Pub Date : 2023-06-26DOI: 10.1080/0309877X.2023.2226598
D. Burns, Neil Dagnall, Andrew Denovan
ABSTRACT Studying at university and obtaining a degree is not only an appealing prospect, but now considered a necessity in the current economic climate in the UK. Concurrent financial, social, and academic challenges can converge and present a threat to student wellbeing. The COVID-19 pandemic has exacerbated existing challenges whilst adding novel stressors to the Higher Education context. Despite a growing prevalence of poor psychological outcomes in students, not all students reach out for help. Understanding factors that predict actual help-seeking behaviour during a period of intense upheaval could provide insight into which groups would benefit from additional attention and resource. The aim of this study was to explore predictors of help-seeking behaviour in a large sample of UK university students during the COVID-19 pandemic. 1261 participants completed a 40-item bespoke health-related questionnaire whilst under social restrictions. Hierarchical binary logistic regression revealed that students who had sought help for an emotional difficulty were more likely to be female and studying at a postgraduate level. Participants seeking help were also more likely to have recently changed accommodation, reported higher stress levels and higher Fear of COVID-19 scores. These results contribute towards the understanding of help-seeking behaviours during times of unprecedented stress and social isolation. Institutions could consider these findings should further outbreaks of COVID-19 occur, or in the eventuality of another pandemic. Outreach work may be beneficial for those most susceptible to social isolation should infection control measures be reintroduced in the future.
{"title":"Predictors of help-seeking behaviour in UK university students during the COVID-19 pandemic","authors":"D. Burns, Neil Dagnall, Andrew Denovan","doi":"10.1080/0309877X.2023.2226598","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2226598","url":null,"abstract":"ABSTRACT Studying at university and obtaining a degree is not only an appealing prospect, but now considered a necessity in the current economic climate in the UK. Concurrent financial, social, and academic challenges can converge and present a threat to student wellbeing. The COVID-19 pandemic has exacerbated existing challenges whilst adding novel stressors to the Higher Education context. Despite a growing prevalence of poor psychological outcomes in students, not all students reach out for help. Understanding factors that predict actual help-seeking behaviour during a period of intense upheaval could provide insight into which groups would benefit from additional attention and resource. The aim of this study was to explore predictors of help-seeking behaviour in a large sample of UK university students during the COVID-19 pandemic. 1261 participants completed a 40-item bespoke health-related questionnaire whilst under social restrictions. Hierarchical binary logistic regression revealed that students who had sought help for an emotional difficulty were more likely to be female and studying at a postgraduate level. Participants seeking help were also more likely to have recently changed accommodation, reported higher stress levels and higher Fear of COVID-19 scores. These results contribute towards the understanding of help-seeking behaviours during times of unprecedented stress and social isolation. Institutions could consider these findings should further outbreaks of COVID-19 occur, or in the eventuality of another pandemic. Outreach work may be beneficial for those most susceptible to social isolation should infection control measures be reintroduced in the future.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"727 - 739"},"PeriodicalIF":2.3,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41972217","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 : 2023-06-25DOI: 10.1080/0309877X.2023.2226067
Art Tsang, B. Y. Dang
ABSTRACT Against the backdrop of internationalisation of education and the emergence of English as a global language, medium of instruction (MOI) has long been a controversial issue globally. The present study examined the relationships between secondary-level MOI (English, EMI; Chinese, CMI) and learners’ tertiary-level academic achievement and perceptions. 434 tertiary-level business, science, and social science students in Hong Kong completed a survey and 18 of them also attended an interview. An overall significant difference was found in tertiary-level academic achievement between the EMI and CMI students. Significant differences were also found in their self-rated performance in and preferences for some but not all kinds of assessments. When analysed by tertiary-level disciplines, business students showed no differences while science students showed some, and social science students showed the greatest differences between the CMI and EMI groups. The interviewees highlighted academic and psychological challenges facing CMI students. Implications for educators and researchers are discussed.
