New horizons in entrepreneurship: from teacher-led to student-centered learning

2016 ◽  
Vol 58 (7/8) ◽  
Author(s):  
Sarah Robinson ◽  
Helle Neergaard ◽  
Lene Tanggaard ◽  
Norris Krueger
Keyword(s):  
Learning Strategies ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Learning Theories ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Diverse Learning ◽  
Ethnographic Analysis ◽  
Practical Implications

Purpose The aim of this paper is to contribute to the discussion about the complexity and heterogeneity of entrepreneurship education. In order to achieve this objective, this paper combines educational psychology with perspectives from entrepreneurship education research to make explicit educators tacit assumptions in order to understand how these assumptions guide teaching. Design/methodology/approach Using ethnographic analysis, the paper reports data from the continuous development and implementation of a single course over a period of ten years bringing in the educator’s and the students perspectives on their achievements and course content. Findings We find that it is sometimes advantageous to invoke and combine different learning theories and approaches in order to promote entrepreneurial awareness and mindset. It is also necessary to move away from entrepreneurship education as being teacher-led to being more student-centered and focused on experiential and existential lifelong learning practices. Practical implications Practically, we make suggestions for the design and delivery of a course that demonstrates how four diverse learning theories can be combined to consolidate entrepreneurial learning in students invoking experiential and curiosity based learning strategies. Originality/value There are very few examples of concrete course designs that have been researched longitudinally in-depth using ethnographic methods. Moreover, most courses focus on the post-foundation period, whereas this paper presents a course that is a primer to the entrepreneurial process and exclusively centered on the pre-foundation phase. Rather than building on a single perspective, it combines a range of theories and approaches to create interplay and progression.

Agile ascension

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Competitive Advantage ◽  
Case Studies ◽  
Learning Strategies ◽  
Design Methodology ◽  
Reading Time ◽  
Core Competencies ◽  
Content Type ◽  
Agile Learning ◽  
Pertinent Information ◽  
Practical Implications

Purpose This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings Agile learning strategies and agile core competencies are crucial to the success of organizations in the digital economy. These principles can be adopted by others to gain and maintain competitive advantage. 10; 10; Originality/value The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

scholarly journals Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

Behind the scenes: spotlight on the entrepreneurship educator

2020 ◽  
Vol 62 (3) ◽  
pp. 255-270 ◽  
Author(s):  
Birgitte Wraae ◽  
Andreas Walmsley
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Limited Attention ◽  
Content Type ◽  
Course Content ◽  
Dialogic Relationships ◽  
University Colleges ◽  
Depth Interviews ◽  
Insight Into

PurposeExplores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approachThe 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.FindingsIllustrates 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 limitations/implicationsProvides 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/valueResearch 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.

Illuminating the black box of entrepreneurship education programs

2013 ◽  
Vol 55 (3) ◽  
pp. 234-252 ◽  
Author(s):  
Alex Maritz ◽  
Christopher R. Brown
Keyword(s):  
Design Methodology ◽  
Entrepreneurship Education ◽  
Extensive Literature ◽  
Education Programs ◽  
Content Type ◽  
Education Literature ◽  
Academic Literature ◽  
Comprehensive View ◽  
Comprehensive Framework ◽  
Practical Implications

PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

Swedish and American Nursing Students Use Journaling for Reflection: An International Student-Centered Learning Experience

2005 ◽  
Vol 9 (4) ◽  
pp. 52-58 ◽  
Author(s):  
Margret Lepp, ◽  
CeCelia R. Zorn, ◽  
Patricia R. Duffy,
Keyword(s):  
Nursing Students ◽  
Learning Strategies ◽  
Baccalaureate Nursing ◽  
International Student ◽  
Interactive Video ◽  
Video Conferencing ◽  
Learning Experience ◽  
Baccalaureate Nursing Students ◽  
Student Centered ◽  
Student Centered Learning

The purpose of this research was to describe the reflections of 10 Swedish and U.S. baccalaureate nursing students who participated in a semester-long, student-centered, interactive video-conferencing (IVC) education project. Reflective journaling was incorporated as one of several learning strategies to enhance students’ personal and professional development. Principles of phenomenography were used to analyze the data; three categories, with two sub-categories in each, emerged from the journal data. Participation in this student-centered project spurred the students in both countries to reflect upon themselves, their transition, and their profession.

