RECONSIDERING THE ENTREPRENEURIAL INTENTION-ACTION GAP FOR STUDENTS TRAINED IN ENTREPRENEURSHIP IN TUNISIA: AN ANALYSIS FROM THE PERSPECTIVE OF SOCIOLOGY OF USES

Purpose of the study: The purpose of this paper is to provide a better understanding of the processes at work in shaping students’ entrepreneurial intentions following training courses in entrepreneurship, and of the gap between entrepreneurial intention and action often seen in these training devices. The goal is to collect information that is difficult to access through the usual methods of evaluating entrepreneurial intentions by shedding light on ways in which students make use of these devices. Methodology: Exploratory qualitative research (comprehensive case study) carried out as part of an Entrepreneurial Training Device (Professional Master’s Degree) at a business school in Tunisia, using participant observation techniques, supplemented and cross-checked with multiple data types (institutional records reflecting educational intentions, regular interactions with students, etc.). Main Findings: The Entrepreneurship Training Device is put at the service of the goals to be accomplished by the students (obtaining a Master’s degree, expanding their studies, increasing their chances of re-enrolling a more typical/ “prestigious” course). Applications of this study: The research can be used in various disciplines (entrepreneurship, the science of education, sociology), and in various fields: the design and evaluation of entrepreneurship instruments, assessment of the entrepreneurial intentions of students, correlations and differences between entrepreneurial purpose and behavior, cultural variations in entrepreneurship, determinants of the choice of an entrepreneurial career, social representations of entrepreneurs and entrepreneurship. Novelty/Originality of this study: The mobilization of the Sociology of uses enables a deeper understanding of the motives and logics of action of students enrolling in a specialized Master’s Degree in Entrepreneurship in Tunisia, and a better understanding of the degree to which these motives and logics help them to participate effectively in an entrepreneurial intention phase.

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Leadership and supervision in pre-service Economics and Accounting teacher education in Portugal

Proceedings INNODOCT/19. International Conference on Innovation, Documentation and Education ◽

10.4995/inn2019.2019.10103 ◽

2019 ◽

Author(s):

Ana Luísa Rodrigues

Keyword(s):

Teacher Education ◽

Teaching And Learning ◽

Master's Degree ◽

Participant Observation ◽

Current Model ◽

Education Institution ◽

Pedagogical Practice ◽

Supervision Process ◽

Master’S Degree ◽

The University

The process of leadership and pedagogical supervision in preservice teacher education is a determining factor in the relationship that needs to be established between the higher education institution (HEI) and the cooperating school (CS) where the future teacher carries out his supervised pedagogical practice. This study intends to analyze this process of leadership and supervision, understanding this relationship in a perspective of effective collaboration, reflection and sharing of practices, assuming the teacher of the CS as a fundamental element of the process. Based on this assumption, it will be important to provide teaching and learning situations with individual and joint reflections, in order to promote autonomy and shared interaction, contributing to professional development and to the co-construction of knowledge. Methodologically, this is a case study with participant observation, within the scope of the Master's Degree in Teaching Economics and Accounting of the Institute of Education of the University of Lisbon, the only master's degree in Portugal that gives professional qualification for teaching in secondary education in Economics and Accounting. With this study hope to obtain a characterization of the leadership and supervision process developed and to delineate the main functions of the mentor teacher as a fundamental part of the process of collaborative supervision, in the context of the current model of teacher training.

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Entrepreneurial Learning and Microcredit as Triggers of Micro-entrepreneurship in India

SEDME (Small Enterprises Development Management & Extension Journal) ◽

10.1177/09708464211037533 ◽

2020 ◽

Vol 47 (3) ◽

pp. 194-212

Author(s):

Sangeetha K. Prathap ◽

C. C. Sreelakshmi

Keyword(s):

