scholarly journals Competence Frameworks of Sustainable Entrepreneurship: A Systematic Review

2021 ◽  
Vol 13 (24) ◽  
pp. 13734
Author(s):  
Charlotte S. Diepolder ◽  
Holger Weitzel ◽  
Johannes Huwer
Keyword(s):  
Data Analysis ◽  
Tertiary Education ◽  
Economic Value ◽  
Transformation Process ◽  
Educational Institutions ◽  
Computer Assisted ◽  
Sustainable Entrepreneurship ◽  
Sustainability Challenges ◽  
Market Solutions ◽  
Academic Search

The importance of the transformation to a sustainable economy for the protection from global crises such as climate change is widely recognized. Sustainable entrepreneurs are considered to play a key role in this transformation process as they create innovative market solutions with ecological, social, and economic value. So far, there is no consensus on competences students need to solve sustainability challenges as sustainable entrepreneurs. The aim of this article is to identify competence frameworks that enable competence-oriented education of future sustainable entrepreneurs. An academic search engine and a bibliographic database were screened for documents written in English and published between January 2010 and November 2020 to identify the existing competence frameworks discussed in the current literature in the field of Sustainable Entrepreneurial Education (SEE). The review process led to a set of 65 empirical and nonempirical works on SEE. A computer-assisted qualitative data analysis was used for this review. The data analysis showed an increasing number of SEE articles published over the last decade mostly in scientific journals (69.2%). Fifty-six (86.2%) of publications related to tertiary education. The data analysis revealed three stand-alone competence frameworks for Sustainable Entrepreneurship (SE). The frameworks show an overlap in content but differences in terms of construction, validation, complexity. All competence frameworks were developed for use in higher education institutions, which necessitates adaptation for use in other educational institutions. The analysis of 28 SEE interventions identified in the literature provides information on the reception of the frameworks for competence-based teaching and assessment.

Transformational Tourism Experiences

2021 ◽  
pp. 210-233
Author(s):  
Carla Melo ◽  
Greg Richards ◽  
Melanie Kay Smith
Keyword(s):  
Data Analysis ◽  
Literature Review ◽  
Service Providers ◽  
Transformation Process ◽  
Research Field ◽  
Future Research ◽  
Computer Assisted ◽  
Research Directions ◽  
Self Development ◽  
Future Research Directions

Transformational tourism is an emergent research field, reflecting a broader paradigm shift that encompasses changes in tourist profiles that challenge tourism businesses to deliver experiences that meet the expectations of tourists seeking opportunities for self-development and inner transformation. This chapter presents the outcomes of a computer-assisted qualitative data analysis (CAQDAS) exploring how service providers are communicating transformational tourism experiences online. The findings reveal that the place where the experiences are delivered and the experience characteristics are frequently emphasised, which reinforces their relevance in the process of tourist transformation. Contents addressing the transformation process and the needs of the tourist can also be found. Based on these findings and the literature review, research implications are discussed, and future research directions are presented.

Teaching Computer Based Historical Data Analysis

1994 ◽  
Vol 6 (1) ◽  
pp. 52-58 ◽  
Author(s):  
Charles Anderson ◽  
Robert J. Morris
Keyword(s):  
Data Analysis ◽  
Social History ◽  
Historical Data ◽  
Good Practice ◽  
Computer Assisted ◽  
Historical Data Analysis ◽  
University Of Edinburgh ◽  
Computer Based ◽  
The University

A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

PROBLEMS OF RURAL GIRL STUDENTS IN HIGHEREDUCATIONAL INSTITUTION

2017 ◽  
Vol 4 (23) ◽  
Author(s):  
A. Selvan
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Educational Institutions ◽  
Growing Up ◽  
Access To Education ◽  
Form Discrimination ◽  
Heads Of State ◽  
Girl Students ◽  
Training Opportunities ◽  
And Training

Higher Education means Tertiary Education, which is under taken in colleges (or) universities, and it may be delivered virtually (or) at a distance. There are a large number of problems that girl student’s face for developing their career potential. Some of the serious problems are as Follows: -Problems related to Home, Educational Institutions, Society, Economic problems, Educational problems. Rural girls belong to disable as per the data, Girl dropout ratio has increase with the enhanced pattern of gender inequality in access to education, which seems to be attainment and from urban to rural and to disadvantaged group in the society.Gender equality and the empowerment of women are gaining ground worldwide. There are more women Heads of state (or) Government then ever and the highest proportion of women serving as government ministers women are excursing ever-greater influence in business. More girls are going to school, and are growing up healthier and better equipped to realize their potential. Girl student’s suffer in many case, both form discrimination and from inequality treatment. It is easy to imagine that the difficulties encountered by rural girl students in obtaining higher education. Providing access to local relevant high-qualities education and training opportunities in critical to retaining rural girl students in Higher Educational Institutions.

