Pub Date : 2022-12-21DOI: 10.1177/09504222221146426
Hajer Chaker, Hatem Dellagi
This paper analyzes the effects of the combination of two teaching methods on entrepreneurial intention in Tunisia. The developed model suggests that entrepreneurial intention depends on eight cognitive and non-cognitive variables; namely, financial literacy and entrepreneurial knowledge developed through a theoretically-oriented course, and teaching methods, creativity, managing ambiguity, entrepreneurial mindset, entrepreneurial attitude and core self-evaluation developed through a practically-oriented course. The authors use structural equation modeling to test the proposed model, based on a sample of 92 undergraduate management students in the Faculty of Economics and Management of Tunis, Tunisia. The results demonstrate that creativity is a good predictor of students’ entrepreneurial intention. Creativity can be developed by entrepreneurial teachers who enhance students’ ambiguity management and improve their core self-evaluation. The results also show that financial literacy positively influences entrepreneurial knowledge and managing ambiguity. Entrepreneurial knowledge positively influences entrepreneurial mindset and core self-evaluation. The management students’ entrepreneurial mindset positively influences their entrepreneurial attitude, which develops their core self-evaluation. Because the respondents were all studying at the same faculty, the results may lack generalizability. Therefore, researchers are encouraged to broaden the field of investigation and to include in their studies students from other institutions.
{"title":"Combining teaching methods and developing students’ entrepreneurial skills and entrepreneurial intention: The case of students in the Faculty of Economics and Management of Tunis","authors":"Hajer Chaker, Hatem Dellagi","doi":"10.1177/09504222221146426","DOIUrl":"https://doi.org/10.1177/09504222221146426","url":null,"abstract":"This paper analyzes the effects of the combination of two teaching methods on entrepreneurial intention in Tunisia. The developed model suggests that entrepreneurial intention depends on eight cognitive and non-cognitive variables; namely, financial literacy and entrepreneurial knowledge developed through a theoretically-oriented course, and teaching methods, creativity, managing ambiguity, entrepreneurial mindset, entrepreneurial attitude and core self-evaluation developed through a practically-oriented course. The authors use structural equation modeling to test the proposed model, based on a sample of 92 undergraduate management students in the Faculty of Economics and Management of Tunis, Tunisia. The results demonstrate that creativity is a good predictor of students’ entrepreneurial intention. Creativity can be developed by entrepreneurial teachers who enhance students’ ambiguity management and improve their core self-evaluation. The results also show that financial literacy positively influences entrepreneurial knowledge and managing ambiguity. Entrepreneurial knowledge positively influences entrepreneurial mindset and core self-evaluation. The management students’ entrepreneurial mindset positively influences their entrepreneurial attitude, which develops their core self-evaluation. Because the respondents were all studying at the same faculty, the results may lack generalizability. Therefore, researchers are encouraged to broaden the field of investigation and to include in their studies students from other institutions.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"112 1","pages":"551 - 573"},"PeriodicalIF":1.7,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79640577","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 : 2022-12-20DOI: 10.1177/09504222221147129
Mary T Grant, C. Hanlon, Janet A. Young
Managers in the sport management industry sector expect graduates from undergraduate sport management programs to have extensive practical experience and to demonstrate employability. This Australian-based study explored how practical experience can align undergraduate sport management industry sector learning with associated graduate employment. Specifically, the study identified awareness factors essential in the preparation of sport management (SM) undergraduates for undertaking practical experiences and developing employability. A job advertisement audit of 200 graduate-entry SM positions stipulating practical experiences and a tertiary qualification were analysed. The findings revealed six industry awareness and four self-awareness factors – each is associated with SM industry sector employment and requisites for developing employability. Collectively, these factors formed a Pre-Condition Phase developed as a preparatory phase to the established Experiential Learning Cycle (Kolb, 1984). Practically, 22 recommendations have evolved and are proposed to guide the SM industry and higher education sectors to collaboratively develop undergraduate employability through industry exploration, self-awareness and practical experience.
