Teaching entrepreneurship in China: culture matters

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jiejie Lyu ◽  
Deborah M. Shepherd ◽  
Kerry Lee
Keyword(s):  
Teaching Methods ◽  
Critical Role ◽  
Entrepreneurship Education ◽  
The United States ◽  
Structured Interview ◽  
Cultural Environment ◽  
Teaching Approaches ◽  
Chinese Universities ◽  
Content Type ◽  
Student Entrepreneurs

PurposeThe primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.Design/methodology/approachA qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.FindingsThe findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.Originality/valueLittle theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

An empirical investigation on learning and teaching lean manufacturing

2020 ◽  
Vol 62 (3) ◽  
pp. 339-354
Author(s):  
Guilherme Luz Tortorella ◽  
Rogério Miorando ◽  
Diego Fettermann ◽  
Diego Tlapa Mendoza
Keyword(s):  
Graduate Students ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Lean Manufacturing ◽  
Teaching Method ◽  
Learning Preferences ◽  
Teaching Approaches ◽  
Content Type ◽  
Learning And Teaching

PurposeThis article identifies the association between two methods for teaching lean manufacturing (LM): problem-based learning (PBL) and classroom lectures, and students' learning styles of a postgraduate course.Design/methodology/approachData were collected from graduate students LM courses that present different teaching approaches. Thus, students' learning preferences were gathered through the application of the Index of Learning Style questionnaire, and their performance assessed after each course.FindingsResults indicate that learning styles are indeed associated with LM teaching approaches, and comprehending interaction effects between learning style dimensions is essential for properly adapting the teaching method. However, these interactions have different extensions.Originality/valueAlthough teaching LM has significantly evolved over the past decades, the single application of traditional teaching methods jeopardizes learning effectiveness of graduate students because of the practical nature of LM. This study provides evidence to better understand the effect of complementary teaching methods and their relationship with students' preferences, empirically examining that there is not one best approach for understanding LM.

University-centred entrepreneurial ecosystems in resource-constrained contexts

2020 ◽  
Vol 27 (7) ◽  
pp. 1149-1166
Author(s):  
Zsolt Bedő ◽  
Katalin Erdős ◽  
Luke Pittaway
Keyword(s):  
Conceptual Framework ◽  
Rural Areas ◽  
Entrepreneurship Education ◽  
The United States ◽  
Resource Constrained ◽  
Content Type ◽  
Large Cities ◽  
Entrepreneurial Ecosystems ◽  
The Usa ◽  
Entrepreneurship Ecosystems

PurposeResearch on entrepreneurial ecosystems has advanced over recent years and has become a popular topic. Despite the interest, previous work has focused on entrepreneurial ecosystems in large cities in the United States. Ecosystems in small cities, underpopulated rural areas, university towns and outside the USA have not been considered much. This paper begins to address this deficit by reviewing three groups of literature.Design/methodology/approachFrom the review, the paper builds a conceptual framework to consider entrepreneurial ecosystems led by universities. After summarizing the literature on entrepreneurial ecosystems, entrepreneurial universities and entrepreneurship education, the paper suggests a conceptual framework outlying the structure, components and mechanisms that enable universities to operate as catalysts in the creation of entrepreneurial ecosystems.FindingsIt is evident that on many of the “ingredients” of a successful entrepreneurial ecosystem, a resource-constrained environment would have many gaps. Building an entrepreneurship ecosystem in such contexts would be inherently challenging. The model presented suggests that the presence of a university in such locations should enhance the prospects of progress but that the nature of the university itself would impact any outcomes. Universities that make concerted efforts to be entrepreneurial and that have entrepreneurship programmes have strategies available to them that can enhance entrepreneurship ecosystems over time.Originality/valueThe contribution of this paper is to show “how” a university and its entrepreneurship programme can operationally address deficits in a local ecosystem and how it might bring about positive change. The paper also opens new avenues for entrepreneurship education researchers.

scholarly journals Beyond entrepreneurship education: business incubation and entrepreneurial capabilities

2018 ◽  
Vol 10 (1) ◽  
pp. 154-174 ◽  
Author(s):  
Kenechukwu Ikebuaku ◽  
Mulugeta Dinbabo
Keyword(s):  
Capability Approach ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Structured Interview ◽  
Entrepreneurial Success ◽  
Education Students ◽  
Business Incubation ◽  
Content Type ◽  
Qualitative Methodologies ◽  
The Capability Approach

