Assessing Entrepreneurial Types and Goals With Diverse Student Groups

2021 ◽  
pp. 251512742110290
Author(s):  
Josh Bendickson ◽  
Curtis F. Matherne ◽  
Keith R. Credo ◽  
Mary Catherine O. Franques ◽  
Lewis Sheats
Keyword(s):  
Group Discussion ◽  
Engaged Learning ◽  
Undergraduate Level ◽  
Student Groups ◽  
Entrepreneurial Skills ◽  
Science Technology ◽  
Diverse Student ◽  
Different Types ◽  
Math Students ◽  
Personal Decision

Students should clearly understand that different types of entrepreneurship exist. It is effective to connect the diversity of entrepreneurial form with students from a multidisciplinary scope of knowledge in the form of engaged learning. This learning innovation exercise helps diverse student bodies such as science, technology, engineering, arts, and math students (STEAM), to apply their knowledge of entrepreneurship basics and each entrepreneurship type and to be prepared to verbally defend their decisions in the presence of other future entrepreneurs. Although this exercise follows Steve Blank’s categorization of entrepreneurship types (i.e., small business entrepreneurship, scalable startup entrepreneurship, large company entrepreneurship, and social entrepreneurship), educators adopting this exercise can readily replace or add other entrepreneurship types that are more relevant to a specific course or that (s)he wishes for students to more fully understand. This learning innovation is intended for implementation at the undergraduate level in medium sized introduction to entrepreneurship courses that includes students from STEAM. Students will gain experience in analyzing and problem solving related to the different types of entrepreneurship. Students will also be provided the space for group discussion and personal decision making thus fostering the development of crucial entrepreneurial skills necessary after graduation.

Working Together

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Randi Veiteberg KVELLESTAD ◽  
Ingeborg STANA ◽  
VATN Gunhild
Keyword(s):  
Design Education ◽  
Critical Evaluation ◽  
Business Environment ◽  
Arts And Crafts ◽  
Action Research Project ◽  
Student Groups ◽  
Different Types ◽  
Working Together ◽  
Personal Qualities ◽  
Manual Skills

Teamwork involves different types of interactions—specifically cooperation andcollaboration—that are necessary in education and many other professions. The differencesbetween cooperation and collaboration underline the teacher’s role in influencing groupdynamics, which represent both a foundation for professional design education and aprequalification for students’ competences as teachers and for critical evaluation. As a testcase, we focused on the Working Together action-research project in design education forspecialised teacher training in design, arts, and crafts at the Oslo Metropolitan University,which included three student groups in the material areas of drawing, ceramics, and textiles.The project developed the participants’ patience, manual skills, creativity, and abilities,which are important personal qualities for design education and innovation and representcornerstones in almost every design literacy and business environment. The hope is thatstudents will transform these competences to teaching pupils of all ages in their futurecareers.

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

scholarly journals Literature Focus Units as a Means of Exploring the Refugee Experience

2017 ◽  
Vol 6 (2) ◽  
pp. 13 ◽  
Author(s):  
Sang Hwang ◽  
Betty Coneway
Keyword(s):  
School Environment ◽  
Cross Cultural ◽  
Student Groups ◽  
New School ◽  
Cross Cultural Communication ◽  
Diverse Student ◽  
Refugee Literature ◽  
Refugee Experience ◽  
Insight Into ◽  
A Current

<p>Changes in the nation’s demographics, a current focus on immigration, and the world’s refugee crisis require educators to explore positive ways to assist students and families in transition. This article suggests using refugee literature to help ease children into the new school environment. Books associated with the refugee theme are organized using the literature focus unit framework. Four specific children’s literature titles are highlighted within the piece; however, the suggested books and activities are provided as a model to assist teachers in gaining new insight into how they can use cross-cultural communication to explore the refugee experience. We propose that through this exemplar unit, teachers can learn about authentic instructional approaches that may help them meet the multicultural needs of a variety of diverse student groups.</p>

Pandangan Mahasiswa Fakultas Ekonomi dan Bisnis Universitas Airlangga Tentang Kepatuhan Syariah di Bank Syariah

2015 ◽  
Vol 2 (2) ◽  
pp. 147
Author(s):  
Siti Asmaul Usnah ◽  
Noven Suprayogi
Keyword(s):  
Corporate Culture ◽  
Group Discussion ◽  
Supervisory Board ◽  
Study Data ◽  
Business Faculty ◽  
Student Groups ◽  
Islamic Bank ◽  
Data Collection Technique ◽  
Conventional Banks

Sharia compliance is the main pillar that distinguishes between Islamic banks and conventional banks. Nevertheless, there is still debate among people who use the services of Islamic banking about sharia compliance regarding to the principles of sharia. This research aimed to investigate the customer’s perception of Islamic bank in the scope of Economic and Business Faculty Airlangga University students regarding to sharia compliance practice in Islamic bank which is seen from the concept and indicators of sharia compliance.This research used qualitative approach with a case study. Data collection technique in this research used a Focus Group Discussion (FGD) that consist of four group students of the Economic and Business Faculty Airlangga University from four majors: Economics, Management, Accounting, and Islamic Economics. This research was analyzed using domain and componential analysis.The result of this research showed that sharia compliance concept in Islamic bank that has been agreed by all of four student groups of Economic And Business Faculty of Airlangga University was sharia principles practice in Islamic bank operational system. There were four indicators of sharia compliance which had been agreed by all of four group students of Economic And Business Faculty of Airlangga University. They were akad as according to sharia, corporate culture as according to sharia, lending scheme as according to sharia, halal source of funds. Whereas the indicators which weren’t agreed yet by all of four groupstudents of Economic And Business Faculty of Airlangga University were the existence of Sharia Supervisory Board , financial statements which were reported as according to sharia accounting, and zakat funds.