{"title":"An employable graduate: Essential awareness factors to the preparation of sport management practical experiences","authors":"Mary T Grant, C. Hanlon, Janet A. Young","doi":"10.1177/09504222221147129","DOIUrl":"https://doi.org/10.1177/09504222221147129","url":null,"abstract":"Managers in the sport management industry sector expect graduates from undergraduate sport management programs to have extensive practical experience and to demonstrate employability. This Australian-based study explored how practical experience can align undergraduate sport management industry sector learning with associated graduate employment. Specifically, the study identified awareness factors essential in the preparation of sport management (SM) undergraduates for undertaking practical experiences and developing employability. A job advertisement audit of 200 graduate-entry SM positions stipulating practical experiences and a tertiary qualification were analysed. The findings revealed six industry awareness and four self-awareness factors – each is associated with SM industry sector employment and requisites for developing employability. Collectively, these factors formed a Pre-Condition Phase developed as a preparatory phase to the established Experiential Learning Cycle (Kolb, 1984). Practically, 22 recommendations have evolved and are proposed to guide the SM industry and higher education sectors to collaboratively develop undergraduate employability through industry exploration, self-awareness and practical experience.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"21 1","pages":"574 - 586"},"PeriodicalIF":1.7,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75035365","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 : 2022-12-16DOI: 10.1177/09504222221145434
M. Dal Molin, Deepa Scarrà, A. Piccaluga, Veronica Valsecchi
Big Science is a fertile learning environment for the transfer of knowledge and technology to suppliers since it boosts economic performance, innovation and reputation. However, despite the growing importance of this topic in the literature, empirical evidence is still limited. This paper investigates technology transfer from Big Science through procurement relationships related to the need to develop front-end technologies for Big Science research infrastructures. The results show that the benefits generated for companies include intangible dimensions, such as the acquisition of technical knowledge and improved reputation. In addition, this procurement relationship leads to organizational changes such as the introduction of new specific organizational units and improved investment in R&D. In turn companies are able enter new markets thanks to the newly acquired competencies.
{"title":"Technology transfer from procurement relationships in big science contexts","authors":"M. Dal Molin, Deepa Scarrà, A. Piccaluga, Veronica Valsecchi","doi":"10.1177/09504222221145434","DOIUrl":"https://doi.org/10.1177/09504222221145434","url":null,"abstract":"Big Science is a fertile learning environment for the transfer of knowledge and technology to suppliers since it boosts economic performance, innovation and reputation. However, despite the growing importance of this topic in the literature, empirical evidence is still limited. This paper investigates technology transfer from Big Science through procurement relationships related to the need to develop front-end technologies for Big Science research infrastructures. The results show that the benefits generated for companies include intangible dimensions, such as the acquisition of technical knowledge and improved reputation. In addition, this procurement relationship leads to organizational changes such as the introduction of new specific organizational units and improved investment in R&D. In turn companies are able enter new markets thanks to the newly acquired competencies.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"1 1","pages":"537 - 550"},"PeriodicalIF":1.7,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77911687","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 : 2022-12-01DOI: 10.1177/09504222211070950
J. Fertig, Bonnie S. O’Neill, Pamela M. Wells, Carelle B. Bassil
This paper draws attention to a behavior-based assessment instrument that is frequently utilized in industry settings but less utilized in the academic classroom. The authors argue that this instrument, the dominance, influence, steadiness, and compliance (DISC) profile, can be useful in training and developing soft skills desired by employers. They also examine the effects of gender and work experience on the various DISC patterns to better understand how this instrument may be useful for coaching and mentoring in those academic and organizational contexts. In this study, DISC pattern data were gathered from 1547 undergraduate and graduate students across multiple universities in the USA. A multivariate analysis of variance was performed on the data and the results show males scoring higher on Dominance and females scoring higher on Steadiness, as predicted. Females scored higher on Compliance, contrary to predictions. Graduate students scored higher on Dominance and undergraduates scored higher in Steadiness, as hypothesized. Undergraduates also scored higher on Influence than did graduate students. Such differences in DISC profiles suggest that, as a behavior-based instrument, DISC may be helpful for students in understanding their behavioral tendencies as well as identifying workplace behaviors needed to bridge the gap between the soft skills employers want and the competencies students possess.
