Individual Entrepreneurial Orientation (IEO) of University Students

2015 ◽  
Vol 1 (2) ◽  
pp. 39
Author(s):  
Wei-Loon Koe
Keyword(s):  
Higher Education ◽  
University Students ◽  
Risk Taking ◽  
Entrepreneurial Orientation ◽  
Questionnaire Survey ◽  
Higher Education Institutions ◽  
Business Students ◽  
Risk Averse ◽  
Individual Entrepreneurial Orientation ◽  
Entrepreneurial Competency

Higher education institutions (HEIs) in Malaysia are expected to produce entrepreneurial graduates and graduate entrepreneurs. However, university students are showing low interest in entrepreneurship. Individual entrepreneurial orientation (IEO) is a crucial competency in becoming a successful entrepreneur, but few studies have scrutinized the issue. Therefore, this paper provides some basic insights on IEO among university students. Based on the questionnaire survey conducted on 157 undergraduates, this paper found that overall students scored highest for innovativeness but lowest for risktaking. Furthermore, business students scored higher in overall IEO, risk-taking, innovativeness and proactiveness than non-business students. However, it only found significant differences in risk-taking and innovativeness between business students and nonbusiness students. This paper concluded that university students were quite innovative but risk-averse. The paper proposed that developing entrepreneurial competency is a crucial strategy in producing entrepreneurial graduates. Specifically, entrepreneurial education or training has to be carefully designed to suit the needs of students from different areas of studies and to equip them with the required competencies.

scholarly journals Entrepreneurial orientation and entrepreneurial intention: When more learning exposures are efficacious

2021 ◽  
Vol 24 (2) ◽  
pp. 271-288
Author(s):  
Hardo Firmana Given Grace Manik ◽  
Airlangga Surya Kusuma
Keyword(s):  
Regression Analysis ◽  
University Students ◽  
Risk Taking ◽  
Entrepreneurial Orientation ◽  
Student Organizations ◽  
Entrepreneurial Intention ◽  
Two Dimensions ◽  
Three Dimensions ◽  
Individual Entrepreneurial Orientation ◽  
The World

Many business schools in the world seek to create newly aspiring entrepreneurs starting from their university years. Many Indonesian universities also engage in this challenging effort. This study investigates the effect of students’ individual entrepreneurial orientation (IEO) on entrepreneurial intention (EI) through regression analysis and t-test on 200 students from several major Indonesian universities. Our results indicate that all IEO dimensions (i.e., innovativeness, risk-taking, proactiveness, passion, and perseverance) positively affect EI. These findings fill in the gap regarding the IEO studies in other contexts by adding two new dimensions, namely passion and perseverance. Further, this study demonstrates that students who have taken entrepreneurship courses exhibit greater effect of IEO on EI, but only in two dimensions (i.e., risk taking and proactiveness). Besides, students who actively participate in student organizations exhibit higher IEO than those who do not, especially in three dimensions dimensions (i.e., innovativeness, risk taking, proactiveness). Hence, this study underscores the importance of various learning exposures (not only in the classroom) for university students to develop their IEO.

THE DYNAMICS OF INDIVIDUAL ENTREPRENEURIAL ORIENTATION IN THE RELATIONSHIP BETWEEN ENTREPRENEURSHIP EDUCATION AND ENTREPRENEURIAL INTENTION

2021 ◽  
Vol 19 (3) ◽  
pp. 688-693
Author(s):  
Tommy C. Efrata ◽  
◽  
Wirawan E. D. Radianto ◽  
Junko A. Effendy ◽  
◽  
...  
Keyword(s):  
Risk Taking ◽  
Entrepreneurial Orientation ◽  
Business Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Individual Entrepreneurial Orientation ◽  
Personal Innovativeness ◽  
Statistical Programming ◽  
The University ◽  
The Relationship

Studies on individual entrepreneurial orientation as well as the relationship between innovativeness, proactiveness, and risk-taking have not received much attention in the entrepreneurship literature. Therefore, this study aims to explore the relationship between the components of individual entrepreneurial orientation and examine the relationship between entrepreneurship education, individual entrepreneurial orientation, and entrepreneurial intention. The model developed was tested on 231 management and business students who have completed an entrepreneurship education program in the university. The data obtained were processed using PLS-SEM statistical programming to evaluate the outer and inner structure of the model. This study indicates that most of the arguments of the model compilers as explicitly observed in determining the effect of proactiveness on innovation have been confirmed. At the same time, risk-taking was discovered not to affect personal innovativeness. Entrepreneurship education was also proven to have affected individual entrepreneurial orientation, while only innovativeness and risk-taking were confirmed to have the ability to increase entrepreneurial intention. The findings succeeded in filling the void related to the study on the relationship dynamics between the dimensions forming individual entrepreneurial orientation. They also comprehensively complement the study model designed in the scope of individual entrepreneurial orientation, which was partially completed. Therefore, the results are expected to provide direction for educators and scholars in the area of entrepreneurship.