{"title":"Examining the relationships between medium of instruction in secondary education and learners’ academic achievement and perceptions in English-medium tertiary education","authors":"Art Tsang, B. Y. Dang","doi":"10.1080/0309877X.2023.2226067","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2226067","url":null,"abstract":"ABSTRACT Against the backdrop of internationalisation of education and the emergence of English as a global language, medium of instruction (MOI) has long been a controversial issue globally. The present study examined the relationships between secondary-level MOI (English, EMI; Chinese, CMI) and learners’ tertiary-level academic achievement and perceptions. 434 tertiary-level business, science, and social science students in Hong Kong completed a survey and 18 of them also attended an interview. An overall significant difference was found in tertiary-level academic achievement between the EMI and CMI students. Significant differences were also found in their self-rated performance in and preferences for some but not all kinds of assessments. When analysed by tertiary-level disciplines, business students showed no differences while science students showed some, and social science students showed the greatest differences between the CMI and EMI groups. The interviewees highlighted academic and psychological challenges facing CMI students. Implications for educators and researchers are discussed.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"769 - 781"},"PeriodicalIF":2.3,"publicationDate":"2023-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49354196","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 : 2023-06-23DOI: 10.1080/0309877X.2023.2226073
A. Levenberg
ABSTRACT Kindness signifies a way of behaving towards other individuals. Kindness is a desirable and admired conduct of schoolteachers but is less expected in higher education. During the Covid-19 pandemic, on-campus learning shifted completely to online learning settings, requiring lecturers to adopt behaviours that may not have been part of their previous routine. Although lecturers’ kindness is linked to students’ satisfaction, perseverance, and outcomes, there is a dearth of research concerning the kindness of higher education lecturers teaching online. Thus, the current study uncovered how students perceived lecturers’ kindness in online learning. Sixty-five students responded to a survey containing both closed and open-ended questions. Content analysis showed that lecturers’ kindness in online learning is perceived as mostly different from kindness on-campus, necessitating consideration of students’ situational and technological difficulties. Moreover, kindness was perceived as responsive to students in three components: availability, accessibility, and flexibility. Conceptualising kindness in online learning settings can improve lecturers’ online teaching practices.
{"title":"Lecturer responsiveness in online learning – availability, accessibility, and flexibility: a matter of kindness","authors":"A. Levenberg","doi":"10.1080/0309877X.2023.2226073","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2226073","url":null,"abstract":"ABSTRACT Kindness signifies a way of behaving towards other individuals. Kindness is a desirable and admired conduct of schoolteachers but is less expected in higher education. During the Covid-19 pandemic, on-campus learning shifted completely to online learning settings, requiring lecturers to adopt behaviours that may not have been part of their previous routine. Although lecturers’ kindness is linked to students’ satisfaction, perseverance, and outcomes, there is a dearth of research concerning the kindness of higher education lecturers teaching online. Thus, the current study uncovered how students perceived lecturers’ kindness in online learning. Sixty-five students responded to a survey containing both closed and open-ended questions. Content analysis showed that lecturers’ kindness in online learning is perceived as mostly different from kindness on-campus, necessitating consideration of students’ situational and technological difficulties. Moreover, kindness was perceived as responsive to students in three components: availability, accessibility, and flexibility. Conceptualising kindness in online learning settings can improve lecturers’ online teaching practices.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"740 - 753"},"PeriodicalIF":2.3,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43931341","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 : 2023-06-19DOI: 10.1080/0309877x.2023.2222263
Jenni Kunnari, J. Pursiainen, H. Muukkonen
{"title":"The relationship between secondary education outcomes and academic achievement: a study of Finnish educational sciences students","authors":"Jenni Kunnari, J. Pursiainen, H. Muukkonen","doi":"10.1080/0309877x.2023.2222263","DOIUrl":"https://doi.org/10.1080/0309877x.2023.2222263","url":null,"abstract":"","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":" ","pages":""},"PeriodicalIF":2.3,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45377786","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 : 2023-06-15DOI: 10.1080/0309877X.2023.2218274
S. Mason, Melissa Bond, S. Ledger
ABSTRACT Motherhood is often positioned as incompatible with further education, and various cohort studies have revealed the many ways in which mothers are discouraged from and disadvantaged in higher education. Guided by role theory, we investigated the experiences of more than 1300 ‘PhD mums’ from across the world as they simultaneously navigate the roles of doctoral researcher and mother (or mother-like role). Using a mixed-methods survey design, qualitative and quantitative results were analysed to reveal the contradictions and complexities of the PhD mum experience, with motherhood both straining and enhancing the doctoral journey. Motherhood may place considerable strains on doctoral researchers, including on their ability to conduct and write-up their research. These strains are exacerbated by inequitable and gendered role expectations, finite resources, and limited support, often at the expense of doctoral researchers’ physical and mental well-being. However, it is not all negative, and PhD mums can bring a range of skills and attributes that are valuable to individual doctoral studies as well as doctoral programmes and institutions more broadly. The benefits also extend to the PhD mums themselves, their families, and their communities. This paper challenges unfounded assumptions about the commitment and ability of mothers to succeed in doctoral education, but also raises serious concerns about the role of institutions in perpetuating social inequalities while espousing commitment to diversity, equity, access, and inclusion.
