Learning opportunities and diversity of engineering students’ background in interdisciplinary group projects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Akponanabofa Henry Oti ◽  
Peter Farrell ◽  
Abbes Berrais ◽  
Paul McMahon ◽  
Mostapha Boulbibane ◽  
...  
Keyword(s):  
Peer Influence ◽  
Work Experience ◽  
Teaching And Learning ◽  
Student Experiences ◽  
Full Time ◽  
Student Survey ◽  
Content Type ◽  
Business Goals ◽  
Interdisciplinary Project ◽  
The Impact

PurposeIn line with business goals of customer satisfaction, higher education institutions of learning consider excellent student experience a priority. Teaching and learning are important aspects of satisfaction that are monitored annually by universities using tools such as the National Student Survey (NSS). The NSS results are useful for educational planning and informing consumer choices. This research measured undergraduate student experiences on an interdisciplinary project using the NSS framework. Hinged on diversity, the purpose was to investigate whether full-time (FT), part-time (PT) and degree apprenticeship students with varied work experience enhance their learning studying together on an interdisciplinary project.Design/methodology/approachThis research has measured, using the NSS criteria, student experiences on an interdisciplinary project on a civil engineering programme. It benchmarks the quality of learning and student understanding and perceptions of learning. The method is based upon a literature review and questionnaire survey of students.FindingsResults indicate good amounts of peer influence on learning in a simulated interdisciplinary team setting supported by a mix of diverse work experience in students’ background.Originality/valueSections of the NSS are extended with additional questions to capture the impact that FT, PT and degree apprenticeship study modes, closely associated with students’ background of job experience, have on teaching and learning.

Which types of experience matter? The role of prior start-up experiences and work experience in fostering youth entrepreneurial intentions

2020 ◽  
Vol 26 (6) ◽  
pp. 1181-1198
Author(s):  
Alex Bignotti ◽  
Ingrid le Roux
Keyword(s):  
South African ◽  
Secondary Students ◽  
Peer Influence ◽  
Work Experience ◽  
Community Support ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
South African Society ◽  
Start Up ◽  
The Impact

PurposeIn spite of research on entrepreneurial intentions being a mature field of enquiry, little is known about the influence of experience on entrepreneurial intentions, especially among the youth and in developing contexts. This paper aims to investigate the impact of different types of experience – entrepreneurial early childhood experiences, prior start-up experiences, work experience, education and peer influence – on the entrepreneurial intentions of South African youth.Design/methodology/approachFirst, a quantitative survey of 827 secondary students was administered, and the results were analysed by means of hierarchical logistic regression. Second, two focus groups were conducted with secondary students representing two distinct segments of South African society to shed light on some of the unique survey findings.FindingsThe results revealed that the experiences of having attempted to start a business and having previously worked in a business, as well as entrepreneurship education, have a positive influence on youth entrepreneurial intentions, while peers' entrepreneurial intentions exert a negative influence. Peer influence and contextual factors such as family and community support, which are catalytic in other parts of the world, appear to dampen youth entrepreneurial intentions because of fear of failure and fear of competition.Originality/valueThis paper examines the influence of a broader taxonomy of experience types on youth entrepreneurial intentions than found in previous studies. It highlights the unique role played by specific types of experience and points to the need to include extra-curricular entrepreneurial experiences in interventions aimed at fostering youth entrepreneurial intentions in developing nations.

A case for early semester utilization of business simulations

2019 ◽  
Vol 11 (1) ◽  
pp. 90-101 ◽  
Author(s):  
Mark Angolia ◽  
April Helene Reed
Keyword(s):  
Experiential Learning ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Question ◽  
Student Experiences ◽  
Business Simulation ◽  
Content Type ◽  
Early Use ◽  
Management Students ◽  
The Impact

