EntreCompEdu, a professional development framework for entrepreneurial education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Russell Grigg
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Professional Learning ◽  
Support Network ◽  
Advisory Group ◽  
Entrepreneurial Education ◽  
Content Type ◽  
Policy Problem ◽  
Development Framework ◽  
The Impact

PurposeThe purpose of this paper is to present a new professional development framework (EntreCompEdu) that identifies the competencies educators need to promote entrepreneurial education in primary, secondary and vocational settings.Design/methodology/approachThis conceptual paper explores the relationships between the framework's various constructs to articulate its rationale and value. Its design was informed by literature review and critical feedback from an advisory group of European and national policymakers, university staff, teachers and education consultants. It is currently in a pilot stage.FindingsThe paper proposes a new model in the field resting on six pedagogical principles. These are translated into five areas of competence: entrepreneurial knowledge and understanding, planning and organization, teaching and training, assessment, and professional learning.Research limitations/implicationsThis paper only describes the conceptual thinking and contents of EntreCompEdu based on a limited literature review. Empirical research is necessary to assess the impact of EntreCompEdu on teaching. There are implications for building a network to support educators' professional development.Practical implicationsEntreCompEdu and its training materials offer educators structure and guidance to develop their competences. These are available in open access format, via https://www.entrecompedu.eu. Participants will have access to a bank of effective teaching practices and support network across Europe.Social implicationsCollaboration is essential to effective entrepreneurial education, with EntreCompEdu facilitating a support network across Europe.Originality/valueEntreCompEdu is an original response to a policy problem, namely the need for a professional development framework to support the implementation of EntreComp. It is timely given calls to pay further attention to teachers' professional development and widen the appeal of entrepreneurial education.

scholarly journals Mentoring for educators’ professional learning and development

2016 ◽  
Vol 5 (4) ◽  
pp. 334-346 ◽  
Author(s):  
Patricia Susana Pinho Castanheira
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Professional Learning ◽  
Empirical Studies ◽  
Learning And Development ◽  
Content Type ◽  
Research Areas ◽  
Process Outcomes ◽  
Mentoring In Education ◽  
New Research

Purpose The purpose of this paper is to review and highlight key findings, themes and ideas from selected published academic papers on mentoring in education, with a specific focus on how mentoring can foster the professional learning and development of educators at all stages of their professional development. Design/methodology/approach The author conducted a literature review of all the papers published in the International Journal of Mentoring and Coaching in Education, from Volume 1, Issue 1 (2012) to Volume 4, Issue 4 (2015), that contained the word “mentoring” in either the title, abstract and/or keywords and with a discussion of mentoring in the main text. In total, 37 papers were analysed in order to create a meta-synthesis of the primary findings. Findings The findings present factors that foster mentoring success or failure. The purposes and components of mentoring programmes are diverse and contextually bound. Additionally, there is a tendency to view mentoring as a developmental relationship in which the mentor shares knowledge and expertise to support the mentee’s learning and professional development. Research limitations/implications As this meta-synthesis literature review is focussed on articles published in a single journal on mentoring, it has limited scope. However, the range of countries in which the authors of the reviewed empirical studies reside (13 countries), and the diversity of papers included in this review allowed the author to summarize and synthesize unique information for researchers and practitioners who are seeking to understand the process, outcomes and issues related to mentoring for the professional development of educators. Practical implications The review provides information for those seeking to study and implement mentoring programmes. It focusses on mentoring for professional development of educators, identifies primary concepts in the literature reviewed and highlights new research areas in mentoring in education. Originality/value This literature review discusses mentoring definitions from 37 different papers and contributes important knowledge to produce a picture of the intricacy of mentoring. Complex issues linked with mentoring are addressed, generating a critical systematization of mentoring research likely to have a lasting influence in the field.

Lesson study beyond Japan: evaluating impact

2019 ◽  
Vol 8 (1) ◽  
pp. 2-18 ◽  
Author(s):  
Sarah Seleznyov
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Lesson Study ◽  
Teaching And Learning ◽  
English Language ◽  
Future Research ◽  
Small Scale ◽  
Content Type ◽  
The Impact

