The construction and regulation of collective entrepreneurial identity in student entrepreneurship societies

2019 ◽  
Vol 26 (3) ◽  
pp. 521-538 ◽  
Author(s):  
Päivi Tuulikki Siivonen ◽  
Kirsi Peura ◽  
Ulla Hytti ◽  
Kati Kasanen ◽  
Katri Komulainen
Keyword(s):  
Identity Construction ◽  
Collective Identity ◽  
Affective State ◽  
Educational Practice ◽  
Future Research ◽  
Positive Energy ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Functional Perspective ◽  
Shared Narrative

Purpose The purpose of this paper is to critically investigate how collective identity is constructed and regulated by board members and other active members of student entrepreneurship societies (ESs). Design/methodology/approach A discursive analysis focusing on collective identity construction and regulation based on focus group discussions in two student-led Finnish ESs affiliated with higher education institutions (HEIs). Findings ES members construct and regulate collective entrepreneurial identity based on a shared narrative of entrepreneurship and the affective state of positive energy and thinking, i.e. “positive buzz.” Being entrepreneurial was constructed as having the right kind of mentality to cope with uncertain and rapidly changing working life and to break free of old moulds of working. The shared narrative was coherent, and critical reflection on the values or risks of entrepreneurship was mainly silenced. Research limitations/implications As ESs are a relatively new phenomenon future research could explore ESs in different cultural and regional contexts and compare the identity construction and regulation of ES student members and non-members. Practical implications Strong collective identity and sense of commitment to doing things together may mitigate the pressures of being entrepreneurial and taking charge of one’s life. Social implications Educational practice and research could benefit from better understanding of the informal context in which entrepreneurship education takes place. Originality/value The paper contributes to the relatively new research stream on ESs as student-led entrepreneurial organizations in HEIs. The research demonstrates how ES members participate in constructing a collective and coherent identity that is regulated by shared values and a positive state of mind. This study extends the understanding of ESs from the functional perspective to viewing them as a social community. It contributes to the definition of ESs and the self-understanding of ES actors.

scholarly journals Chinese students’ participation: the effect of cultural factors

2014 ◽  
Vol 56 (5) ◽  
pp. 430-446 ◽  
Author(s):  
Chris S. Hodkinson ◽  
Arthur E. Poropat
Keyword(s):  
Teaching Effectiveness ◽  
Educational Achievement ◽  
Chinese Students ◽  
Educational Practice ◽  
Chinese Student ◽  
Future Research ◽  
Electronic Interaction ◽  
Content Type ◽  
Cultural Elements ◽  
The Impact

Purpose – The purpose of this paper is to provide for Western educators of international Chinese and Confucian Heritage Culture (CHC) students the first integrated review of kiasu, the “fear of missing out”, and its consequences for learning, teaching, and future research. Design/methodology/approach – A review of the economic importance of international Chinese students is provided, followed by consideration of the pedagogical consequences of restricted participation in educational activities by the so-called “silent Chinese student”. Examination of research on international Chinese students and their source cultures established significant gaps and misunderstandings in the generally accepted understandings of CHCs, especially with respect to the actual practices used in Western and Chinese teaching. More importantly, the participation-related implications of kiasu within the context of broader cultural characteristics are described and implications drawn for teaching practices and research. Findings – While many Western university teachers are aware of the “silent Chinese student” phenomenon, few understand its underlying reasons, especially the kiasu mindset and its relationship to other cultural elements. Kiasu actively impedes the interaction of international Chinese students with their teachers and restricts collaboration with peers, thereby limiting educational achievement. Specific tactics for amelioration are reviewed and recommendations are provided, while an agenda for future research is outlined. Practical implications – Western teachers need to normalise and encourage Chinese student participation in class activities using tactics that have been demonstrated to improve outcomes for Chinese students, but that also assist students generally. These include both within-class and electronic interaction tools. Social implications – More culturally sensitive understanding of the impact of cultural differences on teaching effectiveness. While some effective responses to these already exist, further research is needed to expand the skill-set of Western teachers who work with international Chinese students. Originality/value – This paper provides the first systematic integration of the kiasu phenomenon with educational practice and research.

