scholarly journals Spurring inclusive entrepreneurship and student development post-C19: synergies between research and business plan competitions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Laura Gonzalez
Keyword(s):  
Inclusive Education ◽  
Student Development ◽  
Business Students ◽  
Learning Experience ◽  
Business Plan ◽  
Case Illustration ◽  
Content Type ◽  
Transferable Skills ◽  
Effective Development ◽  
The Impact

PurposeAcademic innovation strives to benefit from an ample talent pool, and entrepreneurship and research competitions constitute an integral part of the effort. This prompts discussions about how to optimize the impact of interdisciplinary learning, especially for less-traditional participants. The main purpose of this article is to describe how synergies between research and business plan competitions can facilitate inclusive engagement and enhanced development of transferable skills.Design/methodology/approachA case illustration addresses the following questions: (1) what skills can be enhanced through a single project toward parallel participation in research and business plan competitions? (2) How can synergies between research and business plan competitions support more inclusive student development? The case illustration outlines the process and outcomes of an initiative with three first-gen business students, two female and two international.FindingsThe case illustration describes how synergies and alignments of deadliness between research and business plan competitions enhanced the learning process by facilitating more opportunities to showcase learning and receive feedback. In addition, the parallel preparation facilitated student inclusion by providing purposeful authentic practice in a project envisioned by the students. As a result of the 2019 learning experience, students and their employers continue to value in 2021 the effective development of transferable skills.Originality/valuePrevious studies examine independently entrepreneurship initiatives, science technology engineering arts and mathematics (STEAM) initiatives, transferable skills and pedagogy that support inclusive education. This manuscript describes the option of synergies between research and entrepreneurship competitions to support more inclusive student development. In addition, it provides recommendations for impact when scaling-up synergies.

How does the public and private university environment affect students’ entrepreneurial intention?

2017 ◽  
Vol 59 (6) ◽  
pp. 550-564 ◽  
Author(s):  
Mario Duarte Canever ◽  
Maria Renata Martínez Barral ◽  
Felipe Garcia Ribeiro
Keyword(s):  
Business Students ◽  
Private Universities ◽  
Principal Component ◽  
Private University ◽  
Entrepreneurial Intention ◽  
Public And Private ◽  
Content Type ◽  
University Environment ◽  
The Public ◽  
The Impact

Purpose The purpose of this paper is to explore the causal links between public and private university environments and the entrepreneurial intention (EI) of students. Design/methodology/approach The impact of different university environments on the students’ EI was checked using a model adapted from Krueger et al. (2000). The study comprised a sample of students enrolled in business administration from three public and three private universities at first semester (freshmen) and at the last two semesters (senior) in Brazil. The model was measured through various questions and later assessed by principal component analysis to build constructs. Via t-test and path analysis the EI and the antecedents were subjected to a comparative analysis to test the equality of the models across the four categories emerged. Findings The two main types of Brazilian university environments (public and private) do not present significant differences in the way they influence EI and its antecedents. Both the tests of means and the tests of measurement of the structural relations between constructs confirm this finding with only a few exceptions. The result of this study is opposed to other studies carried out in Brazil, by showing that the public university environment is not worse for the entrepreneurship than the private. The environmental effects are mostly equal and they as a whole are not conducive to the development of EI. Research limitations/implications The study comprises business students only, and enrolled on regular universities. It is worth highlighting that evidence was brought to the debate for a group of universities in Brazil. Replicating the study with students from other areas and other universities, as well as students in Master’s and Doctorate programs could enrich the analyses. Practical implications This study provides insight into entrepreneurship education, as to which the university environment is conducive to the entrepreneurship. It brings insights for the development of entrepreneurial universities. Originality/value This study contributes to understanding the differences between the public and private universities environment regarding students’ EI.

