scholarly journals The entrepreneurial diary – a reflective learning activity to enhance the judgmental abilities of student entrepreneurs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gustav Hägg
Keyword(s):  
Reflective Thinking ◽  
Self Regulation ◽  
Educational Process ◽  
Theory And Practice ◽  
Learning Activity ◽  
Self Awareness ◽  
Venture Creation ◽  
Important Place ◽  
Content Type ◽  
Student Entrepreneurs

PurposeThe purpose of the paper is to theorize how to develop student entrepreneurs' ability to reflect by means of a learning activity called the entrepreneurial diary, which seeks to develop self-regulated learners capable of intelligent entrepreneurial action. The importance of self-regulation in entrepreneurship is linked to the individual's ability to make judgments under conditions of uncertainty, which requires reflective thinking.Design/methodology/approachThe paper builds on a synthesized conceptualization of three main literature strands, reflective thinking, cognitive-load theory and experiential entrepreneurship education. In addition to the synthesized conceptualization, it builds on some empirical insights derived from a venture creation master programme in which the learning activity has been developed and refined for the last seven years.FindingsThe main finding from the paper is the theoretical justification for why reflective thinking deserves an important place in the educational process and how the entrepreneurial diary as a learning activity can create a bridge between theory and practice in venture creation programmes that take an experience-based pedagogical approach. Furthermore, the study also provides some empirical insights of how students create self-awareness of their learning through the method and the metareflection reports. Self-awareness is foundational for developing conditional knowledge on why and when to make entrepreneurial decisions to balance the often action-oriented processes seen in venture creation programmes.Originality/valueThe paper provides both a practical learning activity to be used in the entrepreneurial classroom and a theoretical contribution on how entrepreneurial experience is transformed into entrepreneurial knowledge to enhance students' judgmental abilities to make entrepreneurial decisions in future entrepreneurial endeavours.

A small initiative in the journey of making leaders with the help of authentic leadership model

Kybernetes ◽  
2018 ◽  
Vol 47 (10) ◽  
pp. 1956-1972 ◽  
Author(s):  
Archana Shrivastava
Keyword(s):  
Leadership Development ◽  
Process Model ◽  
Authentic Leadership ◽  
Research Study ◽  
Self Regulation ◽  
Main Stream ◽  
Self Awareness ◽  
Content Type ◽  
Effective Manner ◽  
Mind Maps

Purpose This research study uses authentic leadership (AL) model for leadership development. The purpose of this paper is to focus on the developmental perspective where the attention is on the processes. As the authenticity involves both owing one’s personal experiences and acting in accordance with one’s true self, the emphasis is on self-awareness and self-regulation. The influence of the person’s personal history and trigger events are considered as significant antecedents for generating AL. As the research was facilitated by the participation and collaboration of the number of individuals with the researcher for common purpose, i.e. developing AL, action research methodology is adopted. Design/methodology/approach The methodology used was based on the self-assessment exercises in the controlled environment. The programme used intensive counselling sessions, Neuro Linguistics programming (NLP), career autobiographies, mind maps, workshops and storytelling sessions as tools. Certified counsellors and trainers were out-sourced for conducting such sessions. With the information generated through various sources, detailed career autobiographies of students’ self-image were generated. These reports were then critically analysed on “Nvivo”, a software that supports qualitative and mixed research methods. Comprehensive data analysis was done to pull the information together and make sense of it. The development process model of AL began with how individuals interpret their accumulated life experiences with the “Who I am?” approach. NLP was used as a research instrument which involved question-based discussions, value elicitation exercise and “Anchoring and Mentor table”. The results that came after the exercises were reported by the students in a one-page autobiography. Findings The students learnt to live by their inner compass. They were finally able to relate themselves and their identity with their beliefs, thereby, understanding the term, “Who Am I”; the intentions closely related with the components of AL. Students realized that each one of them was unique. What lied beneath were exposed and the students were more at ease once they realized that they were able to balance these emotions and use them towards behaving congruently. The research concluded that doing such kind of exercises along with the main stream subjects is definitely going to help students emerge as a better person, employee and an authentic leader in the future. Practical implications The approach helped students become self-aware and self-confident and therefore enhanced their capacity to adapt positively to social set ups personally and professionally. The results suggest that such leadership development programmes along with the main stream subjects can foster AL giving students new abilities and embodied skills to deal with the practical challenges of life in a more effective manner. Originality/value This research study supports new emerging strategy of educating managers to become effective leaders and demonstrate that the development of AL can be fostered by such interventions during their journey of becoming leaders. Further, researches on whether AL can be developed through planned interventions can be certified through longitudinal studies in this area.

