014
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Cross-national differences in mobile learning adoption during COVID-19

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      Authors: Maram Saeed Alzaidi , Yasser Moustafa Shehawy
      Abstract: The COVID-19 pandemic has resulted in social isolation; nevertheless, universities will proceed throughout this trying period with the assistance of technology. As such, this paper seeks to develop a conceptual framework to investigate the continued intentions of students to use mobile learning during COVID-19 under different cultural contexts expanding upon the Unified Theory of Acceptance and Use of Technology (UTAUT) and the Expectation-Confirmation Model (ECM) under different cultural contexts. The suggested model is empirically tested with 1,206 students from different universities in three societies (i.e. Saudi Arabia, Egypt and the UK) using SEM/PLS. Performance expectancy, satisfaction, social influence, facilitating conditions and instructors' competencies positively influence students' continued intentions to use mobile learning. In addition, the findings of the current research indicate that student's isolation negatively impact the continuous usage behavior. Furthermore, the findings indicated that a “one-size-fits-all” approach is insufficient in capturing the heterogeneity of students' intentions to use mobile learning across countries. To the best of the authors' knowledge, this is the first study that has been conducted to understand the main determinants of students' continued intentions to use mobile learning under different cultural contexts.
      Citation: Education + Training
      PubDate: 2022-01-31
      DOI: 10.1108/ET-05-2021-0179
      Issue No: Vol. 64 , No. 3 (2022)
       
  • A conceptual model of students' reflective practice for the development of
           employability competences, supported by an online learning platform

         This is an Open Access Article Open Access Article

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      Authors: Perry Heymann , Ellen Bastiaens , Anne Jansen , Peter van Rosmalen , Simon Beausaert
      Abstract: In a fast evolving labour market, higher education graduates need to develop employability competences. Key in becoming employable is the ability to reflect on learning experiences, both within a curriculum as well as extra-curricular and work placements. This paper wants to conceptualise how an online learning platform might entail a reflective practice that systematically supports students in reflecting on their learning experiences. When studying online learning platforms for developing students' employability competences, it became clear that the effectiveness of the platform depends on how the platform guides students' reflective practice. In turn, the authors studied which features (tools, services and resources) of the online learning platform are guiding the reflective practice. This resulted in the introduction of an online learning platform, containing a comprehensive set of online learning tools and services, which supports students' reflective practice and, in turn, their employability competences. The online platform facilitates both feedback from curricular and work-related learning experiences and can be used as a start by students for showcasing their employability competences. The reflective practice consists of a recurrent, systematic process of reflection, containing various phases: become aware, analyse current state, draft and plan a solution, take action and, finally, reflect in and on action. Future research revolves around studying the features of online learning platforms and their role in fostering students' reflection and employability competences. The conceptual model provides concrete indicators on how to implement online learning platforms for supporting students' reflection and employability competences. This is the first article that analyses an online learning platform that guides students' reflective practice and fosters their employability competences. The authors provide concrete suggestions on how to model the online platform, building further on reflective practice theory.
      Citation: Education + Training
      PubDate: 2022-01-27
      DOI: 10.1108/ET-05-2021-0161
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Virtual internship during the COVID-19 pandemic: exploring IT students
           satisfaction

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      Authors: Rayed A. AlGhamdi
      Abstract: This paper examined the evaluation of the virtual internship program for KAU IT students during the COVID-19 pandemic, 2020 summer. A mixed-method survey was utilized for the data collection. Out of 164 enrolled students in the 2020 summer training program, 147 students opted to participate. This gives a response rate of 89.6% of the total students' number who could participate. In addition to collecting quantitative data, qualitative data were collected. The sources for qualitative data were survey open questions, weekly reflective writing and video recordings. The quantitative result showed that the students were satisfied with their virtual internship. These results were further qualitatively explored and discussed under five themes: information and knowledge, work experience, live interaction, the comfort of achieving tasks and soft skills. The outcomes showed that the plan which offered students opportunities to be trained online with real companies accomplishing real work tasks was the best in fulfilling the requirements of the internship. Thus, it emphasized the importance of a strong alliance with the industry to provide useful virtual internship opportunities. Though this study made a novel contribution to the timely literature on the COVID-19 pandemic, it is not without its limitations. The difference in the three sample sizes makes it difficult to get in-depth comparative analysis. For future research, it is highly recommended to study the impact of online training with real existing companies on a relatively larger sample number. In order for a higher educational institute to successfully adopt the proposed plans for the virtual internship, here are the reflections and lessons learned from our three plans. (1) Emphasize your efforts on extending your partnership with the private sector and computing industry. (2) The MCIT training focuses on developing technical skills; therefore, it is great to be offered to students in the computing field as extracurricular activities but not as the fulfillment of the internship program. (3) Blackboard training sessions, which cover nontechnical skills, are good to be offered prior to the internship. For governmental human resource agencies, it is highly recommended to further develop and invest in manpower to develop online platforms. In normal situations, these platforms act as an extra training resource. In abnormal situations such as the COVID-19 pandemic, they act as useful source for online training. For students, this sudden unexpected transition from normal to online training should enrich them with the ability to be flexible and adaptive, tune them with opportunities for independent and innovative creative work, encourage them to take risks and provide them with opportunities to do things differently. As an outcome, students will enhance their self-efficacy and capabilities. Due to the COVID-19 pandemic, not only classes and internship programs have been done remotely but increasingly jobs have also gone in that direction. A virtual internship today might be good preparation for the virtual/remote work of tomorrow. For this reason, this study was conducted to add a novel contribution to the virtual internship literature.
      Citation: Education + Training
      PubDate: 2022-01-21
      DOI: 10.1108/ET-12-2020-0363
      Issue No: Vol. 64 , No. 3 (2022)
       