Skills and knowledge management in higher education: how service learning can contribute to social entrepreneurial competence development

2019 ◽  
Vol 23 (10) ◽  
pp. 1925-1948 ◽  
Author(s):  
Jantje Halberstadt ◽  
Jana-Michaela Timm ◽  
Sascha Kraus ◽  
Katherine Gundolf
Keyword(s):  
Service Learning ◽  
Social Entrepreneurship ◽  
Qualitative Content Analysis ◽  
Educational Practice ◽  
Future Research ◽  
Small Data ◽  
Learning Approaches ◽  
Structured Interviews ◽  
Data Set ◽  
Content Type

Purpose The purpose of this paper is to elaborate on how service learning approaches are able to foster social entrepreneurship competences. The aim of the paper is to formulate a framework of key competences for social entrepreneurship and to give first insights in how service learning actually has an impact on change in students’ set of competences. Design/methodology/approach This paper uses a mixed-methods approach combining qualitative data collectionmethods of learning diaries of the students and semi-structured interviews, including 40 master’s students studying at a German university in interdisciplinary learning settings and five instructors from the same universities. Analysis was carried out by means of qualitative content analysis. Findings This paper provides empirical insights about the competences that are being fostered by service learning. From these, a framework for social entrepreneurship competences is being derived. Research limitations/implications The set of competences should be further investigated, as it was derived out of a small data set. Therefore, researchers are encouraged to use the set of competences for social entrepreneurship as a basis for future research and on a longer-term perspective, which lead to substantial implications for educational practice. Practical implications This paper includes implications for new perspectives on service learning in the light of the development of a relevant framework for social entrepreneurship competence, having significant implications for educational practice in social entrepreneurship education. Originality/value With this paper, the authors fulfill the need of a framework of social entrepreneurship competences that serves as a foundation for educational practice and further research in the context of service learning and beyond.

Educational restoration: a foundational model inspired by ecological restoration

2019 ◽  
Vol 33 (6) ◽  
pp. 1198-1218
Author(s):  
Lisa A.W. Kensler ◽  
Cynthia L. Uline
Keyword(s):  
School Leadership ◽  
Ecological Restoration ◽  
Educational Practice ◽  
Living Systems ◽  
Future Research ◽  
Educational Systems ◽  
Conceptual Foundation ◽  
Content Type ◽  
Whole School ◽  
Systems Model

Purpose The purpose of this paper is to articulate, and advocate for, a deep shift in how the authors conceptualize and enact school leadership and reform. The authors challenge fundamental conceptions regarding educational systems and call for a dramatic shift from the factory model to a living systems model of schooling. The authors call is not a metaphorical call. The authors propose embracing assumptions grounded in the basic human nature as living systems. Green school leaders, practicing whole school sustainability, provide emerging examples of educational restoration. Design/methodology/approach School reform models have implicitly and even explicitly embraced industrialized assumptions about students and learning. Shifting from the factory model of education to a living systems model of whole school sustainability requires transformational strategies more associated with nature and life than machines. Ecological restoration provides the basis for the model of educational restoration. Findings Educational restoration, as proposed here, makes nature a central player in the conversations about ecologies of learning, both to improve the quality of learning for students and to better align educational practice with social, economic and environmental needs of the time. Educational leaders at all levels of the educational system have critical roles to play in deconstructing factory model schooling and reform. The proposed framework for educational restoration raises new questions and makes these opportunities visible. Discussion of this framework begins with ecological circumstances and then addresses, values, commitment and judgments. Practical implications Educational restoration will affect every aspect of teaching, learning and leading. It will demand new approaches to leadership preparation. This new landscape of educational practice is wide open for innovative approaches to research, preparation and practice across the field of educational leadership. Originality/value The model of educational restoration provides a conceptual foundation for future research and leadership practice.

Outcomes of team creativity: a person-environment fit perspective

2019 ◽  
Vol 42 (6) ◽  
pp. 760-774 ◽  
Author(s):  
Louzanne Bam ◽  
Katleen De Stobbeleir ◽  
PJ Vlok
Keyword(s):  
Empirical Research ◽  
Affective State ◽  
Performance Outcomes ◽  
The Body ◽  
Future Research ◽  
Negative Outcomes ◽  
Team Creativity ◽  
Content Type ◽  
Body Of Knowledge ◽  
Person Environment Fit

