Learning Entrepreneurship in Higher Education Through Flow Theory and FLIGBY Game

2021 ◽  
pp. 475-491
Author(s):  
Fernando Almeida ◽  
Zoltán Buzády
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Exploratory Study ◽  
Educational Institution ◽  
Leadership Skills ◽  
Flow Theory ◽  
Professional Experience ◽  
Management Skills ◽  
Education Students ◽  
Through Flow

This article performs an exploratory study of the potential of flow theory and FLIGBY game to contribute to develop entrepreneurship competencies among higher education students. For this purpose, this study considers the use of a focus group consisting of eight students enrolled in the entrepreneurship course in a higher educational institution in Portugal, in which students for two months explored FLIGBY. The results obtained allowed us to conclude that FLIGBY was also suitable to be explored in the context of entrepreneurship classes. Students emphasized the potential of the game to be applied for training of management skills, the recognition of their leadership skills, and the exploration of new approaches to the management challenges. Finally, it should be noted that the benefits offered by FLIGBY were experienced differently by students with professional experience in IT and management fields. Those students emphasized the application of the game to the real world and the potential offered for FLIGBY for allowing students to explore new skills and actions.

Learning Entrepreneurship in Higher Education Through Flow Theory and FLIGBY Game

2019 ◽  
Vol 9 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Fernando Almeida ◽  
Zoltán Buzády
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Exploratory Study ◽  
Educational Institution ◽  
Leadership Skills ◽  
Flow Theory ◽  
Professional Experience ◽  
Management Skills ◽  
Education Students ◽  
Through Flow

This article performs an exploratory study of the potential of flow theory and FLIGBY game to contribute to develop entrepreneurship competencies among higher education students. For this purpose, this study considers the use of a focus group consisting of eight students enrolled in the entrepreneurship course in a higher educational institution in Portugal, in which students for two months explored FLIGBY. The results obtained allowed us to conclude that FLIGBY was also suitable to be explored in the context of entrepreneurship classes. Students emphasized the potential of the game to be applied for training of management skills, the recognition of their leadership skills, and the exploration of new approaches to the management challenges. Finally, it should be noted that the benefits offered by FLIGBY were experienced differently by students with professional experience in IT and management fields. Those students emphasized the application of the game to the real world and the potential offered for FLIGBY for allowing students to explore new skills and actions.

scholarly journals Adoption of a Serious Game in the Developing of Emotional Intelligence Skills

2019 ◽  
Vol 10 (1) ◽  
pp. 30-43
Author(s):  
Fernando Almeida
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Mixed Methods ◽  
Serious Game ◽  
Professional Relationships ◽  
Professional Experience ◽  
Computer Engineering ◽  
Education Students ◽  
Mixed Methods Approach ◽  
Over Time

Emotional intelligence is intrinsically associated with the ability to understand, manage, and express feelings and deal with other people’s emotions. This competence is essential for the formation, development, and maintenance of personal and professional relationships. Furthermore, emotional intelligence can be extensively worked out and developed over time, which allows each individual to become a better professional. Nevertheless, the perception that higher education students have about the importance of emotional intelligence remains residual and there are few contexts that allow them to develop emotional intelligence skills. In this sense, this study proposes the use of a serious game to assess and develop emotional intelligence skills in the context of an entrepreneurship discipline attended by multidisciplinary students from the courses of management and computer engineering. The performance of students is measured and discussed considering a mixed methods approach. The findings indicate the existence of a correlation between the player’s emotional intelligence skills and his performance in the game, and this occurrence is common to students regardless of their course, gender, age, and number of years of professional experience. The study also explores the importance of emotional intelligence considering the distinct profile of students.

scholarly journals Yükseköğretimdeki Suriyeli Sığınmacı Öğrenciler: Uyum ve Çatışma Alanları

2021 ◽  
Vol 7 (12) ◽  
pp. 71-106
Author(s):  
Rukiye Çorlu ◽  
Hakan Gülerce
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Social Inclusion ◽  
Education Students ◽  
Focus Group Interviews ◽  
The Social ◽  
Group Interviews ◽  
Education In Turkey ◽  
The University ◽  
Academic Year

The number of Syrian students in higher education in Turkey is increasing every year. In the 2019-2020 academic year, this number has reached 37,236. During this period, Harran University ranks first among 209 universities with 2,677 Syrian students, with the highest number of Syrian students studying in the university. One of the most fundamental facts inherent in migration is the human encounter experienced by the migrants and host communities. Both communities are affected by this encounter in various ways. In this study, social inclusion problems faced by Syrian asylum seeker higher education students throughout their education and daily life have been highlighted, and an evaluation has been made on the social experiences and problems faced by Syrian students studying at Harran University. For this purpose, two focus group meetings were held, each with six participants. The data obtained from focus group interviews were analyzed within the framework of various basic problems such as acceptance, social interaction, uncertainty, foreignness, stigmatization, and marginalization. The main problem of this study is that Syrian students have a high desire to participate in society and live together, but they continue to experience problems such as marginalization, exclusion, and deprivation of psycho-social support in different ways.

scholarly journals An Exploratory Study of Factors that Influence Higher Education Students' Ironing Behaviour

