710 research outputs found
sj-pdf-1-ihe-10.1177_09504222211042282 – Supplemental Material for Music education in adolescence – A pathway to entrepreneurial identity?
No full textSupplemental Material, sj-pdf-1-ihe-10.1177_09504222211042282 for Music education in adolescence – A pathway to entrepreneurial identity? by Artūrs Jefremovs and Inna Kozlinska in Industry and Higher Education</p
Contemporary approaches to entrepreneurship education
Full text linkOver the last decade entrepreneurship education has become an increasingly vital area of research, practice and policy regulations.
The primary aim of this article is to explore contemporary approaches towards entrepreneurship education in order to depict frameworks and methods that are acknowledged by renowned experts. The secondary aim is to assess their relevance for the Latvian entrepreneurship education at present.
Throughout the research, the author analyses the newest frameworks of entrepreneurship education by reviewing scientific articles published in Europe, dated no earlier than 2009; explores practical models successfully applied in Europe; examines results of Flash Eurobarometer Surveys No.260 (2009), No.283 (2010) and the Special Global Entrepreneurship Monitor Report (2010); compares results of the scientific articles overview and the surveys, and identifies prospects for further research.
This research applies general scientific research methods, including modeling, monographic and logical construction methods, and is based on a pure literature review.
The analysis of the modern practice-based approaches to entrepreneurship education revealed the major shift from passive/formal modes of learning and teaching towards experiential/social forms as the rationale underpinning the emergence, development and usefulness of such frameworks as: Education FOR Entrepreneurship and Experiential Learning Theory, Learning by Developing, Authentic Competence-Based Learning Theory, which are closely interrelated with each other, being conceptually similar, but contextually different. Pedagogical methods related to these frameworks are of an interactive nature and targeted to develop multiple social dimensions, such as employability, intrapreneurship and venture creation. The principle of ―learning by doing‖ is fundamental to these methods. As opposed to theoretical approach, which provides only book knowledge of management issues, holistic/dynamic approach targets a change in individuals‘ ―know-how‖.
Examination of Flash Eurobarometer survey results highlighted a number of deficiencies in the entrepreneurial environment and entrepreneurship education system of Latvia: the lack of information and skills, small number of start-ups versus high proportion of individuals trained in starting a business, wide gap between intentions and start-ups, low level of cooperation between universities and businesses, and decreasing entrepreneurial activity, institutional and administrative barriers to entrepreneurship. The author concludes that there is an ample market for quality entrepreneurship education and the discussed contemporary approaches are of a very high relevance for the Latvian entrepreneurship education system.
The major challenge for universities at present is to shift from passive modes of learning and teaching towards experiential forms establishing closer contact between students and the business world. The author suggests this can be achieved by refocusing the existing curriculum and transferring successful practice-based models from other countries.
In view of the fact that the topic has not been widely researched in Latvia yet, the results, ideas and concepts can be useful for academics, practitioners and other involved stakeholders
Music education in adolescence – A pathway to entrepreneurial identity?
Full text linkThis study examines the relationship of music education (ME) and entrepreneurship education (EE) received during adolescence with the entrepreneurial identities of university students. Researching adolescent ME alongside EE as a potential enabler of entrepreneurial identity is crucial to understanding the complementarities between ME and EE and so developing knowledge of what kinds of education may contribute to entrepreneurial identity formation. It might also be useful to consider these research insights when developing educational interventions for adolescents. The analysis is based on a sample of 190 Bachelor’s-level students from different study backgrounds (business, arts and humanities, etc.) surveyed in one European country. The study finds that both ME and EE received in adolescence are related to entrepreneurial identity in adulthood. However, it is the extra-curricular ME, taken in addition to the secondary school curriculum, that makes the difference and moderates the relationship between EE and identity. The findings contribute to expanding the identity development discourse in the entrepreneurship literature and bring novel insights to EE research by highlighting extra-curricular ME as a potential alternative pathway to entrepreneurial identity development. On a more general level, the study provides an input into the adolescent education literature and learning transfer in education research
(Motif of blood in the Inna Lisnianskaya’s poetry
No full textInna Lisnianskaya is a Russian poet who has been continuously writing since the fifties andthe author of hundreds outstanding poems. She has built her poetic universe on the basis of certainconcepts. Some of them appear more often than the others and blood is one of them. Abouta hundred of Inna Lisnianskaya’s poems that include the motif of blood was chosen for this work.Their analysis (in accordance to the studies of R. W. Langaker) is to show that the phenomenon ofsubjectification is the basis of the conceptualization process
PROSES POSTING CHARGE TO ROOM DI HOTEL GRAND INNA TUNJUNGAN SURABAYA
Full text linkThe goal achieved in this final preparation is to know the process of posting a
charge to room at the Grand Inna Tunjungan hotel in Surabaya. The author who
also works as a waitress for F&B Service at the Grand Inna Tunjungan Surabaya
hotel makes observations on the process of posting charge to room. The author
concludes that the process of posting a charge to room at the Grand Inna
Tunjungan hotel, Surabaya, is a process of combining costs incurred by guests
(eating and drinking,) whose payment is made when guests check out. Can be
applied to guests who are staying at the hotel who have a deposit to guarantee the
use of hotel facilities that are subject to a fee
Evaluation of the Outcomes of Entrepreneurship Education Revisited: Evidence from Estonia and Latvia
Full text linkEvaluation of the Outcomes of Entrepreneurship Education Revisited
Full text linkThis dissertation addresses two major gaps discernible in contemporary entrepreneurship education (EE) research: firstly, the lack of comparative studies on different forms of EE, such as traditional and experiential, which would test the widely accepted assertion that experiential EE is more effective in generating the desired outcomes in learners; secondly, the lack of evidence of how objective expressions of entrepreneurial behaviour in self- or paid employment are dependent upon entrepreneurship-specific competences that can be developed throughout EE. In bridging these gaps, the dissertation proposes and tests the integrative framework for evaluating the outcomes of EE that conceptually relies on Bloom’s taxonomy of educational objectives (Kraiger et al. 1993; Bloom et al. 1964), human capital theory (Becker 1975), and teaching models in entrepreneurship for higher education (Béchard and Grégoire 2007, 2005b). The applied framework overcomes several trending points of concern in the literature on the impact of EE including the over-reliance on models of entrepreneurial intentions, overlooking, among others, the details of EE design and delivery in the evaluations performed. This novel evaluation framework puts forward the triad of cognitive, skill-based and affective outcomes of EE in the domain of education, and the triumvirate objective outcomes: employability, intrapreneurship and private early-stage entrepreneurial activity (EA) in the domain of entrepreneurship. It conceptualises experiential EE through the prism of demand and competence teaching models, while traditional EE is viewed as analogous of a supply model (ibid 2007).