scholarly journals MENUMBUHKAN KARAKTER KEWIRAUSAHAAN PESERTA BELAJAR DI PUSAT KEGIATAN BELAJAR MENGAJAR (PKBM) AL KAHFI BATURAJA

2021 ◽  
Vol 1 (1) ◽  
pp. 151-160
Author(s):  
Angga Wibowo Gultom ◽  
Yudi Tusri ◽  
Anton Kurniawan ◽  
Muznah Muznah
Keyword(s):  
Community Service ◽  
Group Discussion ◽  
Ministry Of Education ◽  
Economic Cycle ◽  
Entrepreneurial Skills ◽  
Job Opportunities ◽  
Service Activity ◽  
High Motivation ◽  
Mental Blocks ◽  
The Government

Entrepreneurs having significant contribution in creating job opportunities, reducing unemployment, increasing people's income and contributing greatly to the country's economic cycle. For this reason, the government through the Ministry of Education program issued an entrepreneurial skills program to encourage of new entrepreneurs for productive age who do not have a job and are not currently studying. This community service activity aims to prepare mindsets, motivation and strong reasons for 20 participants in the entrepreneurial skills program at PKMB Alkahfi in order to be ready to become new entrepreneurs. The methods used are presentation, focus group discussion, questions and answer, discussion, game and roleplay. The results of this community service show that all participants have a new mindset, understand the character of entrepreneurship, succeed in destroying mental blocks and have high motivation to become new entrepreneurs

scholarly journals Review of Feedback in Digital Applications – Does the Feedback They Provide Support Learning?

10.28945/4104 ◽  
2018 ◽  
Vol 17 ◽  
pp. 247-283 ◽  
Author(s):  
Betty Tärning
Keyword(s):  
Educational Software ◽  
Instrumental Conditioning ◽  
Corrective Feedback ◽  
Future Research ◽  
Testing Device ◽  
Student Groups ◽  
Parents And Children ◽  
Different Types ◽  
Positive And Negative Feedback ◽  
Behavioristic Approach

Aim/Purpose: The goal of this paper is to examine digital applications used in Swedish schools and whether they fulfill their potential as support for learners. This is done by examining the kinds of feedback they provide and discussing if this feedback supports learning or not. Background: The paper targets one aspect regarding which educational apps can be of high value for learners and teachers, namely the feedback they provide. The paper also addresses the need for supportive feedback and reviews 242 apps with respect to what types of feedback they provide. Methodology: A sample of apps used in primary school was collected via email to schools in Sweden. The author evaluated each app with respect to what kind of feedback it provided. The article concerns both positive and negative feedback, with a focus on negative. The following types of feedback were evaluated; verification feedback, corrective feedback, elaborated feedback, encouraging feedback and result feedback. Contribution: This paper contributes to knowledge regarding how most apps only contain verification feedback (telling the student whether their answer was correct or not). In order to help a student while learning, verification feedback is not enough. Rather, previous research has shown that explanatory feedback is more beneficial for learning. Findings: Seventy-seven percent of all apps contained verification feedback, and only 12 % provided the student with some type of explanation as to why their answer was incorrect. Looking at previous research, this is not desirable if one wants the app to support learning and not only act as a testing device. Fifty-five percent of all apps also contained some type of encouragement, but none of this encouragement addressed the task or the effort the learners put into the task - something that would be preferable from a learning perspective. Recommendations for Practitioners: There is much to be gained for developers of educational software if they would make more use of the feedback in educational apps. As for now, the feedback is primarily suited for testing and not for learning. For users of apps (teachers, parents, and children) this paper shows that feedback can be and is an important factor to evaluate before deciding if the app is “worth” spending time on. Recommendation for Researchers: The research describes different types of feedback and their (dis)advantages. Impact on Society: The paper stresses that most feedback represented in apps today corresponds to a behavioristic approach comparable to instrumental conditioning by means of reinforcement. In essence, most apps miss the opportunity of treating the learner as an active and constructive being who would benefit from more nuanced feedback. Future Research: Previous research has shown that elaborated feedback is more beneficial for learning, but more research needs to be done here, the amount of elaborated feedback will most likely affect varying student groups and varying tasks in different ways. And more importantly, how can we make the students pay attention to and act upon the feedback provided to them.

scholarly journals Building a constructivist social learning environment through talk in the mathematics classroom

2015 ◽  
Vol 12 (1) ◽  
pp. 991
Author(s):  
Esin Acar ◽  
Ayşen Yılmaz
Keyword(s):  
Problem Solving ◽  
Learning Environment ◽  
Mathematics Classroom ◽  
Group Discussion ◽  
Leadership Roles ◽  
Constructivist Learning Environment ◽  
Third Grade Students ◽  
Different Types ◽  
Problem Solve ◽  
Traditional Approaches

<p>This study aimed to create a constructivist learning environment wherein third grade students talk to problem solve, which is different from traditional approaches to math learning. The study focused on the group talk and discussions to understand the students’ actions and interactions during the process of problem solving. Fifteen students and their teacher participated in the study, which was conducted within a collaborative action study design. Different types of problems were constructed including addition, subtraction, multiplication and division. Students were divided into four groups and observed for four weeks as they solved the different types of problems through group discussion. In the study, it was observed that the students who took leadership roles in the groups during the problem solving activities lead discussions. Additionally, the study found that the students, who could not solve the problems individually, were able to contribute more to the problem solving activity in the group works.</p>

Sign in / Sign up

Export Citation Format

Share Document