scholarly journals FEASIBILITY OF TECHNOLOGY ENTREPRENEURSHIP AMONG BULGARIAN STEM STUDENTS: THE ROLE OF UNIVERSITY

2021 ◽  
Vol 2 ◽  
pp. 149-154
Author(s):  
Desislava Yordanova ◽  
Raya Kanazireva ◽  
Iya Petkova ◽  
Ivanka Mihaylova ◽  
Irena Mladenova
Keyword(s):  
Binary Logistic Regression ◽  
Technology Entrepreneurship ◽  
Research Attention ◽  
Stem Majors ◽  
Policies And Measures ◽  
New Business ◽  
University Support ◽  
Stem Students ◽  
And Mathematics

Technology entrepreneurship involves the creation of a new business whose products and services are based on the application of scientific or technological knowledge. Technology entrepreneurship may play an important role for economic development in the context of increasing globalization. Little research attention has been devoted to the antecedents of the feasibility of technology entrepreneurship. The objective of this study is to identify university determinants of the feasibility of technology entrepreneurship among students enrolled in majors in the fields of science, technology, engineering and mathematics (STEM) in Bulgarian universities. The study uses a sample of 879 university students in STEM majors and applies a binary logistic regression to identify university factors related to the high feasibility of technology entrepreneurship. The results of the present study indicate that university support for entrepreneurship, industry ties and research excellence are related to the feasibility of technology entrepreneurship among Bulgarian STEM students. The empirical findings can help to devise policies and measures for enhancing the feasibility of technology entrepreneurship among STEM students.

scholarly journals The Difference In The Effects Of Longitudinal Effects Of Network Latency On STEM And Non-STEM Students

2016 ◽  
Vol 9 (1) ◽  
pp. 1-14
Author(s):  
H. Francis Bush ◽  
Vonda Walsh ◽  
Jay Sullivan ◽  
James Squire
Keyword(s):  
Learning Styles ◽  
Academic Disciplines ◽  
Senior Year ◽  
Stem Majors ◽  
Network Latency ◽  
Longitudinal Effects ◽  
Stem Students ◽  
The Difference ◽  
And Mathematics ◽  
Subjective Learning

As enrollment in online courses increases faster than the overall enrollments in higher education, the differences in learning styles and academic disciplines need to be identified.  Further, the focus on the demand for students pursuing degrees in the sciences, technology, engineering and mathematics (STEM) has gained prominence in the past decade.  An experiment was conducted to study the interaction of objective learning and subjective learning, objective learning and enjoyment, and subjective learning and enjoyment on the longitudinal effects of network latency on students who were classified as STEM majors or non-STEM majors (humanities and social sciences).  The findings indicate that students from different majors responded differently by the time students have progressed to their senior year in reference to their learning styles and sensitivity to network delays than it was when they were freshmen.  The study suggests that the accumulation of experience and choice of major are important factors in mitigating the effects of network delay on learning.

scholarly journals Nascent Technology Entrepreneurship among Bulgarian STEM Students

2021 ◽  
Vol 11 (4) ◽  
pp. 121
Author(s):  
Desislava Yordanova
Keyword(s):  
Implementation Intentions ◽  
Entrepreneurial Intentions ◽  
Mathematics Students ◽  
Technology Entrepreneurship ◽  
Related Factors ◽  
Nascent Entrepreneurship ◽  
Stem Students ◽  
Development Support ◽  
The University

Technology entrepreneurship may contribute significantly to economic development and innovation. Little research has investigated the role of the university in technology entrepreneurship among STEM (science, technology, engineering or mathematics) students. More research into the entrepreneurial intentions–behaviour link is needed. This paper aims to identify university-related factors that may contribute to the translation of technopreneurial implementation intentions into actions in a sample of 200 STEM students. The variables university research excellence and perceptions of business development support significantly influence the likelihood of nascent technopreneurial behaviour. This study contributes to a greater understanding of the technopreneurial process and the drivers of technopreneurial behaviour among STEM students. The results of this study may help to enhance nascent entrepreneurship among Bulgarian STEM students.

scholarly journals Experiences of Judeo-Christian Students in Undergraduate Biology

