scholarly journals Development and Validation of a Scale to Assess Social Entrepreneurship Competency in Higher Education

2019 ◽  
Vol 11 (1) ◽  
pp. 23-39 ◽  
Author(s):  
Carlos Capella-Peris ◽  
Jesús Gil-Gómez ◽  
Manuel Martí-Puig ◽  
Paola Ruíz-Bernardo
Keyword(s):  
Higher Education ◽  
Social Entrepreneurship ◽  
Development And Validation

scholarly journals Education for entrepreneurship: In search of the fifth pillar "Learning to be entrepreneurial”

2021 ◽  
Vol 10 (44) ◽  
pp. 73-83
Author(s):  
Alejandro Cruzata-Martínez ◽  
Henry Arturo Quijano Benavides ◽  
Luz Elizabeth Vergaray Charra ◽  
Ronald M. Hernández ◽  
Miguel A. Saavedra-López
Keyword(s):  
Higher Education ◽  
Social Entrepreneurship ◽  
Educational Systems ◽  
Educational Community ◽  
Entrepreneurial Education ◽  
Documentary Analysis ◽  
Educational Entrepreneurship ◽  
Educational Field

Currently, the entrepreneurship boom is on the rise, education centers from elementary to higher education are betting on providing an entrepreneurial education. The purpose of this article is: To recognize the development of social entrepreneurship competencies from the four pillars of education, adding a fifth pillar which “knows how to be an entrepreneur". In addition, it is achieved: to recognize the transforming mission of social entrepreneurship competencies within the educational field, to identify the challenges faced by educational systems and how school entrepreneurship is adapted, to compare successful experiences of different countries in entrepreneurship, to analyze the importance of entrepreneurial education from the four pillars as a basis for the construction of the fifth pillar "Learning to undertake" and to differentiate the roles of the educational community. Consequently, documentary analysis is used, after selecting articles, various books, congresses, etc. related to educational entrepreneurship.

scholarly journals AN INSTRUMENT FOR ENGLISH MEDIUM INSTRUCTION (EMI) CLASSROOM OBSERVATION IN HIGHER EDUCATION

2020 ◽  
pp. 221
Author(s):  
Ron Martinez ◽  
Francisco Fogaça ◽  
Eduardo Henrique Diniz de Figueiredo
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Bilingual Education ◽  
Classroom Observation ◽  
Classroom Interaction ◽  
Official Language ◽  
Observation Instrument ◽  
English Medium Instruction ◽  
Development And Validation

AbstractClasses taught through English in higher education (in countries where English is not an official language) is a growing phenomenon worldwide. In Brazil the trend has only emerged in the last decade, and has faced some resistance on many fronts, including among professors.  One of the concerns raised by professors is related to their identity: essentially, are instructors who teach through a foreign language delivering a class that is qualitatively different?  For example, are they as able to interact with the students in the same way they would in their L1?  In order to move beyond mere conjecture regarding these and related questions, the present study describes the development and validation of a classroom observation instrument designed to be used (or adapted for use) by researchers wishing to investigate issues surrounding, especially, interactivity in English Medium Instruction in higher education settings.Key words: EMI, classroom interaction, bilingual education, internationalization ResumoAulas ministradas no ensino superior por meio de língua inglesa (em países onde o inglês não é um idioma oficial) é um fenômeno crescente no mundo acadêmico. No Brasil, a tendência só surgiu na última década e tem enfrentado certa resistência em muitas frentes, inclusive entre os professores. Uma das preocupações levantadas por docentes é relacionada à identidade: isto é, será que os professores que ensinam através de uma língua estrangeira ministram uma aula qualitativamente diferente? Por exemplo, será que eles conseguem interagir com os alunos da mesma maneira que eles conduzem uma aula na primeira língua? Para ir além da mera conjectura sobre essas e outras questões relacionadas, o presente estudo descreve o desenvolvimento e a validação de um instrumento de observação de aula projetado para ser usado (ou adaptado para uso) por pesquisadores que desejam investigar questões relacionadas, principalmente, à interatividade didática quando em contextos de Inglês como Meio de Instrução em inglês no âmbito do ensino superior.Palavras chave:EMI, Inglês como Meio de Instrução, ensino bilingue, internacionalização

Mindset and Social Entrepreneurship: Japanese Self-initiated Expatriate Entrepreneurs in Cambodia

2018 ◽  
Vol 4 (1) ◽  
pp. 68-88 ◽  
Author(s):  
Kazuko Yokoyama ◽  
Sarah Louisa Birchley
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Social Entrepreneurship ◽  
Status Quo ◽  
Social Entrepreneurs ◽  
Extended Study ◽  
The Status ◽  
Definition Of ◽  
Context Characteristics ◽  
Initial Research

