1,720,966 research outputs found
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe 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
Student Entrepreneurial Identity Formation: The Role of Reflection
Full text linkThe overall aim of this empirical paper is to contribute to the understanding of how students through video clips and narration develop their entrepreneurial identities. Literature on entrepreneurial identity development is regularly linkedto either identity theory or social identity theory. Identity theory relates to the notion of roles that an individual assumes. In entrepreneurship education students are in a transition period between roles, i.e. role transformation from student to entrepreneur and/or professional. Furthermore, existing literature suggests how students can both develop and have an entrepreneurial identity while not necessarily starting up a business. Identity formation is further supported by the narrative the student creates with regard to their selves as the student engages in a form of dialogue with themselves but also withothers as part of the entrepreneurial learning process. Upon this backdrop, this study proposes the following problem statement: “How can student self-insights assist with their entrepreneurial identity development journey?” To tackle thisquestion, we analysed 51 student video clips after students had participated in an entrepreneurship course. Our findings support the theory of identity formation relating to the concept of roles: the self-reflective video clip as a form of assessment creates a means by which the students both raise their self-awareness and, crucially, construct their entrepreneurial identities. The results underline that students’ entrepreneurial identities are formed in a social process and by what happens both inside and beyond the entrepreneurial classroom. These findings will be of interest to researchers and educators as it moves beyond a pure skills or competency approach of understanding the impact of entrepreneurship education
Student Entrepreneurial Identity Formation: The Role of Reflection
Full text linkThe overall aim of this empirical paper is to contribute to the understanding of how students through video clips and narration develop their entrepreneurial identities. Literature on entrepreneurial identity development is regularly linkedto either identity theory or social identity theory. Identity theory relates to the notion of roles that an individual assumes. In entrepreneurship education students are in a transition period between roles, i.e. role transformation from student to entrepreneur and/or professional. Furthermore, existing literature suggests how students can both develop and have an entrepreneurial identity while not necessarily starting up a business. Identity formation is further supported by the narrative the student creates with regard to their selves as the student engages in a form of dialogue with themselves but also withothers as part of the entrepreneurial learning process. Upon this backdrop, this study proposes the following problem statement: “How can student self-insights assist with their entrepreneurial identity development journey?” To tackle thisquestion, we analysed 51 student video clips after students had participated in an entrepreneurship course. Our findings support the theory of identity formation relating to the concept of roles: the self-reflective video clip as a form of assessment creates a means by which the students both raise their self-awareness and, crucially, construct their entrepreneurial identities. The results underline that students’ entrepreneurial identities are formed in a social process and by what happens both inside and beyond the entrepreneurial classroom. These findings will be of interest to researchers and educators as it moves beyond a pure skills or competency approach of understanding the impact of entrepreneurship education
Behind the scenes: spotlight on the entrepreneurship educator
Full text linkPurpose - Explores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approach – The paper uses an adapted version of Jones and Matlay’s (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator’s role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.Findings Illustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator’s role. Research implications Provides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities). Originality/value Research on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay’s (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.<br/
Variations on the Author
Full text link“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
Entrepreneurship education but not as we know it: Reflections on the relationship between Critical Pedagogy and Entrepreneurship Education
Full text linkThe meteoric rise of entrepreneurship education in higher education continues apace. This expansion has however only recently begun to elicit a more critical approach as to its nature and purpose. Using Critical Pedagogy, and specifically Freire’s work, we compare aspects of Critical Pedagogy to Entrepreneurship Education drawing attention to five commonalities. These com�monalities relate to an action-orientation, transformational potential, freedom orientation, identity development and the power-relationship between educator and student. Overall, the conceptual comparison challenges uncritical assumptions that entrepreneurship education serves only as a means to consolidate rather than question existing socio-economic structures. It supports notions of entrepreneurship education’s empowering and emancipatory potential. As one of only few studies to date that theorise the relationship between entrepreneurship education and critical pedagogy it presents a foundation upon which others may build in an expanded understanding of entrepreneurship education, its processes and place within existing educational scholarship. Practical implications are suggested
Entrepreneurship Education and Political Change: An Exploratory Study
Full text linkThis study explores the extent to which entrepreneurship education (EE) impacts individual political attributes at the level of the individual student. The rationale here is EE’s alignment with an emancipatory principle that can also be found in Critical Pedagogy (CP). This emancipatory principle resonates with the individual recognizing their place within a socioeconomic system and subsequently seeking to change the system; i.e., they become politically engaged. Drawing on a sample of entrepreneurship students in Denmark, scores on a range of political measures were compared at the start and at the end of a semester in which students engaged in entrepreneurship education. The political measures comprised “political interest,” “political orientation,” “civic engagement,” and “sociopolitical control.” Overall, results indicate a shift toward more politically interested and engaged students. This exploratory study sets the scene for more research in this area that seeks to understand the potential inherent in EE for political change
Introducing a New Framework for Understanding Learning in an Entrepreneurship Education Ecosystem
No full textThis paper investigates how all actors in an entrepreneurship education ecosystem learn and gain entrepreneurial knowledge. For that purpose, a new conceptual framework for understanding the dialogic relationship between stakeholders is presented. Furthermore, the paper establishes a link between entrepreneurship education and entrepreneurial ecosystems. By studying six international cases all involved in the same entrepreneurial curriculum, interviews and observations were performed with basis in the conceptual framework.
The findings add valuable insight into how learning in an entrepreneurship education ecosystem takes place in ever changing environments. The paper contributes to development of learning for stakeholders and correlating development between maturity and entrepreneurial skills
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