Leader, “know yourself”: bringing back self-awareness, trust and feedback with a theory O perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ngaio Crook ◽  
Ozan Nadir Alakavuklar ◽  
Ralph Bathurst
Keyword(s):  
Leadership Development ◽  
Organizational Context ◽  
Small Sample ◽  
Theory And Practice ◽  
Self Awareness ◽  
Structured Interviews ◽  
Theory U ◽  
Conceptual Tool ◽  
Content Type ◽  
Experience Of Change

PurposeThis paper explores how leaders identify their roles and selves when they lead change in a dynamic organizational context.Design/methodology/approachUsing a qualitative approach, ten ICT leaders participated in semi-structured interviews depicting their experiences of change. A thematic method of interpretative analysis was used to develop findings, supported by Theory U as a conceptual tool for leadership self-awareness.FindingsLeaders struggle with organizational constraints and boundaries, specifically the complexities that form and limit their leadership underpinned by unrealistic expectations due to the construction of romanticized heroic leadership. While these restrictions lead to feelings of detachment of leaders from their organizations, leadership development exists in the acts of letting go of old behaviors, and welcoming emergence and experimentation by trusting more.Research limitations/implicationsThis study may be limited by its small sample and the use of one framework to make sense of the leaders' experience of change. It confirms that change can challenge organizing norms and how leadership is identified.Practical implicationsDespite the feeling of detachment from their organizations, developing greater self-awareness, being open to new ideas and trusting more can bring about better organizational outcomes, which is represented with Theory O as a contribution both for theory and practice.Originality/valueThis study illustrates (1) leaders' inner work or personal experience of change, and (2) how improvement of self-awareness can contribute to the involvement of leaders to the change process. Based on self-awareness, trust and feedback relationship, this study suggests a new practical and conceptual tool called Theory O by advancing Theory U.

scholarly journals Self-determination impact on motivation in the conditions of professional education.

2021 ◽  
Vol 13 (1) ◽  
pp. 123-133
Author(s):  
Alla G. Mikhailova ◽  
Keyword(s):  
Professional Education ◽  
Self Regulation ◽  
Psychological Needs ◽  
Educational Process ◽  
Self Determination ◽  
Self Organization ◽  
Self Awareness ◽  
Social Self ◽  
Self Development ◽  
The University

Introduction: Self-determination theory plays a crucial role in self-awareness forming. It suggests that people are motivated to grow and change as well as to be able to become self-determined by three universal psychological needs: for fulfillment of competence, connection, and autonomy. The article examines the main criteria and indicators of self-determination. Socio-pedagogical conditions are pro-posed which provide the effectiveness of the process of forming social self-determination among students. Materials and methods: the methodological basis is the ideas of personal and pro-fessional development as the basis the foundation of achieving a professional “acme” in the works of such scientists as A.S. Anisimov, A.A. Bodalev, A.A. Derkach, V.G. Zazykin, A.K. Markova, N.V. Kuzmina and others. Scientists focused on interdiscipli-nary connections and integration approaches in the study of the problems of personality self-determination. Results: recommendations are given for the design of activating methods of self-determination. The research hypothesis is based on the assumption that the for-mation of self-determination in the educational process of the university will be effective if proposed conditions are realized: providing the interconnection of formation processes and person’s self-development; inclusion of students in a variety of activities in order to acquire social experience and a system of social roles for further self-development; trainings for motivational growth and classes aimed at developing skills of self-organization and self-regulation in stressful situations. Discussion and Conclusions: according to these conclusions, a set of recommenda-tions were developed: external and internal factors of social self-determination should be considered in the system, with its inherent connection with the environ-ment, since changes in the social environment entail changes in the system of factors; in order to study personal properties, develop mutual understanding and determine ways of development and correction, one should use high-quality psychodiagnostic techniques, trainings for motivational growth, aimed at developing skills of self-organization and self-regulation in stressful situations; it is necessary to ensure the activity of students in a variety of activities.