Internship impact on career consideration among business students

2016 ◽  
Vol 58 (9) ◽  
pp. 1003-1013 ◽  
Author(s):  
Miriam Rothman ◽  
Ruth Sisman
Keyword(s):  
Undergraduate Students ◽  
Job Search ◽  
Business Students ◽  
Career Path ◽  
Content Type ◽  
Non Profit ◽  
Job Functions ◽  
Analysis Methodology ◽  
The Cost ◽  
The Impact

Purpose The purpose of this paper is to report on the impact of the internship experience on business students’ career intentions in regard to pursuing a career path in the same job function or industry as their internship. Design/methodology/approach After completing and reflecting on an internship, 198 undergraduate students responded to the prompt: “discuss the impact of the internship on your career consideration.” Responses were analyzed using a content analysis methodology in order to determine whether or not interns would pursue the same job functions (e.g. sales) or industry (e.g. non-profit) as their internship in their post-graduation job search. Findings Across the job functions and industries identified within the internships, 54 and 45 percent of interns confirmed their expectations of career fit, respectively. The implications of confirming and disconfirming these expectations for students are discussed. Originality/value Given the value of internships to business students, surprisingly few studies have examined their influence on undergraduates’ career considerations. Students select internships with the intention of learning about job functions or industries for possible career fit, yet the authors know little about whether the experience confirms or disconfirms their expectations. This study seeks to address this gap. The authors suggest that internships, as experiential activities, merit greater attention as they provide students opportunities to learn what they do or do not want to do, where they do or do not want to work and whether their self-concept fits a possible career path – saving themselves and potential employers the cost of job dissatisfaction and turnover.

Impact of cooperative learning on teamwork competence

2019 ◽  
Vol 32 (1) ◽  
pp. 93-106 ◽  
Author(s):  
Melany Hebles ◽  
Concepción Yaniz-Álvarez-de-Eulate ◽  
Mauricio Jara
Keyword(s):  
Cooperative Learning ◽  
Collective Efficacy ◽  
Business Students ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Content Type ◽  
Five Dimensions ◽  
Complex Dimensions ◽  
The Impact

PurposeThe purpose of this paper is to analyze the impact of a classroom application of the cooperative learning (CL) methodology on nine dimensions of business students’ teamwork competence (TC).Design/methodology/approachThe authors used a quasi-experimental pre-post design with a previous cohort as control group (first-year students from the year prior to treatment application), applying treatment to a sample of 228 first-year students in a School of Economics and Business at a Chilean University (114 as treatment and 114 as control).FindingsThe authors’ results show that CL had a positive, significant influence on five dimensions of TC: collective efficacy, planning, goal setting, problem solving and conflict management.Research limitations/implicationsThis paper upholds the importance and effectiveness of CL in developing TC. However, the evidence suggests that the effectiveness of the CL methodology was limited to development and improvement of less complex dimensions of TC. More complex dimensions require a longer period of time to be developed.Practical implicationsThis research is an important contribution to the design and implementation of appropriate methodologies for developing a widely needed area of competence in the workplace, considering its multidimensional nature, whether in academia or business.Originality/valueThis is the first study to seek empirical evidence that would link the CL methodology with TC. In addition, it fills a gap in the literature on the development of TC in its multiple dimensions. It particularly addresses the training of business professionals.

scholarly journals The impact of service-learning methodology on business schools’ students worldwide: A systematic literature review

PLoS ONE ◽  
2020 ◽  
Vol 15 (12) ◽  
pp. e0244389
Author(s):  
Marta Marco-Gardoqui ◽  
Almudena Eizaguirre ◽  
María García-Feijoo
Keyword(s):  
Systematic Review ◽  
Service Learning ◽  
Systematic Reviews ◽  
Social Engagement ◽  
Business Schools ◽  
Business Students ◽  
Learning Experience ◽  
Global Business ◽  
Resource Information ◽  
The Impact

