scholarly journals The Concept of Entrepreneurship

2021 ◽  
Author(s):  
Halliru Shuaibu ◽  
Yusri Bin Kamin ◽  
Umar Muhammad Isa ◽  
Abdullahi Musa Cledumas
Keyword(s):  
Secondary Education ◽  
Focus Groups ◽  
Technical Education ◽  
Implementation Process ◽  
Entrepreneurship Education ◽  
Financial Accounting ◽  
Education Students ◽  
Online Data ◽  
Self Employment ◽  
Development Data

The chapter examined the concept of entrepreneurship in technical education; types of entrepreneurs such as craft-men, promoters and opportunists; profile of an entrepreneur like originality, hard-work drive, task result oriented, among others; relevance of entrepreneurship to technical education students or graduands such as creating necessary awareness and motivation to excel in students/graduands so as to promote self-reliance and self-employment which is an alternative to salary and wages; challenges in the implementation process of entrepreneurship in technical education, example conglomeration of contents like financial accounting, commerce, economics, among others. In summary, entrepreneurship has been viewed from the standpoints of the psychologist (behaviourist), the economist, and sociologist. Furthermore, the objective of the chapter is to provide literature synthesis on the concept of entrepreneurship. The methodology was meta-synthesis of 15 relevant studies obtained from conference proceedings, text books, and online data bases. Scope of the study included higher and secondary education which are selected as the focus groups of the study in order to encourage assimilation and implementation of entrepreneurship education curricula and development. Data acquired were quantified using descriptive statistics (percentages on bar chart). The result of the study signifies definitions, characteristics, and importance of entrepreneurship needed for improvement of knowledge in enterprise curricula aside from skills and competencies. Higher and Secondary education are selected as the focus groups of the study in order to encourage assimilation and implementation of entrepreneurship education curricula and development.

The Efficient Organisation of Public Intellect: Lyon Playfair and Scottish Education

2019 ◽  
Vol 98 (2) ◽  
pp. 266-290
Author(s):  
Robert Anderson
Keyword(s):  
Secondary Education ◽  
Social Mobility ◽  
Technical Education ◽  
Direct Connection ◽  
National System ◽  
Modern Idea ◽  
History Of ◽  
Parish Schools ◽  
Education Act ◽  
Scottish Politics

Lyon Playfair was a champion of scientific and technical education who was professor of chemistry at Edinburgh University before serving as a Liberal M.P., initially for a Scottish university seat, from 1868 to 1892. This article looks mainly at his role in debates on the Education Act of 1872 and the bills which preceded it. Playfair sought to define the democratic traditions of Scottish education, especially emphasising the legacy of John Knox, and to adapt them to the new national system. He idealised the direct connection between parish schools and universities, and the opportunities available to talented boys, using newly available statistics to support his case. He also contributed to the shaping of Scottish secondary education, and to establishing the modern idea of social mobility through educational merit. When the Scottish Office was established in 1885, Playfair opposed the devolution of education and this dissent led him to move to an English seat. His career has a wider interest for the history of Scottish politics in the age of Gladstone.

scholarly journals Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education

2019 ◽  
Vol 26 (2) ◽  
pp. 209-227 ◽  
Author(s):  
Robin Bell ◽  
Peng Liu
Keyword(s):  
Focus Groups ◽  
Entrepreneurship Education ◽  
Chinese Government ◽  
Content Type ◽  
Student Reaction ◽  
Vocational Higher Education ◽  
Emerging Themes ◽  
Vocational Colleges ◽  
Education In China

PurposeThe purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.

scholarly journals Data competence maturity: developing data-driven decision making

2018 ◽  
Vol 11 (2) ◽  
pp. 139-158 ◽  
Author(s):  
Thomas G. Cech ◽  
Trent J. Spaulding ◽  
Joseph A. Cazier
Keyword(s):  
Decision Making ◽  
Secondary Education ◽  
Data Science ◽  
Data Driven ◽  
Decision Making Process ◽  
Maturity Model ◽  
Data Driven Decision Making ◽  
Content Type ◽  
Development Data ◽  
Education Performance