The importance of John Dewey's philosophy for global learning theory and practice

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hilary Landorf ◽  
Catherine Wadley
Keyword(s):  
Conceptual Framework ◽  
Teaching And Learning ◽  
Reflective Thinking ◽  
Careful Analysis ◽  
Theory And Practice ◽  
Global Learning ◽  
Content Type ◽  
Education Philosophy ◽  
Solid Foundation ◽  
Historical Methodology

PurposeThe purpose of this article is to uncover the importance and relevance of John Dewey's philosophy for the key processes, purpose and practices of global learning.Design/methodology/approachThis study used a qualitative historical methodology to analyze John Dewey's education philosophy and its relevance to the theory, practice and purpose of global learning. The study accomplished this analysis through an in-depth examination of the Deweyan concepts of a quality educative experience and reflective thinking, and their applications to global learning in K-16 education.FindingsThrough a careful analysis of Dewey's definition, explanation and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provide a solid foundation for its essential processes, practices and purpose.Practical implicationsImplications of this research include the awareness of Dewey's influence in teaching and learning for an increasingly interconnected world and the use of Deweyan philosophy as a basis for global learning innovations throughout the K-16 curriculum and co-curriculum.Originality/valueIn this article, the authors uncover the work of John Dewey's education philosophy and vision of learning to highlight its relevance to global learning. Through a careful analysis of Dewey's definition, explanations and examples of a quality educative experience and reflective thinking, the authors find that Deweyan education philosophy offers a comprehensive conceptual framework that ties together the concepts and definitions of global learning and provides a solid foundation for its essential processes, practices and purpose.

Influence of leaders’ authentic competences on nepotism-favouritism and cronyism

2019 ◽  
Vol 43 (4) ◽  
pp. 369-386 ◽  
Author(s):  
Isaac Nana Akuffo ◽  
Kurmet Kivipõld
Keyword(s):  
Quantitative Research ◽  
Self Regulation ◽  
Negative Influence ◽  
Positive Influence ◽  
Research Approach ◽  
Self Awareness ◽  
Negative Effects ◽  
Content Type ◽  
Moral Perspective ◽  
Private And Public

Purpose The purpose of this study is to explore how an authentic leader’s internal (self-regulation, self-awareness and internalised moral perspective) and external competencies (relational transparency and balance processing) influence nepotism, favouritism and cronyism (NFC). Design/methodology/approach The study used a quantitative research approach and respondents were sampled from private and public banks across the ten regions of Ghana using survey questionnaires. Overall, 127 branch managers and 997 subordinates were sampled. The collected data were analysed using exploratory and confirmatory factor analysis, and multiple regression was used to explore the influence the of authentic leadership (AL) competences on NFC. Findings On leader’s internal competences, the results revealed that self-awareness had a significant decreasing influence on nepotism in terms of operations, while internalised moral perspective had a significant increasing influence on favouritism in the context of position. Self-regulation did not have any significant influence on NFC. Regarding the leader’s external competences, relational transparency had a significant positive influence on favouritism and nepotism, while balance processing had a significant negative influence on favouritism and nepotism in the context of position and operations, respectively. Research limitations/implications The results suggest that AL competences have a mixed influence on NFC in the context of this study. However, the findings are limited to Ghana and cannot be generalised to countries that do not share a similar culture with Ghana such as countries in Europe, North and South America, Asia and even certain countries in Africa. Practical implications The authors advise family businesses to use free and fair measures to appoint or promote employees who have the required skills to manage the office rather than appointing family members to positions without merit. Training on AL and NFC should be conducted for managers to enable them to understand the potential negative effects of NFC on the employees and the organisation at large. Social implications Laws must be passed to guard against appointments or recruitments of employees in the public sector organisations based on NFC to minimise these unethical behaviours. Originality/value This is the first study which empirically explores AL competences influence on the leaders’ behaviour in the context of NFC.