Low Income ◽

Entrepreneurial Intention ◽

Entrepreneurial Intentions ◽

Entrepreneurial Learning ◽

Support Mechanism ◽

Entrepreneurial Behaviour ◽

Triggering Events ◽

Entrepreneurial Training ◽

Moderating Role

This article evaluates whether contextual triggers lead to entrepreneurial behaviour among microfinance clients in India. The study identifies entrepreneurial training and microcredit as the contextual triggers that can be effective in creating entrepreneurial intentions and behaviour, respectively. Acquired learning helps to develop capability in an individual to identify the business opportunities around him, which help in creating entrepreneurial intention that can promote action. Microenterprises among low-income clients are usually formed by the support mechanism of triggering events. Shapero’s entrepreneurial event (SEE) model is used to capture the effects of microenterprise trainings that create entrepreneurial learning, leading to entrepreneurial intention and behaviour. The study also extends to capture the effect of microcredit as a moderator in effecting entrepreneurial behaviour among microfinance clients. The study finds that learning outcomes are capable of generating entrepreneurial intentions in a microenterprise context through the construct of desirability. Further, access to microcredit results in entrepreneurial behaviour. The findings provide direction to the effectiveness of entrepreneurial learning derived from entrepreneurial training in creating entrepreneurial intention. It also reveals the significance of moderating role of microcredit that leads to entrepreneurship behaviour. Therefore, findings are useful for policymakers in promoting microenterprises among the microfinance clients to address the problem of poverty.

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The influence of agri-entrepreneurship courses studied on youth farm entrepreneurial intention: Evidence from Folk Development Colleges in Tanzania

South African Journal of Economic and Management Sciences ◽

10.4102/sajems.v24i1.3788 ◽

2021 ◽

Vol 24 (1) ◽

Author(s):

Paschal B. Nade ◽

Christian K. Malamsha

Keyword(s):

Quantitative Data ◽

Entrepreneurial Intention ◽

Entrepreneurial Intentions ◽

Youth Engagement ◽

Cross Sectional ◽

Knowledge And Skills ◽

Qualitative And Quantitative ◽

Entrepreneurial Training ◽

Cross Sectional Design ◽

D Model

Background: Youth engagement in agriculture in developing countries is of paramount importance since much of their livelihoods depend on this sector.Aim: This article therefore aims at assessing the influence of studying agri-entrepreneurship courses on youth farm entrepreneurial intention.Setting: Three of the 55 Folk Development Colleges (FDCs) in Tanzania.Methods: A cross-sectional design was employed and 300 respondents were randomly selected from three FDCs offering agricultural programmes. Both qualitative and quantitative data were collected and analysed by using descriptive and inferential statistics in which frequencies, percentages, mean, standard deviation and Somers’s D Model were employed.Results: The results show that there is a significant relationship between agri-entrepreneurship knowledge and skills acquired and youth entrepreneurial intentions towards farming.Conclusion: The FDCs’ agri-entrepreneurial training provides knowledge and skills which influence youth farm entrepreneurial intention. However, the strength of this influence ranges from weak to moderate depending on various factors. Regular reviews of curricula to enhance the beliefs that develop a view of farm entrepreneurship as a paying business is recommended. The analysis and implication of this finding has been further explained.

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Entrepreneurial intentions: personal and cultural variations

Journal of Small Business and Enterprise Development ◽

10.1108/jsbed-07-2019-0241 ◽

2020 ◽

Vol 27 (7) ◽

pp. 1029-1047

Author(s):

Barrie Litzky ◽

Doan Winkel ◽

Jennifer Hance ◽

Ryan Howell

Keyword(s):

