Pub Date : 2023-02-15DOI: 10.1177/09504222231155764
Philipp Bäumle, K. Bizer
Notwithstanding a recent upsurge in interest in knowledge intermediaries and their roles in innovation support systems, we know little about the interplay between the activities of academia-driven intermediaries and their publicly financed counterparts. Building on a combination of principles derived from the resource-based theory and entrepreneurial ecosystems literature, this paper investigates the potentials of cooperation between different knowledge intermediaries. Therefore, the authors analyze the alignment of financial, knowledge, market and network resources in politically funded regional alliances between university-internal and university-external intermediaries by means of a qualitative approach. They find that, while knowledge intermediaries can benefit from access to additional ecosystem-specific resources, the urge to improve their own position within the ecosystem hampers the will to cooperate and can lead to non-performing resource alignments. The paper contributes to current scholarly discussions by suggesting and testing a theoretical foundation for analyzing the cooperative behavior of knowledge intermediaries in innovation support systems.
{"title":"A resource-based analysis of strategic alliances between knowledge intermediaries in regional innovation support systems","authors":"Philipp Bäumle, K. Bizer","doi":"10.1177/09504222231155764","DOIUrl":"https://doi.org/10.1177/09504222231155764","url":null,"abstract":"Notwithstanding a recent upsurge in interest in knowledge intermediaries and their roles in innovation support systems, we know little about the interplay between the activities of academia-driven intermediaries and their publicly financed counterparts. Building on a combination of principles derived from the resource-based theory and entrepreneurial ecosystems literature, this paper investigates the potentials of cooperation between different knowledge intermediaries. Therefore, the authors analyze the alignment of financial, knowledge, market and network resources in politically funded regional alliances between university-internal and university-external intermediaries by means of a qualitative approach. They find that, while knowledge intermediaries can benefit from access to additional ecosystem-specific resources, the urge to improve their own position within the ecosystem hampers the will to cooperate and can lead to non-performing resource alignments. The paper contributes to current scholarly discussions by suggesting and testing a theoretical foundation for analyzing the cooperative behavior of knowledge intermediaries in innovation support systems.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"25 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80197211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1177/09504222221149850
N. Hoque, M. Uddin, Afzal Ahmad, Abdullahil Mamun, M. Uddin, R. Chowdhury, Abu Hanifa Md Noman Alam
Established and well-known employers in Bangladesh often complain that suitable candidates are not available for employment in their organizations, despite the millions of unemployed graduates in the country. This bears clear witness that graduates in Bangladesh are mostly unable to fulfill the needs and expectations of established and well-known employers. Employing a qualitative research approach, this article explores the desired employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh. The study identified the desired skills and traits as ‘communication’ ‘teamwork and collaboration’, ‘problem solving’, ‘computer literacy and technical skill’, ‘honesty and integrity’, ‘hardworking and willingness to take on extra work’, ‘achievement orientation’, ‘adaptability’, ‘time management’, ‘leadership’, ‘personality’ and ‘academic results and knowledge’. The study also revealed that graduates mostly lack the necessary skills as envisaged by Bangladeshi employers. As employers have outright authority in the selection of graduates, it is suggested that universities work together with industries to develop the skills and traits they demand. This is the first study, to the authors’ knowledge, to explore employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh.