This research is based on an extended study of Japanese self-initiated expatriate entrepreneurs (SIEEs) in Asia. Since 2015 the authors have explored various factors that influence SIEEs when setting up enterprises overseas, including the ability to take initiative; support and encouragement from family, a well-defined career anchor and exposure to overseas in the exploration stage of one’s career. An emerging trend is the desire to engage in social development activities, which has seen increasing numbers of Japanese leave well-paid companies at home to work in NGOs in developing countries. An extension of this can be seen in Japanese who choose to become self-initiated expatriate social entrepreneurs. This article focuses specifically on cases collected in Cambodia and attempts to explain how and why Japanese decide to become self-initiated expatriate social entrepreneurs in Cambodia using the concept of mindsets; entrepreneurial, social, sustainable and global. Initial research shows that some of these individuals exemplify the definition of sustainable entrepreneurship as they are creative and question the status quo in order to seek new opportunities for societal improvement ( Bornstein, 2007 ) and have multiple mindsets behind their actions. This research paper shares the context, characteristics, and outcomes of Japanese self-initiated expatriate social entrepreneurs in Cambodia and concludes by suggesting how knowledge of these SIEEs can be used in higher education contexts in Japan to improve entrepreneurship education.

scholarly journals Development and validation of a critical thinking framework

SURG Journal ◽  
2019 ◽  
Vol 11 ◽  
Author(s):  
Paisley Worthington
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Student Development ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Education Programs ◽  
Higher Order Thinking Skills ◽  
Development And Validation

Critical thinking (CT) is essential in many higher-order thinking skills and should be enhanced by higher education programs. The Model of Integrated Thinking Skills (MITS) was developed to help students developing CT, assist educators teaching CT, and satisfy the following three criteria: 1) completely and objectively describe CT, 2) distinguish CT from other skills, and 3) be used by all disciplines.  A validation survey determined how MITS is perceived with respect to the three criteria.  Most participants perceived that MITS meets the three criteria, suggesting that MITS can assist student development of CT.

EDUCATING SOCIAL ENTREPRENEURSHIP: INSIGHTS FROM THE HIGHER EDUCATION COURSES IN HONG KONG

2017 ◽  
Vol 51 (01n02) ◽  
pp. 145-164
Author(s):  
KIN YUEN RAYMOND TAM
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
General Education ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Social Entrepreneurship ◽  
Social Innovation ◽  
Higher Education Institutions ◽  
Single Subject ◽  
Education Courses

The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It was also found that curricular differences among the courses offered by various schools or faculties were not that obvious. To understand this, the author had undertaken an analysis of the schools where these courses resided, course objectives, course content, and teaching and learning strategies among these various social entrepreneurship courses. Discussion of these has given insights to arguing for the need of multidisciplinary collaborations among social entrepreneurship educators.

Development and validation of the groupwork skills questionnaire (GSQ) for higher education

2014 ◽  
Vol 40 (7) ◽  
pp. 988-1001 ◽  
Author(s):  
Jennifer Cumming ◽  
Charlotte Woodcock ◽  
Sam J. Cooley ◽  
Mark J.G. Holland ◽  
Victoria E. Burns
Keyword(s):  
Higher Education ◽  
Development And Validation

scholarly journals The Role of Higher Education Institutions in Development of Social Entrepreneurship: The Case of Tallinn University Social Entrepreneurship Study Program, Estonia

2022 ◽  
pp. 129-151
Author(s):  
Katri-Liis Lepik ◽  
Audronė Urmanavičienė
Keyword(s):  
Higher Education ◽  
Social Entrepreneurship ◽  
Social Enterprise ◽  
Education Institution ◽  
Entrepreneurial University ◽  
Social Enterprises ◽  
Academic Learning ◽  
Enterprise Development ◽  
Study Program ◽  
The University

AbstractThe purpose of this chapter is to introduce a higher education social enterprise program and explore how it is shaping the field of social entrepreneurship. Social enterprise related university programs are an emerging trend. Entrepreneurial university theory and ecosystem framework are used to illustrate how the university social enterprise program, in turn, develops the field of social entrepreneurship. An example of an existing social enterprise program is discussed to highlight how it can be designed. Cases of social enterprises emerged as the result of the program are used to outline the different impacts that such support to social entrepreneurship might have. The research chapter reveals the multi-dimensional nature of the social enterprise program and its impact on students establishing their own social enterprises. It suggests that the incubation and other support activities should expand beyond the university program including a variety of network partners. The chapter provides empirical evidence of social enterprise development in a higher education institution and contributes to the global body of knowledge about fostering social enterprise development. As the provision of social entrepreneurship education is new in Estonia and the discussions on social enterprises are premature, the number of social entrepreneurship development partners is limited and hence the empirical data is currently scarce. The journey towards an entrepreneurial university is limited due to the lack of legal support and suitable infrastructure which would enhance project-based learning, support ‘spin-offs’ and patenting and rather engenders a more traditional academic learning environment.

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