2017 ◽  
Vol 16 (1) ◽  
pp. ar15 ◽  
Author(s):  
M. Elizabeth Barnes ◽  
Jasmine M. Truong ◽  
Sara E. Brownell
Keyword(s):  
Religious Identity ◽  
Sense Of Belonging ◽  
Religious Identities ◽  
Stem Majors ◽  
Undergraduate Biology ◽  
Secular Culture ◽  
Christian Students ◽  
Adverse Experiences ◽  
Stem Students ◽  
And Mathematics

A major research thrust in science, technology, engineering, and mathematics (STEM) education is focused on how to retain students as STEM majors. The accumulation of seemingly insignificant negative experiences in STEM classes can, over time, lead STEM students to have a low sense of belonging in their disciplines, and this can lead to lower retention. In this paper, we explore how Judeo-Christian students in biology have experiences related to their religious identities that could impact their retention in biology. In 28 interviews with Judeo-Christian students taking undergraduate biology classes, students reported a religious identity that can conflict with the secular culture and content of biology. Some students felt that, because they are religious, they fall within a minority in their classes and would not be seen as credible within the biology community. Students reported adverse experiences when instructors had negative dispositions toward religion and when instructors were rigid in their instructional practices when teaching evolution. These data suggest that this may be a population susceptible to experiences of cultural conflict between their religious identities and their STEM identities, which could have implications for retention. We argue that more research should explore how Judeo-Christian students’ experiences in biology classes influence their sense of belonging and retention.

scholarly journals Technopreneurial Intentions among Bulgarian STEM Students: The Role of University

2020 ◽  
Vol 12 (16) ◽  
pp. 6455
Author(s):  
Desislava Yordanova ◽  
José António Filipe ◽  
Manuel Pacheco Coelho
Keyword(s):  
Role Models ◽  
Entrepreneurial Intentions ◽  
Perceived Support ◽  
Mathematics Students ◽  
Innovation And Technology ◽  
University Support ◽  
Stem Students ◽  
And Gender ◽  
Favourable Environment

Entrepreneurship, innovation and technology are essential to the economic development of societies. Universities are increasingly involved in creating an internal favourable environment supporting entrepreneurship and innovation. In our work, we aimed to study the role of university for the development of technopreneurial intentions in a sample of Bulgarian STEM (STEM refers to any subjects that fall under the disciplines of science, technology, engineering or mathematics.) students exhibiting entrepreneurial intentions. The empirical findings of the study are in line with previous empirical evidence about the role of university support for entrepreneurial intentions among students; results also show that students in universities with better research in their scientific field of study are more likely to exhibit technopreneurial intention. Determinants of entrepreneurial intentions identified in the literature such as entrepreneurial role models, perceived support from social networks, willingness to take risks and gender may not be relevant specifically for technopreneurial intentions. The results of the study have important practical implications.

scholarly journals Comparison of pre-intervention IDI results from STEM and non-STEM undergraduate students

2020 ◽  
Vol 4 (2) ◽  
pp. 113-124 ◽  
Author(s):  
Anne M Lucietto ◽  
Liza Russell
Keyword(s):  
Undergraduate Students ◽  
Intercultural Competence ◽  
International Travel ◽  
Published Data ◽  
Intercultural Development ◽  
Intercultural Development Inventory ◽  
Stem Majors ◽  
Mathematics Majors ◽  
Stem Students ◽  
And Mathematics

The emphasis on intercultural competence is more prevalent in STEM (Science, Technology, Engineering and Mathematics) majors as the world shifts towards a more globalized economy. When entering higher education, students have differing levels of cultural interaction due to varying peer interaction, family experiences, international travel, and social media experiences. The Intercultural Development Inventory (IDI) has been used to develop an understanding of how students view others and the level of skills they have to interact and adapt to other cultures. Using published data focused on pre-intervention assessment, researchers compared it to data obtained from STEM students preparing for an international experience and studies that already exist to learn more about both student populations and to gain an appreciation of their cultural competencies. As institutions look to prepare their students for jobs in a global workplace, an understanding of where STEM students place according to the IDI in comparison to their non-STEM peers may aid educators wishing to focus on developing these skills in their students. The results of the comparison between Purdue STEM students and other non-STEM students showed STEM students fell into more ethnocentric levels of intercultural competence. This may be explained by the traditionally male-dominated nature of STEM majors, as males have been shown to fall in more ethnocentric orientations.

