Development of business students’ attitudes towards entrepreneurship between 2017–2018

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9213 ◽

2019 ◽

Author(s):

Marja-Liisa Kakkonen

Keyword(s):

Applied Sciences ◽

Practical Implication ◽

Business Students ◽

Entrepreneurial Skills ◽

Entrepreneurial Attitudes ◽

University Of Applied Sciences ◽

Students Attitudes ◽

One Year ◽

In The Beginning

Entrepreneurial competences consist of attitudes, knowledge and entrepreneurial skills. In the autum 2017, a new curriculum emphasizing entrepreneurship and entrepreneurial behavior was launched in the business department of a Finnish university of applied sciences. In order to verify the development, a follow-up study with three annual sub-studies was planned to examine students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship during the degree studies.This article presents the results of the development of the students' entrepreneurial attitudes between the first and third semester. According to the findings, the attitudes towards entrepreneurship were quite positive in the beginning of the studies, and it seems that they remained at the same level during one year. Based on the findings, as a practical implication there is a need for monitoring pedagogigal approaches and methods of the programme to make sure that they support enough the development of entrepreneurial attitudes. The entire development of entrepreneurial competences will be revealed by the next annual studies.Keywords: Attitudes; Entrepreneurship; Business students; Perceptions

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First-year business students’ entrepreneurial attitudes

Proceedings of the 4th International Conference on Higher Education Advances (HEAd'18) ◽

10.4995/head18.2018.7973 ◽

2018 ◽

Author(s):

Marja-Liisa Kakkonen

Keyword(s):

Higher Education ◽

Business Students ◽

Education Institution ◽

First Year ◽

Entrepreneurial Attitudes ◽

Positive Attitudes ◽

Starting Point ◽

University Of Applied Sciences ◽

Students Attitudes ◽

In The Beginning

Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.

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ASSESSMENT OF ENTREPRENEURIAL SKILLS: EXPERIENCE FROM A JOINT ENGINEERING-BUSINESS CLASS EXPERIMENT

Proceedings of the Canadian Engineering Education Association (CEEA) ◽

10.24908/pceea.v0i0.9762 ◽

2018 ◽

Author(s):

Zbigniew J. Pasek

Keyword(s):

Business Students ◽

Project Teams ◽

Peer Evaluation ◽

Undergraduate Level ◽

Undergraduate Engineering ◽

Entrepreneurial Skills ◽

Working Together ◽

Second Year ◽

Students Attitudes ◽

Collaborative Efforts

Abstract –This paper discusses selected preliminary results from a collaborative efforts between undergraduate engineering and business students working together on a joint semester-long project. The project, though common for all students, was simultaneously a requirement in two, parallel run courses, one in engineering and another one in business. The cohort of participating students was fairly large, and involved about 240 second year students from engineering and 50 fourth year from business. The information about students’ attitudes and project teams dynamics was collected by means of two surveys, one at the beginning and the other at the end of the courses, and also through a peer-evaluation software platform. This experiential learning efforts is one of the first in North America of this size to combine multidisciplinary entrepreneurial teams at the undergraduate level.

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E-Learning in Times Of COVID-19: Insights into Management and Communication Students’ Perspectives Throughout the Global Coronavirus Pandemic

European Journal of Teaching and Education ◽

10.33422/ejte.v3i2.656 ◽

2021 ◽

Vol 3 (2) ◽

pp. 33-41

Author(s):

Jasmin Séra ◽

Georg Feldmann

Keyword(s):

Applied Sciences ◽

Distance Learning ◽

Working Environment ◽

Current Status ◽

Health Crisis ◽

Conference Theme ◽

University Of Applied Sciences ◽

E Learning ◽

One Year ◽

And Shifts

The COVID-19 pandemic has brought not only a global health crisis, but also many changes and shifts towards a more digitalized working environment. In line with the GlobalET conference theme of this year, this paper looks at how particularly the education sectors has been affected by these new forms of working. One year after the outbreak of the COVID-19 pandemic the Competence Team for the Digitalization of Communication at the FHWien der WKW – University of Applied Sciences for Management and Communication conducted two comparative online surveys with students as well as 60 in-depth interviews. The results of this research help to identify and improve ongoing Distance Learning practices, starting with logistics such as the preferred study mode, recommended duration of the Distance Learning units or mandatory attendance of students during class. The outcome of the research will further contribute to sharpen the clarity of the purpose of digital activities to understand the required support services or online material and to develop possibilities to track students’ study progress. Even though there is an understanding that more than one year after the outbreak of the COVID-19 pandemic the findings can only represent the current status and cannot give a long-term outlook, they might be useful to further develop students’ needs for future Distance Learning and its practices.

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If a Tree Falls: Business Students Learning Active Citizenship from Environmentalists

Education Sciences ◽

10.3390/educsci9040284 ◽

2019 ◽

Vol 9 (4) ◽

pp. 284 ◽

Cited By ~ 1

Author(s):

Helen Kopnina ◽

Maria Helena Saari

Keyword(s):

Applied Sciences ◽

Critical Pedagogy ◽

Business Students ◽

Sustainability Education ◽

Radical Change ◽

Active Citizenship ◽

University Of Applied Sciences ◽

Radical Environmentalism ◽

Tree Falls

This article presents and discusses student assignments reflecting on the documentary film If a Tree Falls, written as part of the Business Ethics and Sustainability course at The Hague University of Applied Sciences. This article follows two lines of inquiry. First, it challenges mainstream environmental education, supporting critical pedagogy and ecopedagogy. These pedagogies, which advocate pedagogy for radical change, offer a distinct and valuable contribution to sustainability education, enabling students to critically examine normative assumptions, and learn about ethical relativity, and citizenship engagement from environmentalists. The discussion of “lessons of radical environmentalism” is pertinent to the question of what types of actions are likely to achieve the widely acceptable long-term societal change. While this article focuses on student reflection on a film about radical environmentalism, this article also discusses many forms of activism and raises the question of what can be considered effective activism and active citizenship in the context of the philosophy of (environmental or sustainability) education in connection didactics and curriculum studies. Second, this article argues for the need for reformed democracy and inclusive pluralism that recognizes the needs of nonhuman species, ecocentrism, and deep ecology. The connection between these two purposes is expressed in the design of the student assignment: It is described as a case study, which employs critical pedagogy and ecopedagogy.

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Social Media

Social Media and the Transformation of Interaction in Society - Advances in Social Networking and Online Communities ◽

10.4018/978-1-4666-8556-7.ch002 ◽

2015 ◽

pp. 15-23

Author(s):

Arleen Cuevas ◽

Fritz Kohle

Keyword(s):

Applied Sciences ◽

Social Media ◽

Virtual Space ◽

International Media ◽

Personal Lives ◽

Content Creation ◽

University Of Applied Sciences ◽

Formal And Informal Learning ◽

Social Media Strategy

Social media has become ubiquitous in the daily personal lives of students and teachers alike. But the question remains if social media should be integrated effectively in higher education or if it should be left out in the realm outside the classroom. This paper explores how students use social media in school, whether or not they find social media useful in the learning process and provides further discussion on the importance of adopting a social media strategy in the education sector. The authors facilitated a study in 2010 and a follow-up survey in 2011 to students taking the course International Media and Entertainment Management at NHTV Breda University of Applied Sciences in the Netherlands to assess how students are using social media in a learning environment. The study reveals a need for social media to be used as a learning tool in order to promote active participation through content creation and encourage a virtual space for dynamic dialogue which in turn helps link formal and informal learning connecting students, teachers, and colleagues around the world. But more complex issues such as privacy, copyright, policing and governance of social media needs to be addressed.

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