Assessing Entrepreneur Education, Perceived Desirability of Self-employment and Entrepreneur Intention Among Trainee Teachers in a Higher Learning Institution

2015 ◽  
pp. 59-69
Author(s):  
Norshidah Nordin ◽  
Rohaya Abdul Wahab ◽  
Melissa Malik
Keyword(s):  
Higher Learning ◽  
Trainee Teachers ◽  
Self Employment ◽  
Perceived Desirability

scholarly journals SMALL SCALE STUDIO SETUP (4S) CREATION : CURRENT TRENDS IN ANIMATION INDUSTRY ENTREPENEURSHIP

2020 ◽  
Vol 3 (1) ◽  
pp. 10-20
Author(s):  
Ahmad Azaini Abdul Manaf ◽  
Fytullah Hamzah ◽  
Azwan Abidin
Keyword(s):  
Higher Learning ◽  
Self Management ◽  
Small Scale ◽  
Flexible Work ◽  
Animation Industry ◽  
Self Employment ◽  
Current Trends ◽  
Economic Trends ◽  
Learning Institutions ◽  
And Control

Self-employment and self-entrepreneurship activities among graduates in local and global economic trends lead to the birth of small scale animation studios. Government funding and business exposure in higher learning institutions are driving the young workforce to establish their own company rather than working for others. The current generations of graduates are very much in favor of entrepreneurship and begin to break away from the notion of stability in conventional professions due to the lack of flexible work-life balance and office benefits. Company ownership and financial freedom self-management remain the most recent phenomena in today's graduates. The idea of maintaining self-expression and control of the personal intellectual property is driving the young animator to venture into a small scale studio setup (4S).

scholarly journals Higher Education in the 21st Century: Relevance, Sufficiency, Challenges and Remedies from Graduates’ Perspective

2020 ◽  
pp. 23-37
Author(s):  
Wangui Patrick Mwangi ◽  
Diana Ingado
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Sampling Method ◽  
College Graduates ◽  
Modern Society ◽  
Higher Learning ◽  
Microsoft Excel ◽  
R Software ◽  
Self Employment ◽  
Learning Institutions

Changes in life are ever bound to take place and as a result, what was important yesterday may be obsolete tomorrow, and education is not an exception. Prior to the 21st century, necessity of changes in education had been identified by many researchers and international organizations concerned with education. This had been brought about by the fact that things were changing and education had to keep the pace. In light to this fact, this study was carried out in Eldoret town, Kenya, in order to investigate whether education was up-to-date in the 21st century. It targeted university and college graduates. It was guided by four objectives namely: the relevance of education in this century, the sufficiency, the challenges facing the education in the century and the solutions to the challenges. 300 graduates from 28 different higher learning institutions were considered and data collected using questionnaires. Purposive sampling method was employed. Data analysis was performed in R software and Microsoft Excel for both descriptive and inferential statistics. The results show that, the rate of unemployment among graduates in Eldoret stands at 56.3% (p=0.0163) and 83.4% (p<0.0001) of these unemployed graduates are seeking employment. Among the employed, 59.5% (p=0.0180) are in non-self-employment. At higher learning institutions, majority (74.3%) of the graduates feel that they only gained knowledge while only 3.7% gained both skills and knowledge. Those who don’t find higher education in the 21st century useful in preparing graduates for 21st century’s life are 93.0% (p<0.0001), which is the same as those who don’t find what they gained from higher education useful in their life. The need for reforms in higher education in 21st century for the sake of meeting modern expectations and realization of developments was supported by 98.7% (p<0.0001). 99.7% (p<0.0001) admitted to have faced challenges when studying, which is the same as those with remedies to the challenges. The conclusions are: the higher education in the 21st is not useful, sufficient and relevant for modern life, it is full of challenges and reforms are necessary to help realize developments and modern expectations, and graduates can be useful in finding solutions to the challenges. Recommendations are: the stakeholders should embrace these findings and make necessary reforms to ensure that higher education in 21st century meets the 21st century’s expectations in transforming the modern society, and more research to be done involving wider scope.