  • Exploring the impact of positing entrepreneurship in nature of science:
           initial science teachers' perspectives

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      Authors: Sila Kaya-Capocci , Orla McCormack , Sibel Erduran , Naomi Birdthistle
      Abstract: The social aspects of nature of science (NOS) have become more eminent but entrepreneurial perspectives of NOS continue to be neglected. Entrepreneurship is relevant to NOS and science education due to its role in scientific enterprises and its importance as a 21st-century skill required in all subjects, particularly in science, technology, engineering and math (STEM) subjects. Due to the impact of initial teacher education (ITE) and the science curriculum on Initial Science Teachers' (ISTs) understanding, the paper aims to explore the impact of including entrepreneurship in NOS with ISTs. The qualitative study investigated the changes in three ISTs by examining their understanding of entrepreneurship within NOS and their perspectives on the inclusion of entrepreneurship in the science curriculum following an intervention. The results were analysed through thematic and network analysis (NA). The results indicated that following an intervention, ISTs developed a more holistic understanding of entrepreneurship in NOS and could see the benefits and rationale for including entrepreneurship in the science curriculum. However, certain concerns remained. Although entrepreneurship may contribute to NOS by promoting scientific development, enhancing interest in science and developing a holistic understanding of science, a thorough review of the relevant research literature suggests that studies investigating entrepreneurship in NOS are rare. The current paper fills this gap by exploring Irish ISTs' perspectives on positing entrepreneurship in NOS. The study suggests conducting further research on the integration of entrepreneurship in the science curriculum and its impact on ITE.
      Citation: Education + Training
      PubDate: 2021-11-30
      DOI: 10.1108/ET-05-2021-0180
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Gendered personality traits and entrepreneurial intentions: insights from
           information technology education

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      Authors: Ioannis Sitaridis , Fotis C. Kitsios
      Abstract: Entrepreneurial intention of students is frequently used in entrepreneurship research as an indicator of creativity, innovativeness and entrepreneurial mindset. The entrepreneurship courses offered by engineering disciplines do not always have the expected outcomes, while differences are observed on students' entrepreneurial intention. These differences sometimes stem from the stereotypical beliefs about entrepreneurship, in favor of masculinity. Although these anachronistic perceptions gradually fade in the society, personality traits attributed to “traditional” gender schemas still have an impact on students' career choices, especially in academic fields considered “masculine,” such as information technology. The purpose of this paper is to examine the impact of gender-typed personality (GTP) on students' entrepreneurial intentions (EI) and identify differences between genders. The impact of GTP traits on students' entrepreneurial intention is examined using gender schema theory and the theory of planned behavior (TPB) based on a sample of 321 university students of information technology. Structural equation models are used for the investigation of causal effects and group differences. The results indicate significant interaction of GTP traits on the EI for both male and female students. However, no significant differences were found in the perception of gender schemas between males and females, which clearly suggests that the attribution of these traits to a specific gender nowadays is false. The results offer convincing explanation of the differences observed in EI between the two genders and have both theoretical and practical implications for entrepreneurship education.
      Citation: Education + Training
      PubDate: 2021-11-24
      DOI: 10.1108/ET-12-2020-0378
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Influence of role models on the entrepreneurial skills of science and
           technology undergraduates