{"title":"The desired employability skills and work readiness of graduates: Evidence from the perspective of established and well-known employers of an emerging economy","authors":"N. Hoque, M. Uddin, Afzal Ahmad, Abdullahil Mamun, M. Uddin, R. Chowdhury, Abu Hanifa Md Noman Alam","doi":"10.1177/09504222221149850","DOIUrl":"https://doi.org/10.1177/09504222221149850","url":null,"abstract":"Established and well-known employers in Bangladesh often complain that suitable candidates are not available for employment in their organizations, despite the millions of unemployed graduates in the country. This bears clear witness that graduates in Bangladesh are mostly unable to fulfill the needs and expectations of established and well-known employers. Employing a qualitative research approach, this article explores the desired employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh. The study identified the desired skills and traits as ‘communication’ ‘teamwork and collaboration’, ‘problem solving’, ‘computer literacy and technical skill’, ‘honesty and integrity’, ‘hardworking and willingness to take on extra work’, ‘achievement orientation’, ‘adaptability’, ‘time management’, ‘leadership’, ‘personality’ and ‘academic results and knowledge’. The study also revealed that graduates mostly lack the necessary skills as envisaged by Bangladeshi employers. As employers have outright authority in the selection of graduates, it is suggested that universities work together with industries to develop the skills and traits they demand. This is the first study, to the authors’ knowledge, to explore employability skills and graduates’ work readiness from the perspective of established and well-known employers in Bangladesh.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"263 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91048383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-06DOI: 10.1177/09504222221150882
Jingnan Lin, Shukun Chen
The current entrepreneurial pedagogy focuses on enhancing students’ ability in discovering opportunities based on an understanding of users’ needs. This study challenges this dominant pedagogy by proposing a method to help students generate innovative ideas and create entrepreneurial opportunities by transforming the existing product’s meanings, or through a meanings design process, instead of only trying to understand users’ needs. The paper draws on social semiotic theories and theoretically proposes that, by transforming three product meanings (i.e., presentational, orientational and organizational), students are able to design a novel product and thus identify an entrepreneurial opportunity. A brief case study along with some students’ design projects are provided to illustrate how to use this method in teaching. This study is intended to provide entrepreneurship educators with a fresh tool to nurture students’ ability in identifying innovative opportunities and to immerse them in a more creative learning process while shaping their entrepreneurial mindset.
{"title":"From designing for needs to meaning: Towards a social semiotic model of innovation in entrepreneurship education","authors":"Jingnan Lin, Shukun Chen","doi":"10.1177/09504222221150882","DOIUrl":"https://doi.org/10.1177/09504222221150882","url":null,"abstract":"The current entrepreneurial pedagogy focuses on enhancing students’ ability in discovering opportunities based on an understanding of users’ needs. This study challenges this dominant pedagogy by proposing a method to help students generate innovative ideas and create entrepreneurial opportunities by transforming the existing product’s meanings, or through a meanings design process, instead of only trying to understand users’ needs. The paper draws on social semiotic theories and theoretically proposes that, by transforming three product meanings (i.e., presentational, orientational and organizational), students are able to design a novel product and thus identify an entrepreneurial opportunity. A brief case study along with some students’ design projects are provided to illustrate how to use this method in teaching. This study is intended to provide entrepreneurship educators with a fresh tool to nurture students’ ability in identifying innovative opportunities and to immerse them in a more creative learning process while shaping their entrepreneurial mindset.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"31 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89654116","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/09504222231153782
S. Elkosantini, S. Hajri-Gabouj, Rami BH Kacem, S. Darmoul, Achraf Ammar, Abdelmajid Elouadi, Z. Ghrairi, N. Moalla, M. L. Bentaha, J. Sarraipa
To improve the competitiveness of industry in Tunisia and Morocco, local authorities have adopted strategies to support industrial companies in modernizing their value-adding infrastructures. A sustained effort has been dedicated to encouraging industrial organizations to embrace the Industry 4.0 paradigm and technologies. Despite these continued efforts, engaging with Industry 4.0 is still difficult in countries like Tunisia and Morocco, particularly because industrial organizations struggle to find fresh graduates on the job market who are both skilled and qualified in Industry 4.0 operations. The contribution of this article is to initiate a process to better understand and assess the gap between industrial needs and academic offer with respect to Industry 4.0 skills and qualifications, considering the specificities of Tunisia and Morocco. We particularly focus on analyzing to what extent existing curricula in engineering education institutions satisfy or miss industrial needs and requirements in three core industrial business processes: maintenance, production, and quality (MPQ4.0). Therefore, a survey was conducted, from which a set of MPQ4.0 targeted skills and competencies were extracted and synthesized. Based on these skills and competencies, sample engineering education curricula are analyzed, gaps are identified, and recommendations for improvement are offered.