Purpose The purpose of this paper is to present the findings from a systematic literature review of recent studies of the implementation of Japanese lesson study beyond Japan, reviewing evidence of impact and robustness of the studies. Two studies of the implementation of lesson study from outside the timeframe for the literature review are also reviewed in detail, in order to explore the problematic nature of impact evaluation of lesson study. Design/methodology/approach A systematic literature review of 154 English language studies of the implementation of lesson study with in-service teachers beyond Japan published between 2006 and 2016 identifies 56 as a measuring impact. A lesson study-specific adaptation of Guskey’s (2000) five levels for the evaluation of professional development enables an analysis of the types of impact measured. An analysis using the Maryland Scientific Method Scale (MSMS) enables a review of robustness. Two recent robust studies from beyond this timeframe are then analysed in detail in terms of their framing of lesson study as an intervention and selection of related impact measures. Findings The literature review and subsequent analysis shows that studies are largely small-scale US case studies ranking as 1, or “least robust” on MSMS. Studies demonstrate the impact of lesson study on teacher learning and positive reactions, but little evidence of it making a difference to teaching, nor of the impact on schools’ professional learning cultures and structures, is present. The detailed analysis of the two recent studies shows that there are many potential pitfalls for researchers to avoid when measuring the impact of lesson study, specifically in relation to distinguishing lesson study as a professional development intervention, and measuring its impact accordingly. Research limitations/implications The systematic review is limited to articles available in the English language, and there is a clear bias towards the USA. The study suggests that future research on lesson study in the UK and beyond should evaluate the implementation of lesson study over a larger scale, gather evidence of the difference lesson study makes to daily teaching and learning, and to its effect on school culture and structures. Practical implications The study suggests that researchers should pay careful attention to the fact that lesson study is not an end in itself, merely a means to achieve an identified change to teaching and learning, and design impact measures accordingly. Originality/value Unlike other systematic reviews of lesson study, this study analyses the impact evidence for lesson study that might be seen as most relevant to its introduction in cultural and structural contexts beyond Japan. It also explores in detail the potential pitfalls of lesson study impact evaluations, offering guidance to both practitioners and researchers.

scholarly journals Internationalizing teacher education curricula: opportunities for academic staff development

2018 ◽  
Vol 26 (2) ◽  
pp. 157-169
Author(s):  
Mónica Lourenço
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Global Education ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Academic Staff ◽  
Development Program ◽  
Content Type ◽  
Academic Staff Development ◽  
The Impact

Purpose The purpose of this study is to understand the impact of a collaborative workshop, aimed to support teacher educators in embedding a “global outlook” in the curriculum on their perceived professional development. Design/methodology/approach The workshop included working sessions, during a period of 13 months, and was structured as participatory action research, according to which volunteer academics designed, developed and evaluated global education projects in their course units. Data were gathered through a focus group session, conducted with the teacher educators at a final stage of the workshop, and analyzed according to the principles of thematic analysis. Findings Results of the analysis suggest that the workshop presented a meaningful opportunity for teacher educators to reconstruct their knowledge and teaching practice to (re)discover the importance of collaborative work and to assume new commitments to themselves and to others. Originality/value The study addresses a gap in the existing literature on academic staff development in internationalization of the curriculum, focusing on the perceptions of teacher educators’, whose voices have been largely silent in research in the field. The study concludes with a set of recommendations for a professional development program in internationalization of the curriculum.

scholarly journals Evaluating undergraduate research conferences as vehicles for novice researcher development

2016 ◽  
Vol 7 (2) ◽  
pp. 159-177 ◽  
Author(s):  
Pauline Kneale ◽  
Andrew Edwards-Jones ◽  
Helen Walkington ◽  
Jennifer Hill
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Skills Development ◽  
Learning Context ◽  
Content Type ◽  
Research Conference ◽  
Researcher Development ◽  
Development Framework ◽  
Wide Range ◽  
The Impact

Purpose This paper aims to focus on the undergraduate research conference as its sphere of study and investigate the impact of significance of participation and socialisation in such activities on student attitudes and professional development. Using situated learning to theoretically position the undergraduate research conference as an authentic learning context, connection is also made with the concept of graduate attributes. Design/methodology/approach The Vitae (2014) Researcher Development Framework (RDF) is used to provide a template for charting the experiences and development of undergraduate students as researchers. This can be applied to short-term activities and programmes and to long-term career plans. The insights from 90 undergraduate students participating in three national undergraduate research conferences were obtained through interviews, and thematically analysed to map the students’ skills development against the RDF criteria. Findings Three main aspects of undergraduate research conference participation were considered particularly important by the students: the value of paper presentations, the value of poster presentations and the value of the overall conference experience. Within these themes, participants identified a wide range of skills and attributes they felt they had developed as a result of either preparing for or participating in the conferences. The majority of these skills and attributes could be mapped against the different domains of the RDF, using a public engagement lens for comparing actual with expected developmental areas. Research limitations/implications This research helps undergraduate research conference organisers construct programme content and form it in such a way that students’ skill development can be maximised prior to, and during, the course of an event. Learning developers can also use these findings to help understand the support needs of students preparing to deliver papers at such conferences. So far, little empirical research has examined students’ skills development within the undergraduate research conference arena. Originality/value The outcomes of this study show the diversity of the skills that students developed and the value of the conference format for offering networking practice and enhancing the communication skills which employers value.

