scholarly journals Identifying Entrepreneurial Interest and Skills among University Students

2021 ◽  
Vol 13 (13) ◽  
pp. 6995
Author(s):  
May Portuguez Castro ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Online Course ◽  
Sustainable Business ◽  
The Sustainable Development ◽  
Entrepreneurial Skills ◽  
Challenge Based Learning ◽  
Global Problems ◽  
E Learning ◽  
Development Goals

This study presents the profile of the participants in an online course on entrepreneurship that followed a challenge-based learning methodology and was applied to undergraduate students at a university in Mexico. Students were given challenges related to the Sustainable Development Goals (SDGs) during the course and were allowed to recognize their interest in solving these problems. This paper seeks to identify the entrepreneurial profile of university students through their experiences, interests, attitudes, and entrepreneurial skills. Although entrepreneurship courses are offered more frequently in universities, it is necessary to know the characteristics of the students’ interest and their abilities to continue strengthening them. The data were collected through a questionnaire conducted with 20 multidisciplinary participants. The analysis compared the results of those who finished the course vs. those who did not to determine the significant differences in their answers. The results showed that the participants generated sustainable business ideas that favor local and global problems. Additionally, the students showed great interest in social entrepreneurship and developing companies based on the knowledge acquired during their university studies. It is recommended to continue with the training so that these ideas can become real ventures through linkages with other actors in the entrepreneurial ecosystem and favor the solution of sustainable problems. The questionnaire instrument enabled identifying the students’ characteristics, interests, and entrepreneurial skills, which could be strengthened with other programs that train them. It was also possible to recognize skills that they did not possess before starting the e-learning course which require further strengthening.

scholarly journals Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education

2020 ◽  
Vol 12 (10) ◽  
pp. 4063 ◽  
Author(s):  
May Portuguez Castro ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Undergraduate Students ◽  
Professional Training ◽  
Teaching Methodology ◽  
Sustainable Business ◽  
Innovative Teaching ◽  
Case Study Methodology ◽  
The Sustainable Development ◽  
Challenge Based Learning ◽  
E Learning ◽  
Development Goals

Challenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.

scholarly journals Ecological awareness of university students about UN sustainable development goals at global, national and regional levels

2020 ◽  
Vol 10 (1) ◽  
pp. 215-219
Author(s):  
O. M. Kazakova ◽  
T. N. Malinovskaia ◽  
B. A. Fedulov ◽  
E. V. Romanova ◽  
E. G. Zavgorodnii ◽  
...  
Keyword(s):  
Sustainable Development ◽  
University Students ◽  
United Nations ◽  
Sustainable Development Goals ◽  
The Sustainable Development ◽  
Ecological Awareness ◽  
Global Issues ◽  
Global Problems ◽  
Development Goals ◽  
The United Nations

The article presents a research of the ecological awareness of young people studying at universities. The research was carried out in the framework of global issues, including environmental, presented as goals in the United Nations program of 17 Sustainable Development Goals. The UN SDGs is a comprehensive global framework for the better future of the planet and its people aimed at solving urgent problems in the world and adopted by global community. The authors conducted a sociological survey of university students living mostly in the South-West of Siberia about their knowledge of the Sustainable Development Goals and understanding of global problems that humanity is facing. They questioned the respondents about their opinion on the priority of global issues – what problems must be solved first of all: environmental, social or economic. The problems in the questionnaire were presented in the wording of the UN Sustainable Development Goals. The respondents have chosen the most urgent problems at global, national and regional levels. Their priorities were not the same at different levels. At the same time the research have shown that many university students in the surveyed region do not know about the United Nations program of 17 Sustainable Development Goals, which began in 2015 and has been in progress already for four years. To study young people’s attitude to solving global problems, the university students were asked if they can help and what they can personally do in that respect. The survey revealed active position of many students toward ecological and other problems. The results of the research were analyzed and presented in the form of seven tables.

scholarly journals An Analysis on the NASDAQ’s Potential for Sustainable Investment Practices during the Financial Shock from COVID-19

2021 ◽  
Vol 13 (7) ◽  
pp. 3748
Author(s):  
Rachel Shields ◽  
Samer Ajour El Zein ◽  
Neus Vila Brunet
Keyword(s):  
Business Practices ◽  
Sustainable Business ◽  
Global Crisis ◽  
The Sustainable Development ◽  
Sustainable Investment ◽  
Development Goals ◽  
Sustainable Investments ◽  
Corporate Social ◽  
The Garch Model ◽  
Difficult Times

