Entrepreneurship in higher education: The key role of self-efficacy-A cross sectional study

Entrepreneurship is the engine of a nation's economic, cultural, and social development. Since Higher Education Institutions play a crucial role, it is important to analyze the academy's entrepreneurial education effectiveness in promoting entrepreneurial intention amongst students. This study aims to analyze the effect of the education agenda of a Higher Education Institution on the students’ entrepreneurial intention, exploring the effect of self-efficacy as a mediator. A quantitative, cross-sectional, and non-experimental study was performed. A sample of 176 Portuguese higher education students fulfilled the “Entrepreneurial Motivations Survey,” which includes the HEInnovate Self-Assessment Scale, the Self-Efficacy Scale, and the Entrepreneurial Intention Scale. Data analysis was performed using Statistical Package for Social Sciences (SPSS), AMOS, and PROCESS software. Through structural equation models, it was created a mediation model to assess the impact of the University education agenda on the entrepreneurial intention of the students. All scales showed adequate validity and reliability. The Faculty was not perceived as an entrepreneurial academy by the students. The results did not show a direct effect of the entrepreneurial education agenda on the students’ entrepreneurial intention. The effects emerged through self-efficacy, which plays a mediating effect between entrepreneurial education agenda on the students’ entrepreneurial intention. The entrepreneurship agenda didn’t directly influence the entrepreneurial intention. It is mandatory to offer a rich agenda in order to improve the students’ entrepreneurial competencies, preparing them to strive in the competitive market, in which self-efficacy plays an important role.

Washington view: Federal stimulus packages: Act II

As education leaders are making plans for how to use American Rescue Plan funds, Maria Ferguson considers what lessons they might learn from the American Recovery and Reinvestment Act in 2009. Like the tranches of funding being provided to schools as COVID relief, the ARRA funds were meant to help schools grapple with a national crisis, in that case the Great Recession. To receive funds, states had to commit to certain reforms that aligned with President Barack Obama’s education agenda. However, the funds were not enough to enable state, district, and school leaders to accomplish the desired goals, and the political heat generated by the Common Core State Standards didn’t help. Today’s funds come with more flexibility than in the ARRA era, but, once again, money may not be enough to accomplish what’s needed.

Universidades e Internacionalização Da Educação Superior Para a Integração Regional: A Agenda Educacional Mercosul e As Mobilidades De Estudantes Brasileiros Para a Argentina l Universities And The Internationalization Of Higher Education Towards Regional Development: The Educational Agenda In Mercosur And The Student Mobility Between Brazil And Argentine

A universidade tem sido uma das instituições centrais no desenvolvimento das sociedades modernas, com os últimos 30 anos vendo o surgimento de dinâmicas de internacionalização da educação superior como um imperativo para o seu progresso. Exploramos a relação deste processo com o tema da integração regional, tomando como exemplo o MERCOSUL enquanto espaço geográfico e de decisão. Para tanto, focamos nos dados que contam a história da relação entre as universidades brasileiras e argentinas desde um ponto de vista dos processos de internacionalização, em que atentamos para a existência de dinâmicas de mobilidade informais que passam despercebidas pelas estratégias de políticas de cooperação acadêmica. Discutimos como essas experiências de estudantes brasileiros na Argentina podem auxiliar na construção de uma agenda educacional no MERCOSUL que leve em conta dois pontos principais: a fatura de um sistema de acreditação comum para cursos e o incremento de programas de mobilidade científica na região.Palavras-Chave: Internacionalização da Educação Superior; Integração Regional; MERCOSUL.ABSTRACTThe university has been one of the central institutions in the development of modern societies, with the last 30 years seeing the emergence of internationalization of higher education as an imperative for its progress. We explore the relation of such a process with the theme of regional cooperation, taking MERCOSUL as an example of a geographical space of decision-making. We focus on the data regarding the history between the Brazilian and Argentine universities from the point of view of its process of internationalization, where we pay attention to the existence of informal dynamics that do not get into consideration in the politics of regional cooperation. We discuss how the experience of Brazilian students in Argentine can support the construction of an education agenda in MERCOSUL that takes into account two key aspects: the architecture of a common system of accreditation and the manufacturing of programs of scientific mobility in the region.Keywords: Internationalization of Higher Education; Regional Cooperation; MERCOSUR. Recebido em: 04/02/2021 | Aceito em: 07/05/2021.

New Norms of Online Teaching and Learning: Covid-19 Semester Experience for Universiti Malaysia Terengganu Students

The COVID-19 pandemic has affected the national education agenda at all levels of education. New Teaching and Learning (T&L) online norms have been executed except for specific academic programs and subjects only since 18 March 2020 when the Movement Control Order (MCO) was administered and continued to this day. To guarantee students’ continuity of education without online T&L dropout, online face-to-face (Synchronous) or not face-to-face (Asynchronous) is now become the primary approach and method platform with many virtual education applications. Therefore, this research examined students’ readiness to follow online teaching and learning and analysed the impact of online T&L on the national education agenda. This study involved 133 students of Diploma in Fisheries, Universiti Malaysia Terengganu, for the first semester of 2020-21. Data were obtained through a questionnaire using Google Form and presented to students by sharing links to their WhatsApp group in the final week of study. The questionnaire was adapted from several instruments related to various aspects of online T&L during the COVID-19 pandemic. The outcomes revealed that most students were among Gen-Z with digital literacy background. Thus, it was assisting them having a high level of readiness to face online T&L. In terms of the availability of device infrastructure, internet access, e-Learning, and computers, most (80%) have mastered it. Only (20%) have low proficiency due to limited experience using computers and gadgets due to family constraints and their literacy levels. The research conclusion recommends a consecutive enhancement in curriculum structure flexibility, delivery, evaluation; internet accessibility and digital gap, and self-motivation of students entering the era of the self-regulated learner. Transformation demands the strategic cooperation of various parties in educational institutions, government agencies, the private sector, NGOs, and people’s leaders in the interest of the country’s advancing education relevant to the era of global technology-oriented education and digital infrastructure. Received: 4 March 2021 / Accepted: 6 May 2021 / Published: 8 July 2021

