Exploratory Analysis of Entrepreneurship Education in the Jamshoro Public Universities: A Descriptive Study

The purpose of this study is to explore entrepreneurship education courses offered by public universities of the Jamshoro higher education institutions (HEIs). It examines the scope and the existing status of entrepreneurship in the Jamshoro public universities. Data were based on secondary data taken from official websites, prospectus, departmental reports and universities’ policy documents of the public universities of the Jamshoro Higher, included three public universities by examining their curricula and exploring the status of entrepreneurship of the selected sample from these universities. The results of this study indicated the public universities of the Jamshoro higher education city, just one core course on entrepreneurship was offered to some departments. Furthermore entrepreneurship programs were extremely rare. As a result, this research may encourage policymakers and universities to develop an effective and appropriate syllabus to fill the gap in existing curriculum of not only entrepreneurship but other courses as well.

Pandemia da covid-19 e os impactos nas atividades acadêmicas no brasil

A pandemia COVID-19 intensificou a diversidade de tecnologias de aprendizagem na educação superior, de maneira impositiva, desmistificou usos remotos, à fronteira da totalidade do ensino à distância a todos cursos superiores, em atendimento aos protocolos sanitários. Todavia, os eixos de aprendizagem (Ensino-Pesquisa-Extensão), tiveram que se adequar ao emprego das tecnologias educacionais. Sob essa abordagem, emergem questões, buscando examinar impactos que os docentes vivenciaram na pandemia para assegurar continuidade de tais eixos. Os dados contaram com 560, respostas válidas, de docentes da educação superior, distribuídos em todas regiões do Brasil. O estudo de abordagem quantitativa contou com o método da estatística não paramétrica, teste qui-quadrado, teste exato de Fischer e U de Mann Whitney. Resultados demonstraram que a adaptação e adoção de novas estratégias aos eixos de aprendizagem foram superadas pelos docentes sem identificações de impactos notórios que gerassem barreiras ou impeditivos. Entretanto, as relações familiares e sociais, assim como a saúde mental e física dos docentes, despertaram como impactos percebidos. Estudos foram sugeridos empregando expectativas diversas, sob contextos que analisem a exclusão digital e a saúde mental como interseccionalidade e enfoque de discussão em período pandêmico e pós-pandemia em países em desenvolvimento. The pandemic COVID-19 intensified the diversity of learning technologies in higher education, in an imposing way, demystified remote uses, to the border of the totality of distance learning to all higher education courses, in attendance to sanitary protocols. However, the learning axes (Teaching-Research-Extension) had to adapt to the use of educational technologies. Under this approach, questions emerge, seeking to examine the impacts that the teachers experienced in the pandemic to ensure the continuity of these axes. The data counted on 560 valid answers from teachers of higher education, distributed in all regions of Brazil. The quantitative approach study relied on the non-parametric statistical method, chi-square test, Fischer's exact test, and Mann Whitney's U test. Results showed that the adaptation and adoption of new strategies to the learning axes were overcome by the teachers without the identification of notorious impacts that would generate barriers or impediments. However, family and social relationships, as well as the mental and physical health of the faculty members aroused as perceived impacts. Studies were suggested employing diverse expectations under contexts that analyze digital exclusion and mental health as intersectionality and focus of discussion in pandemic and post-pandemic period in developing countries.

Digital Storytelling in Sports Narrations: Employing Audiovisual Tools in Sport Journalism Higher Education Course

The present generation of young people who nowadays attend higher education curricula are accustomed to receiving information and knowledge through audiovisual material. Creating a digital story can assist students to learn more on the subject they study as well as to help them overcome obstacles that hinder the presentation of their gained knowledge. The aim of this paper was to examine the use of audiovisual tools in the educational procedure of sport journalism higher education courses. Thirty-eight students in the School of Journalism at the Aristotle University of Thessaloniki were asked to present a team sport in a video form. Following the general instructions from the teachers they were able to use any kind of equipment and software they chose to create the audiovisual production. Upon the completion of the projects and based on an embedded mixed research design they were asked to answer a short questionnaire and afterwards to participate in two focus group discussions. The results revealed that the employment of technological tools to create, present, and furthermore express themselves was warmly accepted and the participants stated that it provided a vivid educational environment, which besides enhancing the process of teaching, contributed to the acquisition of skills and their right utilization.