{"title":"How motherhood enhances and strains doctoral research/ers","authors":"S. Mason, Melissa Bond, S. Ledger","doi":"10.1080/0309877X.2023.2218274","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2218274","url":null,"abstract":"ABSTRACT Motherhood is often positioned as incompatible with further education, and various cohort studies have revealed the many ways in which mothers are discouraged from and disadvantaged in higher education. Guided by role theory, we investigated the experiences of more than 1300 ‘PhD mums’ from across the world as they simultaneously navigate the roles of doctoral researcher and mother (or mother-like role). Using a mixed-methods survey design, qualitative and quantitative results were analysed to reveal the contradictions and complexities of the PhD mum experience, with motherhood both straining and enhancing the doctoral journey. Motherhood may place considerable strains on doctoral researchers, including on their ability to conduct and write-up their research. These strains are exacerbated by inequitable and gendered role expectations, finite resources, and limited support, often at the expense of doctoral researchers’ physical and mental well-being. However, it is not all negative, and PhD mums can bring a range of skills and attributes that are valuable to individual doctoral studies as well as doctoral programmes and institutions more broadly. The benefits also extend to the PhD mums themselves, their families, and their communities. This paper challenges unfounded assumptions about the commitment and ability of mothers to succeed in doctoral education, but also raises serious concerns about the role of institutions in perpetuating social inequalities while espousing commitment to diversity, equity, access, and inclusion.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1087 - 1105"},"PeriodicalIF":2.3,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46914971","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 : 2023-06-12DOI: 10.1080/0309877X.2023.2214790
Yang Hang, Xiaojun Zhang
ABSTRACT Students’ transition from high school to university is a journey from a simple world to a complex one, with academic, social, and ethnic cultural transitions simultaneously occurring. Intercultural competence (IC) plays a crucial role in facilitating these cultural transitions. The aim of the study is to explore how university students undergo academic, social, and ethnic cultural transitions, along with determining what IC dimensions university students develop to have smooth academic, social, and ethnic cultural transitions. We adopted the constructivist grounded theory approach to gather and code interview data from 55 undergraduate students. Moreover, we conceptualised the five dimensions of students’ IC in managing the complex transition by combining a person-environmental interactive perspective. This was constructed with the widely acknowledged interpersonal communication perspective of IC. We found that students need to navigate multiple cultural transitions in different aspects and processes, and that IC plays an important role in easing them. The study results indicate that students should improve their IC from five aspects to facilitate their academic, social, and ethnic cultural transitions. Further, they must continuously introspect on themselves and the external world to nurture critical thinking in their academic and sociocultural life.
{"title":"Intercultural competence of university students in navigating their academic, social, and ethnic cultural transitions","authors":"Yang Hang, Xiaojun Zhang","doi":"10.1080/0309877X.2023.2214790","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2214790","url":null,"abstract":"ABSTRACT Students’ transition from high school to university is a journey from a simple world to a complex one, with academic, social, and ethnic cultural transitions simultaneously occurring. Intercultural competence (IC) plays a crucial role in facilitating these cultural transitions. The aim of the study is to explore how university students undergo academic, social, and ethnic cultural transitions, along with determining what IC dimensions university students develop to have smooth academic, social, and ethnic cultural transitions. We adopted the constructivist grounded theory approach to gather and code interview data from 55 undergraduate students. Moreover, we conceptualised the five dimensions of students’ IC in managing the complex transition by combining a person-environmental interactive perspective. This was constructed with the widely acknowledged interpersonal communication perspective of IC. We found that students need to navigate multiple cultural transitions in different aspects and processes, and that IC plays an important role in easing them. The study results indicate that students should improve their IC from five aspects to facilitate their academic, social, and ethnic cultural transitions. Further, they must continuously introspect on themselves and the external world to nurture critical thinking in their academic and sociocultural life.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1027 - 1041"},"PeriodicalIF":2.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48748839","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 : 2023-06-12DOI: 10.1080/0309877X.2023.2208054
A. Mearman, R. Payne
ABSTRACT This paper discusses different sources of students’ expectations of university, beginning with a thematic analysis of 21 semi-structured interviews with a diverse set of students at a UK University. We find that students draw on several different sources to develop their ideas of what university will be like; some of these sources are trusted more than others, and some present a more realistic view. The broader challenge of independence emerges as a contributory factor in students’ sense of successful transition to university, mediated by different types of socio-cultural capital. We draw upon Ulriksen’s distinction between ‘expectations’ and ‘anticipations’, as one that illuminates how much influence universities can realistically have in shaping prospective students’ ideas about university life. We show that universities must be open and realistic in the information and support they offer to incoming students, in order to help students form expectations of university life that are accurate and more likely to be met. Universities are also likely to benefit from understanding individual students’ expectations better, via personalised support.