Online and Handwritten Homework in Calculus for STEM Majors

2018 ◽  
Vol 57 (6) ◽  
pp. 1513-1533 ◽  
Author(s):  
Lawrence Smolinsky ◽  
Gestur Olafsson ◽  
Brian D. Marx ◽  
Gaomin Wang
Keyword(s):  
Online Homework ◽  
Stem Majors ◽  
Math Scores ◽  
Science Technology ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Stem Students ◽  
And Mathematics ◽  
Assessment Questions ◽  
Large Sections

Calculus is an essential intellectual gateway and initiation in the education of science, technology, engineering, and mathematics (STEM) students. In this study, graded online computer homework was compared with graded handwritten homework in second-semester calculus for STEM students. Previous calculus studies excluded STEM students or compared graded online computer homework with ungraded uncollected handwritten homework. Two large sections and two small sections of Calculus II were studied using a quasi-experimental design. Students were given the same lecture by the same instructor for each class. Students were not aware of the type of homework to be assigned when they registered. Online homework sections used WebAssign, which is one of the most widely used textbook and homework systems. The analysis indicates that there was no significant difference in performance between handwritten and online homework. Assessment questions that required graphical answers provided the greatest contrast between handwritten and online homework and were separately evaluated. Controls were included for entering math scores and a socioeconomic indicator. This study does not find any significant difference due to homework type. As a secondary question, the effect of class size is examined.

The impact of fleeting exposure to female exemplars of success in STEM

2020 ◽  
pp. 136843022097547
Author(s):  
Megan K. McCarty ◽  
Janice R. Kelly ◽  
Kipling D. Williams
Keyword(s):  
Self Esteem ◽  
University Campus ◽  
Stem Majors ◽  
Academic Environments ◽  
Science Technology ◽  
Stem Students ◽  
Meaningful Existence ◽  
And Mathematics ◽  
The Impact ◽  
Mixed Gender

Two studies tested the impact of subtle cues that associate masculinity with science, technology, engineering, and mathematics (STEM) success on women’s STEM experiences. Study 1 was a field study conducted in a university campus engineering building where photos of graduating classes were displayed. In Study 2, STEM majors viewed a mock website that depicted either exclusively male or mixed-gender STEM students. Across both studies, women reported greater fundamental need threat—a composite of threats to belonging, self-esteem, control, and meaningful existence—after viewing photos of exclusively male STEM students than did men. This gender effect disappeared when photos included female STEM students. Direct effects of gender and photo condition on career intentions were not observed, but indirect effects were obtained through need threat. Thus, because fleeting exposure to subtle background images associating STEM success with masculinity can negatively impact women’s fundamental needs, cues in academic environments should be carefully considered.

Working Memory and Number Sense as Predictors of Mathematical (Dis-)Ability

2015 ◽  
Vol 223 (2) ◽  
pp. 102-109 ◽  
Author(s):  
Evelyn H. Kroesbergen ◽  
Marloes van Dijk
Keyword(s):  
Working Memory ◽  
Learning Disabilities ◽  
Spatial Working Memory ◽  
Number Sense ◽  
Mathematical Learning ◽  
Visual Spatial ◽  
Mathematical Learning Disabilities ◽  
Visual Spatial Working Memory ◽  
And Mathematics

Recent research has pointed to two possible causes of mathematical (dis-)ability: working memory and number sense, although only few studies have compared the relations between working memory and mathematics and between number sense and mathematics. In this study, both constructs were studied in relation to mathematics in general, and to mathematical learning disabilities (MLD) in particular. The sample consisted of 154 children aged between 6 and 10 years, including 26 children with MLD. Children performing low on either number sense or visual-spatial working memory scored lower on math tests than children without such a weakness. Children with a double weakness scored the lowest. These results confirm the important role of both visual-spatial working memory and number sense in mathematical development.

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