{"title":"Who they are versus what they want: How dominance, influence, steadiness, and compliance profiles can aid in developing employability","authors":"J. Fertig, Bonnie S. O’Neill, Pamela M. Wells, Carelle B. Bassil","doi":"10.1177/09504222211070950","DOIUrl":"https://doi.org/10.1177/09504222211070950","url":null,"abstract":"This paper draws attention to a behavior-based assessment instrument that is frequently utilized in industry settings but less utilized in the academic classroom. The authors argue that this instrument, the dominance, influence, steadiness, and compliance (DISC) profile, can be useful in training and developing soft skills desired by employers. They also examine the effects of gender and work experience on the various DISC patterns to better understand how this instrument may be useful for coaching and mentoring in those academic and organizational contexts. In this study, DISC pattern data were gathered from 1547 undergraduate and graduate students across multiple universities in the USA. A multivariate analysis of variance was performed on the data and the results show males scoring higher on Dominance and females scoring higher on Steadiness, as predicted. Females scored higher on Compliance, contrary to predictions. Graduate students scored higher on Dominance and undergraduates scored higher in Steadiness, as hypothesized. Undergraduates also scored higher on Influence than did graduate students. Such differences in DISC profiles suggest that, as a behavior-based instrument, DISC may be helpful for students in understanding their behavioral tendencies as well as identifying workplace behaviors needed to bridge the gap between the soft skills employers want and the competencies students possess.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"3 1","pages":"795 - 806"},"PeriodicalIF":1.7,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88495841","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 : 2022-11-19DOI: 10.1177/09504222221138742
Sarah Arnold
This article focuses on media students and graduates’ subjective understanding and expression of skills acquired while undertaking an undergraduate media studies degree programme. It reports on a single undergraduate media studies programme in Ireland and draws from two questionnaires: a 2019 questionnaire of graduates who reflected on the skills developed during their education as well as their employability; and, following a subsequent skills development intervention in the media programme, a 2021 questionnaire of final-year students who undertook a newly introduced module focusing on media and non-media work, skills development and employment in Ireland. This latter questionnaire had the dual purpose of assessing whether students had benefited from this new module and, more generally, of understanding students’ perceptions of their skills and employability. This study was concerned to ascertain whether the provision of a new module that reflected on skills development through a media programme aided students’ understanding of how their knowledge and skills related to employability. Ultimately, the study found that the module was successful in developing students’ understanding of the alignment between transversal skills and employment. However, despite the intervention, students still perceived employability as related mainly to practical skills and supplemental career development activities.