         This is an Open Access Article Open Access Article

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      Authors: Kittichai Rajchamaha , Jatupat Prapojanasomboon
      Abstract: This study examines the perspectives of undergraduate science and technology students in Thailand regarding the influence of various role models on their entrepreneurial skills. This study employed the single case study research method. Purposive sampling was used to select the participants. The sample consisted of 142 key informants, whose responses were analysed using a direct content analysis method. From the students' perspectives, entrepreneurial role models indirectly influenced their entrepreneurial skills. The findings have clear implications for educators and policymakers. Educational institutions should design and implement educational strategies that help connect informal learning gained from the family with formal training at higher education institutions. On-the-job or apprenticeship training should also be included as a component of course content. Our findings regarding the influence of role models differ from those of previous studies in relation to two of the four role models considered here. First, according to the students, their family environment has no direct impact on their entrepreneurial skills. In addition, science- and technology-based educational environments should adopt an entrepreneurial orientation to help students understand various market and business pressures, which will enable them to make a positive contribution to the workplace.
      Citation: Education + Training
      PubDate: 2021-11-19
      DOI: 10.1108/ET-04-2021-0151
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • The effect of role model teachers on students' entrepreneurial
           competencies and intentions

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      Authors: Paula San-Martín , Andrea Pérez , Ana Fernández-Laviada , Estefanía Palazuelos
      Abstract: The paper aims to provide empirical evidence on whether the identification of the teacher as a role model is truly a key factor in improving students' entrepreneurial competencies and intention. Data were obtained from a survey of 387 university students enrolled in an entrepreneurship course, who were asked to respond to the same questionnaire at the beginning and at the end of the semester. To test the proposed hypotheses, comparison of means tests for independent samples were carried out. The results obtained confirm that students with a role model teacher perceive that entrepreneurial competencies and perceived behavioural control increase largely during the course, whilst students with a non-role model teacher perceive that their attitude towards intention decrease. The “Who should teach'” question has been disregarded in previous entrepreneurship education (EE) literature. The current paper is a first step towards a better comprehension of the teacher of entrepreneurship as a role model.
      Citation: Education + Training
      PubDate: 2021-11-02
      DOI: 10.1108/ET-03-2021-0118
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Systematic mapping: educational and social entrepreneurship innovations
           (2015–2020)

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      Authors: Ruth Montes-Martínez , María Soledad Ramírez-Montoya
      Abstract: This study aims to analyze recent publications (2015–2020) that refer to educational and social entrepreneurship to identify the primary emerging themes and gaps of entrepreneurship research and management that would be helpful for future studies and entrepreneurial ventures. The authors used systematic mapping to review 92 research articles that address educational innovation and social entrepreneurship. All the articles were published between 2015 and January 2020 and were found in the Web of Science (WoS) and Scopus databases. The data analysis identified the following: the articles most frequently cited, the journals that published the highest number of relevant articles, the geographical distribution of these publications and their authors, the context of the research, the lines and themes that emerged, and the gaps in the literature regarding the research and management of educational and social entrepreneurship. The search for articles was limited to educational and social entrepreneurship innovations and the English language; thus, studies published in other languages were not analyzed. The analysis of this research allowed us to review concepts and identify research methods employed and thematic lines analyzed. Therefore, the work is of value for educational and social entrepreneurs and researchers who wish to examine such concepts or focus on areas not yet fully explored.
      Citation: Education + Training
      PubDate: 2021-10-27
      DOI: 10.1108/ET-04-2021-0133
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Abduction and entrepreneurial learning

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      Authors: Helle Munkholm Davidsen , Christina Højlund
      Abstract: The purpose of this article is to describe the similarities between abductive reasoning and entrepreneurial learning processes in order to contribute to the conceptual understanding of learning as an entrepreneurial process in itself. The research is theoretically rooted in a conceptual development of the understanding of entrepreneurial learning processes as abductive reasoning inspired by the philosopher Charles Sanders Peirce. The theoretical explication of the connection between entrepreneurial learning processes and abductive reasoning is additionally illustrated by a hypotheses-based didactic model, developed by the authors to scaffold abducting reasoning into learning processes. The authors found in the theoretical investigation of abductive reasoning a conceptualisation of entrepreneurial learning processes that connects entrepreneurial learning processes to basic cognitive human competences, and the authors found that key concepts in entrepreneurship, such as hunches and experiments, can be understood in a broader philosophical framework as basic cognitive competences. The authors exemplify how abductive reasoning can be used in practice through a hypothesis-based didactic approach designed as a loop model. The authors have discovered that abduction is closely related to entrepreneurship and can be a central conceptual link in understanding the relationship between entrepreneurship and learning. The athors also believe that Peirce's concept of abduction can contribute to the philosophical understanding of entrepreneurship as another name for a constant rethinking of the world.
      Citation: Education + Training
      PubDate: 2021-10-27
      DOI: 10.1108/ET-08-2020-0244
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • The effect of entrepreneurship education on graduate students'
           entrepreneurial alertness and the mediating role of entrepreneurial
           mindset

