JournalTOCs

Education + Training
Number of Followers: 22

Hybrid journal * Containing 8 Open Access article(s) in this issue *
ISSN (Print) 0040-0912 - ISSN (Online) 1758-6127
Published by Emerald

[362 journals]

Discuss to learn: a student-focused learning strategy
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  Authors: Carmina Fandos-Herrera, Carolina Herrando, Julio Jiménez Martínez, José Miguel Pina
  Abstract: Traditional teaching strategies are making way for a more collaborative learning style, where students play active roles in their learning process. This work focuses on the discussant role activity in the market research subject in a business administration bachelor's degree as a way of empowering students' role. The discussant activity fosters critical thinking and debate between classmates while also encouraging communication and relational skills. Drawing on expectation-disconfirmation theory, this study analysed students' expectations and perceptions before and after the discussant activity. Data were collected through two surveys carried out in class at the beginning and at the end of the course. The empirical findings show that interactions in the classroom during the activity contribute to students' final evaluation of the activity and positively affect cross-curricular and subjective learning performance. Activities that recreate real-life experiences help students in the acquisition of certain key competencies related to their future inclusion in the labour market.
  Citation: Education + Training
  PubDate: 2023-05-26
  DOI: 10.1108/ET-02-2022-0049
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
Cybergogy paradigms for technology-infused learning in higher education
4.0: a critical analysis from global perspective
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  Authors: Muhammad Mujtaba Asad, Aisha Malik
  Abstract: Unprecedented progressions in the sector of Information and Communication Technologies (ICTs) have led to the trendsetting of Education 4.0 paradigms. A byproduct of breakthroughs in Education 4.0 is the “Cybergogy” paradigm that particularly stimulates learning and builds competencies in a virtual environment for the new era. Toward that, the objective of this review paper is to explore how cyber-physical learning is being adopted within cybergogy paradigms with its current state-of-the-art, traits, design models, applications and difficulties in Higher Education Institutions (HEIs) around the globe. A narrative review of literature has been conducted in which major electronic bibliographic databases are targeted for study selection. Seven themes have emerged from the literature search that descript the resourcefulness, inventiveness and challenges of cyber-technology in transferring learning and interaction in and outside HEI boundary walls. Grounded on the findings, it is valuable to mention that cybergogy media facilitates an array of options for collaboration, information gathering, intellectual discussions, the convenience of access, etc. among higher education learners. Consisting of interconnected technology, distinctive intricate digital systems and physical elements working together, the trend has implementation efforts of a smart learning institution for providing engaged learning and advanced skills training. However, there are certain implementation risks and consequences that must be considered thoughtfully. This review can be used as an effective guide in designing cyber-technology-mediated teaching instruction and strategies for supporting collaborations and inventive learning in higher academia. Future researchers interested in exploring cyber-physical blends and media usage in education will also be facilitated with this review. This literature review is unique because it details significant practices of collaborative learning for the twenty-first century through cybergogy in Higher Education 4.0 that was not examined previously.
  Citation: Education + Training
  PubDate: 2023-05-11
  DOI: 10.1108/ET-08-2022-0324
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
Leading towards the students’ career development and career intentions
through using multidimensional soft skills in the digital age
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  Authors: Naimatullah Shah, Safia Bano, Ummi Naiemah Saraih, Nadia A. Abdelmegeed Abdelwahed, Bahadur Ali Soomro
  Abstract: In the digital age, the development of students’ career intentions requires serious concentration since these are associated with the students’ future employment and, ultimately, their survival. This study attempted to demonstrate in Pakistan’s Higher Educational Institutes (HEIs) the role of soft skills towards the students' career development (CD) and their future career intentions (CI). In this study, the researchers used a quantitative approach and a questionnaire to collect the data from the surveyed participants. Finally, the researchers based this study’s findings on 392 useable samples. By employing the structural equation model (SEM), this study’s findings show that soft skills, such as Creative Self-Efficacy (CSE), Problem-Solving Confidence (PSC) and Teamwork (TW) have a positive and significant effect on CD and CI. However, while Critical thinking and Creativity (CRC) has a positive and significant effect on CD, it has no effect on CI. In addition, this study’s findings confirm, also, that CD has a positive and significant effect on CI. This study’s findings assist policymakers and university administrators to understand the importance of soft skills in creating CD and CI. These promote the development of employability skills and fulfill its part in preparing graduates for the unpredictable job market. This study’s findings help, also, to develop logical reasoning in making decisions and in dealing with complex organizational issues. In a practical way, in Pakistan, this study’s findings confirm the role of soft skills towards students' CD and CI.