scholarly journals Teacher Attitudes and Collaboration towards the Concept of Student-Centered Lesson

2021 ◽  
Author(s):  
Natela Baghatrishvili ◽  
Nino Modebadze
Keyword(s):  
Secondary School ◽  
Learning Strategies ◽  
Educational Process ◽  
School Students ◽  
Student Centered ◽  
Student Centered Learning ◽  
Teachers Attitudes ◽  
Academic Year ◽  
Quantitative And Qualitative Methods ◽  
Positive Effect

The article is based on a needs assessment carried out at Telavi Public School N7 to understand teachers' attitudes towards student-centered learning strategies. In particular, it examines how intensively and effectively student-centered approaches are integrated into the teaching process and how teachers interact with each other in student-centered learning. The study was carried out in the 2018-2019 academic year, but the inspiration for the study was the Directorate's informal participation in the educational process during the 2017-2018 academic year. A mixed type of study with quantitative and qualitative methods was used to test the hypotheses. To further investigate the problem and identify a common need, teachers from Telavi State School No. 7, as well as elementary and secondary school students, participated in the study. The interventions were carried out after the completion of the first phase of the study. Observing and analyzing teacher activities helped us assess the effectiveness of our problem-solving and needs-based interventions. The study highlights the fact that creating a collaborative atmosphere between teachers has a positive effect on the learning process. The study found the importance of fostering a culture of collaboration among teachers through the use of diverse resources, activities and challenging classroom assignments. Students' views, opinions and feelings about such lessons were also determined. As a result of the analysis, conclusions were drawn that allow recommendations to be made for identifying and solving similar problems and needs.

scholarly journals IMPLEMENTASI PENINGKATAN PROFESIONALISME GURU DI SEKOLAH

KadikmA ◽  
2020 ◽  
Vol 11 (1) ◽  
pp. 16
Author(s):  
Didit Nantara
Keyword(s):  
Learning Strategies ◽  
Professional Certification ◽  
Scientific Publications ◽  
Student Centered ◽  
Student Centered Learning ◽  
Certified Teachers ◽  
Self Development ◽  
Teacher Professional ◽  
The Impact ◽  
Implementation Plans

This article aims to discuss some activities that can improve the professionalism of teachers in schools. The results of a survey conducted by PGRI regarding the impact of teacher professional certification on teacher performance show that the performance of teachers who have passed certification is still unsatisfactory and the performance of certified teachers is not satisfactory. Some of the activities of teachers in schools to improve their professionalism are making learning implementation plans, implementing student-centered learning strategies, carrying out an assessment of learning outcomes, self-development, carrying out scientific publications and innovative works, using learning media, and providing examples and guidance. Through some teacher activities at the school, the assumption that the results of the PGRI survey regarding the performance of certified teachers have not been satisfactory will be refuted or incorrect.

scholarly journals Student Participation in Syllabus Development as a Student-centered Learning Technique in Horticulture Classes

2000 ◽  
Vol 10 (2) ◽  
pp. 290-293
Author(s):  
Margaret McMahon
Keyword(s):  
Student Involvement ◽  
Student Participation ◽  
Evaluation Criteria ◽  
Code Of Conduct ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
Course Objectives ◽  
Learning Technique

Student-centered learning means having students actively engaged in many aspects of a course to promote learning. Allowing students to participate in syllabus development is a method that involves students in the course and, in the process, assume responsibility for much of their learning. Students can help set course objectives, decide what is the evaluation criteria and who evaluates, determine and deliver some of the course content, and approve the code of conduct for the class. By helping with the aforementioned areas, students can see the relevance of the course to their needs and interests. They tend to take a greater interest in the course and participate more actively in the class. The process of student involvement in syllabus development requires several steps and utilizes techniques that are presented in the following paper.

scholarly journals Capping off’ the development of graduate capabilities in the final semester unit for biological science students: review and recommendations