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      Authors: Soroush Saadat , Aliasghar Aliakbari , Amirreza Alizadeh Majd , Robin Bell
      Abstract: This study investigates the effect of entrepreneurship education in terms of the development of entrepreneurial knowledge and skills, on graduate students' entrepreneurial alertness and the mediating role of the entrepreneurial mindset. The study collected data using questionnaires from graduate students at an Iranian university who had engaged with entrepreneurship education. The questionnaires collected data on the respondent's demographics and adopted previously validated measures to measure entrepreneurship education, entrepreneurial alertness and entrepreneurial mindset. Statistical techniques were applied to test validity and structural equation modeling was undertaken to test the hypotheses. The findings demonstrated that entrepreneurship education has a positive and significant effect on entrepreneurial alertness and entrepreneurial mindset. In addition, entrepreneurial mindset was found to have a positive and significant role in mediating the relationship between entrepreneurship education and entrepreneurial alertness. This finding highlights the importance of educators seeking to build an entrepreneurial mindset within entrepreneurship education, in addition to developing students' entrepreneurial alertness by focusing on opportunity identification and recognition. The study addresses a gap in the literature as to the relationship between entrepreneurship education, entrepreneurial alertness, and the entrepreneurial mindset, and furthers the understanding of the impact of entrepreneurship education. The results inform educational practice, as ensuring students recognize entrepreneurial opportunities is an important element of venture creation.
      Citation: Education + Training
      PubDate: 2021-10-25
      DOI: 10.1108/ET-06-2021-0231
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Triggering events in the decision to be an entrepreneur: an analysis of
           their influence on higher education graduates

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      Authors: Inés Ruiz-Rosa , Desiderio Gutiérrez-Taño , Francisco J. García-Rodríguez , Esperanza Gil-Soto
      Abstract: The present research focuses on an understudied field in the entrepreneurial process: the events that transform intention into effective entrepreneurial behavior. In this paper a comparative analysis, using the t-test on related samples, is made of the perceptions of these triggering events of a group of graduates who showed entrepreneurial intention in higher education but, up to now, had not taken the decision to start a business with those of a group who had started a business. To do this, a sample of 227 graduates from a medium-sized European University located in Spain, with manifest entrepreneurial intention was used. The results show that there are important differences between perceptions of entrepreneurship triggering events of potential entrepreneurs who have yet to start a company compared to entrepreneurs who have actually started a company. In this sense, the overevaluation by those who have not yet become entrepreneurs of events related to access to finance and the greater relevance for those with entrepreneurial experience of having a good team and contacts consisting of other entrepreneurs, mentors and advisers stand out. Some of the limitations observed in this work are related to the size of the sample analyzed. In the future, the study should be broadened, and different entrepreneurial behavior by academic specialization, gender, sector and/or type of activities should be investigated. Our study focuses on the phase of the entrepreneurship process in which intention becomes action and, more specifically, on those events that favor this change in behavior.
      Citation: Education + Training
      PubDate: 2021-10-19
      DOI: 10.1108/ET-04-2021-0128
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Exploring the link between entrepreneurship education and entrepreneurial
           intentions: the moderating role of educational fields

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      Authors: Cong Doanh Duong
      Abstract: The purpose of this research is to integrate the prediction from entrepreneurship education with the theory of planned behaviors (TPB) to build a conceptual framework and estimate the effect of entrepreneurship education on entrepreneurial intention over and above key predictors from an extended TPB model. Also, the moderating impacts of educational fields in the paths from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to entrepreneurial intention are tested in this study. The study used a sample of 559 university students who received entrepreneurship education at 12 universities from Vietnam. Confirmatory factor analysis was utilized to test the validity and reliability of all variables and regression analyses were used to estimate coefficient paths. Then, bootstrapping method with the PROCESS approach was utilized to test the indirect correlations. The study reveals that attitude toward entrepreneurship and perceived behavioral control were positively and strongly associated with entrepreneurial intention, while the linkage between subjective norms and entrepreneurial intention was not significant. Also, the findings show that even though entrepreneurship education did not have a direct effect on entrepreneurial intention, it increased entrepreneurial intention via attitude toward entrepreneurship and perceived behavioral control. In addition, this study finds that educational fields moderate the associations between predictors and entrepreneurial intention. This study offers both universities and policymakers options to foster youths' entrepreneurial activities. This study is expected to significantly contribute to entrepreneurship literature by enriching our understanding of the interesting and crucial linkages between entrepreneurship education, attitude toward entrepreneurship, subjective norms, perceived behavioral control and entrepreneurial intention. Additionally, the current research reveals that for economic and business management students, the paths are driven from entrepreneurial education, attitude toward entrepreneurship, subjective norms and perceived behavioral control to intention to engage in entrepreneurial activities has become stronger when compared to students of majors in engineering and others.
      Citation: Education + Training
      PubDate: 2021-10-12
      DOI: 10.1108/ET-05-2021-0173
      Issue No: Vol. ahead-of-print , No. ahead-of-print (2021)
       
  • Education + Training

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