A systematic review of e-tail product returns and an agenda for future research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kamrul Ahsan ◽  
Shams Rahman
Keyword(s):  
Literature Review ◽  
Systematic Literature Review ◽  
Research Area ◽  
Future Research ◽  
Product Returns ◽  
Content Type ◽  
People Skills ◽  
New Research ◽  
Returns Management ◽  
The Impact

PurposeThis study conducts a systematic literature review of e-tail product returns research. E-tail product returns are essentially acquisition of products that have been sold through purely online or brick-and-click channels and then returned by consumer to business.Design/methodology/approachUsing a systematic literature review protocol, we identified 75 peer-reviewed articles on e-tail product returns, conducted bibliometric analysis and content analysis of the articles and summarised our findings.FindingsThe findings reveal that the subject of e-tail returns is a new research area; academics have started to investigate several aspects of e-tail returns through different research methodologies and theoretical foundations. Further research is required in leading e-commerce countries and on key areas such as omni-channel returns management, customer satisfaction and service, the impact of resources such as people skills, the benefits of technology and IT systems in managing e-tail returns.Practical implicationsThe study offers a summative account of current e-tail knowledge areas, which can serve as a reference guide for e-tailers to develop strategies for more efficient and competitive product returns.Originality/valueThis study contributes theoretically by developing clusters of key themes or knowledge areas about e-tail returns. It also provides a conceptual framework for e-tail returns management, which can be used as a springboard for further empirical research.

Professional development for teachers of advanced placement courses

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rebecca Small ◽  
Rebecca A. Thessin ◽  
William R. Dardick
Keyword(s):  
Professional Development ◽  
Advanced Placement ◽  
Professional Learning ◽  
Repeated Measures ◽  
Teacher Perception ◽  
Content Type ◽  
Teachers Perceptions ◽  
Multidisciplinary Study ◽  
Diverse Student ◽  
Instructional Needs

PurposeThe purpose of this study was to explore how the Advanced Placement Summer Institute (APSI) supported Advanced Placement (AP) teacher's instructional needs considering the expansion of the AP program in recent decades.Design/methodology/approachA survey including Likert-style and open-ended questions was distributed to participants at one East Coast APSI to gather data, which were analyzed quantitatively. An exploratory factor analysis (EFA) was conducted on the Likert items to identify latent constructs, and two logistic regression (LR) models were run to predict what features of the professional development (PD) improved teacher perception of APSI. Open-ended constructs were analyzed by identifying and describing common themes.FindingsThe findings indicated that APSI improved teachers' perceived content knowledge and pedagogy and improved teachers' perceptions of their ability to better support student achievement, but that more focused professional learning was needed in working with academically diverse student learners in AP courses.Research limitations/implicationsThis study was limited to analysis of perception of teachers who attended one APSI training site, making it difficult to generalize without repeated measures.Originality/valueThis is the only multidisciplinary study connecting literature on effective PD to an analysis of the effectiveness of APSI for AP teachers.

scholarly journals From dialogue to a training field. The next challenge of professional learning of novice school principals in Israel

2018 ◽  
Vol 41 (1) ◽  
pp. 161-170
Author(s):  
Mali Nets
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Professional Learning ◽  
School Principals ◽  
Instructional Leader ◽  
Integrative Approach ◽  
Novice Principals ◽  
Principal Development ◽  
Northern District ◽  
The Impact

SummaryYear 2008 was a dramatic turning point in Israel concerning the professional development of school principals. This shift is reflected in the conception of the principal as an „instructional leader”22, thus Israel has formally adopted the integrative approach to principal development that emphasizes principal’s work in the post-modern era alongside the development of individual „managerial identity”; and the reflective abilities to strengthen implicit knowledge23. The professional development of novice principals provides a significant touchstone in the examination of the new training program that has been underway for the tenth year. This program assisting novice principal through two central mechanisms: peer support and personal guidance provided by veteran and retired principals. Key data from the evaluation of the training program for the novice principals in the Northern District will be presented. The main challenges of the current training program will be discussed, with questions to consider changes to increase the impact of personal guidance on the managerial capabilities of novice school principals24.