{"title":"Industrial needs v. Engineering education curricula related to maintenance, production and quality in industry 4.0: A gap analysis case study in Tunisia and Morocco","authors":"S. Elkosantini, S. Hajri-Gabouj, Rami BH Kacem, S. Darmoul, Achraf Ammar, Abdelmajid Elouadi, Z. Ghrairi, N. Moalla, M. L. Bentaha, J. Sarraipa","doi":"10.1177/09504222231153782","DOIUrl":"https://doi.org/10.1177/09504222231153782","url":null,"abstract":"To improve the competitiveness of industry in Tunisia and Morocco, local authorities have adopted strategies to support industrial companies in modernizing their value-adding infrastructures. A sustained effort has been dedicated to encouraging industrial organizations to embrace the Industry 4.0 paradigm and technologies. Despite these continued efforts, engaging with Industry 4.0 is still difficult in countries like Tunisia and Morocco, particularly because industrial organizations struggle to find fresh graduates on the job market who are both skilled and qualified in Industry 4.0 operations. The contribution of this article is to initiate a process to better understand and assess the gap between industrial needs and academic offer with respect to Industry 4.0 skills and qualifications, considering the specificities of Tunisia and Morocco. We particularly focus on analyzing to what extent existing curricula in engineering education institutions satisfy or miss industrial needs and requirements in three core industrial business processes: maintenance, production, and quality (MPQ4.0). Therefore, a survey was conducted, from which a set of MPQ4.0 targeted skills and competencies were extracted and synthesized. Based on these skills and competencies, sample engineering education curricula are analyzed, gaps are identified, and recommendations for improvement are offered.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"41 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74741596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/09504222221151122
H. Etzkowitz, J. Dzisah, E. Albats, Yuzhuo Cai, Rabii Outamha
Inherent Simmelian foundations anchor the theoretical base of the Triple Helix model. The Triple Helix model polishes the theoretical lens of Georg Simmel, revealing the empirical basis of intermediating ties in entrepreneurship and innovation. This Viewpoint article takes the path-breaking weak and strong ties approach of Mark Granovetter a step beyond the search for existing jobs into the realm of entrepreneurship and innovation: the task of creating new jobs. Building on Granovetter’s counter-intuitive social ties model, the perspicacity of intermediate ties is that they constitute an often invisible category of collegial and friendship ties that may be induced or repressed in varying organizational formats. Such ties are key building blocks, supplying missing dimensions of talent and mediation in entrepreneurial start-ups, often making the difference between success and failure.
{"title":"Entrepreneurship and innovation in the Triple Helix: The perspicacity of intermediate ties","authors":"H. Etzkowitz, J. Dzisah, E. Albats, Yuzhuo Cai, Rabii Outamha","doi":"10.1177/09504222221151122","DOIUrl":"https://doi.org/10.1177/09504222221151122","url":null,"abstract":"Inherent Simmelian foundations anchor the theoretical base of the Triple Helix model. The Triple Helix model polishes the theoretical lens of Georg Simmel, revealing the empirical basis of intermediating ties in entrepreneurship and innovation. This Viewpoint article takes the path-breaking weak and strong ties approach of Mark Granovetter a step beyond the search for existing jobs into the realm of entrepreneurship and innovation: the task of creating new jobs. Building on Granovetter’s counter-intuitive social ties model, the perspicacity of intermediate ties is that they constitute an often invisible category of collegial and friendship ties that may be induced or repressed in varying organizational formats. Such ties are key building blocks, supplying missing dimensions of talent and mediation in entrepreneurial start-ups, often making the difference between success and failure.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"19 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78036863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-03DOI: 10.1177/09504222231153090
N. P M, Lishin Moothery Joshy
Channelized job search powered by perceived employability could help graduates to successfully launch a sustainable career and navigate the job market effectively. The paper develops novel ways to improve the job search process by detailing the interlinking mechanism between perceived employability and active job search. The authors also enquired about the intervening role played by preparatory job search and job search learning goal orientation. For this purpose, cross-sectional data of 317 management graduates in India were collected and Structural Equation Modelling (SEM) was conducted on the data using IBM Amos. The study found that enhanced perceived employability had a major impact on active job search behaviour. It was also found that it is through job search learning goal orientation and preparatory job search behaviour that perceived employability is associated with an active job search. The study has theoretical and practical implications. Theoretically, it links the theory of planned job search behaviour to employability research. Practically, it provides guidelines for universities and career counsellors on how to help students with their job searching. This is one of the first studies to look into the sequential mechanism through which employability perceptions impact active job searching.