Purpose Limited research where team creativity (TC) is positioned as an independent variable constitutes a weak point in the body of knowledge. This paper aims to offer three contributions to address this research gap: empirical research that has been conducted on the outcomes of TC is summarized; a person–environment fit perspective is applied to develop a conceptual model for TC; and directions for future empirical research are proposed. Design/methodology/approach A literature review is conducted to identify empirical research on the outcomes of TC. This is summarized into an extension of an existing framework that organizes empirical research on the antecedents of TC. Furthermore, the fit model for TC is developed, based on a person–environment fit perspective. Findings Research on the outcomes of TC has focused on three themes: performance; affective state; and processes. Gaps in this body of knowledge include limited knowledge on performance outcomes and a lack of research on potential negative outcomes. Recommendations for future research include: potential moderators of the relationship between TC and two outcome, innovation and team performance, are proposed; strain and unethical decision-making are proposed as potential negative outcomes of TC; and it is proposed that incorporating a temporal dimension would improve the understanding of the cyclical manner in which certain variables and TC may interact over time. Originality/value The organizing framework extension summarizes existing knowledge on the outcomes of TC, and together with the fit model for TC, this offers a basis for identifying research gaps and directions for future research. Specific directions for future empirical research are proposed.

Accounting, identity, autopoiesis + sustainability

2016 ◽  
Vol 24 (1) ◽  
pp. 36-55 ◽  
Author(s):  
Tehmina Khan ◽  
Rob Gray
Keyword(s):  
Educational Practice ◽  
Accounting Education ◽  
Future Research ◽  
Educational Systems ◽  
Departure Point ◽  
Content Type ◽  
Threatening Information ◽  
The Face ◽  
Life Threatening ◽  
Self Harm

Purpose This paper is prompted by an analysis of accounting and accounting education by Lawrence et al. (2013) in this journal. In that paper, the authors use the theory of autopoiesis to articulate and explore, what they argue is, an inappropriate conservatism in accounting. This aims to develop the insights offered by Lawrence et al., to advance the understanding of autopoiesis and to use the insights from the theory of autopoiesis to try and confront (what we see as) the resistance shown in business and accounting to the possibilities of a more substantive sustainability agenda. Design/methodology/approach The essay takes its departure point as the paper by Lawrence et al. and uses the theory of autopoiesis as a metaphorical lens through which to re-examine accounting, business and educational practice with respect to sustainability. Findings This paper depart somewhat from Lawrence et al.’s arguments and inferences but broadly supports their contentions that accounting and accounting education are autopoietic. Some advances are offered to the theory and some issues for future research are briefly speculated upon. The analysis succeeds in highlighting that the accounting, business and educational systems may well be protecting their “cores” but are doing so by ignoring crucial and life-threatening information. In autopoietic terms, the sub-systems are behaving as closed systems that are causing self-harm and are being psychopathic. It is speculate that accounting educators may be, themselves, acting as autopoietic persons. Research limitations/implications The essay, in identifying some of the empirical weaknesses inherent in the theory of autopoiesis in a social science context, suggests that the persuasiveness or otherwise of the theory will probably lie in the extent to which a reader finds the heuristic plausible and not in any easily testable propositions. The implications, if this limitation is accepted, are, broadly, that accounting and accounting education are acting psychopathically in the face of (arguably) life-threatening data. Practical Implications There are extensive implications for research and policy but only those for education are explored here. Social Implications If the analysis is persuasive, the implication for engagement with the exigencies of sustainability is profound and disturbing. Originality/value The paper has two primary purposes: to challenge and develop debate around Lawrence et al.’s arguments and to use autopoiesis as one explanation for the inertia around sustainability, business and accounting. The paper extends the theory of autopoiesis as articulated in accounting to embrace both the issue of nesting systems and the autopoietic person. The combination of these contributions is combined with Lawrence et al., in offering a substantive challenge to accounting educators: albeit a substantively different one than those authors offered. It is these matters of difference that ultimately challenge the authors’ roles as educators, researchers and accountants.

What makes a brand interesting? Why care?

2020 ◽  
Vol 37 (5) ◽  
pp. 501-510
Author(s):  
Aliosha Alexandrov ◽  
Birgit Leisen Pollack
Keyword(s):  
Literature Review ◽  
Purchase Intention ◽  
Affective State ◽  
Operational Definition ◽  
Future Research ◽  
Affective States ◽  
Content Type ◽  
Brand Familiarity ◽  
Functional Aspects ◽  
Definition Of