PurposeThe purpose of this paper is to encourage the use of simulations early in a semester, rather than as a course capstone activity, in an effort to utilize simulations as a foundational experience. The intent is to support teaching and learning, as opposed to using simulations as a capstone assignment or assessment tool.Design/methodology/approachA comprehensive literature review synthesizing higher education business simulation effectivity and evaluation methods provides support for the analysis of 60 undergraduate supply chain management students and 96 surveys conducted over two years. The research question explores effectiveness based on the point of time during a semester a simulation was used.FindingsThe analysis of simulation effectiveness, based on the impact of course enjoyment and assistance with learning key course competencies, showed no significant differences for simulations used early in a semester or as an end-of-semester capstone event.Practical implicationsSimulations are effective tools regardless of when they are employed, but there may be significant benefits to using a simulation early in a semester by capitalizing on the tool’s inherent experiential learning functionality, active learning theory and the Kolb Experiential Learning Cycle. Early use of simulations provides common student experiences and creates a foundation for educators to develop a deeper understanding of course concepts. Additional instructor effort is needed to develop external, course specific student work to supplement and enhance the simulation experience. Early use also creates post-simulation debriefing benefits that may be precluded by the end-of-semester simulation events.Originality/valueEvidence suggests that simulations are primarily utilized as course capstone events and/or serve as comprehensive tools to integrate/assess a semester’s worth of conceptual learning. This work fills a gap in the research concerning time frames within a semester when simulations are traditionally employed, presenting a paradigm shift toward early utilization.

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

Dynamics of affordability and immigration in the Canadian housing market

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Vikkram Singh
Keyword(s):  
Low Income ◽  
Negative Impact ◽  
Policy Formulation ◽  
Housing Affordability ◽  
Immigrant Integration ◽  
Full Time ◽  
Content Type ◽  
Assistance Programs ◽  
Essential Contribution ◽  
The Impact

Purpose This study aims to make two major contributions. First, given the literature gap in housing unaffordability for different immigrant groups in Canada, it makes an essential contribution to the literature. To the best of the knowledge, this study is the first study of its kind to examine housing unaffordability by examining different immigrant groups. Second, differences in unaffordability can help understand the decline in welfare, as it can have financial implications and a negative impact on health outcomes. Third, this study’s findings are valuable for policy formulation to improve immigrant integration and ease the housing unaffordability crisis. Design/methodology/approach This study examines the determinants of housing affordability to investigate differences among various immigrant groups in Canada. A bivariate logit model using public microdata from the Canadian census estimates the determinants of moderate and severe unaffordability. Additionally, the separation of tenants and owners provides insights into the dynamics of unaffordability. The results show significant differences between immigrant groups with higher levels of unaffordability among Asian immigrants. The insights can help devise and implement housing assistance programs to address the challenges arising from the post-COVID-19 pandemic phase. Findings The results indicate that unaffordability declines with increasing age, education and full-time employment. Gender dynamics are evident, with women faring worse than men regarding the likelihood of extreme housing unaffordability. Households face a greater likelihood of unaffordability in more populous provinces and larger census metropolitan areas that struggle with the high cost of living, racial disparities and low income. Immigrants, especially from Asia, Africa and the Middle East, continue to struggle with chronic and severe unaffordability issues. The impact is much more severe for those renting, exemplifying the strain it is taking on the financial health of recent immigrants. Originality/value Given the literature gap in housing unaffordability for different immigrant groups in Canada, it makes an essential contribution to the literature. To the best of the knowledge, this study is the first study of its kind to examine housing unaffordability by examining different immigrant groups.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

The impact of the institutional environment and experience on social entrepreneurship: a multi-group analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ezlika M. Ghazali ◽  
Dilip S. Mutum ◽  
Haleh Hakim Javadi
Keyword(s):  
Social Support ◽  
Social Work ◽  
Social Workers ◽  
Social Entrepreneurship ◽  
Work Experience ◽  
Structural Equation ◽  
Group Analysis ◽  
Social Entrepreneurs ◽  
Content Type ◽  
The Impact