scholarly journals Taking a Stand against Cyberbullying in Higher Education

2016 ◽  
pp. 197-235
Author(s):  
Margaret Anne Carter ◽  
Marie M'Balla-Ndi ◽  
Ariella van Luyn ◽  
Donna Goldie
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Action Research ◽  
University Students ◽  
Learning Communities ◽  
Higher Education Institutions ◽  
Education Students ◽  
Online Learning Communities ◽  
The Third ◽  
Ongoing Development

As a result of the rapid online expansion of digital learnscapes, resulting in university students regularly engaging in online learning communities, cyberbullying has increasing potential to become a serious issue for higher education institutions. The effectiveness of educating students and staff in higher education on the elements and impacts of cyberbullying has driven this innovative study, which involves the development of an action research-led and student-directed interactive educational website to inform higher education students and staff about the consequences of cyberbullying. In describing the ongoing development and generalisation of the site, this chapter highlights the third cycle of an action research inquiry, and more generally the need for such resources to support higher education so that users understand what constitutes cybersafety and cyberbullying. As such, the research is directed toward understanding, sharing, participation, reflection, and change. Findings are discussed in relation to the information on the site for users in higher education.

Malaysian University Students' Preferences of Social Media and LMS in Academia

2018 ◽  
Vol 8 (1) ◽  
pp. 51-67 ◽  
Author(s):  
Shaidatul Akma Adi Kasuma ◽  
Mohamad Saifudin Mohamad Saleh ◽  
Ayuni Akhiar ◽  
Yanny Marliana Baba Ismail
Keyword(s):  
Higher Education ◽  
Social Media ◽  
University Students ◽  
Informal Learning ◽  
Management System ◽  
Higher Education Institutions ◽  
Academic Environment ◽  
Learning Platform ◽  
E Learning ◽  
Academic Content

Academic online portals of Learning Management System (LMS) and social media have become a necessity in many higher education institutions to tie classroom meetings with learning resources. This study examines Malaysian university students' preferences of social media and LMS for academic purposes. A set of questionnaires was distributed to 269 students at four Malaysian universities. The results show that the students preferred both social media and e-learning for academic purposes, although their interest in social media was slightly higher than that of e-learning. The students had a higher regard for the academic content shared with them, than the design of a social media or e-learning platform. This suggests that both social media and e-learning are highly suitable to be used in academic environment to cater to students' need for formal-informal learning.

scholarly journals PENGARUH PEMBERDAYAAN PSIKOLOGI TERHADAP PERILAKU INOVATIF

Epigram ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 19-26
Author(s):  
Irma Suryani ◽  
Halimatussakdiah Halimatussakdiah ◽  
Nidia Sofa
Keyword(s):  
Higher Education ◽  
Intrinsic Motivation ◽  
Questionnaire Survey ◽  
Psychological Empowerment ◽  
Higher Education Institutions ◽  
Work Behavior ◽  
Innovative Work Behavior ◽  
Innovative Work ◽  
Mediating Factor ◽  
The Relationship

Linking three dominan factors namely psychological empowerment, innovative work behavior, and intrinsic motivation, this study developed and examined the relationship among them with a mediating factor. Using questionnaire survey from Higher Education Institutions, the study found that pyschological empowerment significantly affect innovative work behavior. In addition, Intrinsic motivation, as anticipated in the study also affect innovative work behavior. Finally, as an intervening variabel, intrinsic motivation enhance the relationship between psychological empowerment and innovative work behavior.

scholarly journals Conhecimento e aplicação da Framework da Literacia da Informação em bibliotecas de Instituições de Ensino Superior em Portugal

2019 ◽  
Author(s):  
Tatiana Sanches ◽  
Maria Manuel Borges
Keyword(s):  
Higher Education ◽  
Quantitative Study ◽  
Information Literacy ◽  
Questionnaire Survey ◽  
Higher Education Institutions ◽  
Review Of The Literature ◽  
Sufficient Knowledge ◽  
Initial Adhesion ◽  
Information Skills ◽  
The Universe