2015 ◽  
Vol 12 (3) ◽  
pp. 20-36 ◽  
Author(s):  
Jennifer Firn ◽  
Keyword(s):  
Learning Strategies ◽  
Time Management ◽  
Teaching Practice ◽  
Professional Community ◽  
Biological Science ◽  
Academic Experience ◽  
Student Centered ◽  
Student Centered Learning ◽  
University Of Technology ◽  
Dramatic Shift

Biology is the most rapidly evolving scientific field of the 21st century. Biology graduates must be able to integrate concepts and collaborate outside their discipline to solve the most pressing questions of our time, e.g. world hunger, malnutrition, climate change, infectious disease and biosecurity. University educators are attempting to respond to this need to better prepare undergraduates to face these challenges by undergoing a dramatic shift in teaching practice from teaching-centered to studentcentered and from discipline knowledge to graduate capabilities. With this shift came the development of capstone units—a student’s culminating academic experience where authentic learning environments assist students to develop employer-prized capabilities, e.g. metacognition, networking, time management, collaborative skills. The Queensland University of Technology (QUT) launched a new student centered set of science majors in 2012 and in second semester 2015 will offer a capstone in biology for the first time. My main aims with this report are to understand the theoretical basis and logic behind the development of capstone units and to compare and contrast what other Australian institutions are providing. Based on my findings, I recommend six generic elements for capstone units in biological science: 1. Challenging inquiry-based learning tasks that are intentionally ill defined and complicated, and address cutting edge relevant problems. 2. Small group work activities and assessment that encourages positive constructivist learning. 3. Student centered learning where teachers take the role of coaching and mentoring with students also being provided opportunities to network with members of the professional community. 4. Students perform authentic tasks that involve articulating their findings to peers and experts including the experience of having to defend arguments and decisions. 5. Learning opportunities that include career development skills and training. 6. Explicit modeling of self-aware and meaningful learning to encourage deep learning strategies that foster an appreciation for the nature of science. Overall, I found that the characteristics of capstone units should not be focused on transmitting content, nor simply another controlled application of the scientific method; instead the activities and assessment students perform should be complex, relevant, and realistic to encourage students to move beyond being motivated by grades or fear of failure to wanting to understand concepts deeply and solve problems to make a difference within their future professions and communities.

Get Give Make Live

2020 ◽  
Vol 16 (2) ◽  
pp. 179-202
Author(s):  
Ben Toscher ◽  
Yngve Dahle ◽  
Martin Steinert
Keyword(s):  
Design Methodology ◽  
Core Competency ◽  
Test Environment ◽  
Student Centered ◽  
Web Based ◽  
Content Type ◽  
The Arts ◽  
Digital Test ◽  
Practical Implications ◽  
Objective Type

Purpose This study aims to explore the motivations and business ideation processes of 776 entrepreneurs from three diverse cohorts of technology, youth and arts entrepreneurs. Design/methodology/approach Using an inductive approach inspired by grounded theory, observations resultant from the use of a Web-based digital test environment are openly coded, in which 776 individual entrepreneurs have stated their objectives for engaging in entrepreneurship and performed a business ideation process. Findings The study inductively derives a typology of objectives types – “GET GIVE MAKE LIVE” – and finds that beyond the pursuit of profitable opportunities, there is considerable variation, complexity and combinations to the reasons why individuals engage in entrepreneurship. A total of 76 percent of the population in this study have more than one objective, with 48% having more than one type of objective. While the arts entrepreneurs tended to engage in entrepreneurship to “LIVE” and the tech entrepreneurs were more inclined to “GET,” the most frequently observed objective type in all cohorts was to “MAKE.” A total of 74 percent of the entrepreneurs took an effectual approach and began defining their business idea with their core competency, yet technology entrepreneurs were the most likely to start by defining their key market. Practical implications Entrepreneurship educators, trainers and helpers should refrain from a standardized approach which assumes that entrepreneurs share the same set of singular motivations. Interventions might benefit from a student-centered program which promotes reflection and articulation of the entrepreneurs’ objectives and their diversity. Originality/value This study answers the call for research to embrace entrepreneurial diversity and compliment previous explorations of entrepreneurs’ motivations through an empirically grounded study of three diverse cohorts of entrepreneurs.

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