Sexual identity, sexual attraction and sexual experience: the Second Australian Study of Health and Relationships

Sexual Health ◽  
2014 ◽  
Vol 11 (5) ◽  
pp. 451 ◽  
Author(s):  
Juliet Richters ◽  
Dennis Altman ◽  
Paul B. Badcock ◽  
Anthony M. A. Smith ◽  
Richard O. de Visser ◽  
...  
Keyword(s):  
Sexual Identity ◽  
Female Sexuality ◽  
Sexual Attraction ◽  
Tertiary Education ◽  
Sexual Experience ◽  
Participation Rate ◽  
Computer Assisted ◽  
Same Sex ◽  
Men And Women ◽  
Sex Attraction

Background Behavioural and other aspects of sexuality are not always consistent. This study describes the prevalence and overlap of same-sex and other-sex attraction and experience and of different sexual identities in Australia. Methods: Computer-assisted telephone interviews were completed by a representative sample of 20 094 men and women aged 16–69 years recruited by landline and mobile phone random-digit dialling with a response rate (participation rate among eligible people) of 66.2%. Respondents were asked about their sexual identity (‘Do you think of yourself as’ heterosexual/straight, homosexual/gay, bisexual, etc.) and the sex of people with whom they had ever had sexual contact and to whom they had felt sexually attracted. Results: Men and women had different patterns of sexual identity. Although the majority of people identified as heterosexual (97% men, 96% women), women were more likely than men to identify as bisexual. Women were less likely than men to report exclusively other-sex or same-sex attraction and experience; 9% of men and 19% of women had some history of same-sex attraction and/or experience. Sexual attraction and experience did not necessarily correspond. Homosexual/gay identity was more common among men with tertiary education and living in cities and less common among men with blue-collar jobs. Many gay men (53%) and lesbians (76%) had some experience with an other-sex partner. More women identified as lesbian or bisexual than in 2001–02. Similarly, more women reported same-sex experience and same-sex attraction. Conclusion: In Australia, men are more likely than women to report exclusive same-sex attraction and experience, although women are more likely than men to report any non-heterosexual identity, experience and attraction. Whether this is a feature of the plasticity of female sexuality or due to lesser stigma than for men is unknown.

scholarly journals Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?

2018 ◽  
Vol 9 (1) ◽  
pp. 36-49 ◽  
Author(s):  
Glenn Strachan
Keyword(s):  
Sustainable Development ◽  
Action Plan ◽  
Youth Unemployment ◽  
Entrepreneurship Education ◽  
Education For Sustainable Development ◽  
Economic Systems ◽  
Sustainable Entrepreneurship ◽  
Sustainable Future ◽  
Development Change ◽  
Sustainability Challenges

Abstract An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.

AN "ACTIVATION" PROCESS FOR ENTREPRENEURIAL ENGINEERING EDUCATION: THE MODEL AND APPLICATION

2011 ◽  
Vol 19 (02) ◽  
pp. 147-168 ◽  
Author(s):  
GIANLUCA ELIA ◽  
A. MARGHERITA ◽  
G. SECUNDO ◽  
K. MOUSTAGHFIR
Keyword(s):  
Engineering Education ◽  
Research Training ◽  
Economic Value ◽  
Activation Process ◽  
Technology Entrepreneurship ◽  
Hands On ◽  
Research Training Program ◽  
Develop Technology ◽  
Market Solutions

The pervasiveness of scientific developments has raised the role of entrepreneurship as a driver of socio-economic value. Higher education institutions are thus asked to create entrepreneurial mindset and competencies with the purpose to make students people able to proactively identify opportunities and transform them in market solutions. In particular, engineering education programs can be of relevance to develop technology entrepreneurship competencies through hands-on and experiential approaches. In such vein, this paper proposes a model of entrepreneurship education as an "activation" process which uses four critical levers with the purpose to infuse the essence of entrepreneurship in tomorrow's engineering professionals. The application of the model is exemplified through the analysis of a research training program grounded in the aerospace domain. The key features of the initiative are discussed in the perspective of exploring new models of entrepreneurial engineering education.

Digital Diffusion in Newsrooms: The Uneven Advance of Computer-Assisted Reporting

2000 ◽  
Vol 21 (2) ◽  
pp. 95-110 ◽  
Author(s):  
Scott R. Maier
Keyword(s):  
Data Analysis ◽  
The Internet ◽  
Computer Assisted ◽  
Digital Diffusion

A survey of CAR trainers found that half of reporters at respondent newspapers do not routinely use the Internet for research. Trainers estimate that 10 percent of reporters used computers for data analysis.

scholarly journals Content Analysis of Stories for Preschoolers About Honesty

2021 ◽  
Vol 4 (3) ◽  
Author(s):  
Sibel Dal ◽  
◽  
Cemil Öztep ◽  
Keyword(s):  
Content Analysis ◽  
Data Analysis ◽  
Qualitative Study ◽  
Document Analysis ◽  
Values Education ◽  
Study Data ◽  
Computer Assisted ◽  
Positive Outcomes ◽  
Negative Consequences ◽  
National Education

The purpose of this study is to examine how selected stories, which are written in Turkish by local or foreign authors for preschoolers, deal with honesty. In this basic interpretive qualitative study, data were collected through document analysis and analyzed through content analysis. Analyzed documents are twenty-one picture books, which written in Turkish for preschoolers published between 2004 and 2015, nine stories about honesty published online by four Turkish Provincial Directorates of National Education and one story about honesty published online by the Center for Values Education. The software NVivo 11 was used to conduct computer-assisted data analysis. The results of this study demonstrate that most of the analyzed texts use “dishonesty and its negative consequences” more than “honesty and its positive outcomes” to promote honesty.

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