Gender and self-employment: the role of mini-companies

2016 ◽  
Vol 58 (2) ◽  
pp. 150-163 ◽  
Author(s):  
Vegard Johansen
Keyword(s):  
Secondary School ◽  
Young Women ◽  
Gender Gap ◽  
Content Type ◽  
Self Employment ◽  
Upper Secondary ◽  
Quasi Experimental ◽  
Perceived Desirability ◽  
And Control ◽  
The Impact

Purpose – The purpose of this paper is to evaluate to what degree participation in mini-companies impact young women and men with regard to the perceived desirability and perceived feasibility of self-employment. The Company Programme (CP) is the largest mini-company scheme in European secondary school. Design/methodology/approach – The data derived from a survey conducted in Norway with 1,160 students in upper secondary school (17-18 years of age). The quasi-experimental research design enabled a comparison of compulsory CP-participants with non-participation and control for several competing factors. Findings – The investigation demonstrated that CP positively influenced the perceived feasibility of self-employment for both young men and young women, and CP also increased the perceived desirability of self-employment among young women. Research limitations/implications – It could be that the impact of CP varies according to time spent on the CP or position in the mini-company. The study does not measure whether CP-participants actually create a business. Practical implications – Central to explaining the stronger impact on young women is a particular concern with female entrepreneurship in CP. The majority of CEOs in mini-companies are young women, and all women that manage mini-companies can participate in the coaching programme “Girls and Leadership”. Social implications – CP-participation could boost the chance of individuals attempting to start a business at a later point in their lives. In the longer run, CP could contribute to reducing the gender gap in self-employment. Originality/value – Investigating some of the impacts of CP in a gender perspective, this paper adds a fresh viewpoint to the state of knowledge about entrepreneurship education in secondary schools.

scholarly journals Determinants of Self-Employment Intentions among Students in Tanzania Higher Learning Institutions

2019 ◽  
Vol 8 (3) ◽  
pp. 7-14
Author(s):  
Kelvin M. Mwita
Keyword(s):  
Significant Relationship ◽  
Linear Regression Analysis ◽  
Sampling Technique ◽  
Entrepreneurship Education ◽  
Simple Random Sampling ◽  
Multiple Linear Regression Analysis ◽  
Higher Learning ◽  
Self Employment ◽  
Alternative Sources ◽  
Learning Institutions

This study aimed at examining determinants of self-employment intentions among students in Tanzania higher learning institutions. The study was guided by the theory of planned behavior which postulates that an intention is influenced by the attitude toward behavior, the subjective norms of the behavior, and the individual’s control of the behavior. The study used Mzumbe University as a case study from which 400 respondents were drawn by using a simple random sampling technique. A standard questionnaire was used to collect data and a study attained a response rate of 82%. Data analysis involved multiple linear regression analysis. The study found that gender (β=-.028, p=.751) and academic performance (β=.016, p=.671) had no significant relationship with self-employment intentions of students while entrepreneurship education (β=.303, p=.000) and having parents who are self-employed (β=.211, p=.031) had significant relationship with self-employment intentions. The study recommends higher learning institutions to have curriculums that help students to acquire entrepreneurship education sufficiently. Moreover, students are advised to have personal initiatives in looking for entrepreneurship knowledge and skills. Parents are also recommended to establish businesses as their main or alternative sources of income in order to influence entrepreneurial tendencies in the current and coming generations as a solution towards unemployment problem.

Predicting entrepreneurial intention among business students of public sector universities of Pakistan: an application of the entrepreneurial event model

2020 ◽  
Vol 16 (3) ◽  
pp. 219-230
Author(s):  
Bahadur Ali Soomro ◽  
Ghulam Rasool Lakhan ◽  
Shahnawaz Mangi ◽  
Naimatullah Shah
Keyword(s):  
Public Sector ◽  
Business Students ◽  
Final Analysis ◽  
Entrepreneurial Intention ◽  
Cross Sectional ◽  
Content Type ◽  
Self Employment ◽  
Sample Technique ◽  
Event Model ◽  
Perceived Desirability

PurposeThis paper tries to examine the entrepreneurial intention of business students of public sector universities of Pakistan through the entrepreneurial event model (EEM).Design/methodology/approachThe study is a quantitative study and is based on cross-sectional data. The data is collected through a survey questionnaire. The random sample technique is used for data collection. The respondents are the business students of different public sector universities of Pakistan. In total 310 valid samples are utilized for final analysis.FindingsBy employing to SEM through Analysis of Moment Structure (AMOS) version 26.0, the overall findings show a positive and significant impact of perceived feasibility (PF), perceived desirability (PD) and self-efficacy on entrepreneurial intention (EI).Practical implicationsThe outcomes of the study may be helpful for policymakers to formulate the policies regarding the promotion of entrepreneurship and self-employment for reducing the burden of unemployment. Possibly, it may prove as an appliance for prosperity and income generation through boosting entrepreneurship. Moreover, it may contribute to the literature of entrepreneurship, mainly for Pakistan and the developing world.Originality/valueThe study would support in achieving economic development by diverting individuals' intention for entrepreneurship.