Purpose As a way of dealing with Nigeria’s macroeconomic challenge of unemployment and its concomitant socio-economic problems, the federal government, in 2006, made entrepreneurship study a compulsory course for all higher education students irrespective of their area of specialization. However, studies have shown that the programme is yet to achieve its goals as many Nigerian graduates still remain unemployed long after graduation. Using Sen’s capability approach, this paper aims to investigate business incubation as an effective tool for enhancing entrepreneurial capabilities beyond entrepreneurship education. Design/methodology/approach This study has engaged both quantitative (survey questionnaire) and qualitative methodologies (semi-structured interview). Findings The result shows that through business incubation, budding entrepreneurs have increased access to infrastructures and resources necessary for entrepreneurial success, thereby enhancing their real opportunities (capabilities) for success. Practical implications For greater effectiveness, business incubation should be integrated into the current entrepreneurship education programme in Nigeria. Originality/value This study is a debut of research endeavours which theoretically assess entrepreneurship programmes via the capability approach lens. It has developed a conceptual model for assessing business incubation using the capability approach.

scholarly journals Critical Role of Alpha-Toxin and Protective Effects of Its Neutralization by a Human Antibody in Acute Bacterial Skin and Skin Structure Infections

2016 ◽  
Vol 60 (10) ◽  
pp. 5640-5648 ◽  
Author(s):  
Vien T. M. Le ◽  
Christine Tkaczyk ◽  
Sally Chau ◽  
Renee L. Rao ◽  
Etyene Castro Dip ◽  
...  
Keyword(s):  
Gene Knockout ◽  
Human Monoclonal Antibody ◽  
Critical Role ◽  
The United States ◽  
Toxin Gene ◽  
Human Antibody ◽  
Alpha Toxin ◽  
Wild Type ◽  
Content Type ◽  
Skin Structure

ABSTRACTMethicillin-resistantStaphylococcus aureus(MRSA) causes large-scale epidemics of acute bacterial skin and skin structure infections (ABSSSI) within communities across the United States. Animal models that reproduce ABSSSI as they occur in humans are urgently needed to test new therapeutic strategies. Alpha-toxin plays a critical role in a variety of staphylococcal infection models in mice, but its role in the pathogenesis of ABSSSI remains to be elucidated in rabbits, which are similar to humans in their susceptibility toS. aureussuperantigens and certain bicomponent pore-forming leukocidins. We report here a new rabbit model of ABSSSI and show that those infected with a mutant deficient in expression of alpha-toxin (Δhla) developed a small dermonecrotic lesion, whereas those infected with isogenic USA300 MRSA wild-type or complemented Δhlastrains developed ABSSSI that mimic the severe infections that occur in humans, including the large central dermonecrotic core surrounded by erythema, induration, and marked subcutaneous hemorrhage. More importantly, immunoprophylaxis with MEDI4893*, an anti-alpha-toxin human monoclonal antibody, significantly reduced the severity of disease caused by a USA300 wild-type strain to that caused by the Δhlamutant, indicating that this toxin could be completely neutralized during infection. Thus, this study illustrates a potential high standard for the development of new immunotherapeutic agents in which a toxin-neutralizing antibody provides protection to the same degree achieved with a toxin gene knockout. When MEDI4893* was administered as adjunctive therapy with a subtherapeutic dose of linezolid, the combination was significantly more efficacious than either agent alone in reducing the severity of ABSSSI.

The skill of discipline – measuring F.I.R.S.T discipline principles in higher education

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hana Krskova ◽  
Chris Baumann ◽  
Yvonne Breyer ◽  
Leigh Norma Wood
Keyword(s):  
Higher Education ◽  
Cognitive Skills ◽  
Personal Development ◽  
Online Survey ◽  
Critical Role ◽  
Self Regulation ◽  
Principal Component ◽  
The United States ◽  
Student Discipline ◽  
Content Type

PurposeHuman capital theory suggests that any increase in skills translates into greater productivity of the workforce. Non-cognitive skills, in particular, play a critical role in many domains in life. The aim of this study is to gain a greater understanding of one such skill, discipline. Viewing discipline as a tool for enhancing learning, personal development and increasing overall achievement, this study offers an alternative way to measure discipline in higher education.Design/methodology/approachThis paper presents the results of an online survey of 537 current students and recent graduates from the United States, South Korea and China. Principal component analysis was used to test the overarching assumption that student discipline is composed of five dimensions. Multiple analysis of variance (ANOVA) with post hoc analyses and t-tests were applied to test for country and gender-related differences between the three country groups. Cluster analysis was used to profile the respondent groups based on similarities across the samples.FindingsThe results confirm that student discipline is a construct comprising five discipline dimensions – focus, intention, responsibility, structure and time (F.I.R.S.T). In addition, the identification of low, medium and high discipline levels among the respondents provides support for the recently introduced concept of a layered “threshold of Discipline”.Originality/valueA F.I.R.S.T. discipline measurement questionnaire for capturing student discipline – underpinned by a conceptual model encompassing self-determination, goal setting, self-efficacy, self-regulation and time management principles – was developed and tested. Suggestions for enhancing graduate work readiness through increasing levels of the skill of discipline are outlined.

