scholarly journals Learning Enterprise and Entrepreneurship Through Real Business Projects

2020 ◽  
pp. 215-242
Author(s):  
Lucy Hatt
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Political Change ◽  
Entrepreneurship Education ◽  
Threshold Concepts ◽  
Doctoral Research ◽  
Pedagogical Approaches ◽  
Selection Of ◽  
The Way

Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.

Networking Industry and Academia

2009 ◽  
Vol 23 (6) ◽  
pp. 437-443 ◽  
Author(s):  
Simon Stephens ◽  
George Onofrei
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Practical Application ◽  
Policy Makers ◽  
Key Success Factors ◽  
Primary Means ◽  
Education Business

Graduate development programmes such as FUSION continue to be seen by policy makers, higher education institutions and small and medium-sized enterprises (SMEs) as primary means of strengthening higher education–business links and in turn improving the match between graduate output and the needs of industry. This paper provides evidence from case studies. The findings indicate that the practical application of academic principles in real-world settings provides a useful learning vehicle for academics, graduates and SMEs. Key success factors and strategies for overcoming obstacles emerged from the case studies. In light of these findings, the authors make tentative recommendations to aid the future delivery of similar programmes.

scholarly journals Role of research psychology in defence and security

2018 ◽  
Vol 165 (2) ◽  
pp. 113-115
Author(s):  
Fiona Butcher
Keyword(s):  
Case Studies ◽  
Real World ◽  
Scientific Research ◽  
Science Technology ◽  
Security Challenges ◽  
The Way

The following article provides an overview of the research psychology capabilities within MOD's Defence Science Technology Laboratory (Dstl). An explanation is provided of the role of Dstl psychologists and the way they work to deliver impacting applied scientific research to address 'real world' defence and security challenges. Three short case studies are provided to illustrate the range of work they delivered.

A Systematization of the Literature on Entrepreneurship Education

2014 ◽  
Vol 28 (2) ◽  
pp. 79-96 ◽  
Author(s):  
Ana Naia ◽  
Rui Baptista ◽  
Carlos Januário ◽  
Virgínia Trigo
Keyword(s):  
Higher Education ◽  
Entrepreneurship Education ◽  
Body Of Knowledge ◽  
Pedagogical Approaches

This article reviews the literature on entrepreneurship education in the higher education context published over the first decade of the 2000s. The article has two purposes: to propose a framework of analysis to systematize and assess the literature; and to examine its main insights and contributions towards practice in the entrepreneurial classroom. The first decade of the 2000s is particularly relevant because it witnessed significant developments in the theoretical and empirical frameworks for the assessment of entrepreneurship education programmes and methodologies. The authors find that a very significant share of the research on entrepreneurship education over the period of analysis has sought to evaluate its results. There is not yet a consistent body of knowledge that can provide general insights and tools for practice. Practitioners need to pick and choose among pedagogical approaches and methods to select those that best suit their particular context.

Higher education: the best practices for fostering competences for sustainable development through the use of active learning methodologies

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matilde Martínez Casanovas ◽  
Noemí Ruíz-Munzón ◽  
Marian Buil-Fabregá
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Active Learning ◽  
Case Studies ◽  
Real World ◽  
Problem Based Learning ◽  
Content Type ◽  
Research Findings ◽  
Development Goals ◽  
The Relationship

Purpose The purpose of this paper is to analyse which are the active learning methodologies, which had better contribute to acquiring competences for sustainable development (SD) in higher education. Design/methodology/approach Cluster analysis is used to define 252 students’ skills patterns and their perception of the different active learning methodologies conducted in class to promote SD. Findings The results show how different learning methodologies enhance SD, the quality assessment perception of students regarding the methodologies used in class and present real-world experiences, problem-based learning and case studies as the active learning methodologies that had better promote SD. Research limitations/implications The limitations of the study are that the results obtained are particular for one university and are not generalizable to other institutions and could vary depending on the degree and year of study of the group of student participants. Practical implications The research proposes to introduce active learning methodologies in general and real-world experiences, problem-based learning and case studies in particular, in education for sustainable development. Social implications These research findings could be used for those interested in applying active learning methodologies to foster the acquisition of SD competences to promote the 2030 Agenda for sustainable development goals. Originality/value This research study aims to shed light on the nascent stage of the relationship between pedagogical approaches used in higher education to develop sustainability competences.

scholarly journals Poor English Skills among Visually Impaired Students, Overall Growth Retardation

2020 ◽  
Vol 8 (2) ◽  
pp. 37-39
Author(s):  
Anjum Khan ◽  
Raichel M Sylus
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Growth Retardation ◽  
Visually Impaired ◽  
Education Level ◽  
Relevant Case ◽  
Visually Impaired Students ◽  
The Way

The present paper identifies ‘poor English skills’ among visually impaired students as one of the most drastic challenges at the higher education level. It attempts to cogitate on the factors which pave the way for this stark condition. To analyze the causes for this stipulation, two relevant case studies are furnished. An appraisal of these cases facilitates in understanding the downside of the existing systems in schools. The magnitude of the problem advocates intervention at the basic and early levels.

scholarly journals Real World Learning: Simulation and Gaming

2020 ◽  
pp. 187-214
Author(s):  
Jonathan Lean ◽  
Jonathan Moizer ◽  
Cathrine Derham ◽  
Lesley Strachan ◽  
Zakirul Bhuiyan
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Real World ◽  
Teaching And Learning ◽  
Classroom Setting ◽  
Real World Learning ◽  
Subject Areas ◽  
Insight Into