PurposeThis study presents a framework for integrating distinct perspectives on social entrepreneurship by combining institutional theory with the social entrepreneurship intention model. The framework assesses the relationships between social support and the perceived feasibility and desirability of social entrepreneurship, the relationships between social support and the institutional environments of social workers, and the moderating role of prior experience of social work and volunteering.Design/methodology/approachThe model was tested using 266 validated responses from an online and paper-based survey distributed among social workers. Partial least squares structural equation modelling was used to analyse the data, and multi-group analysis was conducted to examine the moderation effects.FindingsThe findings indicate that experience moderates the relationships between the regulatory and cognitive environments, cognitive environments and social support, and social support and perceived feasibility. Experience negatively moderates the relationship between the normative environment and social support.Practical implicationsActive government involvement in the form of incentives and financial support would encourage the creation of social ventures.Social implicationsEducational programmes are also necessary to help raise awareness and increase the familiarity and knowledge of potential social entrepreneurs.Originality/valueThe study analyses the effects of institutional environmental components, recognised as highly influential on the development of social entrepreneurship, as well as the impact of perceived social support on the antecedents of the perceived desirability and feasibility of social entrepreneurship. It also addresses how social work experience modifies these relationships. Contrary to previous studies, the findings suggest that increasing social work experience isolates entrepreneurs from their environment.

scholarly journals Mental health student nurses’ satisfaction with problem-based learning: a qualitative study

2017 ◽  
Vol 12 (2) ◽  
pp. 77-89 ◽  
Author(s):  
Gerwyn Huw Jones
Keyword(s):  
Mental Health ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Problem Based Learning ◽  
Student Nurses ◽  
The Body ◽  
Student Experiences ◽  
Small Scale ◽  
Content Type ◽  
Degree Classification

Purpose The purpose of this paper is to investigate undergraduate pre-registration mental health nurse’s satisfaction with problem-based learning (PBL), in light of the dearth of such studies and to influence future teaching and learning strategies within Cardiff University. Design/methodology/approach Totally, 16 students from three cohorts were interviewed in two focus groups. Data analysis was consistent with Seidel and Kelle (1995) which involved noticing relevant phenomena, collecting examples of these phenomena and subsequently analysing these to find commonalities, differences, patterns and structures. Findings Student experiences were categorised in five themes indicating that they perceived PBL as a novel, flexible approach to adult learning, which fostered decision making and critical thinking. Student engagement with the process was heavily influenced by the contribution of the end product to their degree classification. They also expressed concerns about working in groups and whether the depth of learning was comparable with traditional methods. However, they presented well-considered recommendations for future practice to address the perceived deficits of PBL. Research limitations/implications This was a small scale study undertaken in one institution. As such the views expressed by students relate to the approach to PBL used in this institution. Originality/value This study adds to the body of research relating to the application of PBL in mental health nurse education. Well considered, student generated recommendations are presented which can enhance student motivation, engagement and learning. These are arguably of value to other educationists interested in this approach to teaching and learning.

The effectiveness of a sensory modulation workshop on health professional learning

2016 ◽  
Vol 11 (5) ◽  
pp. 317-331 ◽  
Author(s):  
Gilbert Azuela ◽  
Linda Robertson
Keyword(s):  
Mental Health ◽  
Learning Outcomes ◽  
Work Experience ◽  
Reference Group ◽  
Health Staff ◽  
Sensory Modulation ◽  
Mental Health Staff ◽  
Essential Information ◽  
Content Type ◽  
The Impact

Purpose Workshops are commonly used to up-skill staff and their usefulness can be determined by measuring whether or not learning needs have been met and, in particular, whether attitudes have changed. In the field of mental health, sensory modulation workshops have been introduced to educate staff about preventative measures that reduce the use of seclusion and restraint for service users with challenging behaviours. The purpose of this paper is to evaluate the impact of such a workshop. Design/methodology/approach A one-day workshop was developed based on a review of the literature and feedback from previous workshops, and with input from an industry-based reference group. An evaluation tool was designed to measure the learning outcomes, i.e., the knowledge, skills, and attitudes of the 23 participants. The Statistical Package for the Social Sciences (SPSS v20) was used to analyse the data. Multi-variate analysis of variance was used to determine the relationship between variables. Findings A significant increase in the knowledge, skills, and attitudes of mental health staff was identified after the one-day workshop (F=106.346, df=1, p<0.000). When considering which participants showed most benefits, it was shown that the demographics had no effect, i.e., education level, practice discipline, years of work experience in mental health, and previous sensory modulation training. Practical implications Measuring learning outcomes provides essential information about whether or not the learning objectives have been met. This allows future workshops to be tailored to ensure that the learning opportunity is at the correct level for the learners. More traditional evaluations that elicit the views of the content covered and teaching methods should additionally be used to supplement this information. Originality/value Workshops are often evaluated on the basis of the participants’ subjective response to a quick questionnaire. Developing a tool to measure outcomes is a more effective way to determine what has been learned and to ensure that positive outcomes for individuals and their organisations can be reached.