scholarly journals Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

2015 ◽  
Author(s):  
Susan Meyer ◽  
Lydia Abel
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Western Cape ◽  
Leadership Institute ◽  
Service Training ◽  
Education Administrators ◽  
The Impact

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

Interactive radio, social network sites and development in Africa: a literature review study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marcos Komodromos
Keyword(s):  
Social Network ◽  
Literature Review ◽  
Mass Communication ◽  
Social Network Sites ◽  
Sub Saharan Africa ◽  
Agriculture Education ◽  
African Countries ◽  
Content Type ◽  
Study Results ◽  
The Impact

Purpose The technology determinism theory facilitated in assessing the impact of interactive radio and social network sites (SNSs) on development factors such as education, agriculture, health, and governance, by conducting an integrative and comprehensive literature review focusing on African countries. This paper aims to conduct this literature review to provide comprehensive empirical evidence on the impact of interactive radio and SNSs on development in Africa. Design/methodology/approach This study examined articles that were retrieved from online databases including EBSCOhost, Elsevier, Science Direct, SAGE Journals, Springer and Wiley Online Library. The keywords used included interactive radio, radio, development in Africa, SNS, agriculture, education, health, peace and governance. Search phrases were formulated using boolean operators “AND” and “OR.” Findings Study results revealed that interactive radio and SNSs improve knowledge among farmers and allow the dissemination of information on innovative agricultural techniques, which supports the adoption of sustainable practices. Interactive radio promotes political accountability because the strategies provide the voiceless and powerless communities with a platform to express themselves. This paper discovers that the incorporation of SNS with existing multimedia communication facilitates the dissemination of health-related information on illnesses such as Ebola, HIV, hypertension, diabetes and Polio, and interactive radio and SNS promote education among marginalized communities and under-served rural schools. Research limitations/implications The findings on the impact of interactive radio and SNSs do not represent all 54 countries in Africa. Although the studies included in this literature review were conducted in several countries such as South Africa, Nigeria, Somalia, Kenya, Malawi, Ghana, Tanzania, Uganda and Zambia, this limited the generalizability of the findings and recommendations. Also, the other potential limitation is that using the inclusion-exclusion criteria could have resulted in bias when selecting the studies to include in the review. Practical implications The paper might serve as a valuable source of information for students, academics and entrepreneurs where the impact of interactive radio and SNSs on agriculture, education, health and governance, which are core determinants of development in Africa, has been assessed for further case studies in this area. Social implications The use of interactive radio has helped in decreasing health issues caused by a deficiency in vitamin A among children in sub-Saharan Africa. Originality/value The development of sustainable and effective interactive radio programs is dependent on the collaboration of the core stakeholders such as governmental ministries, donor organizations and the mass communication sector. Numerous open sources on technology radio stations are available to employ social media managers to help in the application of knowledge.

Reducing uncertainties in innovation projects through intra-organisational collaboration: a systematic literature review

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rola Imad Fanousse ◽  
Dilupa Nakandala ◽  
Yi-Chen Lan
Keyword(s):  
Systematic Review ◽  
Project Management ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Project Performance ◽  
Organisational Learning ◽  
Content Type ◽  
Innovation Projects ◽  
Innovation Project ◽  
The Impact

PurposeThis article provides the first systematic review of literature on effective organisational practices for reducing innovation project uncertainties to promote project performance. Innovation is the lifeblood of organisations, while simultaneously being one of the most challenging processes to manage. This systematic review seeks to examine best practice for reducing uncertainties and thus mitigate the high failure rates in innovation projects.Design/methodology/approachThis paper provides a systematic review of the literature on innovation project management and encourages an understanding of how intra-organisational collaboration reduces uncertainty and thus increases project performance.FindingsBased on an analysis of the systematic literature review findings, the impact of intra-organisational collaboration in reducing uncertainties in innovation projects is uncovered. Three types of project uncertainties were found to be dominant in the context of innovation project management: task, technological and market uncertainties. Five dimensions of intra-organisational collaboration are also identified, namely collaborative relationship, collaborative leadership, communicating and sharing information, trust formation and joint decision-making.Originality/valueThe authors situate five intra-organisational collaboration dimensions as key mechanisms that yield organisational learning as an outcome. On the other hand, they also uncovered that organisational learning is a key enabler in the relationship between intra-organisational collaboration and task, market and technological uncertainties reduction. Therefore, intra-organisational collaboration is identified as a critical practice in enhancing the performance of innovation projects. The study proposes a multi-dimensional conceptual model, providing a mechanism for furthering a research agenda for improving the performance of innovation projects.

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