Purpose Despite the common understanding of what interestingness is, few people can explain what makes something interesting. The purpose of this paper is to explore the theoretical foundation of interestingness and test if it has merit in the branding context. It aims to help practitioners understand how to make a brand interesting and what outcomes to expect from it. Design/methodology/approach Three preliminary studies (Studies 1, 2 and 3) provide proof of concept. Study 4 tests the antecedences and outcomes of brand interestingness (BI) across 66 brands by accounting for individual and brand variations. Study 5 examines the moderating effects of brand use and brand familiarity on BI and its outcomes. Findings A broad literature review reveals that interestingness is an emotion and is, therefore, an affective state. The findings from two exploratory studies show that customers naturally associate interestingness with specific brands and interesting brands are associated with novelty. Study 3 demonstrates that from all affective states arising from the evaluation of a brand (i.e. easiness, pleasantness, interestingness, challenge and difficulty), BI has the highest effect on purchase intention (PI). Study 4 demonstrates that the antecedents of BI are the novelty associated with the symbolic and functional aspects of a brand, and also the ability to cope with those novelty components. Two positive outcomes of BI are PI and word of mouth (WOM). Study 5 demonstrates that brand familiarity and brand use moderate the effect of BI on purchase intent and WOM. The research concludes with an operational definition of the BI concept and future research suggestions. Originality/value The research introduces the interesting concept in the brand context. Based on a broad literature review and several studies, it identifies the antecedents and outcomes of BI. It helps practitioners understand how they can increase the interestingness of brands and what outcomes to expect.

Predicting entrepreneurial intentions of freshmen students from EAO modeling and personal background

2016 ◽  
Vol 8 (2) ◽  
pp. 180-203 ◽  
Author(s):  
Wassim J. Aloulou
Keyword(s):  
Empirical Studies ◽  
Personal Control ◽  
Influential Factors ◽  
Entrepreneurial Intentions ◽  
Survey Study ◽  
Future Research ◽  
Content Type ◽  
Student Entrepreneurship ◽  
Freshmen Students ◽  
New Research

Purpose The purpose of this paper is to study the effects of personal background and entrepreneurial attitudes on entrepreneurial intentions of Saudi Freshmen students of Al Imam Mohammad Ibn Saud Islamic University. After reviewing the literature and related theories on entrepreneurship, attitudes and intentions, this study provides a conceptual framework trying to identify the effects of most influential factors on individual’s intention to become an entrepreneur. Design/methodology/approach Through a survey study developed from previous empirical studies, the paper aims to investigate the significant elements of intentions from a sample of 103 students randomly selected. This study is both descriptive and analytical using correlations and multiple regressions. Findings The findings show that significant correlations among variables were found. The achievement and innovation attitudes are significant elements to entrepreneurial intentions. Students scored quite high on them, but, moderate on personal control and self-esteem attitudes. Students might have a real intention for starting their own businesses later that could be sustained during their studies at university. Additionally, entrepreneurs among relatives and entrepreneurship training were also the other significant elements to intentions. Research Limitations/implications Implications for future research are described and some pragmatic recommendations are provided to promote students’ entrepreneurial initiatives and behaviors at university. Social Implications The exploratory analysis suggests the need to develop more the awareness of students to entrepreneurship as potential career choice to help them to be active in the society. Originality/value In this paper, the Entrepreneurial Attitude Orientation model is validated for a Saudi university considered as a specific context. Broader reflections about a freshman student entrepreneurship as refocused research agenda is also considered by undertaking some new research and developing a comprehensive and contextual framework.

Students’ collaborative patterns in a wiki-authoring project

2017 ◽  
Vol 9 (1) ◽  
pp. 24-39 ◽  
Author(s):  
Athanassios Jimoyiannis ◽  
Dimitrios Roussinos
Keyword(s):  
Higher Education ◽  
Collaborative Work ◽  
Educational Practice ◽  
Two Dimensions ◽  
Future Research ◽  
Content Type ◽  
Video Images ◽  
Collaborative Activities ◽  
University Course ◽  
Collaborative Skills