Objective. It is investigated the knowledge of the instrument emanated by the ACRL, the Framework for Information Literacy for Higher Education, held by Portuguese librarians working in Higher Education Institutions (IES) and to what extent it is being put into practice, demonstrating the capacities to a new curriculum for information competence.Method. The methodology adopted was a questionnaire survey, launched in the universe of higher education libraries in Portugal and the analysis of the results of the answers to the same. The quantitative study is based on a review of the literature on the emergence of the Framework and its international application.Results. A total of 25 responses were obtained from a universe of 177 libraries of higher education institutions in Portugal. The results reveal a sufficient knowledge of the instrument, but an application still incipient, showing an initial adhesion to this pedagogical tool.Conclusions. It should be noted that higher education librarians have concerns about the teaching of information skills, but they do not immediately adopt new international recommendations. Nevertheless, librarians are still permeable to the ACRL Framework proposals, which is demonstrated by the positive responses regarding its application.Objetivo. Investiga-se o conhecimento do instrumento emanado pela ACRL, a Framework for Information Literacy for Higher Education, detido pelos bibliotecários portugueses que exercem funções em Instituições do Ensino Superior (IES) e até que ponto este está a ser colocado em prática, demonstrando as capacidades pedagógicas destes perante um novo programa para a competência em informação.Método. A metodologia adoptada foi um inquérito por questionário, lançado ao universo das bibliotecas do ensino superior em Portugal e a análise dos resultados das respostas ao mesmo. O estudo, de base quantitativa, está sustentado numa revisão de literatura sobre o surgimento da Framework e a sua aplicação internacional.Resultados. Foram obtidas 25 respostas, de um universo de 177 bibliotecas de instituições do Ensino Superior em Portugal. Os resultados revelam um conhecimento suficiente do instrumento, mas uma aplicação incipiente, demonstrando uma adesão ainda inicial a esta ferramenta pedagógica.Conclusões. Constata-se que os bibliotecários do ensino superior têm preocupações no ensino de competências em informação. Porém não adoptam imediata e plenamente as recomendações internacionais, vertidas em novas ferramentas orientadoras. Ainda assim, os bibliotecários são permeáveis às propostas da ACRL Framework, o que fica demonstrado com as respostas positivas relativas à sua aplicação.

scholarly journals A study of the level of professional image of future foreign language teachers in Ukrainian universities

2020 ◽  
pp. 1-20
Author(s):  
Yuliia Nenko ◽  
Tetiana Sytnik ◽  
Olena Orlova
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
University Students ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Language Teacher ◽  
Professional Image

The article addresses the problem of development of the professional image of a foreign language teacher in Ukraine. The present study was contemplated to ascertain the attitude of university students in Ukraine towards the studied notion and reveal the level of its formation. The structure of the professional image of future foreign language teachers consist of several underlying constructs which have been described in the paper: cognitive, axiological and operational components. Results show that Ukrainian teachers-to-be held different perceptions to the notion of professional image of a foreign language teacher. The purpose of this survey is to provide suggestion of organizational, personal and pedagogical conditions to facilitate the development of professional image of future foreign language teachers in Ukrainian higher education institutions.

scholarly journals Online University Students’ Perceptions on the Awareness of, Reasons for, and Solutions to Plagiarism in Higher Education: The Development of the AS&P Model to Combat Plagiarism

2021 ◽  
Vol 11 (24) ◽  
pp. 12055
Author(s):  
Muhammad Abid Malik ◽  
Ameema Mahroof ◽  
Muhammad Azeem Ashraf
Keyword(s):  
Higher Education ◽  
University Students ◽  
Time Management ◽  
Higher Education Institutions ◽  
Educational Institution ◽  
Course Content ◽  
Prevention Model ◽  
Online University Students ◽  
Teaching Learning ◽  
Academic Plagiarism

Academic plagiarism has remained a major concern for higher education institutions, as it hampers not only the quality of the teaching-learning process and research, but also the overall educational institution. This issue appears to be even more serious in online and distance education institutions. As a result, a qualitative study was conducted on an online university in Pakistan to investigate the determinants of academic plagiarism and to find ways to address this issue. The students were given an open-ended questionnaire to reflect their opinions on the awareness and understanding of plagiarism, its determinants, and ways to address it. The findings revealed that most of the 267 online university students had a poor awareness and understanding of plagiarism. Major reasons for students’ plagiarism turned out to be a lack of a proactive approach to create awareness, an omission of citation conventions from course content, untrained teachers, a lack of strict penalties and their proper implementation, poor time management, a fear of failure, a lack of confidence, laziness, and a culture of plagiarism. The study proposes the Awareness, Support, and Prevention model (AS&P model) to address this issue in higher education institutions.

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