What Support Can Higher Learning Institutions Provide to Motivate Students to Engagement in Self-Employment? Evidence from Tanzania

2020 ◽  
pp. 231971452096680
Author(s):  
Felix Adamu Nandonde ◽  
Charles Omollo Malaki
Keyword(s):  
University Students ◽  
Developing Economies ◽  
Higher Learning ◽  
Self Employment ◽  
Number Of Factors ◽  
Rotation Method ◽  
Analysis Technique ◽  
Education Support ◽  
Learning Institutions ◽  
Resource Support

Numbers of universities are increasing in developing economies. With a rise on the universities in developing economies, there is a call for more research on the role of universities in developing entrepreneurs. This article aimed at understanding the kind of support, which university students in developing economies need to engage in self-employment. The study recruited 230 students, who were provided with questionnaires during class sessions. Students were allowed to carry questionnaires and fill them in their hostels. After two weeks, the questionnaires were collected through the assistance of class representatives. Likert scale was used in the questionnaire with 5-point itemized scale. Factor analysis technique and varimax rotation method were employed for data analysis. Scree plot was used to evaluate the number of factors significant for the study. Four factors namely business education support, compulsory training, resource support and moral support loaded significantly. The results of the study can inform the ways in which university students want their institutions to assist them to become entrepreneurs.

scholarly journals CHALLENGES IN DEVELOPING AND SUPPORTING ENTREPRENEURSHIP EDUCATION: A CASE STUDY OF THE UNIVERSITY OF ZULULAND

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Thobile N Radebe ◽  
◽  
Makhosazana F Vezi-Magigaba
Keyword(s):  
South African ◽  
Education System ◽  
Entrepreneurship Education ◽  
Higher Learning ◽  
Primary Data ◽  
Self Employment ◽  
Entrepreneurial Culture ◽  
The University ◽  
Learning Institutions

Entrepreneurship education is broadly considered an important factor in promoting an entrepreneurial culture among higher education students. Considering the importance of entrepreneurship with regard to economic growth, job creation and poverty alleviation, there is a need to train entrepreneurs and to equip them with an entrepreneurial culture that promotes entrepreneurship. However, the South African education system is lacking when it comes to entrepreneurship education. The education system seems to promote the white-collar jobs rather than self-employment, and the methodology that is used to teach entrepreneurship studies, focuses more on the theory of entrepreneurship than on its practice. Against this background, this study sought to identify the challenges to develop and support entrepreneurship education by focusing on the University of Zululand as a case study. The researcher used primary data for this study. The study adopted a qualitative approach, where data was collected using interview schedules from 11 heads of departments of the university’s faculties. The results from the study show that the development of curriculum, inexperienced educators, and the methodology used to teach entrepreneurship education, are some of the challenges that are hindering the promotion of entrepreneurship education. A policy implication that arose from these findings, is that there is a need for the development of entrepreneurship-based curriculum to promote entrepreneurship. The policymakers were also encouraged to employ educators who are qualified and experienced in teaching entrepreneurship. The development of incubation centres for grooming entrepreneurs at higher learning institutions was also recommended.

scholarly journals 21st Century Skills in Practice: Malaysian Trainee Teachers’ Experience at Managing Students’ Learning during the Pandemic

Sains Insani ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 17-24
Author(s):  
Norhaili Massari ◽  
Noor Saazai Mat Saad ◽  
Fariza Puteh-Behak ◽  
Sakinah Ahmad ◽  
Hazlina Abdullah ◽  
...  
Keyword(s):  
21St Century ◽  
Teaching And Learning ◽  
Higher Learning ◽  
The Novel ◽  
Classroom Engagement ◽  
Face To Face ◽  
Trainee Teachers ◽  
Online Tools ◽  
Pedagogical Skills ◽  
Critical Components

Teaching practicum is an essential part of teacher-training that provides real classroom engagement for a beginner teacher. It is considered as one of the most critical components of teacher preparation with the greatest impact on teacher quality (Mtika, 2011; Zeichner, 2010; Graham, 2006; Tang, 2003) and is significant for the development of their pedagogical skills (Kauffman, 1992). The sudden upsurge of the Covid -19 infections around the world in the first quarter of 2020, witnessed massive closure of schools worldwide in order to contain the spread of the pandemic. This unexpected turn of events had flipped the more traditional face-to-face method of teaching and learning into distance learning that requires 21st. Century technology and skills. This paper explores the experience of a group of trainee teachers from an institute of higher learning in Malaysia, at managing this unprecedented challenge in delivering education remotely via technology. Data were collected from interviews and supplemental written records in the form of lesson plans, teaching evidence, and online tools employed for teaching and learning. The findings show that the trainee teachers undergo varied and often challenging experiences in ensuring the continuity of curriculum-based education and the students’ progress in learning. Their successes in delivering the lessons amidst the novel encounters are the epitome of resilient and flexible teachers in the making.

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