{"title":"Skills narratives amongst media degree graduates and students: Discourses of hard and soft skills in education-to-work journeys","authors":"Sarah Arnold","doi":"10.1177/09504222221138742","DOIUrl":"https://doi.org/10.1177/09504222221138742","url":null,"abstract":"This article focuses on media students and graduates’ subjective understanding and expression of skills acquired while undertaking an undergraduate media studies degree programme. It reports on a single undergraduate media studies programme in Ireland and draws from two questionnaires: a 2019 questionnaire of graduates who reflected on the skills developed during their education as well as their employability; and, following a subsequent skills development intervention in the media programme, a 2021 questionnaire of final-year students who undertook a newly introduced module focusing on media and non-media work, skills development and employment in Ireland. This latter questionnaire had the dual purpose of assessing whether students had benefited from this new module and, more generally, of understanding students’ perceptions of their skills and employability. This study was concerned to ascertain whether the provision of a new module that reflected on skills development through a media programme aided students’ understanding of how their knowledge and skills related to employability. Ultimately, the study found that the module was successful in developing students’ understanding of the alignment between transversal skills and employment. However, despite the intervention, students still perceived employability as related mainly to practical skills and supplemental career development activities.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"118 1","pages":"485 - 495"},"PeriodicalIF":1.7,"publicationDate":"2022-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87753925","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 : 2022-11-18DOI: 10.1177/09504222221140077
Saskia Grooters, Emma Zaal, M. Gerkema
The need for employees in the exact and natural sciences sector with both work experience and academic qualifications, especially combined with an entrepreneurial mindset, is rising. The University of Groningen offers an alternative Master’s program entitled Science, Business and Policy (SBP). SBP combines entrepreneurship education with the integration of a disciplinary science domain and thereby prepares students in science advising. This includes a work placement of 6 months, provided by companies, policy organisations and NGOs. To examine the impact of work placements from the perspective of the employer, this article analyses 20 semi-structured interviews with providers of placements. The results show that employers judge students who have undertaken a work placement as attractive future employees, and the quality of science advice given by students is seen as high. From a work floor perspective, work placements are a strong component in the optimal education of future employees. Integrating academic theory and experience in practice contributes to the employability of science students. The impact of work placements goes further than employability, since employers also indicate a direct effect on work dynamics and see the direct impact of advice reports in their organisation. The work-based learning approach chosen to achieve this specific entrepreneurship education fits the need of industry and other non-academic employers.
{"title":"Beyond entrepreneurship, raising broad academic professionals: Work-based learning in science from the employer’s perspective","authors":"Saskia Grooters, Emma Zaal, M. Gerkema","doi":"10.1177/09504222221140077","DOIUrl":"https://doi.org/10.1177/09504222221140077","url":null,"abstract":"The need for employees in the exact and natural sciences sector with both work experience and academic qualifications, especially combined with an entrepreneurial mindset, is rising. The University of Groningen offers an alternative Master’s program entitled Science, Business and Policy (SBP). SBP combines entrepreneurship education with the integration of a disciplinary science domain and thereby prepares students in science advising. This includes a work placement of 6 months, provided by companies, policy organisations and NGOs. To examine the impact of work placements from the perspective of the employer, this article analyses 20 semi-structured interviews with providers of placements. The results show that employers judge students who have undertaken a work placement as attractive future employees, and the quality of science advice given by students is seen as high. From a work floor perspective, work placements are a strong component in the optimal education of future employees. Integrating academic theory and experience in practice contributes to the employability of science students. The impact of work placements goes further than employability, since employers also indicate a direct effect on work dynamics and see the direct impact of advice reports in their organisation. The work-based learning approach chosen to achieve this specific entrepreneurship education fits the need of industry and other non-academic employers.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"41 1","pages":"512 - 523"},"PeriodicalIF":1.7,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87150944","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 : 2022-11-05DOI: 10.1177/09504222221135311
A. Sioukas
Constructivism holds that learners construct knowledge when they make sense of the world. It provides the basis for the movement from teacher-centered towards student-centered learning in entrepreneurship, which is accelerating. Yet, research into using constructivism in the entrepreneurship classroom of community colleges in the USA is seriously lacking. This study aims to fill this gap by exploring the learning avenues and challenges that college students face in the student-centered entrepreneurship classroom. Evidence indicates that participants embrace the student-centered classroom by connecting with instructors and peers, engaging in real-life application activities, taking responsibility for learning and adopting a reflective practice. However, data show that students also face challenges. They lack basic knowledge in certain areas, and need more extensive support and learning technology systems. The study proposes a path to position students as co-designers of the classroom while mitigating challenges. Implications for entrepreneurship education and future directions are discussed.