Authentic leadership: development of a new three pillar model

2015 ◽  
Vol 14 (3) ◽  
pp. 94-99 ◽  
Author(s):  
Fiona Beddoes-Jones ◽  
Stephen Swailes
Keyword(s):  
Leadership Development ◽  
Authentic Leadership ◽  
Self Regulation ◽  
Business Leaders ◽  
Self Report ◽  
Ethical Behaviour ◽  
Self Awareness ◽  
Content Type ◽  
Development Interventions ◽  
The Uk

Purpose This paper aims to summarise a new model of authentic leadership derived from research with senior leaders in the UK. Design/methodology/approach The model was developed and tested using three independent samples: 140 business leaders, 54 senior military officers with 390 independent raters and 303 business leaders. Findings A 15-item, self-report, three-component measure of authentic leadership was obtained from testing across samples. The three components measure an individual’s capacity for self-awareness, self-regulation and ethical behaviour. Originality/value The paper contributes to the authentic leadership literature through the creation of a short authentic leadership scale that could be used in leadership research and which simplifies and unifies previous conceptualisations of authentic leadership. The three-pillar model offers guidance to HR practitioners looking to design leadership development interventions.

scholarly journals PROMOTION OF PURPOSEFUL BEHAVIOR FOR PUPILS WITH BEHAVIORAL DISORDERS IN INCLUSIVE ENVIRONMENT OF PRIMARY SCHOOL

2019 ◽  
Vol 2 ◽  
pp. 94
Author(s):  
Marita Mutule
Keyword(s):  
Primary School ◽  
Behavioral Disorders ◽  
Behavioral Problems ◽  
Self Regulation ◽  
Educational Process ◽  
Theory And Practice ◽  
School Year ◽  
Inclusive Settings ◽  
Purposeful Behavior ◽  
Is Theory

Every school year adaptation becomes harder for more and more pupils. Latest scientific research has found that inability to adapt is based on behavioral disorders which have raised the authors' focus on behavioral problems and manifestations in the educational process and their correction in inclusive settings. Children with behavioral disorders have difficulty in self-regulation and social interaction with peers or adults. It is difficult for the pupil to manage, observe, identify and evaluate his / her behavior in different circumstances, environments. For teachers, it becomes harder to teach these pupils. This is why, the aim of the study was to develop a program of purposeful behavior’s promotion that is theory and practice-based.In the theoretical part of the study, the literature of behavioral disorders in primary school and their peculiarities were researched, the problems of behavioral disorders and their ways of expression during the educational process were analyzed and options of purposeful behavior’s promotion in inclusive environment were offered.In the empirical part of the study, a research of the options of purposeful behavior’s promotion for pupils with behavioral disorders in inclusive environment of primary school was made by using the program of purposeful behavior’s promotion created by the author.As a result of the study a learning tool that contains 12 lessons and 43 activities called “Program of purposeful behavior’s promotion for pupils with behavioral disorders in inclusive environment of primary school” was created.The hypothesis of study confirmed - it was found that the indicators of the pupils’ behavior improved if in the inclusive environment the program of purposeful behavior’s promotion was being used.

scholarly journals Improvement of state management for development of the agricultural sector of the economy and rural territories of Ukraine

Ekonomika APK ◽  
2020 ◽  
Vol 313 (11) ◽  
pp. 6-18
Author(s):  
Yaroslav Hadzalo ◽  
Yurii Luzan
Keyword(s):  
Public Administration ◽  
Agricultural Sector ◽  
Self Regulation ◽  
The State ◽  
Educational Process ◽  
Theory And Practice ◽  
Practical Significance ◽  
Research Results ◽  
State Management ◽  
Agrarian Policy

The purpose of the article is to substantiate the need and identify pathways to improve state management of the develop-ment of the agricultural sector and rural territories. Research methods. The method of generalizing the scientific knowledge of domestic and foreign scientists on the theory and practice of organizing the system of public administration in the agricultural sector of the economy in modern conditions was used, logical - to determine socio-economic processes, economic and mathematical, statistical and comparative - to carry out analytical calculations. Research results. It is substantiated that at this stage of state development in matters of the agricultural sector of the economy and rural terrytories, the organization of public administration requires significant modernization. The necessity of consolidating the updated tactics and strategy of the state in the law on modern state agrarian policy and other special laws, as the main instruments for the implementation of state policy, the restoration of the activities of the central executive authority on agricultural development and the corresponding regional and local government bodies on a fundamentally new basis has been proved , the need to improve scientific and staffing, the expansion of the use of public-private partnership mechanisms and self-regulation of market relations. Scientific novelty. We have obtained a substantiation for determining the ways to improve the state management of the de-velopment of the agricultural sector of the economy and rural territories at the present stage, an algorithm for the development of the state management system in the agricultural sector of Ukraine is proposed. Practical significance. The research results can be used to improve the state management of the agricultural sector of Ukraine, improve legislation on state agrarian policy, in the educational process, and deepen scientific research. Tabl.: 2. Figs.: 2. Refs.: 28.