Abstract Simulations and games are being used across a variety of subject areas as a means to provide insight into real world situations within a classroom setting; they offer many of the benefits of real world learning but without some of the associated risks and costs. Lean, Moizer, Derham, Strachan and Bhuiyan aim to evaluate the role of simulations and games in real world learning. The nature of simulations and games is discussed with reference to a variety of examples in Higher Education. Their role in real world learning is evaluated with reference to the benefits and challenges of their use for teaching and learning in Higher Education. Three case studies from diverse subject contexts are reported to illustrate the use of simulations and games and some of the associated issues.

scholarly journals ‘Getting to the Soul’: Radical Facilitation of ‘Real World’ Learning in Higher Education Programmes Through Reflective Practice

2020 ◽  
pp. 299-322
Author(s):  
Jo Trelfa
Keyword(s):  
Higher Education ◽  
Everyday Life ◽  
Reflective Practice ◽  
Real World ◽  
Space Time ◽  
Doctoral Research ◽  
Correct Performance ◽  
Real World Learning

Abstract This chapter foregrounds reflective practice as integral to ‘real world’ learning in higher education. Concerning the development of professional ‘artistry’ of and for post-degree life, literature focuses on the nature and form of reflective activities to foster student scrutiny therefore control of self and situation whilst engaged in real world learning. Yet, Trelfa’s doctoral research suggests the only real ‘learning’ is correct performance to pass their course. Reflective practice, and real world learning, has ‘lost its soul’. Drawing on Lefebvre’s (Rhythmanalysis: Space, time and everyday life. London: Continuum, 1992/2004) concept of ‘breaking-in’ to understand this soul-less situation (illustrated in case study one), Trelfa calls for it to be radically different: if real world learning is to live up to its name then its reflective practice needs to be authentic (illustrated in case study 2).

The Case Study

2017 ◽  
pp. 1-14
Author(s):  
Joseph Brady
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Case Studies ◽  
Real World ◽  
Business Students ◽  
Traditional Lecture ◽  
Active Teaching ◽  
Simulated Environment ◽  
Real World Problem

Today's complex and global corporate environment requires business students to enter the workplace with more diverse skills and the ability to make useful decisions in their careers. The old adage of speaking “to” students in a classroom through straight lecturing is becoming less relevant in today's dynamic world. Rather, students must be engaged in the classroom and educators should provide the opportunity to enhance their decision making skills through real world problem solving. One way to do this is through the methods of active teaching and the utilization of case studies. Case studies are a story, or a narrative, that can induce higher critical thinking and engagement in the classroom and can prepare students for their careers by helping them make real world decisions in a simulated environment. This chapter focuses on the fundamental differences between traditional, lecture-based teaching and the importance of active learning in higher education.

The Case Study

2018 ◽  
pp. 329-342
Author(s):  
Joseph Brady
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Case Studies ◽  
Real World ◽  
Business Students ◽  
Traditional Lecture ◽  
Active Teaching ◽  
Simulated Environment ◽  
Real World Problem

Today's complex and global corporate environment requires business students to enter the workplace with more diverse skills and the ability to make useful decisions in their careers. The old adage of speaking “to” students in a classroom through straight lecturing is becoming less relevant in today's dynamic world. Rather, students must be engaged in the classroom and educators should provide the opportunity to enhance their decision making skills through real world problem solving. One way to do this is through the methods of active teaching and the utilization of case studies. Case studies are a story, or a narrative, that can induce higher critical thinking and engagement in the classroom and can prepare students for their careers by helping them make real world decisions in a simulated environment. This chapter focuses on the fundamental differences between traditional, lecture-based teaching and the importance of active learning in higher education.

The impact of role identity on student expectations

2015 ◽  
Vol 5 (1) ◽  
pp. 42-52 ◽  
Author(s):  
Jane Davis
Keyword(s):  
Higher Education ◽  
Peer Relations ◽  
Role Identity ◽  
Student Expectations ◽  
Content Type ◽  
Doctoral Research ◽  
Student Role ◽  
The Uk ◽  
The Impact ◽  
The Way

Purpose – The purpose of this paper is to present the viewpoint that student role identity, its dimensions and salience, impact strongly on student expectations of college-based higher education (CBHE) within the UK. Design/methodology/approach – The paper draws on doctoral research undertaken within the context of CBHE in the UK and is further supported through engagement with a range of pertinent literature. Findings – The paper suggests ways in which the individually constructed student role identity may impact on the expectations of the experience of CBHE. In so doing, the paper highlights the way in which expectations of higher education recursively influence, and are influenced by, perceptions and actions played out from within the student role. Research limitations/implications – The empirical research, from which the paper draws its theme, was undertaken in one large institution. The author recognises that a wider, longitudinal study would be beneficial in recognition of the diversity of provision in the CBHE sector. Practical implications – The paper proposes that greater awareness of the way in which students construct and moderate their perceptions and understandings of studenthood would be beneficial to a range of strategic considerations, such as promotional information, partnership activity, peer relations and the nature of pedagogies and learning architectures. Social implications – The paper foregrounds the political remit of CBHE as a progression route for “non-traditional” students, and considers the varied understandings of the meaning of the student role adopted by students attending colleges. Engagement with issues of multiple roles, identity salience and variable role porosity highlights social and pyschosocial issues faced by many such students. Originality/value – The paper considers role identity in the context of Kurt Lewin’s conceptualisation of life space and uses this framework to highlight issues that may face students and colleges in raising awareness of student expectations. It challenges the homogenous conceptualisation of the term “students” through consideration of the psychic state at a given moment in time.

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