{"title":"Constructivism and the student-centered entrepreneurship classroom: Learning avenues and challenges for US college students","authors":"A. Sioukas","doi":"10.1177/09504222221135311","DOIUrl":"https://doi.org/10.1177/09504222221135311","url":null,"abstract":"Constructivism holds that learners construct knowledge when they make sense of the world. It provides the basis for the movement from teacher-centered towards student-centered learning in entrepreneurship, which is accelerating. Yet, research into using constructivism in the entrepreneurship classroom of community colleges in the USA is seriously lacking. This study aims to fill this gap by exploring the learning avenues and challenges that college students face in the student-centered entrepreneurship classroom. Evidence indicates that participants embrace the student-centered classroom by connecting with instructors and peers, engaging in real-life application activities, taking responsibility for learning and adopting a reflective practice. However, data show that students also face challenges. They lack basic knowledge in certain areas, and need more extensive support and learning technology systems. The study proposes a path to position students as co-designers of the classroom while mitigating challenges. Implications for entrepreneurship education and future directions are discussed.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"22 1","pages":"473 - 484"},"PeriodicalIF":1.7,"publicationDate":"2022-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91210245","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 : 2022-10-28DOI: 10.1177/09504222221135444
A. Ngwenya, A. Davis, Douglas Ncube
This paper presents the findings from a study on the dynamic and nuanced relationship between strategy theory and strategy practice in a South African context. Grounded in a strategy-as-practice perspective and based on an abductive analysis of sixteen semi-structured interviews, the empirical findings deepen our conceptual understanding of how the relationship between strategy theory and strategy practice is constituted. The findings further reveal how practice environments influence the effective use of academic knowledge and skills by graduates in the workplace. Primarily, strategy theory is foundational to effective strategy practice. We theorise that strategy practitioners construct the relevance of strategy theory through adaptation and bricolage to suit complex and eclectic practice contexts. The study findings confirm that strategy theory plays a critical role in shaping and guiding strategy practitioners’ praxis. As the ontic sites of knowledge and skills application, practice contexts are important for testing and validating academic knowledge and skills. In this relationship, strategy practitioners are the primary actors who transpose knowledge and skills from academe to business. What they become after completing a qualification is critical.
{"title":"The practical relevance of strategy education: Evidence from the lived experiences of business school alumni","authors":"A. Ngwenya, A. Davis, Douglas Ncube","doi":"10.1177/09504222221135444","DOIUrl":"https://doi.org/10.1177/09504222221135444","url":null,"abstract":"This paper presents the findings from a study on the dynamic and nuanced relationship between strategy theory and strategy practice in a South African context. Grounded in a strategy-as-practice perspective and based on an abductive analysis of sixteen semi-structured interviews, the empirical findings deepen our conceptual understanding of how the relationship between strategy theory and strategy practice is constituted. The findings further reveal how practice environments influence the effective use of academic knowledge and skills by graduates in the workplace. Primarily, strategy theory is foundational to effective strategy practice. We theorise that strategy practitioners construct the relevance of strategy theory through adaptation and bricolage to suit complex and eclectic practice contexts. The study findings confirm that strategy theory plays a critical role in shaping and guiding strategy practitioners’ praxis. As the ontic sites of knowledge and skills application, practice contexts are important for testing and validating academic knowledge and skills. In this relationship, strategy practitioners are the primary actors who transpose knowledge and skills from academe to business. What they become after completing a qualification is critical.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"10 1","pages":"457 - 472"},"PeriodicalIF":1.7,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83436919","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 : 2022-10-27DOI: 10.1177/09504222221127565
M. Kelly, Karen Le Rossignol
Contemporary higher education is continually facing change and disruption across global and local educational communities. This has been exacerbated by the impact of the global Covid-19 pandemic, with graduates having to demonstrate discipline-specific knowledge along with adaptability to an ever-changing employment market. To address these needs, the authors advocate a focus on professional transitions by taking advantage of the eportfolio and reframing the digital showcase tool as a curated digital narrative for any discipline. Taking a detailed focus on the case study example of the Verandah Journal, this article demonstrates how one practice-based project can be adaptively framed for diverse job opportunities and can serve as the foundation for a portfolio career. The authors conclude that a flexible, curated demonstration of skills and knowledge creates the foundations for a graduate to narrate their professional transition in a challenging future work environment. Further research is required to expand this understanding to both graduates and prospective employers.