The purpose of this research is to perform a systematic review of the literature published on the benefits of applying the service-learning methodology with business students. Several works and studies identify significant contributions that are important to the student’s profile; however, a systematic review of the benefits derived from the methodology application in the profile previously described has not yet been conducted. The main objective of this study is to gather, identify, and classify evidence from 32 studies conducted across global business schools regarding the benefits of service-learning in university students. The applied methodology follows the “Preferred Reporting Items for Systematic Reviews and Meta-Analyses” statement for systematic reviews. The studies were extracted from the World of Science, Scopus, and Educational Resource Information Center databases and were analyzed according to the suggested objectives. The suggested systematic review provides a rigorous analysis of academic literature on the benefits of service learning in the student’s personal, social, academic, and civic environment. A theoretical framework that combines all gathered benefits from the 32 studies has been suggested in these pages, by means of grouping these benefits into four categories considering prior research on the academic, personal, social, and citizenship outcomes. Several quantitative, qualitative, and mixed studies support the benefits of this methodology, focusing on the student’s profile development. We found that students enjoy plenty of outcomes after participating in the service-learning experience, thus, the most frequent outcome is greater social engagement. With more than 4,000 students involved in the total analyzed studies, we present a list of ranked outcomes that reflects and supports the strength of the methodology. Through this study, institutions as well as teachers may be aware of the potential present in this methodology. Our study also suggested a framework for university coordinators to act.

A patent-based model of entrepreneurship education in Brazil

2020 ◽  
Vol 62 (7/8) ◽  
pp. 947-963
Author(s):  
Gabriel Marcuzzo do Canto Cavalheiro ◽  
Mariana Brandao Cavalheiro ◽  
Sandra Mariano
Keyword(s):  
Developing Countries ◽  
Intellectual Property ◽  
Undergraduate Students ◽  
Business Models ◽  
Business Students ◽  
Learning Experience ◽  
Teaching Experience ◽  
Complex Nature ◽  
Content Type ◽  
Business Plans

PurposeThis article is aimed at improving understanding of the possibilities and implications of using patents as a teaching instrument for universities in developing countries in order to enable undergraduate business students to discuss critical issues associated with the commercialization of technological innovations.Design/methodology/approachThis study is based on an explorative case of an experiential teaching exercise involving undergraduate students addressing the development of business plans addressing the commercialization of patents. In this way, we proposed the POSTE model to provide a pathway to knowledge creation by integrating entrepreneurial competences of entrepreneurship competences with existing practices.FindingsGiven the complex nature of the patenting process, the experiential exercise proposed by this study contributes to enhance IP commercialization capabilities of undergraduate students by simulating decision-making regarding market size, user requirements, product pricing, competitors, substitute products, time-to-market, product production arrangements and strategic use of the terms of a patent.Research limitations/implicationsOne limitation of this research involves the impossibility of completely addressing the venture launch gap. Despite the realistic learning experience based on a real patent, as students do not own the intellectual property rights (IPRs) associated with the patents used in the course, it is not possible to implement the business models developed during the course.Practical implicationsSince patent documents are freely available and companies are increasingly dependent on intellectual property (IP) assets to remain competitive, our study provides evidence that patents can provide a rich source of information that can be used to simulate venture creations by taking into consideration economical, strategical, and legal skills needed to bridge the technology commercialization gap.Social implicationsGiven the lack of courses addressing intellectual property in the wide majority of Brazilian undergraduate courses, the teaching experience described in this study contributes to raise the sense of urgency for the commercialization of patents among college students, as a means of turning technology into business.Originality/valueDespite of the growing correlation between IP and competitiveness, teaching methods relying on IP data, such as patents, industrial designs and trademarks, in research institutions located in developing countries have received limited treatment in the extant literature.