{"title":"Proposing a systematic framework for channelized job search: The role of goal orientation","authors":"N. P M, Lishin Moothery Joshy","doi":"10.1177/09504222231153090","DOIUrl":"https://doi.org/10.1177/09504222231153090","url":null,"abstract":"Channelized job search powered by perceived employability could help graduates to successfully launch a sustainable career and navigate the job market effectively. The paper develops novel ways to improve the job search process by detailing the interlinking mechanism between perceived employability and active job search. The authors also enquired about the intervening role played by preparatory job search and job search learning goal orientation. For this purpose, cross-sectional data of 317 management graduates in India were collected and Structural Equation Modelling (SEM) was conducted on the data using IBM Amos. The study found that enhanced perceived employability had a major impact on active job search behaviour. It was also found that it is through job search learning goal orientation and preparatory job search behaviour that perceived employability is associated with an active job search. The study has theoretical and practical implications. Theoretically, it links the theory of planned job search behaviour to employability research. Practically, it provides guidelines for universities and career counsellors on how to help students with their job searching. This is one of the first studies to look into the sequential mechanism through which employability perceptions impact active job searching.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"115 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79358960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1177/09504222221150766
Yunxin Luo
The literature on international student mobility (ISM) has recently proliferated across diverse fields, reflecting its multifaceted connections with higher education institutions, business, and industry. This paper reviews existing research to examine what is known on ISM in higher education to determine future directions. The paper provides an in-depth, systematic review of articles published over the past decade to obtain an overview of ISM’s antecedents, decisions, and outcomes. The theories, contexts, and methods employed in the paper to gain this understanding are also explained. Knowledge gaps are highlighted regarding international students’ diverse participation and their impacts on host countries. Finally, research directions are proposed to reveal ISM’s role and potential at the nexus of higher education and industry. This paper adds to existing research by adding insights into student mobility in higher education.
{"title":"International student mobility and its broad impact on destination countries: A review and agenda for future research","authors":"Yunxin Luo","doi":"10.1177/09504222221150766","DOIUrl":"https://doi.org/10.1177/09504222221150766","url":null,"abstract":"The literature on international student mobility (ISM) has recently proliferated across diverse fields, reflecting its multifaceted connections with higher education institutions, business, and industry. This paper reviews existing research to examine what is known on ISM in higher education to determine future directions. The paper provides an in-depth, systematic review of articles published over the past decade to obtain an overview of ISM’s antecedents, decisions, and outcomes. The theories, contexts, and methods employed in the paper to gain this understanding are also explained. Knowledge gaps are highlighted regarding international students’ diverse participation and their impacts on host countries. Finally, research directions are proposed to reveal ISM’s role and potential at the nexus of higher education and industry. This paper adds to existing research by adding insights into student mobility in higher education.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"180 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83762699","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-02DOI: 10.1177/09504222221151138
Amrita Sharma
Employability is a construct that includes soft and hard skills to prepare a person to gain employment, progress in it and sustain a career. The employability discourse, in the context of linking education with skills development, has gained increased attention globally. However, engagement with this agenda differs across countries, as it depends on the social, political and economic contexts. Hence it is essential to examine the different aspects of employability, its historical development and strategic interventions to improve it. With this in mind, existing models, policies, frameworks, interventions, reforms and practices in selected countries were analyzed. This analysis was then interwoven with Social Cognitive Career Theory to present a model of employability in Nepal. The model links the family, academic institutions and industries/employers, which are dedicated directly or indirectly to enhancing employability among people. Collaboration and coordination among academic institutions and industries yield various benefits to people entering the job market; importantly, these benefits help students who rarely have opportunities to develop their employability skills in their family environment.