There is a growing demand for sustainable business practices and for sustainable and impact investment as has been signaled by the Sustainable Development Goals ratified by all the United Nations members. However, there is not that much evidence on how sustainable investments perform during crises compared to regular investments. This paper investigates if sustainable investments within the NASDAQ have a lower volatility rate when reacting to a significant global crisis such as the COVID-19 pandemic. It groups the shares of businesses with Corporate Social Responsibility (CSR) practices that are ranked 70% or higher given by CSRHub, Inc. and compares it to business shares with the lowest-ranked CSR business practices at 30% or lower. The top 30% and bottom 30% CSR stocks’ volatility will be predicted using variations of the GARCH model. The top 30% CSR stocks of the NASDAQ had a lower rate of volatility for a global crisis than the bottom 30% CSR stocks. Technology is the only sector whose top 30% showed higher volatility. However, the top 30% of companies in the Health Care and Utilities sectors show a higher increase in returns and a lower drop in returns. These results signal the higher uncertainty associated with some cutting-edge products and services offered by the top 30% of technology companies and the preference for more established companies that offer higher quality services when it comes to satisfying basic needs such as health and utilities in difficult times.

Sustainable Business Model Innovation

2017 ◽  
pp. 140-159 ◽  
Author(s):  
Job Taminiau ◽  
Joseph Nyangon ◽  
Ariella Shez Lewis ◽  
John Byrne
Keyword(s):  
Sustainable Development ◽  
Business Model ◽  
Business Models ◽  
Sustainable Energy ◽  
Business Model Innovation ◽  
Sustainable Business ◽  
The Sustainable Development ◽  
Mitigation And Adaptation ◽  
Sustainable Business Models ◽  
Development Goals

Establishing a sustainable energy future can justifiably be considered the next frontier in global sustainable development under the agenda laid out in the Sustainable Development Goals (SDGs). The newly adopted Paris Agreement which seeks to hold global average temperature increase to “well below 2°C” above pre-industrial levels inserts additional urgency into this agenda. To realize the commitments outlined in the agreement, implementation of innovative sustainable business models capable of producing strong mitigation and adaptation outcomes is required ‘on the ground' and needs to be available for subsequent diffusion across different countries, contexts and domains. This chapter explores the value of polycentric climate change governance through an investigation of sustainable business model innovation. An example of a sustainable business model, called the Sustainable Energy Utility (SEU), is evaluated and an assessment of United Nations-based programming to aid future diffusion of such business models is conducted.

scholarly journals Youth entrepreneurial projects for the sustainable development of global community: evidence from Enactus program

2018 ◽  
Vol 57 ◽  
pp. 01009 ◽  
Author(s):  
Anastasiia Dalibozhko ◽  
Inna Krakovetskaya
Keyword(s):  
Sustainable Development ◽  
Business Leaders ◽  
State University ◽  
Bottom Line ◽  
The Sustainable Development ◽  
The Us ◽  
Global Problems ◽  
Development Goals ◽  
University Experience ◽  
Global Agenda

Achievement of sustainable development that meets the needs of the present day without compromising the ability of future generations to meet their own needs, increasingly becoming a global agenda in addressing economic, environmental and social problems. This study raises the question of the possibility to achieve United Nations Sustainable Development Goals on the basis of involving young people into entrepreneurial projects. The object of the study is an international Enactus program, which originated in the US and now brings together students and business leaders in 36 countries (including Poland and Russia). The research methodology is based on the Triple Bottom Line Conception (a way of accounting factors in economic, environmental, and social impacts) and includes analysis of literature, comparison, generalization, content analysis, and the processing of empirical data obtained during interviewing Enactus students. The main findings of the study include the analysis of Enactus projects in terms of their relevance to the concept of sustainable development and the UN goals. The contribution of projects to the sustainable development of the world community has been assessed. On the basis of successful Tomsk State University experience substantiates the need to form joint international economic, ecological and social projects to solve current global problems more effectively.

scholarly journals Entrepreneurship Education: The Effects of Challenge-Based Learning on the Entrepreneurial Mindset of University Students

2022 ◽  
Vol 12 (1) ◽  
pp. 10
Author(s):  
Alessandra Colombelli ◽  
Shiva Loccisano ◽  
Andrea Panelli ◽  
Orazio Antonino Maria Pennisi ◽  
Francesco Serraino
Keyword(s):  
University Students ◽  
Financial Literacy ◽  
Entrepreneurship Education ◽  
Quantitative Approach ◽  
Learning Program ◽  
Entrepreneurial Skills ◽  
Challenge Based Learning ◽  
Learning Programs