Exploring factors influencing online classes due to social distancing in COVID-19 pandemic: a business students perspective

2020 ◽  
Vol 37 (4) ◽  
pp. 197-211 ◽  
Author(s):  
Adil Zia
Keyword(s):  
Business School ◽  
Negative Impact ◽  
Positive Impact ◽  
Business Students ◽  
Primary Data ◽  
Online Classes ◽  
Content Type ◽  
Social Distancing ◽  
The Impact ◽  
And Training

PurposeThis study explores the factors responsible for influencing online classes for business school during the COVID-19 pandemic. This study also examines the level of influence of these factors on online classes.Design/methodology/approachPrimary data were collected online from 716 business school students using a questionnaire developed by the researcher. Smart PLS3 software was used to analyze the data.FindingsAttitude, curriculum, motivation, technology and training were found to have an impact on online classes. Three variables (attitude, motivation and training) have a positive impact on online classes, whereas two variables (curriculum and technology) have a negative impact on the online classes. All the factors have been found to be significant except technology which is found to have an insignificant impact (p = 0.356) on online classes.Research limitations/implicationsOnly one university’s students were surveyed.Practical implicationsOutlines the factors which have a positive and significant impact on online classes during COVID-19 pandemic. This study can be generalized through a student's community across the world as the students face similar problems associated with online classes during the COVID-19 pandemic.Social implicationsSuggest factors that can be considered while COVID-19 pandemic during social distancing to make online classes more effective and to reduce the impact of this pandemic.Originality/valueNo study has documented the factors associated to impact the online classes during the COVID-19 pandemic.

scholarly journals Impact assessment in higher education: a strategic view from the UK

2018 ◽  
Vol 119 (1/2) ◽  
pp. 94-100 ◽  
Author(s):  
Ruth L. Ayres
Keyword(s):  
Higher Education ◽  
Impact Assessment ◽  
Large Scale ◽  
Learning Experience ◽  
Content Type ◽  
Perspective Drawing ◽  
Assessment In Higher Education ◽  
The Uk ◽  
Strategic Perspective ◽  
The Impact

Purpose This paper focuses on the importance of impact in higher education from a strategic perspective, exploring its value to institutions, learners and prospective students in today’s higher education context, using the UK as a case study. The increasing prominence of impact assessment in higher education is discussed, with consideration given to the operational structures, tools and approaches which can be adopted to monitor and evaluate the impact of any strategic project or initiative introduced by a higher education provider. Design/methodology/approach This paper presents a strategic view of impact assessment in today’s higher education landscape. Findings The significance of impact assessment in higher education is discussed from a strategic perspective, drawing upon relevant studies, UK Government policy and initiatives. Consideration is given to the tools and approaches that can be adopted by higher education providers in assessing the impact of any strategic initiatives and projects that have been implemented. Originality/value The paper is of value to 'any higher education provider that is currently undertaking, or planning to deliver large-scale strategic projects and initiatives which have been designed to enhance the student learning experience.

Bilingual learning strategies to support Chinese EAL business students

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sally Ann Ashton-Hay ◽  
Geoffrey Lamberton ◽  
Yining Zhou ◽  
Tania von der Heidt
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Business Students ◽  
Strong Support ◽  
Learning System ◽  
Teaching Staff ◽  
Positive Contribution ◽  
Content Type ◽  
Bilingual Learning ◽  
The Impact

Purpose This study aims to examine the effectiveness of bilingual learning strategies designed to support Chinese undergraduate business students facing significant learning challenges in an Australian university capstone curriculum delivered at their Chinese university. These challenges include the students’ difficulty understanding discipline-specific English terminology, using this terminology to discuss disciplinary concepts with their instructors and stress caused by an abnormally high study load. Design/methodology/approach In response to these challenges, the project team implemented a suite of bilingual strategies to reduce cognitive load and enhance learning, which included Chinese-English glossaries to build disciplinary-specific vocabularies; a bilingual teaching assistant to enable students to communicate in their language of choice; the use of WeChat to connect students to staff and to provide translanguaging opportunities; and bilateral managerial and academic support for strengthening the institutional cross-cultural relationship through staff exchange and language learning programs. A series of surveys were administered to measure the impact of these strategies on students’ learning, and WeChat logs were analysed to determine students’ linguistic preferences during discussions with staff and students. Findings The results of this project show strong support for each bilingual strategy, high academic performance amongst the student cohort, the positive contribution to learning and connection provided by social media technology, students’ language of choice preferences and chosen translanguaging styles and the important role of teaching staff in supporting international students’ intercultural learning and adaptation to a foreign university learning system. Originality/value This original evidence-based study helps to address the gap in bilingual education in Australian higher education demonstrating a successful strategy for dealing with language and discipline-specific challenges confronting EAL students.

