1,720,999 research outputs found
Entrepreneurship Education and Veterinary Medicine: Enhancing employable skills
No full textPurposeThis paper has the purpose of exploring the potential for entrepreneurship education within veterinary medicine. It aims to examine some of the key themes in the entrepreneurship education literature, discuss the make‐up of the UK veterinary sector, consider veterinary curricula requirements and illustrate how entrepreneurship education can benefit veterinary students.Design/methodology/approachThe approach adopted by the authors includes a literature review, in‐depth discussion and the development of hypotheses for further study.FindingsEntrepreneurship education has the potential to make a valuable contribution to veterinary medicine curricula. This is due to the fact that the majority of veterinary graduates will work in or even own/co‐own a veterinary business (i.e. a small veterinary practice) at some point in their career. In this context, the authors illustrate how entrepreneurship education can enhance both employable and day one/year one skills. The high entry requirements for veterinary programmes and the gender shift towards a predominantly female under‐ and postgraduate population add further interesting dimensions to the paper and present possible avenues for further research.Research limitations/implicationsThis is a conceptual paper and it is fully recognised that the concepts and hypotheses proposed need to be further developed and tested at the empirical level. Some interesting avenues for future research that could contribute significantly to this field are also identified.Originality/valueThe paper highlights the potential value of incorporating entrepreneurship education within veterinary curricula. It also identifies how such incorporation can enhance students' employable skills and deliver many of the skills included in veterinary medicine's day one/year one competences' agenda.</jats:sec
Exploring entrepreneurship education within veterinary medicine: can it be taught?
No full textPurposeThis paper aims to explore business and, more specifically, entrepreneurship education within veterinary medicine and discuss the perceptions of veterinary students and veterinary employers in relation to its teaching within veterinary medicine. Some challenges for veterinary business and entrepreneurship educators are highlighted.Design/methodology/approachDrawing on a small exploratory pilot study, which included student focus groups and an employer survey, the paper highlights the differences between employers' and students' perceptions of the value of business‐related education. Students' preferred programme content and expected pedagogical approaches are also discussed.FindingsThe paper finds that veterinary students do not place the same value on entrepreneurship and business‐related education as employers, not perceiving it as a “priority” within their veterinary studies. This poses a number of challenges for educators in terms of: seeking to integrate entrepreneurship and business‐related topics within an already crowded programme of study, determining relevant content and delivery methods, and designing appropriate assessment methods.Research limitations/implicationsThe paper explores a relatively new concept (i.e. business and entrepreneurship) within veterinary education and, as such, the authors fully recognise that further empirical research – beyond this exploratory study – is needed.Originality/valueThe paper highlights the discrepancy between veterinary employers' and veterinary students' perception of the overall value of business and entrepreneurship education. Findings relating to students' expectations of programme content and their preferred pedagogical approaches should be of value to educators in helping them to reshape their current offerings or, at the very least, manage students' expectations
Claiming the future of enterprise education
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The purpose of this paper is to highlight the importance of enterprise educators working collectively to develop a unique scholarship of teaching. The authors argue that the time is right for educators in this domain to secure the future of enterprise education. Acknowledging the debate between "entrepreneurship education" and "enterprise education," the authors set out to develop a unification model through which educators can act collectively to demonstrate the leadership required to secure the autonomy of the domain. \ud
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The authors bring several pertinent ideas (pedagogical content knowledge, heutagogy and academagogy) to the attention of academics/researchers involved in the design, development and delivery of enterprise education. The innovative approach to combine these ideas with prevailing thinking in this domain has facilitated a model for collective action. \ud
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It is at the level of the shared philosophical positions that the authors can best cooperate to shape the future direction of enterprise education. The authors argue against dwelling upon how the authors differ in terms of context and process issues. Such matters can only fragment the theory and practice of enterprise education. The authors need to develop greater appreciation of shared philosophical positions and leverage this understanding into a unique scholarship of teaching, specific to enterprise education. Practical implications – As enterprise education becomes more global, it is also likely to become more attractive to business schools that long for a new positioning tool in the increasingly overcrowded markets that they compete in. \ud
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This paper encourages enterprise educators to reflect upon the knowledge they hold of their own practice, and that of other enterprise educators
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
When did you last predict a good idea? Exploring the case of assessing creativity through learning outcomes
No full textIt has been noted elsewhere that an idea is acknowledged to be creative if it is novel, or surprising and adaptive. So how does that fit with education's desire to measure student performance against fixed, consistent and predicted learning outcomes? This study explores practical measures and theoretical constructs that address the dearth of teaching, learning and assessment strategies to enhance creative capacity in enterprise and entrepreneurship education. It is argued that inappropriate assessment strategies can be significant inhibitors of the creativity of students and teachers. Referring to the broader discipline of 'design', as defined by Bruce and Besant (2002) – the application of human creativity to a purpose – both broad employer satisfaction with education and fast growing economic success are found (DCMS, 2014). As predictable assessment outcomes equal predictable students, these understandings can inform educators who wish to map and develop enhanced creative endeavours such as opportunity recognition, communication and innovation
The paradox of training in the small business sector : owner/managers' attitudes to, and actual provision of, training in the West Midlands region, 1993-1996
Get PDFThis thesis examines the training and human resource development strategies of small business owner/managers. Its premise is that although most small business owner/managers claim to have a positive attitude to training, its actual provision fails significantly to keep pace with their perceived skill needs. The existence and magnitude of the ‘training paradox’ was explored in a telephone survey focused upon 2000 randomly chosen respondents from the West Midland region of Great Britain. The underlying causes of this paradox were identified and analysed in a longitudinal survey which involved in-depth, face-to-face interviews, carried out with a sub-sample of 246 owner/managers Furthermore, a wide range of complementary data obtained from 74 ‘matched’ case studies was used to test the cumulative results obtained from both the telephone interviews and the longitudinal survey.
A number of important training-related findings emerged from this research study. Firstly, small business owner/managers’ attitudes to training remained remarkably stable throughout the length of the research The most important factor to affect owner/managers' attitudes to training was the quality of their ‘incubator’ experiences in this field Attitudes to training also determined, to a large extent, the recruitment preferences of these respondents. Secondly, according to these owner/managers, the actual provision of training in their firms was determined by a combination of ‘directly’ and ‘indirectly relevant’ factors. In the ‘directly relevant’ category, owner/managers included the market positioning of a firm, prevailing economic conditions and the availability of relevant training The ‘indirectly relevant’ category involved factors of secondary importance, such as the cost of training, time constraints, lack of in-house trainers and difficulties relating to trainee cover, motivation and interest.
It became obvious, from the results of this research study, that the recent policy efforts aimed at the small business sector have failed to make a significant impact upon these owner/managers’ training and human resource development strategies. This thesis concludes by recommending that the overall availability, both in terms of quantity and quality, of vocational education and training should be improved to at least the level provided by Britain’s main competitors. Furthermore, the training industry, itself dominated by the self-employed, micro- and very small firms, should be targeted for selective financial assistance in order to subsidise a range of economically priced and customised training, narrowly focused upon the diverse needs of small businesses.
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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