2017 ◽  
Vol 5 (11) ◽  
pp. 512-519
Author(s):  
Anthony Adjei-Twum ◽  
Maimunah Sapri ◽  
Sheau Ting Low ◽  
Eugene Okyere-Kwakye
Keyword(s):  
Higher Education ◽  
Exploratory Study ◽  
Education Students

scholarly journals Didactic Communication in Online Learning

2021 ◽  
Vol VII (2) ◽  
pp. 12-26
Author(s):  
Ioana ROMAN ◽  
Mirela FĂRĂGĂU ◽  
Sorina DÂRJAN
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Data Collection ◽  
Qualitative Study ◽  
Learning Experience ◽  
Online Communication ◽  
Mixed Data ◽  
Education Students ◽  
Efficient Communication ◽  
Collection Methods

This qualitative study was focused on higher education and learning through online didactic communication. Using an approach of mixed data collection methods, such as: essay, focus group technique and oral questioning, the research aimed to identify how online communication can be streamlined. The role is to identify different components of the learning environment that may affect the learning experience. These components could have a major impact on efficient communication of higher education (students cohort is N = 98). Results have shown that students had well-defined opinions regarding didactic communication in the virtual environment. They had a positive learning experience and efficient communication only if they were involved in activities and if they were not distracted by other actions or sounds of the environment.

scholarly journals Fatores que influenciam a aprendizagem de conceitos matemáticos em cursos de engenharia: Um estudo exploratório com estudantes da Universidade do Minho

2016 ◽  
Vol 29 (1) ◽  
pp. 259 ◽  
Author(s):  
Manuela Alves ◽  
Clara Coutinho ◽  
Ana Maria A. C. Rocha ◽  
Cristina Rodrigues
Keyword(s):  
Higher Education ◽  
Focus Group ◽  
Learning Process ◽  
Exploratory Study ◽  
Engineering Students ◽  
Active Role ◽  
Teaching Methodology ◽  
Mathematical Concepts ◽  
And Mathematics ◽  
The University

O sucesso na aprendizagem da Matemática no ensino superior constitui um campo emergente de pesquisa, em particular nos cursos de Engenharia. No entanto, em Portugal ainda é incipiente a pesquisa na área, pelo que é pertinente  explorar  fatores  que  podem  esclarecer  a  relação  entre  os estudantes de Engenharia e a Matemática. Com base em três focus group realizados com estudantes de dois cursos de Engenharia da Universidade do Minho,  este  estudo  exploratório  pretende  investigar  as  atitudes  dos estudantes na aprendizagem de conceitos matemáticos e averiguar os fatores que influenciam a sua experiência no processo de aprendizagem. Para além da perceção da importância da Matemática no seu curso e na sua futura profissão,  os  resultados  sugerem  que  há  fatores  que  influenciam  o  seu desempenho, nomeadamente o papel do professor e a sua metodologia de ensino, bem como a aplicabilidade dos conceitos matemáticos no contexto da Engenharia, o papel ativo do estudante na aprendizagem e a influência dos pais e da sociedade.PALAVRAS-CHAVEAprendizagem de conceitos matemáticos; Engenharia; Focus group; EnsinoSuperior ABSTRACTSuccess in the learning of Mathematics in higher education constitutes anemerging field of research, particularly in the Engineering courses. In Portugal, however, the research in this area remains incipient. It is therefore relevant to explore  which  factors  may  clarify  the  relation  between  the  Engineering students and Mathematics. Based on three focus groups carried out with students  from  two  Engineering  courses  at  the  University  of  Minho,  this exploratory study aims to investigate the attitudes of students in the learning of  mathematical  concepts  and  find  out  the  factors  that  influence  their experience in the learning process. Beyond the perception of the importance of Mathematics in their course and their future profession, the results suggest that there are factors that influence their performance, such as the teacher's role  and  his/her  teaching  methodology,  as  well  as  the  applicability  of mathematical concepts in the context of Engineering, the student’s active role in learning and the influence of parents and society.KEYWORDSLearning  of  mathematical  concepts;  Engineering;  Focus  group;  Highereducation

Validating the Resource-Management Inventory (ReMI)

2020 ◽  
Vol 36 (5) ◽  
pp. 777-786 ◽  
Author(s):  
Julia Waldeyer ◽  
Jens Fleischer ◽  
Joachim Wirth ◽  
Detlev Leutner
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Resource Management ◽  
Measurement Invariance ◽  
Factor Structure ◽  
Management Strategies ◽  
Group Analysis ◽  
Management Skills ◽  
First Year Students ◽  
Management Competency

Abstract. There is substantial evidence that students in higher education who have sophisticated resource-management skills are more successful in their studies. Nevertheless, research shows that students are often not adequately prepared to use resource-management strategies effectively. It is thus crucial to screen and identify students who are at risk of poor resource management (and consequently, reduced academic achievement) to provide them with appropriate support. For this purpose, we extend the validation of a situational-judgment-based instrument called Resource-Management Inventory (ReMI), which assesses resource-management competency (including knowledge of resource-management strategies and the self-reported ability to use this knowledge in learning situations). We evaluated the ReMI regarding factor structure, measurement invariance, and its impact on academic achievement in different study domains in a sample of German first-year students ( N = 380). The results confirm the five-factor structure that has been found in a previous study and indicate strong measurement invariance. Furthermore, taking cognitive covariates into account, the results confirm that the ReMI can predict students’ grades incrementally. Finally, a multi-group analysis shows that the findings can be generalized across different study domains. Overall, we provide evidence for a valid and efficient instrument for the assessment of resource-management competency in higher education.

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