United States ◽

Entrepreneurship Education ◽

Entrepreneurial Intention ◽

The United States ◽

Entrepreneurial Intentions ◽

Cross Sectional ◽

Content Type ◽

Cultural Variations ◽

Entrepreneurial Capital ◽

Starting A Business

PurposeThe purpose of this study was to investigate the personal and contextual factors that influence entrepreneurial intention between two student populations from the United States and Portugal.Design/methodology/approachThe data were obtained through the Entrepreneurship Education Project, a large study that collected over 17,000 responses from students in 70 countries. A subset of this data resulted in 3,008 responses from students in the United States and 1,026 respondents in Portugal. The model predicted that entrepreneurial intention would be influenced by entrepreneurial capital and entrepreneurial self-efficacy (ESE), and that the model results would be stronger in the US than in Portugal.FindingsThe main effect hypotheses were supported while moderating effect hypotheses were not, although post hoc analysis revealed some interesting culturally relevant anecdotes.Research limitations/implicationsThis study contributes to the generalizability of previously established antecedents of entrepreneurial intention to two highly different cultural contexts – the United States and individuals from Portugal. The cross-sectional, correlational nature of the survey limits the findings to one point in time.Practical implicationsFindings suggest that having the opportunity to start a business as part of entrepreneurship education may provide useful in not only enhancing ESE but also in entrepreneurial intentions. Programs might consider including starting a business, either a new venture, or as part of a corporate program as part of the degree requirement. It may be that starting a business will provide critical experience students need to choose entrepreneurship as a career.Originality/valueThis research explored the similarities and differences in characteristics between students from a highly individualistic nation with low uncertainty avoidance (United States) and one that is more collectivist and less uncertainty avoidant (Portugal). Findings highlight the importance of entrepreneurial capital, ESE and the role that culture plays in students' entrepreneurial intentions.

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PROGRESSÃO CONTINUADA NO BLOCO PEDAGÓGICO: desafios para a gestão escolar em uma escola pública da rede municipal de Santa Maria-RS

Cadernos de Pesquisa ◽

10.18764/2178-2229.v28n2-2020-02 ◽

2021 ◽

Vol 27 (2) ◽

Author(s):

Kátia Rezende Rodrigues ◽

Elisiane Machado Lunardi

Keyword(s):