Does culture or self-directed learning drive online performance?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Qian Wang ◽  
Chang Xiong ◽  
Jiajun Liu
Keyword(s):  
College Students ◽  
Student Performance ◽  
Learning Experience ◽  
Cultural Orientation ◽  
Self Directed Learning ◽  
Scoring Method ◽  
Content Type ◽  
Team Members ◽  
Directed Learning ◽  
The Impact

PurposeThe foundations of internally driven discipline are similar to self-directed learning (SDL). This study examines the effect of cultural orientation and SDL on the online performance of college students. It investigates how college students pursue SDL while maintaining a collectivist cultural orientation in their learning experience. It explains why students prefer SDL to learning constrained by an externally enforced discipline.Design/methodology/approachThe explanatory sequential mixed-method design uses a quantitative method, followed by qualitative enquiry. The research was conducted in an undergraduate non-credit online course in China.FindingsThe findings show that cultural orientation has no impact on students' online performance, while SDL abilities are positively related to it. When fully mediated by SDL, a horizontal-collectivist culture has a positive effect on students' online performance.Research limitations/implicationsData were collected in a non-credit online college course, where the final assessment used a peer-rating approach and team members shared the same final score. This scoring method may not fully reflect each student's online performance.Practical implicationsThe findings suggest that, when considering cultural influence on student performance, researchers should consider learning contexts, including educational level and learning mode. This study validates that colleges should focus on ability and skill development that enhance internal motivation to improve students' online performance, rather than focussing on their beliefs.Originality/valueThis paper introduces evidence to support the impact of culture on college students' online performance, showing that SDL abilities can drive performance.

Collaborative engagement experience-based learning: a teaching framework for business education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shelly L. Freyn ◽  
Mina Sedaghatjou ◽  
Sheree Rodney
Keyword(s):  
Undergraduate Students ◽  
Business Education ◽  
Teaching And Learning ◽  
Business Students ◽  
Learning Experience ◽  
Content Type ◽  
Skill Sets ◽  
Experience Based Learning ◽  
Viable Solution ◽  
Collaborative Engagement

PurposeAn academic–practitioner divide exists suggesting the need for business education curriculum to more appropriately suit private-sector demands. This calls for pedagogical approaches that offer experiences and build skill sets to better prepare graduates for the workforce. The authors propose a framework, collaborative engagement experience-based learning (CEEBL), as a new pedagogical method for teaching and learning in business education. This research provides a viable solution to bridge the gap between academia and industry. The authors suggest CEEBL also offers business students new methods of engagement in the world of work.Design/methodology/approachThis exploratory study investigates the CEEBL framework applied to a business education course in competitive intelligence (CI) and a crisis simulation exercise that offer “real world” experiences to students. Data were collected in two semesters and included feedback from over 70 undergraduate students.FindingsResults suggest that the CEEBL framework provides students with the learning experiences to build much-needed skill sets. Additionally, Hallinger and Lu's (2011) assessment of overall instructional effectiveness showed positive statistical results for its dimensions.Originality/valueThe CEEBL framework is coined from two existing pedagogical underpinnings; collaborative engagement (CE) and experience-based Learning (EBL). These concepts offer insights into the ways in which CE promotes a rich learning experience. The new framework takes into consideration the relationship(s) among the dimensions of CE and EBL and how they intertwine with each other to create a pedagogical method that can better prepare students for a dynamic workplace. CEEBL can be easily adapted for online, hybrid or in-session teaching environments. Additionally, the framework offers flexibility in application to other disciplines while addressing current topics and issues through the capstone exercise.

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