The impact of culture on millennials' attitudes towards luxury brands: evidence from Tokyo and Shanghai

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cheng Lu ◽  
Zhencong Sang ◽  
Kun Song ◽  
Kazuo Kikuchi ◽  
Ippei Machida
Keyword(s):  
Social Identity ◽  
Peer Influence ◽  
Positive Impact ◽  
Cross Cultural ◽  
Mediating Effect ◽  
Luxury Brands ◽  
Content Type ◽  
The Social ◽  
The Cross ◽  
The Impact

PurposeBased on the theory of social identity mechanism, this study aimed to investigate the associations with millennial consumers' need for uniqueness (NFU), susceptibility to peer influence (SPI) and attitudes towards luxury brands (ALB) under the cross-cultural context. The mediating effect of fashion innovativeness (FI) and the moderating effect of culture were examined.Design/methodology/approachThe data for this study were collected through a survey from 217 millennials in Shanghai and 268 millennials in Tokyo. Moderation analysis and mediation analysis using Hayes PROCESS macro were applied to test proposed hypotheses.FindingsResults show that NFU and SPI have a significantly positive effect on millennials' ALB, and fashion innovativeness plays a mediating role in this process. Furthermore, the positive impact of NFU on millennials' ALB for relatively individualistic cities (Shanghai) is stronger than for relatively collectivist cities (Tokyo). The positive impact of susceptibility to informative influence (SII) on millennials' ALB for Tokyo is stronger than for Shanghai.Practical implicationsThe research results suggest how different cultures can support marketers in effectively carrying out their business strategy.Originality/valueUnder the cross-cultural background, the social identity mechanism behind the attitudes of millennials towards luxury brands has been widely recognised. However, little is known about how culture could moderate the social identity mechanism behind millennials' ALB. By analysing these mechanisms, this study compares the cultures of Shanghai and Tokyo and expands the previous research achievements.

Loyalties divided or identities as resources? The role of external relational identification in facilitating socialization

2022 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Peter Anzollitto ◽  
Danielle Cooper
Keyword(s):  
Undergraduate Students ◽  
Well Being ◽  
Initial Study ◽  
Conservation Of Resources ◽  
Full Time ◽  
Resource Base ◽  
Socialization Process ◽  
Content Type ◽  
Relational Identification ◽  
The Impact

PurposeAlthough research regarding socialization processes recognizes the importance of organizational identification for newcomer adjustment outcomes, it has less frequently considered the impact of newcomer identification with targets external to the organization. This study aims to investigate whether relational identification with identities external to the organization can be beneficial for socialization outcomes, a relationship the authors describe through the conservation of resources theory. At a time when newcomers are expending resources and may not have a support system inside the organization, important identities may foster success through building a resource base of support available to the newcomer.Design/methodology/approachTwo studies were conducted with newcomers, both groups responded to multi-wave surveys. The authors conducted an initial study with undergraduate students (n = 45) in their first semester of college and a second study with working individuals employed full time in their first year in a new organization (n = 148).FindingsRelational identification with identities external to the organization is positively related to job engagement through the dual mediation of social support and psychological well-being. The results indicate that these external resources encourage well-being and free newcomers to invest in becoming physically, emotionally and cognitively engaged with their new jobs.Practical implicationsThe results suggest that organizations may wish to take care in helping newcomers maintain strong relational identities outside the organization while becoming connected with their new organization.Originality/valueThe findings suggest that external relational identities are a neglected and important element influencing the socialization process.

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