scholarly journals Use of Arttherapy Techniques in Pedagogical Accompaniment of Children with Special Educational Needs

2021 ◽  
Vol 8 (1) ◽  
pp. 141-147
Author(s):  
Petro Kuzenko ◽  
Olexandra Kuzenko ◽  
Liudmyla Matsuk
Keyword(s):  
Art Therapy ◽  
Interpersonal Communication ◽  
Personal Development ◽  
Developmental Disorders ◽  
Educational Needs ◽  
Educational Process ◽  
Theory And Practice ◽  
Wide Field ◽  
Special Educational Needs ◽  
Important Place

The article emphasizes the fact that the problem of providing effective pedagogical support for personal development of children with mental and physical disabilities occupies an important place in the educationa theory and practice of modern Ukraine. Among scientists there are different approaches to determining its content, purpose and objectives. Most researchers consider pedagogical support of children with special educational needs (SEN) assystematic actions and measuresaime datensuring positive results in the educational process. The main tasks of pedagogical support of children with psychophysical developmental disorders are to ensure their social adaptation and over come difficulties in communicating with peers; prevention of problems of personal development and upbringing of the child; providing assistance in solving current educational problems and socialization; implementation of psychological and pedagogical counseling for parents. The authorsempha size that art therapy is rightly considered to be an effective means of pedagogical influenceon children with SEN in an inclusive educational space. Art therapy as a method of diagnosis, change and resource development of an individual, group or team through the use of different art sand their own creative activities has a wide field of  application in various areas of  teaching. To achieve a positive result in the pedagogical support of children with SEN the following arttherapy means are used: drawing therapy, fairy-tale therapy, sand therapy, music therapy, photo therapy, color therapy, which can be integrated, completing each other. It is scientifically proven that theuse of different types of arts contributes to the development of a child’s emotional and communicative sphere, the establishment of interpersonal communication, taking into account emotional state of peers. During art therapy classes peculiarities of interpersonal communication are revealed, obstacles in its establishment are found and over come, and as a result the development of social-communicatives kills of children with SEN.

scholarly journals REFLECTION AS A MEANS FOR LEARNING SKILL IMPROVEMENT IN STUDENTS

2015 ◽  
Vol 1 ◽  
pp. 425
Author(s):  
Iveta Kāposta
Keyword(s):  
Self Regulation ◽  
Educational Process ◽  
Learning Activity ◽  
Emotional Status ◽  
Education Students ◽  
Self Regulated Learning ◽  
Learning Content ◽  
Learning Skill ◽  
The Subject ◽  
Skill Improvement

Self-regulation is one of the criteria in good or competent learning. Self-regulated learning means that the learning person understands the process of one's learning i.e. understands what one needs; understands what happens to one during such learning; one is responsible for own learning; one has acquired and independently applies learning skills. Many scholars regard reflection as being means for improvement of competent learning. Reflection in pedagogy is to be understood as a process of awareness the performance and / or action which took place in educational process or any part. Reflection is based on analysis of one's actions and/or activities. Reflection may differ both in terms of the goal as well as in terms of the subject across various stages of learning process and activities. Russian educator and psychologist A. Stepanova classifies reflection in accordance with the subject of reflection (Степанова, 2009): mood and emotional status reflection; reflection of learning content; learning activity reflection. Mood and emotional status reflection and learning content reflection are often applied in Latvian schools; while reflection on learning activities has enjoyed little recognition. Educators in Latvian schools often offer students use questions and visualisation as methods of reflection (latter is used in work with younger students), but negotiations are offer relatively rare. Educators recognise reflection better according to the actions but they lack knowledge on reflection during action thus not offering it to students. Nevertheless, some secondary education students use reflection during action in an unaware manner. Reflection on average is given 5 - 10 minutes during a lesson.

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