Are andragogy and heutagogy the secret recipe for transdisciplinary entrepreneurship education?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lizbeth Martínez ◽  
Jaime Muñoz
Keyword(s):  
Mexico City ◽  
Undergraduate Students ◽  
Bayesian Methods ◽  
Teaching Methods ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Competency Development ◽  
Undergraduate Level ◽  
Content Type ◽  
Entrepreneurial Competency

Purpose This study aims to construct an entrepreneurship educational pattern applicable to all disciplines at the undergraduate level. The proposal focusses on two-course models of transdisciplinary entrepreneurship education (TEE), which involve andragogy and heutagogy as the basis of entrepreneurial competency development. Design/methodology/approach The competencies acquired during the proposed course models for TEE are analysed through Bayesian methods. The study is conducted using 400 opinions of students from Tecnologico de Monterrey in Mexico City. Findings The proposed TEE models are auspicious for establishing an educational pattern to develop entrepreneurship competencies in undergraduate students with the independence of their school of origin. Originality/value Nowadays, universities recognise the importance of providing entrepreneurship education as part of their mission. However, well-defined canons to guide such teaching are still non-existent. This paper fills a gap on what and how to teach TEE. By providing a new competency classification based on soft and technical skills, the authors contribute to the pattern of what to teach in entrepreneurship. The authors provide guidance on the teaching methods for TEE through two-course models based on andragogy and heutagogy. Moreover, their efficacy is measured using the students’ perception of the acquired competencies and their usefulness.

Are social and traditional entrepreneurial intentions really that different?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Susana C. Santos ◽  
Shahrokh Nikou ◽  
Malin Brännback ◽  
Eric W. Liguori
Keyword(s):  
University Students ◽  
Mental Representations ◽  
Early Stage ◽  
Qualitative Comparative Analysis ◽  
Entrepreneurship Education ◽  
The United States ◽  
Entrepreneurial Intentions ◽  
Content Type ◽  
High Level ◽  
Practical Implications

PurposeBuilding on construal level theory (CLT), this study explores mental representations of entrepreneurial intentions (EIs) with different foci (i.e. social and commercial) among university students from Generations Y and Z.Design/methodology/approachUsing a sample of university students from the United States contacted through the Entrepreneurship Education Project, this study employs a configurational perspective—fuzzy-set qualitative comparative analysis (fsQCA)—to identify the pathways leading to EIs and social entrepreneurial intentions (SEIs).FindingsResults show that the configurations of conditions leading to the outcomes (EI and SEI) are not disparate but share far more similarities even when considering socially oriented antecedents, supporting the claim that students perceive both EIs with different foci as high-level construals. The results also demonstrate no differences within gender, but there are asymmetries between gender in the configurations leading to EI and SEI.Research limitations/implicationsThis study contributes to EI literature by providing new insights into understanding how individuals perceive EIs at an early stage of entrepreneurship and by bringing CLT to the EI literature.Practical implicationsThese results have implications for entrepreneurship education and practice, as it recognizes that students' EIs are psychologically distant, lacking a level of detail and specificity. This would explain why students do not immediately create ventures, but that entrepreneurship has a certain incubation time to create an entrepreneurial mindset.Originality/valueExploring the configurational approaches can help to uncover the complexity and idiosyncrasies underlying EIs.

Evaluation of the impact of an entrepreneurship training program in Recife, Brazil

2018 ◽  
Vol 10 (3) ◽  
pp. 472-488 ◽  
Author(s):  
Fernando José Moreira Coelho ◽  
Carla Marques ◽  
Armando Loureiro ◽  
Vanessa Ratten
Keyword(s):  
Training Program ◽  
Entrepreneurship Education ◽  
Structured Interview ◽  
Entrepreneurship Training ◽  
Content Type ◽  
Emerging Country ◽  
New Business ◽  
The Impact ◽  
Practical Implications