This study focuses on two small, open neighbouring post-transition economies: Estonia and Latvia. The analysis applies a mixed methods embedded design by combining multiple case study, cross-sectional and comparative designs. Data were collected from 16 entrepreneurship educators and from 559 final year bachelor students participating in business-related programmes, and recent graduates from these programmes taught at 8 local HEIs (4 per country). Purposive expert and homogeneous sampling were employed, respectively, at the qualitative and quantitative data collection stages that involved face-to-face semi-structured interviews and an online survey. The interview data were used to diagnose the prevailing form of intervention at each HEI. The survey data were used to test the hypotheses. Content analysis by means of data coding was performed to process the qualitative data. The structural equation modelling was applied to estimate cognitive, skill-based and affective outcomes. The analysis of co-variance was used to determine if statistically significant differences exist between predominantly traditional and experiential teaching and their learning outcomes. In addition, various regression models were run to estimate the association between learning outcomes and objective outcomes as well as between experiential EE and objective outcomes.
The findings of the study question the common assumptions mentioned earlier, having brought partial support for the principal hypotheses. Experiential EE was associated with higher skill-based and affective outcomes than traditional EE, but only in Estonia. The analysis indicated that the experiential form of intervention does not necessarily lead to higher levels of learning outcomes – in some cases even being associated with adverse effects; and that other factors (e.g. prior entrepreneurial aspirations, attitudes to educators) exhibit a significant influence on these outcomes. Affective outcomes acted as a consistent predictor of graduate employability, private early-stage EA as well as increasing the propensity of graduates to engage into nascent intrapreneurship. However, none of the objective outcomes showed the hypothesized dependency upon cognitive and skill-based learning outcomes. As far as the objective expressions of entrepreneurial behaviour were concerned in the period of the study, it did not matter significantly whether entrepreneurship was studied traditionally or experientially in Estonia, and the attendance of more experiential EE even tended to be less beneficial in Latvia. These results were largely divergent from conventional wisdom within human capital theory implying that investments in entrepreneurship-related human capital assets do not quite meet the expectations in the given context.
The discussion of the results advances our understanding of why experiential EE might not work as expected. The findings are appraised from the viewpoint of entrepreneurship pedagogy, external factors affecting the development of local EE as well as other dimensions pertaining to EE design, delivery and the transfer of learning in the two countries. In particular, I find pertinent the intervention volume, the pedagogical and entrepreneurial experience of educators, the learning habits of students, coherence among teaching aims, methods used and outcomes expected as well as government support, and the availability of EE infrastructure, among other contextual influences. The dissertation concludes with recommendations for educators and decision-makers at HEIs, prospective students, policy makers in charge as well as EE scholars. Overall, this work contributes to topical debates in EE research with novel theoretical, methodological and empirical results.Siirretty Doriastaei tietoa saavutettavuudest
Perceived learning outcomes of experiential entrepreneurship education: the case of Latvian business schools
No full textMeasuring Learning Outcomes of Entrepreneurship Education Using Structural Equation Modeling
Full text linkThis paper empirically substantiates a novel tripartite framework for measuring learning outcomes of entrepreneurship education (EE) by employing structural equation modeling. Three types of learning outcome are estimated—cognitive, skill-based, and affective—following Bloom’s (1956) taxonomy of educational objectives. The study is based on a sample of 249 imminent and recent Bachelor-level graduates from the leading universities of Estonia. The key fit, reliability, and validity indicators show statistically that the tested framework can serve as an instrument for measuring the learning outcomes of EE. This novel instrument may also serve as an alternative to entrepreneurial intention-based models very frequently used in EE to evaluate the learning outcomes. The studied interrelationships demonstrate that (1) the affective outcomes correlate significantly with the cognitive outcomes (r= 0.273, p< 0.001) and with the skill-based (r= 0.368, p< 0.001) outcomes; a correlation between the cognitive and skill-based outcomes is also significant and comparatively high (r= 0.602, p< 0.001);(2) the learning outcomes explain more variance in the cognitive and skill-based outcome constructs (44.7% and 81.0%, accordingly) than in the affective outcome construct (16.7%). Conclusions and implications for entrepreneurship educators and researchers are discussed
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