Tomato Jos: launching a tomato paste brand in Nigeria

Learning outcomes The teaching objectives of the case are as follows: to develop an understanding of the scope and complexity of strategy and marketing; to examine what is meant by purpose, direction, objectives and consider how these might be set and used; to help students think and act in a strategic way; to give faculty the opportunity to illustrate the strategist’s and marketer’s toolbox, namely, tools and frameworks, such as Porters 5 Forces – The attractiveness of the industry, Porter’s Generic Marketing Strategies, strengths, weaknesses, opportunities, threats analysis, the 4P’s – with a focus on product and distribution. The case is intended for use in MBA and Executive education courses in strategy, marketing and leadership. The case offers relevant experiences and instructive lessons in formulating and implementing business strategies. The case highlights the importance of contextual leadership intelligence and competence in enabling entrepreneurial business activities. Case overview/synopsis Tomato Jos (Nigeria) is a large tomato processing business in Kaduna, Nigeria. Nigeria is the second-largest producer of tomatoes in Africa, with Egypt as the largest. The country ranks 14th overall as a world producer. In Africa, and specifically Nigeria, there is a strong push to support small-scale farmers as a source of employment creation, as well as meeting the needs of food security. The CEO, Mira Mehata, is an ex-pat graduate from the USA with strong Agri sector experience. The business has received extensive support from the Kaduna Government as the business has secondary objectives to assist small-scale farmers in the region. Farmers need consistent off takers and reasonable set prices to see a return on their investment and Tomato Jos plays that role of being the middle-man. This results in less wasted produce – the bane of farmers globally. The price for fresh tomatoes is about three times that of processed tomatoes IE in paste or sauce – so that is an added challenge for farmers to see the value in processed tomatoes. The business currently has a 2% Market Share in Nigeria with a target of 10% over the next five years. The business so far has invested three billion Naira and plans a further five billion Naira over the next few years. The business is seen as a high-profile success story with a supportive eco-system with a push from both the Nigerian Government and some major private sector players example Dangote. Complexity academic level The case is intended for use in MBA and Executive education courses in Strategy, Marketing and Leadership. Supplementary materials Teaching notes are available for educators only. Subject code CCS 11: Strategy.

Effects of Camera Placement on Undergraduates’ Peer Teaching Reflection

We investigated whether camera placement affects peer teachers’ focus of attention during reflection. Preservice music teachers ( N = 14) reflected on peer teaching videos that had been recorded simultaneously from a head-mounted camera and a tripod-mounted camera at the back of the classroom. Participants completed the teaching reflection cycle twice, providing their observation comments in response to open-ended prompts. Responses were coded, with a single sentence as the unit of analysis, and a three-way repeated measures analysis of variance (ANOVA) revealed a significant difference in comment frequencies according to comment type (student-focused or teacher-focused) but not according to camera placement or trial. Our results corroborate previous research indicating that undergraduate peer teachers focus more on themselves than on their peers, and suggest that placing the camera in a position that shows the students, rather than the teacher, does not seem to affect this tendency. We discuss the implications for peer teaching experiences in teacher education courses.

Construction and Empirical Study of Learner Portrait in Online General Education Course

The problems of high course selection rate, low completion rate, and insufficient pertinence of learning support services in online general education courses are the focus of current general education researchers. Based on 3P (presage, process, and product) learning theory, we put forward a “three-stage, four-level” framework for learners’ portrait process of online general education course, including three learning stages of “presage process product” and four levels of “portrait goal, data collection, label analysis, and portrait service.” Then, taking the learners of the online general education course of Zhejiang Shuren College as an example, we make a case analysis based on the portrait framework, evaluate the learning effect from different stages, and put forward targeted teaching strategies and measures. Research results show that the proposed framework can reflect the characteristics of online learning experience, online learning investment, and online learning results of high-risk learners and can provide data support for the design of online learning support services and optimizing learning effects.

Designing a Dual Licensure Path for Middle Childhood and Special Education Teacher Candidates

This chapter focused on identifying ways to merge education courses and field hours to create a new dual licensure pathway for Middle Childhood Education and Special Education. The purpose was to adapt two programs to unify the competencies, dispositions, and collaborative practices of each program into one program producing highly effective teacher candidates with a dual license in Middle Childhood Education and Special Education. Attention was given to the importance of educating more teacher candidates with the capacity to meet the needs of all learners with an emphasis on those with exceptionalities and disabilities. The key implications and advantages of the effectiveness of combining a Middle Childhood and Special Education teaching license were apparent in the response from district office personnel, teachers, teacher candidates, and university faculty.

Designing Curricular Games in Teacher Education

This chapter explores the use of game-based teaching in teacher education courses. It compares a version of a course taught in a traditional manner to the game-based version. It then traces the evolution of the author's use of game-based teaching and details ways the author overcame various obstacles in subsequent courses. In doing so, it discusses the affordances and constraints of learning management systems and concludes that small changes in learning management systems would greatly improve the ability to use them to create curricular games.