{"title":"Reflections on welcome and induction: exploring the sources of students’ expectations and anticipations about university","authors":"A. Mearman, R. Payne","doi":"10.1080/0309877X.2023.2208054","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2208054","url":null,"abstract":"ABSTRACT This paper discusses different sources of students’ expectations of university, beginning with a thematic analysis of 21 semi-structured interviews with a diverse set of students at a UK University. We find that students draw on several different sources to develop their ideas of what university will be like; some of these sources are trusted more than others, and some present a more realistic view. The broader challenge of independence emerges as a contributory factor in students’ sense of successful transition to university, mediated by different types of socio-cultural capital. We draw upon Ulriksen’s distinction between ‘expectations’ and ‘anticipations’, as one that illuminates how much influence universities can realistically have in shaping prospective students’ ideas about university life. We show that universities must be open and realistic in the information and support they offer to incoming students, in order to help students form expectations of university life that are accurate and more likely to be met. Universities are also likely to benefit from understanding individual students’ expectations better, via personalised support.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"980 - 993"},"PeriodicalIF":2.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46102214","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 : 2023-06-12DOI: 10.1080/0309877X.2023.2217648
Nguyen Thi Ngoc Ha
ABSTRACT This article explores the rationale behind the ineffectiveness of on-campus Work-Integrated Learning (WIL) activities in three Vietnamese universities. An exploratory sequential mixed-methods approach that included six in-depth interviews with lecturers and 461 responses to a student survey was employed to investigate challenges facing lecturers in implementing on-campus WIL activities and student perspectives on on-campus WIL practices. Findings revealed six obstacles associated with university stakeholders facing lecturers when organising and implementing on-campus WIL activities. Survey responses underscored student preferences in experiential and project-based learning and highlighted the importance of industry engagement to on-campus WIL effectiveness. This article calls for more awareness among university department leaders, lecturers and students about the values of on-campus WIL and suggests that further work in the areas of relevant policy and practice is required for university initiatives relating to on-campus WIL to happen.
{"title":"Implementation of on-campus work-integrated learning activities in Vietnamese universities: ‘don’t rely on lecturers’","authors":"Nguyen Thi Ngoc Ha","doi":"10.1080/0309877X.2023.2217648","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2217648","url":null,"abstract":"ABSTRACT This article explores the rationale behind the ineffectiveness of on-campus Work-Integrated Learning (WIL) activities in three Vietnamese universities. An exploratory sequential mixed-methods approach that included six in-depth interviews with lecturers and 461 responses to a student survey was employed to investigate challenges facing lecturers in implementing on-campus WIL activities and student perspectives on on-campus WIL practices. Findings revealed six obstacles associated with university stakeholders facing lecturers when organising and implementing on-campus WIL activities. Survey responses underscored student preferences in experiential and project-based learning and highlighted the importance of industry engagement to on-campus WIL effectiveness. This article calls for more awareness among university department leaders, lecturers and students about the values of on-campus WIL and suggests that further work in the areas of relevant policy and practice is required for university initiatives relating to on-campus WIL to happen.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"1124 - 1139"},"PeriodicalIF":2.3,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48794707","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 : 2023-05-28DOI: 10.1080/0309877X.2023.2222363
J. Carson, M. Niklasson
ABSTRACT The PhD is the ultimate indicator of academic excellence. The journey is familiar to most University academics and is a journey the majority have successfully completed. Yet, just as it is said history is written by the victors, so most accounts written about doing a PhD, are written by those who have succeeded, not by ‘journeymen’, such as the narrators of this account. There is a need for narrative accounts that both acknowledge the difficulty of the journey and also show how some candidates have battled, to achieve their PhDs. Such stories have the power to inspire those who may be struggling on their own PhD journeys. Academics can share these accounts with their own PhD students and thus hopefully improve completion rates and change practice. The authors of this narrative have adopted a collaborative autoethnographic approach to their PhD journeys. The parallel narratives are in four interdependent sections. The narratives start with both authors’ unsuccessful attempts to get a PhD and end with how they, after completing their PhDs, started collaborating on research. From the authors’ first attempts, their respective PhD journeys took 20 to 30 years to come to completion. The accounts show that personality features such as resilience, motivation and grit, as well as the appearance of supervisors and partners i.e. allies of help at the right time can make the difference between success and failure. Both, now in their sixties, they are looking forward to many more exciting years of joint research.