  Citation: Education + Training
  PubDate: 2023-04-17
  DOI: 10.1108/ET-12-2022-0470
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
Impact of quality assurance on TVET programs for the digital employment
market of IR 4.0 in Pakistan: a quantitative investigation
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  Authors: Muhammad Mujtaba Asad, Pireh Mahar, Al Karim Datoo, Fahad Sherwani, Razali Hassan
  Abstract: In the current period quality assurance (QA) and technical vocational education and training (TVET) are known as the two comprehensively examined ideas in schooling, dependent on exceptional abilities in this modern era of Industrial Revolution (IR) 4.0. The incapability or need for QA of technology-oriented programs has been dissected by policy makers as a hindrance in accomplishing the TVET objectives. Consequently, the reason for this exploration paper was to contemplate over the impact and association of QA on TVET programs and level of preparedness of TVET teachers for the market of IR 4.0 in Pakistan. In this study a quantitative research method with survey-based research has been used whereas, two research questions and hypotheses were structured and explained to lead the study. The research sample was 475 TVET teachers having technical competence for Pakistan using the random sampling technique. The instrument was an adapted questionnaire using five Likert scales. Moreover, mean and standard deviation was utilized while one-way ANOVA and Pearson correlation was used to test the hypothesis. The findings of this study uncovered that there is no significant impact of QA of TVET programs to fulfill the need of IR 4.0 in Pakistan. But there is strong and positive association between QA of TVET programs as per the demand of IR 4.0 and level of preparedness of teachers toward it. The study suggested that in order to meet the labor market's requirements according to IR 4.0, future employment demand could be met by assuring their TVET programmers' QA and putting them into practice in accordance with the indicators and the TVET framework suggested in literature and by United Nations Educational, Scientific and Cultural Organization (UNESCO), which is widely accepted. The findings will also help to detect current trends in teaching, providing important insights in terms of QA and the focus of digitalization in TVET education. The implication of this study is that in order to influence TVET's technological development, employment and national development, policy makers, TVET principals, coordinators and teachers must work on important aspects of their access that are very important on inclusion, financing and quality – the assurance of standards, as it meets the needs of the country according to the IR 4.0 labor market. This is one of the unique studies of its nature which has focused on the QA on TVET programs for the digital employment market of IR 4.0 in Pakistan and South Asia.
  Citation: Education + Training
  PubDate: 2023-03-07
  DOI: 10.1108/ET-08-2022-0295
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
Differences in self-perceived employability between university and VET
students: an analysis of emerging adults in Spain
Open Access Article
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  Authors: María Inmaculada Sánchez-Queija, Laura Sánchez-García, Andrew T. Rothwell, Águeda Parra
  Abstract: The present study analyzes differences in self-perceived employability (SPE) among Spanish university and vocational education and training (VET) students. It also aims to determine whether factors such as gender, work experience and perceptions of the precariousness of the job market have a differential effect on SPE in accordance with the training pathway chosen by emerging adults. A total of 1,715 university students (64.7% women) and 488 VET students (37.1% women) aged between 18 and 29 years completed a self-administered questionnaire that included measures of perceived employability and precarious employment. The results indicate higher SPE among VET students than among their university counterparts. Female university students scored lower also than their male colleagues, an effect that was not observed among VET students. Prior work experience improved internal SPE among students on both training pathways. However, among university students, work experience and precarious employment reduced external SPE, an affect that was not observed among VET students. The analysis of differences in SPE between university and VET students highlights the importance of an educational curriculum that includes practical competences for enhancing employability. The results also reflect the negative consequences of precarious employment on feelings of employability during this life stage, particularly among those studying at university. This is one of the first studies to analyze the perceived employability of emerging adults on two different training pathways in Spain.
  Citation: Education + Training
  PubDate: 2023-01-09
  DOI: 10.1108/ET-09-2022-0366
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2023)
University-supported job search methods and educational mismatch in
bachelor's and master's graduates
Open Access Article
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  Authors: Cecilia Albert, Maria A. Davia
  Abstract: This paper addresses the relevance of job search methods and strategies in determining vertical mismatch and the risk of underusing skills or knowledge in first jobs amongst graduates from bachelor's and master's programmes in Spain. Support from universities (via internships and career services) is compared to support from public institutions and informal strategies. The authors use the 2019 University Graduate Job Placement Survey. The dependent variables are estimated with a bivariate probit model with sample selection on a subsample of graduates who were not working at graduation. Internships and university career employment offices significantly improve the quality of first job matches. Job banks and public examinations also contribute to finding well-matched first positions, while for public employment services, results are mixed. When the job search is not supported by institutions, graduates generally do worse finding their first jobs, particularly when temporary employment agencies are involved. There are also large differences in mismatch risks across fields of study. If more graduates found their first jobs through internships and university job placement services, educational mismatch rates would decrease substantially. Further collaboration between universities and employers for the provision of high-quality internships may foster their conversion into regular, well-matched jobs. Industrial policies addressed to knowledge-based economic activities would enhance the creation of highly skilled positions. Further orientation towards STEM degrees is required to improve imbalances between supply and demand for graduate labour in Spain. Evidence about education mismatch among master's degree graduates is very scarce. This paper compares them to bachelor's degree graduates. It addresses two complementary types of education mismatch and takes into account potential self-selection into post-graduation job search.