{"title":"Professional transitions: The eportfolio as a curated digital narrative","authors":"M. Kelly, Karen Le Rossignol","doi":"10.1177/09504222221127565","DOIUrl":"https://doi.org/10.1177/09504222221127565","url":null,"abstract":"Contemporary higher education is continually facing change and disruption across global and local educational communities. This has been exacerbated by the impact of the global Covid-19 pandemic, with graduates having to demonstrate discipline-specific knowledge along with adaptability to an ever-changing employment market. To address these needs, the authors advocate a focus on professional transitions by taking advantage of the eportfolio and reframing the digital showcase tool as a curated digital narrative for any discipline. Taking a detailed focus on the case study example of the Verandah Journal, this article demonstrates how one practice-based project can be adaptively framed for diverse job opportunities and can serve as the foundation for a portfolio career. The authors conclude that a flexible, curated demonstration of skills and knowledge creates the foundations for a graduate to narrate their professional transition in a challenging future work environment. Further research is required to expand this understanding to both graduates and prospective employers.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"16 1","pages":"784 - 794"},"PeriodicalIF":1.7,"publicationDate":"2022-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78117490","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 : 2022-10-22DOI: 10.1177/09504222221124749
Naveed Yasin, Sayed Abdul Majid Gilani
This paper explores the current state of university-based business incubators (UBIs) in Canada by utilizing both secondary and primary data obtained through desk-based secondary research and semi-structured interviews with UBI managers, academics, and support staff. These data informed the development of nine cases of UBIs in Canada. The data were collected from VoIP (Voice-Over-Internet-Protocol) based semi-structured interviews with 32 participants during the COVID-19 pandemic (March 2021–February 2022), from which 9 cases were developed during the pandemic. The key themes derived from the findings were the development of communication skills, curriculum development, extra-curricular activities, industry engagement, innovation, research skills and strategic thinking. The originality of this study lies in its identification of the current state of UBI activities as well as its assessment of the broad range of activities and provisions among Canadian UBIs. The empirical development of showcasing these initiatives is also novel for the efficacy of UBIs concerning institutional and managerial decision-making and operational planning. There are implications for academics, senior management in higher education, entrepreneurs, policymakers and other stakeholders in the entrepreneurship ecosystem.
{"title":"Assessing the current state of university-based business incubators in Canada","authors":"Naveed Yasin, Sayed Abdul Majid Gilani","doi":"10.1177/09504222221124749","DOIUrl":"https://doi.org/10.1177/09504222221124749","url":null,"abstract":"This paper explores the current state of university-based business incubators (UBIs) in Canada by utilizing both secondary and primary data obtained through desk-based secondary research and semi-structured interviews with UBI managers, academics, and support staff. These data informed the development of nine cases of UBIs in Canada. The data were collected from VoIP (Voice-Over-Internet-Protocol) based semi-structured interviews with 32 participants during the COVID-19 pandemic (March 2021–February 2022), from which 9 cases were developed during the pandemic. The key themes derived from the findings were the development of communication skills, curriculum development, extra-curricular activities, industry engagement, innovation, research skills and strategic thinking. The originality of this study lies in its identification of the current state of UBI activities as well as its assessment of the broad range of activities and provisions among Canadian UBIs. The empirical development of showcasing these initiatives is also novel for the efficacy of UBIs concerning institutional and managerial decision-making and operational planning. There are implications for academics, senior management in higher education, entrepreneurs, policymakers and other stakeholders in the entrepreneurship ecosystem.","PeriodicalId":46591,"journal":{"name":"Industry and Higher Education","volume":"37 1","pages":"359 - 369"},"PeriodicalIF":1.7,"publicationDate":"2022-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81086033","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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