Implementasi Theory of Planned Behavior terhadap Entrepreneurial Intention: Efek Moderasi Entrepreneurship Education dan Gender

The aim of this study is to analyze the effect of entrepreneurship education on the entrepreneurial intention of college students in Surabaya. Purposive sampling was used towards 220 college students. The criteria of the samples were students who already took entrepreneurship subject for bachelor degree and entrepreneurship practicum for vocational studies. This study used Mann-Whitney U-Test through SPSS and partial least squares through SmartPLS. This study finds: 1) attitude, subjective norm and perceived behavioral control have a positive significant impact towards entrepreneurial intention, 2) entrepreneurship education has a positive significant impact towards entrepreneurial intention,3) entrepreneurship education failed to moderate any of the theory of planned behavior variables effect toward entrepreneurial intention, 4) gender failed to moderate the relationship between entrepreneurship education and entrepreneurial intention, 5) there was no difference on the level of entrepreneurial intention between male and female college students, 6) there was no difference on the level of entrepreneurial intention between bachelor degree and vocational studies students.

The age of FSES: Portrait of an architect in the frame of education

Basing on the analysis of the Federal State Educational Standards (FSES) and the legislative context of their development and approval, the post-reform history of the standardization of architectural education is viewed with the focus on the transformation of a qualification portrait of an architect as a set of the architect’s qualification characteristics. The article traces the evolution of standards of the last decade, the “age of FSES”. The national FSES of the bachelor degree of the “generation 3++” is compared with the UIA international standard of an architect. The author makes a conclusion whether it is practicable for Russia to use international principles and models of educational standards, the standards of architectural professional practice.

Student’s Literacy on Green Accounting Concept and its Challenges Ahead

Accounting students are required to conceive how to arrange a sustainability report and conceive it concept. The aims of this study are to interpret student’s literacy on defining green accounting and find out the challenge on improving it. This qualitative study was conducted in interpretive paradigm using phenomenological approach. The analysis unit are the higher education institution which have accounting bachelor degree program in East Kalimantan. The interpretation of student’s literacy was define based on their conceive to green accounting concept which involve the qualitative characteristic information generated, the principles underlying of green accounting, and the components of green accounting report. This research finds out that the accounting student’s literacy on green accounting were divided in three results; (1) high literacy in defining qualitative characteristic information generated, (2) low literacy in defining the principles underlying of green accounting, and (3) awful literacy in defining the components of green accounting report. There are still lack of understanding in defining some green accounting concept, it caused by; (1) student’s lack of interest and curiosity to explore this concept inclusively, (2) some higher education institution have not provide a specific subject in learning it, (3) the lack of student’s research in exploring some themes related to green accounting. This study implies accounting bachelor degree program to have several curriculum evolvements to improve it. Inclusive interpretations are crucial to describe the literacy of green accounting concept in higher education institutions including lecture’s literacy on it, meanwhile this study have focused on student’s literacy only. Received: 8 February 2021 / Accepted: 18 September 2021 / Published: 5 November 2021

Employing ICTs in Kindergartens in Remote Areas of Jordan: Teacher’s Perspectives on the Use, Importance and Challenges

<p>With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children learning making it crucial to understand the importance and challenges of using ICT in kindergartens from teacher’s perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 kindergarten female teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers’ perspective was average. Further, the study identified several challenges that appeared to hinder teachers’ use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICT and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.</p>

A standardized educational system for radiology programs worldwide: An opinion

The educational system in radiology programs worldwide is different. In the American system, they offer a certificate program (Cert) then an associate degree (AAS) in some colleges then a diploma (Dip) after that a bachelor’s degree (B.S.). A radiographer a.k.a radiologic technologist can continue to get a post-baccalaureate certificate or a master’s degree (M.S.) and rarely in America due to the shortage of Ph.D. programs a doctorate of philosophy in radiology. The British system in radiology programs is more advanced than the American system which offers a bachelor’s degree (B.Sc.) then a post graduate certificate (PGCert) or post graduate diploma (PGDip) or a master’s degree (M.Sc.) and eventually a Ph.D. There are other countries with different educational systems in radiology which can vary from the previous two examples. All of these system does not standardize a one educational system that can work for everyone. The aim of this paper is to propose an educational system that is easy and effective. First of all, standardize the name of all the radiology programs. Radiology is a good name which will prevent confusion with other fields. For example, radiation science can be confused with physics. Medical imaging is a broad name that include any imaging as a picture of human skin with pathology or a picture of a microscopic slide of a human specimen can be included in medical imaging. Radiologic technology or biomedical imaging is confused with IT and engineering. Radiology is a perfect name that no one will be confused with. When someone says biology no one will think it means mathematics. Second, no degrees below bachelor degree except high school−level a.k.a a secondary education. The admission requirement is general educational diploma or high school certificate. The bachelor degree in radiology must be a 4-year long program that teaches all of the modalities (i.e., X-ray, Fluoroscopy, Computed Tomography (CT), Magnetic Resonance Imaging (MRI), Nuclear Medicine (NM), Ultrasound (US), Doppler, Catheterization lab and Angiography, etc.). This will prevent the track system which makes issues in the work market by over saturating one track. Third, a master’s degree in radiology that offer a sub-specialty in one modality. Like a master’s degree in CT alone, ultrasound alone, radiation protection alone, or Picture Archiving and Communication system (PACs) alone. The master’s program can be 1 or 2 years. Fourth, the Ph.D. program should focus on one system of the human body or a category of imaging like: PhD in neuroimaging, gynecology and obstetrics ultrasound, forensic imaging, pediatric imaging, or cardiovascular imaging, etc. The PhD program is more subspecialized program in a very small area. The Ph.D. program can be from 3 to 5 years long. This is a very simple system and applicable which will allow more consistence in the radiology educational systems worldwide.

Boosting the sustainable development goals in a civil engineering bachelor degree program

Purpose The purpose of this paper is to analyze the potential for implementing Sustainable Development Goals (SDGs) into the civil engineering bachelor degree in the School of Civil Engineering at Universitat Politècnica de València (Spain). Design/methodology/approach All the 2019/2020 course syllabi were analyzed to diagnose at which extent each subject within the program curriculum contributes to achieving the different SDGs. Findings The results show a promising starting point as 75% of the courses address or have potential to address targets covering the 2030 Agenda. This paper also presents actions launched by the School of Civil Engineering to boost the SDGs into the civil engineering curriculum. Originality/value This paper presents a rigorous and systematic method that can be carried out in different bachelor degrees to find the subjects that have the potential to incorporate the SDGs into their program. This paper also presents actions launched by the Civil Engineering School to boost the SDGs into the civil engineering curriculum.