The aim of this paper is to investigate the implications of Challenge-Based Learning programs on entrepreneurial skills, and on the mindset and intentions of university students, through a quantitative approach. Resorting to an original database, we analyzed the pre- and post-levels of entrepreneurial skills, mindset and intention of 127 students who attended a Challenge-Based Learning program. Results show a positive and significant effect of Challenge-Based Learning programs on the entrepreneurial mindset and skills—that is, financial literacy, creativity, and planning—of the students.

scholarly journals Pedagogical professions. In support of a green and human transition

2021 ◽  
Vol 21 (2) ◽  
pp. 6-20
Author(s):  
Simona Sandrini
Keyword(s):  
Sustainable Development ◽  
Young People ◽  
University Students ◽  
Human Dignity ◽  
Sustainable Development Goals ◽  
Planetary Boundaries ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Development Goals ◽  
Climate Crisis

An increasing number of initiatives related to Agenda 2030 are being launched. Educators, trainers and teachers are dedicated themselves to interpret the approach to sustainability in light of the climate crisis and within the planetary boundaries. Looking toward the future, the pedagogical professions in their core can help the younger generation to recompose the prospective of “global human”, avoiding the risk of flattening sustainability on purely functional devices that forget the value and relational texture of human dignity. Coordinating experiences is crucial to support a transition both green and human. This means preparing fraternal training environments in which young people experience the culture of relation and proximity, with the intent of realising the sustainable development goals. This contribution presents a laboratory of dialogue on the paradigmatic union between sustainable development and fraternity, experience by young university students.   Professioni pedagogiche. A sostegno di una transizione verde e umana Si moltiplicano le iniziative nel solco dell’Agenda 2030. Educatori, formatori, pedagogisti e insegnanti sono impegnati a interpretare l’accostamento alla sostenibilità, tra l’allarme della crisi climatica e dentro i confini planetari. Volgendosi verso orizzonti di senso, le professioni del pedagogico possono aiutare le giovani generazioni a ricomporre un intero umano, evitando il rischio di appiattire la sostenibilità su dispositivi puramente funzionali che dimenticano la valenza e la trama relazionale della dignità umana. Coordinare esperienze in questa chiave di sostegno a una transizione che sia al contempo verde e umana, può significare predisporre ambienti formativi fraterni in cui i giovani sperimentino la cultura dell’incontro e della prossimità, anche per avverare i sustainable development goals. Il contributo presenta un’esperienza di laboratorio vissuta in mezzo a giovani studenti universitari, di dialogo sul connubio paradigmatico tra sviluppo sostenibile e fraternità.

scholarly journals Sustainable Environments in Education: Results on the Effects of the New Environments in Learning Processes of University Students

2020 ◽  
Vol 12 (7) ◽  
pp. 2668 ◽  
Author(s):  
Diego Galán-Casado ◽  
Alvaro Moraleda ◽  
María Luisa Martínez-Martí ◽  
Miguel Ángel Pérez-Nieto
Keyword(s):  
Sustainable Development ◽  
Critical Thinking ◽  
University Students ◽  
Repeated Measures ◽  
Social Transformation ◽  
Ad Hoc ◽  
Learning Processes ◽  
The Sustainable Development ◽  
Development Goals ◽  
Teaching Learning

Within the framework of the Sustainable Development Goals, it is necessary to move towards quality education that promotes opportunities based on the principles of equity and equality. For this reason, the environment where the teaching–learning process occurs plays a fundamental role. Our research shows the results of the effects of the environment in the learning processes of university students (N = 33). Using a method of sampling experiences, the students assessed how the new environment learning (NEL) compared to the traditional classroom (TC) encouraged their attention, participation in class, creativity, curiosity, critical thinking, motivation to learn and mood (hedonic tone and activation level). In addition, the students assessed to what extent the class seemed visually appealing to them. The design was of repeated measures, so that the experiences of the same subjects in both classrooms were evaluated over a period of 53 days. Over this period of time, after finishing each of the classes selected for the study, the participants received a message on their mobile phones with a link to a short ad hoc questionnaire that evaluated their experience in relation to the learning environment of the classes they had just attended. In total, we recorded 359 responses in relation to the TC and 209 in relation to the NEL. The results show statistically significant differences in the degree of participation and visual appeal, with higher levels in the NEL. These elements are vital in achieving the education for sustainable development, oriented towards critical thinking, responsibility and social transformation.

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