{"title":"The struggle to get a PhD: the collaborative autoethnographic accounts of two ‘journeymen’","authors":"J. Carson, M. Niklasson","doi":"10.1080/0309877X.2023.2222363","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2222363","url":null,"abstract":"ABSTRACT The PhD is the ultimate indicator of academic excellence. The journey is familiar to most University academics and is a journey the majority have successfully completed. Yet, just as it is said history is written by the victors, so most accounts written about doing a PhD, are written by those who have succeeded, not by ‘journeymen’, such as the narrators of this account. There is a need for narrative accounts that both acknowledge the difficulty of the journey and also show how some candidates have battled, to achieve their PhDs. Such stories have the power to inspire those who may be struggling on their own PhD journeys. Academics can share these accounts with their own PhD students and thus hopefully improve completion rates and change practice. The authors of this narrative have adopted a collaborative autoethnographic approach to their PhD journeys. The parallel narratives are in four interdependent sections. The narratives start with both authors’ unsuccessful attempts to get a PhD and end with how they, after completing their PhDs, started collaborating on research. From the authors’ first attempts, their respective PhD journeys took 20 to 30 years to come to completion. The accounts show that personality features such as resilience, motivation and grit, as well as the appearance of supervisors and partners i.e. allies of help at the right time can make the difference between success and failure. Both, now in their sixties, they are looking forward to many more exciting years of joint research.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"607 - 618"},"PeriodicalIF":2.3,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47439962","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 : 2023-05-28DOI: 10.1080/0309877X.2023.2222266
Fernando Almeida, J. M. Sousa-Filho
ABSTRACT The teaching of entrepreneurship has been progressively included in the curricula of several university courses to stimulate the development of empowering attitudes and an entrepreneurial mentality. However, a new form of entrepreneurship has emerged with a focus on sustainability and the creation of new projects that aim to reduce social asymmetries and contribute to a fairer and more balanced society. The role of universities is also to foster the emergence of these projects through the implementation of practices aimed at fostering social entrepreneurship among students. This study aims to understand the determinant dimensions that characterise the students’ social entrepreneurial intention. For this purpose, a sample of 177 students attending a social entrepreneurship course in a higher education institution was employed. The findings indicate that individual, organisation, and context constructs are determinants of students’ entrepreneurial intention. However, not all organisational factors contribute equally. Mentoring and social networks are relevant elements for the entrepreneurial intention of individuals, while curriculum and critical pedagogy are not recognised as determinants.
{"title":"Influencing factors of social entrepreneurship intentions in a higher education context","authors":"Fernando Almeida, J. M. Sousa-Filho","doi":"10.1080/0309877X.2023.2222266","DOIUrl":"https://doi.org/10.1080/0309877X.2023.2222266","url":null,"abstract":"ABSTRACT The teaching of entrepreneurship has been progressively included in the curricula of several university courses to stimulate the development of empowering attitudes and an entrepreneurial mentality. However, a new form of entrepreneurship has emerged with a focus on sustainability and the creation of new projects that aim to reduce social asymmetries and contribute to a fairer and more balanced society. The role of universities is also to foster the emergence of these projects through the implementation of practices aimed at fostering social entrepreneurship among students. This study aims to understand the determinant dimensions that characterise the students’ social entrepreneurial intention. For this purpose, a sample of 177 students attending a social entrepreneurship course in a higher education institution was employed. The findings indicate that individual, organisation, and context constructs are determinants of students’ entrepreneurial intention. However, not all organisational factors contribute equally. Mentoring and social networks are relevant elements for the entrepreneurial intention of individuals, while curriculum and critical pedagogy are not recognised as determinants.","PeriodicalId":47389,"journal":{"name":"JOURNAL OF FURTHER AND HIGHER EDUCATION","volume":"47 1","pages":"591 - 606"},"PeriodicalIF":2.3,"publicationDate":"2023-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42074424","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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