  Citation: Education + Training
  PubDate: 2023-01-19
  DOI: 10.1108/ET-04-2022-0144
  Issue No: Vol. 65, No. 10 (2023)
Employer collaboration in developing graduate employability: a pilot study
in Ireland
Open Access Article
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  Authors: Miriam O'Regan, Aiden Carthy, Colm McGuinness, Philip Owende
  Abstract: The purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work). Framed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque). After completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p
  Citation: Education + Training
  PubDate: 2022-12-14
  DOI: 10.1108/ET-03-2022-0081
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2022)
The question of where: entrepreneurship education beyond curricular
practices
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  Authors: Artur Tavares Vilas Boas Ribeiro, Felipe Mendes Borini, Guilherme Ary Plonski
  Abstract: This article aims at the understanding of specific spaces where entrepreneurship education (EE) happens – inside and outside the classroom. Building on frameworks such as formal versus non-formal entrepreneurial education and institutional versus non-institutional actors, this research applies structural equation modeling (SEM) to explore which spaces entrepreneurs attended as undergraduate students. Going beyond intentionality, the authors collected data from 175 respondents in Brazil, all of the respondents are entrepreneurs whose companies are at least one year old. Results demonstrate that student-led activities are as important as institutional ones when training future entrepreneurs, while specific in-classroom activities feature the lowest impact among the institutional ones. Sample size and characteristics could impact the generalization power, but, since the results fit within research criteria, researchers can benefit by reflecting over new research horizons, going beyond classroom studies and understanding the university as an ecosystem of learning interventions. Results can be useful to university managers when designing institutional policies, fostering a diverse set of undergraduate experiences towards entrepreneurship training. Although current literature has focused on classroom education, researchers have been pointing out the need of stepping out of the classroom, analyzing other spaces such as student-led movements, co-curricular programs and more.
  Citation: Education + Training
  PubDate: 2022-10-25
  DOI: 10.1108/ET-10-2021-0393
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2022)
Developing entrepreneurial competencies through deliberate practice
Open Access Article
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  Authors: Marco Van Gelderen
  Abstract: In the context of the question of how entrepreneurship education can contribute to entrepreneurial competency development, this paper aims to outline the deliberate practice (DP) method and showcase how it can be applied in entrepreneurship education. To this end, this paper presents a learning innovation in which DP improves entrepreneurial competencies. The paper describes an entrepreneurship training in which participants, over a seven-week period, learn about DP and use this approach to develop an aspect of an entrepreneurial competency of their choosing. Evaluations show that participants find both short- and long-term gains in their competency development, and value having learnt a competency development method as well. The presented format is designed in accordance with the DP principles as originally described in the literature on expert performance, and shows that DP can be applied in the context of entrepreneurial competency development at lower levels of proficiency. Entrepreneurship educators interested in competency development can consider to adopt (aspects of) the described approach. The format applies DP principles as described in the literature on expert performance. The value lies in the short- and long term effects of the training.
  Citation: Education + Training
  PubDate: 2022-07-21
  DOI: 10.1108/ET-10-2021-0396
  Issue No: Vol. ahead-of-print, No. ahead-of-print (2022)
Identity work of academic teachers in an entrepreneurship training camp: a
sensemaking approach
Open Access Article
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  Authors: Kirsi Peura, Ulla Hytti
  Abstract: This paper investigates how academic teachers engage in identity work and make sense of entrepreneurship and academia in an entrepreneurship training programme. By employing a sensemaking approach, the paper inductively analyses materials from a business idea development camp organised for academic teachers. In collective sensemaking during the camp, non-academic facilitators strongly influenced the reflection-in-experience via normative ideas of entrepreneurship and their othering of entrepreneurship from academic work. In their post-camp individual essays, the academic teachers reflect-on-experience and draw parallels between entrepreneurship and academic work constructing sameness. Longitudinal research is needed in identity work and sensemaking among academic teachers in relation to entrepreneurship. Universities need to offer arenas for teachers and other faculty to support identity work and sensemaking. This study generates new understanding of how academic teachers engage in identity work and make sense of entrepreneurship in training when interacting with others. It underscores the importance of time needed for reflection-on-action.
  Citation: Education + Training
  PubDate: 2022-06-29
  DOI: 10.1108/ET-06-2021-0203
  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
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)
Does gender balance in entrepreneurship education make a difference to
prospective start-up behaviour'
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)
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
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)