Elementary Education ◽

Master's Degree ◽

Participant Observation ◽

School Management ◽

Management Plan ◽

Observation Data ◽

Master’S Degree ◽

La Red ◽

Santa Maria ◽

Continuous Progression

Este trabalho tem por objetivo apresentar resultados de pesquisa de mestrado profissional em Políticas públicas e Gestão Educacional da UFSM realizada entre os anos de 2016 a 2018, cujo propósito foi analisar as demandas da gestão escolar e os desafios acerca da implementação do regime de progressão continuada no bloco pedagógico do ensino fundamental de uma instituição da rede municipal de Santa Maria-RS. Os processos metodológicos estão embasados na abordagem qualitativa e a metodologia adotada é o estudo de caso. A análise documental teve como base, a legislação de ordem nacional e municipal, bem como documentos oficiais da escola. A construção dos dados ancorou-se nas entrevistas despadronizadas com gestores e professores da escola alvo da pesquisa e na observação participante. Para a análise de dados considerou-se a triangulação dos dados e a análise de conteúdo. Como produto final dessa pesquisa de Mestrado Profissional foi elaborado compartilhadamente o Plano de Gestão Escolar do Bloco Pedagógico no viés do planejamento estratégico. Os estudos apontam que a formação continuada representa a possibilidade de auxiliar na interpretação da progressão continuada no bloco pedagógico. A compreensão da dinâmica da proposta dessa política representa um instrumento de resistência e apoderamento para reivindicar condições adequadas ao funcionamento que promove o sucesso e a permanência dos(as) alunos (as) na escola, para tanto, a gestão escolar pautada na ação participativa e democrática conduz o êxito do ato pedagógico.Palavras-chave: Políticas Públicas Educacionais. Gestão Escolar. Progressão Continuada. Bloco Pedagógico.CONTINUOUS PROGRESSION IN THE PEDAGOGICAL FIELD: challenges for school management in a public school of the municipal network of Santa Maria-RSAbstractThis study aims to present the results of research of a professional master’s degree in Public Policies and Educational Management of UFSM conducted between 2016 and 2018, whose purpose was to analyse the demands of school management and the challenges regarding the implementation of the continuous progression in the pedagogical field of elementary education of an institution of the municipal network of Santa Maria-RS. The methodological processes are based on the qualitative approach and the methodology adopted is the case study. The documentary analysis was based on the national and the municipal legislation as well as the official school documents. The construction of data was anchored in non-standardized interviews with managers and teachers from the target school of this research and participant observation. Data triangulation and content analysis were considered for data analysis. As a final product of this Master's Degree research, the School Management Plan of the Pedagogical Field was elaborated in the strategic planning bias. The studies indicate that continuous education represents the possibility of assisting in the interpretation of the continuous progression in the pedagogical field. The comprehension of the proposal’s dynamics of this policy represents an instrument of resistance and empowerment to claim adequate conditions for the functioning, which promotes the success and permanence of the students in the school. Therefore, the school management based on participatory and democratic action leads to the success of the pedagogical act.PROGRESIÓN CONTINUA EN EL ÁREA PEDAGÓGICA: retos para la gestión escolar en una escuela pública de la red municipal de Santa Maria-RSResumenEste trabajo tiene por objetivo presentar los resultados de investigación de maestría profesional en Políticas Públicas y Gestión Educativa de la UFSM realizada entre los años 2016 y 2018, cuyo propósito fue analizar las demandas de la gestión escolar y los desafíos acerca de la implementación del régimen de progresión continuada en el área pedagógica de la enseñanza primaria de una institución de la red municipal de Santa Maria/RS. Los procesos metodológicos se basan en el abordaje cualitativo y la metodología adoptada es el estudio de caso. El análisis documental tuvo como base la legislación de orden nacional y municipal, así como documentos oficiales de la escuela. La construcción de los datos se ancló en las entrevistas no estándar con gestores y profesores de la escuela objeto de la investigación y en la observación participante. Para el análisis de datos se consideró la triangulación de los datos y el análisis de contenido. Como producto final de esta investigación de Maestría Profesional se ha elaborado comparte el Plan de Gestión Escolar del Área Pedagógica en el sesgo de la planificación estratégica. Los estudios apuntan que la formación continuada representa la posibilidad de auxiliar en la interpretación de la progresión continuada en el área pedagógica. La comprensión de la dinámica de la propuesta de esta política representa un instrumento de resistencia y apoderamiento para reivindicar condiciones adecuadas al funcionamiento, lo que promueve el éxito y la permanencia de los alumnos en la escuela. Por lo tanto, la gestión escolar pautada en la acción participativa y democrática conduce el éxito del acto pedagógico.Palabras clave: Políticas Públicas Educativas. Gestión Escolar. Progresión continua. Área Pedagógica.

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Student Experience Applying to Graduate School for Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00102 ◽

2020 ◽

Vol 5 (1) ◽

pp. 192-205

Author(s):

Lesley Sylvan ◽

Andrea Perkins ◽

Carly Truglio

Keyword(s):

Graduate School ◽

Master's Degree ◽

Graduate Programs ◽

Student Experience ◽

Degree Programs ◽

Speech Language Pathology ◽

Application Process ◽

Master's Degree Programs ◽

Language Pathology ◽

Master’S Degree

Purpose The purpose of this study is to better understand the experiences faced by students during the application process for master's degree programs in speech-language pathology. Method Data were collected through administering an online survey to 365 volunteers who had applied to master's degree programs in speech-language pathology. Survey questions were designed to gain the student perspective of the application process through exploration of students' deciding factors for top choices of graduate programs, emotional involvement in the application process, biases/rumors heard, student challenges, advice to future applicants, and what students would change about the application process. Results Factors that influenced participants' reasoning for selecting their “top choice” programs were largely consistent with previous studies. Issues that shaped the student experience applying to graduate school for speech-language pathology included financial constraints, concern regarding the prominence of metrics such as Graduate Record Examinations scores in the admissions process, a perceived lack of guidance and advising from faculty, and confusion regarding variation among graduate program requirements. Conclusion Gaining insight into the student experience with the application process for graduate programs in speech-language pathology yields useful information from a perspective not frequently explored in prior literature. While the data presented in this study suggest the process is confusing and challenging to many applicants, the discussion highlights practical solutions and sheds light on key issues that should be considered carefully by individual graduate programs as well as the field as a whole.

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