The problem accessibility of education in the context of global digitalization: lessons from Armenia

At the turn of the XXIst century, the world entered the Fourth Industrial Revolution, which defined the transition of the human community to a new Digital Era. Digitalization literally reshapes modern societies, their technological and economic structure of states and the international community, the way and nature of social communications, the transfer of information and knowledge. In 2000, UNESCO adopted the Universal Education Agenda for the period from 2015 to 2030, as set out in the Icheon Declaration and the Educa-tion-2030 Framework for Action. The article analyses the situation in the field of education in the Republic of Armenia, as well as indicators that characterize the availability of education and libraries for children in the period from 2015 to 2019.

Arab countries and the global education agenda 2030: Incomplete path

The 2030 global education agenda sets a progression path for all countries. About ten years before this deadline, this paper explores potential trajectories for Arab countries to achieve significant advances in education. The article examines major challenges related to access and quality of education. While most countries made major progress on quantitative dimensions of education (enrollment, years of schooling), important challenges remain such as limited learning outcomes, persistent illiteracy, inequalities and poor governance of education. This paper proposes new ways to rethink education in this region. The tension between credentials(prioritized by students, family and the state) and skills (needed by society and the job market)is one of the most relevant issue in reforming education in the region.

SIGNIFICANCE OF LIFE PRINCIPLES WITH REFERENCE TO RELIGIONS, CULTURE, THE PRACTICE OF FAITH AND VISION OF THE WORLD AS A WHOLE (WORLDVIEW): THE MOTIVE OF MUSLIM ACADEMICS IN BUILDING UP A CAREER IN MALAYSIA

The Islamic world and the significance of careers to Muslim expatriate academics have a correlation with the individual’s living beliefs to contribute to society and the religion itself. As a country that recognises Islam as the official religion, Malaysia has its own uniqueness when it places emphasis by offering study programmes based on the concept of Islam according to Quran and Sunnah. The element of reviving the concept of Islamic learning succeeded in attracting a community of Muslim expatriate academics to come and work in Malaysia. Therefore, this study is designed to identify the motives considered by Muslim expatriate groups when choosing a career destination in Malaysian Public Universities. A qualitative approach that utilises in-depth interviews was conducted on 30 Muslim expatriates working in four selected public universities in the country. By applying thematic analysis, the results of the study found that the three main motives that catalyses the arrival of Muslim expatriate academics to Malaysian Public Universities are 1) The principle of life based on Islam as a religion of faith; 2) The tendency of the family is in the life of the majority of the Muslim community and 3) Career in the context of the privilege of offering the concept of Islamic studies programmes in Malaysian Public Universities. The findings of this study are useful for formulating an internationalisation policy with a religious background as a principle of career development. The direction of this study can be extended to focus on university governance and policy based on Islamic higher education. The interconnectedness of the majority Malaysians who are Muslim justifies the country’s public universities to plan strategically and be competitive in ensuring Islamic studies as one of the components enshrined in the national higher education agenda.

Living and Learning in the Global Village

This paper begins with a discussion of some of the promises and pitfalls confronting education in the Information Age. After exploring the business motivation that drives the education agenda and examining what some futurists are calling the end of the job, we identify four principles or themes that could help transform education as we approach the millennium. We argue that critical literacy, connectivity, creating a civil society and critical multiculturalism can foster an educational system that could resolve economic, cultural and social inequities. The information highway offers unprecedented opportunities for educators to create collaborative learning environments that will stimulate critical thinking skills and academic excellence among all students.

Language Subjects: Placing Derrida’s Monolingualism in Global Education

Derrida’s autobiographical and philosophical text Monolingualism of the Other; or, the Prosthesis of Origin is a partial recounting of his own childhood and upbringing in Algeria at a time when it was a colony of France. It is on one level a reflection on matters related to colonialism, and especially on the effects of the imposition of colonial language upon schooling and wider practices of education and coming into the world. Yet Derrida’s text also opens onto structural questions about estrangement, unsettledness and Unheimlichkeit such as they pertain to and characterise life in language more generally. This paper puts Derrida’s Monolingualism of the Other into relation with contemporary discussions of multilingualism and language learning in the context of the global education agenda. The result, as we shall see, is the destabilising of assumptions that underpin multilingualism and the global education agenda and foreclose their democratic and ethical aims. At the same time, as we shall also see, Derrida’s text opens ways in which the education of language subjects can be reconstructed in relation to a new conception of ethics and the humanities.

The 'go digital' Bristol experience

This article describes the move to digital teaching and learning for the language team in the School of Modern Languages (SML) at the University of Bristol as a consequence of COVID-19 in March 2020. Topics discussed here include the educational guidelines the university put in place; how these were followed and implemented by colleagues in Modern Languages; the new digital teaching and assessment practices; how decisions were reached across languages; technologies that people used and the support available; challenges in delivering teaching; and, lastly, the opportunities created for staff and students. In describing our practice during the pandemic, I will also offer my personal take and observations as the person responsible for digital education in the Arts Faculty who assisted the language team in this transition. I will reflect on how this pandemic has accelerated our digital education agenda and how having a background in language teaching has helped and informed some of the – sometimes difficult – conversations I had with my language colleagues during these fast-moving and uncertain times. The article will end with a brief description of some of our remaining challenges and lessons learnt while the university has announced that next academic year will be delivered largely digitally. The work done so far will inform our planning.