Purpose The purpose of this paper is to understand in a qualitative context, the importance of the EMPRETEC entrepreneurship training in an emerging country context of Brazil. This helps to understand the capacity of entrepreneurship education to improve the ability of individuals to generate new business opportunities. Design/methodology/approach The data were collected through three semi-structured interview scripts and analyzed with the support of the NVIVO qualitative analysis software using Bardin content analysis. Findings The findings support the assertion that in emerging economies, entrepreneurship education is increasingly important in transforming society through enabling individuals to progress in their careers and life. Research limitations/implications It was concluded that the EMPRETEC course fulfilled the objective of encouraging entrepreneurial behavior and stimulating the trainees to contribute to the economic growth of the country. The implication was that participation in entrepreneurship education is strictly interconnected to the success of the trainees. Practical implications The study found that there are positive practical outcomes for the trainees’, teachers’ and managers’ perceptions involved in the Entrepreneurship Training Program – EMPRETEC. Originality/value The paper helps understand the role of the trainees’ (EMPRETECos), teachers’ and managers’ perceptions of the Program at SEBRAE/Recife about the impact of the Entrepreneurship Training Program – EMPRETEC.

scholarly journals Trends in Antibiotic Resistance in Coagulase-Negative Staphylococci in the United States, 1999 to 2012

2013 ◽  
Vol 58 (3) ◽  
pp. 1404-1409 ◽  
Author(s):  
Larissa May ◽  
Eili Y. Klein ◽  
Richard E. Rothman ◽  
Ramanan Laxminarayan
Keyword(s):  
Antibiotic Resistance ◽  
Critical Role ◽  
The United States ◽  
Prescribing Patterns ◽  
Coagulase Negative Staphylococci ◽  
Surveillance Network ◽  
Content Type ◽  
Inappropriate Use ◽  
Resistance Patterns ◽  
Small Decline

ABSTRACTCoagulase-negative staphylococci (CoNS) are important bloodstream pathogens that are typically resistant to multiple antibiotics. Despite the concern about increasing resistance, there have been no recent studies describing the national prevalence of CoNS pathogens. We used national resistance data over a period of 13 years (1999 to 2012) from The Surveillance Network (TSN) to determine the prevalence of and assess the trends in resistance forStaphylococcus epidermidis, the most common CoNS pathogen, and all other CoNS pathogens. Over the course of the study period,S. epidermidisresistance to ciprofloxacin and clindamycin increased steadily from 58.3% to 68.4% and from 43.4% to 48.5%, respectively. Resistance to levofloxacin increased rapidly from 57.1% in 1999 to a high of 78.6% in 2005, followed by a decrease to 68.1% in 2012. Multidrug resistance for CoNS followed a similar pattern, and this rise and small decline in resistance were found to be strongly correlated with levofloxacin prescribing patterns. The resistance patterns were similar for the aggregate of CoNS pathogens. The results from our study demonstrate that the antibiotic resistance in CoNS pathogens has increased significantly over the past 13 years. These results are important, as CoNS can serve as sentinels for monitoring resistance, and they play a role as reservoirs of resistance genes that can be transmitted to other pathogens. The link between the levofloxacin prescription rate and resistance levels suggests a critical role for reducing the inappropriate use of fluoroquinolones and other broad-spectrum antibiotics in health care settings and in the community to help curb the reservoir of resistance in these colonizing pathogens.

scholarly journals Entrepreneurship Education: New Strategies in Unemployment during the Economic Crisis of Thailand

2021 ◽  
Vol 58 (1) ◽  
pp. 3864-3869
Author(s):  
Suppamas Rattanapipat, Benyada Laotanataworn, Laor Mamah
Keyword(s):  
Structural Equation Model ◽  
Teaching Methods ◽  
Empirical Data ◽  
Structural Equation ◽  
Entrepreneurship Education ◽  
Structured Interview ◽  
Equation Model ◽  
Equation Modeling ◽  
Institutional Setting ◽  
Individual Factor

The study aims to develop a structural equation model of entrepreneurship education during the current unemployment crisis of Thailand by using mixed methods approach. In part of quantitative research, the research tool was questionnaires. Data were collected from 420 samples. Structural Equation Modeling (SEM) was conducted for analyzing the model with empirical data. In part of qualitative research, the key informants was 5 person. Data gathering conducted by in-depth interview which were semi-structured interview. The major findings showed that factors that affect the entrepreneurship education were institutional setting, contents of course, teaching methods and individual factor. Considering the structural equation model of entrepreneurship education during the current unemployment crisis of Thailand had a good fit with the empirical data (χ^2=556.45, df=213, RMSEA=0.054, CFI=0.95, SRMR=0.068). Teaching methods had the highest direct effect on entrepreneurship education, while institutional setting had the highest indirect effect. This new framework can be used to inform thinking in the area of entrepreneurship education to address the unemployment crisis.

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