PurposeThis study aims to identify the antecedents of learning from mistakes within the student group work setting. Specifically, this study provides empirical evidence of how team–member exchange (TMX) positively leads to learning from mistakes via person-focused interpersonal citizenship behaviours (ICBs) and of the boundary condition of intellect of this indirect relationship.Design/methodology/approachCross-sectional survey data were collected from 189 new business undergraduate students at a Hong Kong higher education institute. PROCESS Macro (Hayes, 2013) and bootstrapping with 5,000 resamples were conducted to analyse the moderated mediation model.FindingsThe authors found that high levels of TMX within a group positively related to person-focused ICBs and learning from mistakes. Moreover, the bootstrapping results showed that there was an indirect effect of TMX and learning from mistakes via person-focused ICBs. The presence of students with high intellect strengthened this indirect relationship.Originality/valueWhereas many studies have examined the development of students’ employability skills, most have ignored the importance of learning from mistakes, which is considered to be a soft employability skill and an important attribute in the workplace. Moreover, the factors that facilitate students’ learning from mistakes are unclear. This study is the first to identify the antecedents of learning from mistakes by adopting social exchange, reciprocity and social information processing (SIP) theories.
{"title":"“I will learn from my mistakes if we are close and supportive”: a moderated-mediating model of learning from mistakes","authors":"Man Lung Jonathan Kwok, R. Kwong","doi":"10.1108/et-01-2022-0030","DOIUrl":"https://doi.org/10.1108/et-01-2022-0030","url":null,"abstract":"PurposeThis study aims to identify the antecedents of learning from mistakes within the student group work setting. Specifically, this study provides empirical evidence of how team–member exchange (TMX) positively leads to learning from mistakes via person-focused interpersonal citizenship behaviours (ICBs) and of the boundary condition of intellect of this indirect relationship.Design/methodology/approachCross-sectional survey data were collected from 189 new business undergraduate students at a Hong Kong higher education institute. PROCESS Macro (Hayes, 2013) and bootstrapping with 5,000 resamples were conducted to analyse the moderated mediation model.FindingsThe authors found that high levels of TMX within a group positively related to person-focused ICBs and learning from mistakes. Moreover, the bootstrapping results showed that there was an indirect effect of TMX and learning from mistakes via person-focused ICBs. The presence of students with high intellect strengthened this indirect relationship.Originality/valueWhereas many studies have examined the development of students’ employability skills, most have ignored the importance of learning from mistakes, which is considered to be a soft employability skill and an important attribute in the workplace. Moreover, the factors that facilitate students’ learning from mistakes are unclear. This study is the first to identify the antecedents of learning from mistakes by adopting social exchange, reciprocity and social information processing (SIP) theories.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47206712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe purpose of this research is to compare the levels of EI of male and female students, EI among students of three different academic faculties: business, engineering and nursing and the degree of change in their EI over the course of study. Additionally, the authors set out to isolate and quantify the effects of gender and field of study, independent of each other.Design/methodology/approachThis empirical research is based on a survey of >750 undergraduate college students, in which participants answered a host of Likert-scale questions concerning perceptions of risk, self-efficacy, career path and entrepreneurial intent (EI). The survey also contained a number of demographic questions, including academic field (major) and year of study.FindingsBusiness students express the highest levels of EI, followed by engineering students and nursing students respectively. Regardless of discipline, students become no more or less entrepreneurial over their years of study. Overall, males were found to be significantly more entrepreneurial than females. However, a comparison of males and females within a given faculty yielded almost no differences in EI between the genders.Originality/valueThese findings suggest that students self-select into fields of study based on traits, personalities and interests. It is these same factors that regulate one's EI and not their gender or field of study. Others have analyzed the effects of gender and field of study, the authors isolated the two and analyzed each independently.
{"title":"Disentangling the roles of academic major and gender in determining entrepreneurial intentions among students","authors":"Brian A. Polin","doi":"10.1108/et-08-2021-0303","DOIUrl":"https://doi.org/10.1108/et-08-2021-0303","url":null,"abstract":"PurposeThe purpose of this research is to compare the levels of EI of male and female students, EI among students of three different academic faculties: business, engineering and nursing and the degree of change in their EI over the course of study. Additionally, the authors set out to isolate and quantify the effects of gender and field of study, independent of each other.Design/methodology/approachThis empirical research is based on a survey of >750 undergraduate college students, in which participants answered a host of Likert-scale questions concerning perceptions of risk, self-efficacy, career path and entrepreneurial intent (EI). The survey also contained a number of demographic questions, including academic field (major) and year of study.FindingsBusiness students express the highest levels of EI, followed by engineering students and nursing students respectively. Regardless of discipline, students become no more or less entrepreneurial over their years of study. Overall, males were found to be significantly more entrepreneurial than females. However, a comparison of males and females within a given faculty yielded almost no differences in EI between the genders.Originality/valueThese findings suggest that students self-select into fields of study based on traits, personalities and interests. It is these same factors that regulate one's EI and not their gender or field of study. Others have analyzed the effects of gender and field of study, the authors isolated the two and analyzed each independently.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45925927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government.Design/methodology/approachThe research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners.FindingsThe research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures.Research limitations/implicationsThe paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions.Originality/valueThrough the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people.