Purpose The purpose of this paper is to lay out the data competence maturity model (DCMM) and discuss how the application of the model can serve as a foundation for a measured and deliberate use of data in secondary education. Design/methodology/approach Although the model is new, its implications, and its application are derived from key findings and best practices from the software development, data analytics and secondary education performance literature. These principles can guide educators to better manage student and operational outcomes. This work builds and applies the DCMM model to secondary education. Findings The conceptual model reveals significant opportunities to improve data-driven decision making in schools and local education agencies (LEAs). Moving past the first and second stages of the data competency maturity model should allow educators to better incorporate data into the regular decision-making process. Practical implications Moving up the DCMM to better integrate data into their decision-making process has the potential to produce profound improvements for schools and LEAs. Data science is about making better decisions. Understanding the path laid out in the DCMM to helping an organization move to a more mature data-driven decision-making process will help improve both student and operational outcomes. Originality/value This paper brings a new concept, the DCMM, to the educational literature and discusses how these principles can be applied to improve decision making by integrating them into their decision-making process and trying to help the organization mature within this framework.

scholarly journals Cross-cultural effects of COVID-19 on higher education learning and teaching practice: A case study from Greece

2021 ◽  
Vol 18 (5) ◽  
pp. 73-89
Author(s):  
Margarita Kefalaki ◽  
◽  
Michael Nevradakis ◽  
Qing Li ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Cross Cultural ◽  
Education Students ◽  
Learning And Teaching ◽  
Cultural Effects ◽  
Global Pandemic

COVID-19 has greatly impacted all aspects of our everyday lives. A global pandemic of this magnitude, even as we now emerge from strict measures such as lockdowns and await the potential for a ‘new tomorrow’ with the arrival of vaccines, will certainly have long-lasting consequences. We will have to adapt and learn to live in a different way. Accordingly, teaching and learning have also been greatly impacted. Changes to academic curricula have had tremendous cross-cultural effects on higher education students. This study will investigate, by way of focus groups comprised of students studying at Greek universities during the pandemic, the cross-cultural effects that this ‘global experience’ has had on higher education, and particularly on students in Greek universities. The data collection tools are interviews and observations gathered from focus groups.

scholarly journals Differences between psychological aspects in Primary Education and Secondary Education. Motivation, Basic Psychological Needs, Responsibility, Classroom Climate, Prosocial and Antisocial behaviors and Violence | Diferencias entre aspectos psicológicos en Educación Primaria y Educación Secundaria. Motivación, Necesidades psicológicas básicas, Responsabilidad, Clima de aula, Conductas antisociales y Violencia

2021 ◽  
Vol 14 (28) ◽  
pp. 9-18
Author(s):  
David Manzano Sánchez
Keyword(s):  
Secondary Education ◽  
Classroom Climate ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Primary Group ◽  
Antisocial Behaviors ◽  
Education Students ◽  
Secondary Stage ◽  
The Face ◽  
Educación Primaria

El objetivo del presente trabajo fue comprobar las diferencias existentes entre el alumnado de Educación Primaria y Educación Secundaria en la motivación, las necesidades psicológicas básicas, la responsabilidad, el clima de aula, las conductas prosociales y antisociales y la violencia. Para ello, se contó con una muestra de 397 alumnos a los cuales se administró una serie de cuestionarios validados con el fin de comparar los resultados contando con tres centros de características sociodemográficas similares. La edad media de los participantes fue de 11.24 años (DE = 1.74) siendo 288 alumnos de Primaria y 109 de Secundaria. Los resultados obtenidos mostraron diferencias estadísticamente significativas (p < .01) en la motivación más autodeterminada, la satisfacción de las necesidades psicológicas básicas, el clima de aula y la responsabilidad a favor del grupo de Primaria, encontrando valores superiores (p < .01) en la violencia y las conductas antisociales en el grupo de Secundaria. Se concluye que la etapa de Primaria, supone un punto de inflexión de cara a los diferentes comportamientos que se desarrollan en Secundaria, por lo que es necesario incentivar programas e iniciativas que sirvan para mantener estos aspectos y que no se reduzcan en la etapa de Secundaria.AbstractThe purpose of this study was to verify the differences between Primary and Secondary Education students in motivation, basic psychological needs, responsibility, classroom climate, prosocial and antisocial behaviors, and violence. To do this, a sample of 397 students were administered to whom a series of validated clients was administered in order to compare the results with three centers with similar sociodemographic characteristics. The average age of the participants was 11.24 years (SD = 1.74), with 288 Primary students and 109 Secondary or basic FP. The results obtained statistically significant differences (p < .01) in the most self-determined motivation, the satisfaction of basic psychological needs, classroom climate, and responsibility in favor of the Primary group, finding higher values (p < .01) in Violence and antisocial behaviors in the high school group. It is concluded that the primary stage is a turning point in the face of the different behaviors that develop in secondary school, so it is necessary to encourage programs and initiatives that serve to maintain these aspects and that are not reduced in the secondary stage.

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