{"title":"Consolidation of employability in Nepal: A reflective look","authors":"Amrita Sharma","doi":"10.1177/09504222221151138","DOIUrl":"https://doi.org/10.1177/09504222221151138","url":null,"abstract":"Employability is a construct that includes soft and hard skills to prepare a person to gain employment, progress in it and sustain a career. The employability discourse, in the context of linking education with skills development, has gained increased attention globally. However, engagement with this agenda differs across countries, as it depends on the social, political and economic contexts. Hence it is essential to examine the different aspects of employability, its historical development and strategic interventions to improve it. With this in mind, existing models, policies, frameworks, interventions, reforms and practices in selected countries were analyzed. This analysis was then interwoven with Social Cognitive Career Theory to present a model of employability in Nepal. The model links the family, academic institutions and industries/employers, which are dedicated directly or indirectly to enhancing employability among people. Collaboration and coordination among academic institutions and industries yield various benefits to people entering the job market; importantly, these benefits help students who rarely have opportunities to develop their employability skills in their family environment.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"50 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73994604","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-01DOI: 10.1177/09504222221138744
Margaret Tynan
This paper adopts a cross-disciplinary approach to opportunity recognition competence development. Prior research suggests that opportunity recognition is a relatively neglected area in enterprise and entrepreneurship education. Increasingly, there are calls to look to the creative disciplines for pedagogies that could enhance the creativity required to engage with entrepreneurship. Due to the creative nature of opportunity recognition, this research explores the potential for design education pedagogies to enhance opportunity recognition competence. Informed by the lived experience of design educators, the findings highlight that design education enables many of the attributes, behaviours and skills associated with opportunity recognition. The resultant opportunity recognition education framework suggests that, with the aid of four key enablers, opportunity recognition competence can be developed, moving students from dependence to independence over time.
{"title":"The creative catalyst: Developing student competency in opportunity recognition","authors":"Margaret Tynan","doi":"10.1177/09504222221138744","DOIUrl":"https://doi.org/10.1177/09504222221138744","url":null,"abstract":"This paper adopts a cross-disciplinary approach to opportunity recognition competence development. Prior research suggests that opportunity recognition is a relatively neglected area in enterprise and entrepreneurship education. Increasingly, there are calls to look to the creative disciplines for pedagogies that could enhance the creativity required to engage with entrepreneurship. Due to the creative nature of opportunity recognition, this research explores the potential for design education pedagogies to enhance opportunity recognition competence. Informed by the lived experience of design educators, the findings highlight that design education enables many of the attributes, behaviours and skills associated with opportunity recognition. The resultant opportunity recognition education framework suggests that, with the aid of four key enablers, opportunity recognition competence can be developed, moving students from dependence to independence over time.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"52 42 1","pages":"496 - 511"},"PeriodicalIF":1.7,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80408746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-19DOI: 10.1177/09504222221151146
Emily O’Flynn, S. Stephens, Isobel Cunningham, A. Burke, Christopher McLaughlin
This paper explores the use and impact of experiential learning initiatives in an entrepreneurial university. Data are taken from two sources: interviews with eight academic managers and six focus groups with learners. A mix of narrative structuring and thematic analysis is used to explore the design, delivery and assessment of experiential learning. The authors apply Kolb’s Experiential Learning Theory as their theoretical lens. Experiential learning evokes a mixed reaction from academic managers and students. The paper identifies three key themes (design, delivery and outcomes) which help to capture the complex mix of direct and indirect effects that experiential learning initiatives can have at both individual and institutional levels. The authors conclude that embedding experiential learning is a valuable part of the development of an entrepreneurial university.
{"title":"Experiential learning and the entrepreneurial university: An Irish case study","authors":"Emily O’Flynn, S. Stephens, Isobel Cunningham, A. Burke, Christopher McLaughlin","doi":"10.1177/09504222221151146","DOIUrl":"https://doi.org/10.1177/09504222221151146","url":null,"abstract":"This paper explores the use and impact of experiential learning initiatives in an entrepreneurial university. Data are taken from two sources: interviews with eight academic managers and six focus groups with learners. A mix of narrative structuring and thematic analysis is used to explore the design, delivery and assessment of experiential learning. The authors apply Kolb’s Experiential Learning Theory as their theoretical lens. Experiential learning evokes a mixed reaction from academic managers and students. The paper identifies three key themes (design, delivery and outcomes) which help to capture the complex mix of direct and indirect effects that experiential learning initiatives can have at both individual and institutional levels. The authors conclude that embedding experiential learning is a valuable part of the development of an entrepreneurial university.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"8 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88219245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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