Purpose The purpose of this paper is to present a case study investigating students’ patterns of collaborative content creation in a wiki project that was designed to promote self-directed and collaborative learning in the context of a university course. In addition, it proposes a new organizational and analysis framework of students’ constructive and collaborative activities in wiki-authoring projects. Design/methodology/approach The key notion, around which the present conceptual and research framework was built, is that a wiki integrates a content space and a social (discussion) space both considered in collaborative manner. The analysis of student contributions to their wiki was organized along two dimensions: interaction and refection posts were analyzed using the framework of Community of Inquiry; content contributions to the wiki pages were classified into five categories: creating a new page, content expansion, content reorganization, content enrichment (with video, images or hyperlinks) and editing and grammatical corrections. Findings The analysis of the research data revealed important information that could help to depict an overall representation of individual interactions and contributions, students’ collaborative performance within wiki groups as well as the overall evolution of the wiki content. The findings showed that properly designed wiki projects can be effectively introduced in higher education with the aim to support students to improve their authoring and collaborative skills through critical thinking, peer interaction and reflection. Research limitations/implications The findings of this study are limited by the specific sample and the context of implementation. Future research will be directed to various educational contexts and to include in the analysis students’ experiences and learning outcomes of wiki-authoring activities. Practical implications The results provided supportive evidence that successful wiki-based projects in higher education depend on the way students’ individual and collaborative authoring contributions are interwoven. Effective wiki-based interventions should consider students’ learning as the outcome of both, individual and collaborative work, determined by self and peer reflection in wiki groups. Originality/value The originality and the significance of the present study are justified by the conceptual framework proposed which can guide both aspects of students’ learning presence within self-directed wiki-authoring projects, i.e. research and educational practice (design and monitoring).

Tailoring service recovery messages to consumers’ affective states

2020 ◽  
Vol 54 (7) ◽  
pp. 1675-1702
Author(s):  
Krista Hill Cummings ◽  
Jennifer A. Yule
Keyword(s):  
Service Providers ◽  
Affective State ◽  
Future Research ◽  
Emotional States ◽  
Affective States ◽  
Content Type ◽  
Study Approach ◽  
Service Failures ◽  
Brand Involvement ◽  
Recovery Response

Purpose This study aims to propose that providers should tailor recovery responses to consumers’ emotional states to improve evaluations and behavioral intentions. Design/methodology/approach A multi-study approach comprising field and lab data was used. The field study, conducted on the Boston public transport network during a weather crisis, sought to determine how a provider should deliver their recovery response to match the consumer’s affective state. In the lab studies, the importance of tailoring a recovery message to the consumer’s state is experimentally demonstrated while controlling for factors such as consumer brand involvement. Findings This study finds that an emotion-focused recovery emphasizing empathy should be given to those in an avoidance affective state (i.e. focused on the avoidance of negative outcomes) such as worry. A problem-focused recovery, in which the focus is on the process that led to the failure and the steps that will be taken to correct it, should be provided to those in an approach state (i.e. concerned with advancement and accomplishment) such as anger. This study also finds this effect is more salient under low involvement conditions. Research limitations/implications Future research should examine how nonverbal behavior during recovery can be tailored to a consumer’s state. Practical implications Service providers are encouraged to tailor recovery messages to consumers’ affective states. Originality/value To the best of the authors’ knowledge, this study is the first to examine matching recovery messages to affective states, an important contribution as service failures can elicit a wide variety of affective states that influence how consumers react to recovery messages.

Dissociating the Impact of Auditory Access and Language Access in Deaf Children’s Cognitive Development

2020 ◽  
pp. 98-122
Author(s):  
Matthew L. Hall
Keyword(s):  
Working Memory ◽  
Executive Function ◽  
Cognitive Development ◽  
Implicit Learning ◽  
Educational Practice ◽  
Verbal Working Memory ◽  
Psychological Theory ◽  
Future Research ◽  
Language Access ◽  
The Impact

Deaf and hard of hearing (DHH) children have been claimed to lag behind their hearing peers in various domains of cognitive development, especially in implicit learning, executive function, and working memory. Two major accounts of these deficits have been proposed: one based on a lack of auditory access, and one based on a lack of language access. This chapter reviews these theories in relation to the available evidence and concludes that there is little evidence of direct effects of diminished auditory access on cognitive development that could not also be explained by diminished language access. Specifically, reports of deficits in implicit learning are not broadly replicable. Some differences in executive function do stem from deafness itself but are not necessarily deficits. Where clinically relevant deficits in executive function are observed, they are inconsistent with the predictions of accounts based on auditory access, but consistent with accounts based on language access. Deaf–hearing differences on verbal working memory tasks may indicate problems with perception and/or language, rather than with working memory. Deaf–hearing differences on nonverbal tasks are more consistent with accounts based on language access, but much more study is needed in this area. The chapter concludes by considering the implications of these findings for psychological theory and for clinical/educational practice and by identifying high-priority targets for future research.

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