{"title":"Strengthening precarity? A critical analysis of education and training programmes in the UK (Scotland)","authors":"L. Doyle, Geng Wang","doi":"10.1108/et-03-2022-0122","DOIUrl":"https://doi.org/10.1108/et-03-2022-0122","url":null,"abstract":"PurposeThe aim of this paper is to examine the provision of education and training programmes for young people in Scotland for work and lifelong learning within the context of the skills ecosystem approach adopted by the Scottish Government.Design/methodology/approachThe research drew upon findings from a large EU-funded multi-country project which ran from 2016 to 2019 that comprised experiences and perspectives with young people who were affected by these programmes as well as the managers and practitioners tasked with delivering them. The work was conducted in Aberdeenshire and Glasgow and included in-depth interviews with young people and programme managers and practitioners.FindingsThe research showed that there is a gap between the rhetoric of the intentions of the policies and how those involved at ground level experience the programmes enacted under policies which draw on a skill ecosystem approach. Whilst there was public funding for training, it was not clear from the enactment of the relevant policies where employers' responsibilities lie. Locating the findings in the skills ecosystem model highlights the weak engagement of employers in their pivotal role in the education and training system and the resulting increased precarity of the young people's futures.Research limitations/implicationsThe paper sheds light on the shape of education and training provision in Scotland, the range of participants engaged in the provision and the commitment of providers in comparison to policy language and intentions.Originality/valueThrough the skill ecosystem approach, this paper draws together policy narratives and the experiences of young people.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45620069","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Miriam O'Regan, A. Carthy, C. McGuinness, P. Owende
PurposeThe purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work).Design/methodology/approachFramed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque).FindingsAfter completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were “hired” based on their mock interviews, with 12% (n = 4) offered employer connections after graduation.Originality/valueThis is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research.
{"title":"Employer collaboration in developing graduate employability: a pilot study in Ireland","authors":"Miriam O'Regan, A. Carthy, C. McGuinness, P. Owende","doi":"10.1108/et-03-2022-0081","DOIUrl":"https://doi.org/10.1108/et-03-2022-0081","url":null,"abstract":"PurposeThe purpose of this paper is to evaluate the impact on student work readiness outcomes of collaboration with employers in developing and delivering tailored graduate employability workshops in socio-emotional skills for work (SES4Work).Design/methodology/approachFramed by the CareerEDGE model of graduate employability, the authors piloted a five-session module for near graduates in five disciplines. The research included an online employer survey (n = 128), employer interviews (n = 21) and tailored workshops for near graduates, culminating in a mock competency-based interview. Using a pre/post-test design, participants (n = 24) also completed the CareerEDGE Employability Development Profile (EDP) and the Trait Emotional Intelligence questionnaire (TEIque).FindingsAfter completing the module, there was a statistically significant improvement in participant scores on the CareerEDGE EDP +12.3%, p < 0.001, effect size (Cohen's d) 0.89, large, and the TEIque +6.4%, p = 0.009, effect size (Cohen's d) 0.61, moderate. Furthermore, 70% (n = 17) of participants were “hired” based on their mock interviews, with 12% (n = 4) offered employer connections after graduation.Originality/valueThis is the first academic research in Ireland to develop and evaluate an enterprise-collaborative, discipline-specific module for enhancing graduate employability. Findings suggest that employer collaboration can enhance the efficacy of employability interventions and therefore merits further research.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44723768","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders.Design/methodology/approachThe authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994).FindingsThe paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability.Research limitations/implicationsThe paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated.Practical implicationsUniversities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness.Social implicationsStrategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leaders
本文认为，大学可以通过支持其机构内的性别平等来促进女性毕业生的就业能力。它提出了解决职业信心的性别性质的基本原理和战略，因为职业信心对女毕业生进入工作场所产生负面影响，这种现象影响到女毕业生的职业和生活轨迹，也影响到所有行业为妇女利益相关者服务的能力。设计/方法/方法作者将现有文献视为“思考的词汇”(Kinsella and Shepherd, 2020)，作为女权主义方法论，为毕业生就业能力的话语领域贡献新思想，并作为使社会变革成为可能的手段(Phelan, 1994)。研究结果:本文提出了女权主义的观点，即需要通过部署性别平等配额和旨在揭露和帮助减轻隐性性别偏见的专业发展活动来重新配置学院中的性别关系，以支持女性毕业生的职业信心和就业能力。研究局限/意义本文提供了一个观点，而不是一个经验证据，因为很难直接评估性别教育经历与毕业生自我效能感和从大学到工作的过渡之间的因果关系，“由于其纵向性质……[和]因为文化信仰……很难在实验上操纵”(Sterling et al.， 2020, p. 30,306)。此外，虽然性别平等配额取得了一些成功，但它们可能会受到工作场所性别偏见的破坏。尽管作者建议将性别平等配额和专业发展结合起来进行干预，以解决性别偏见问题，但他们承认，这种干预还有待评估。实际意义大学的任务是支持毕业生的就业能力，这是毕业生身份的内在品质。该研究提供了一个切实可行的解决方案，通过建议引入性别平等配额，支持旨在培养领导者性别洞察力和改变机构的专业发展，并打击所有大学工作人员的性别偏见，来增加学院内女性领导者的数量。这种方法在大学内提供了更公平的工作结构，增加了妇女榜样的数量和性质，以支持妇女毕业生身份的发展。性别平等原则是促进女性毕业生自我效能感和工作准备的关键。旨在增强女毕业生职业自信的策略是至关重要的，因为女性较低的职业自信往往会导致她们较低的起始职位和较低的薪酬，从而导致角色和薪酬差距在整个职业生涯中持续和扩大。此外，解决学术界性别偏见的干预措施很重要，因为提供性别平等配额，同时促进女性在领导岗位上成为/成为变革推动者，这超出了Cockburn(1989，第218页)所定义的支持“个体女性平等……[支持]组织转型项目”的短期议程。原创性/价值本文的新颖贡献在于女权主义的概念，即性别平等实践，尤其是性别平等配额和专业发展的组合，位于大学的职权范围内，以支持毕业生的就业能力。
{"title":"How equity practices within universities facilitate women graduates' employability","authors":"G. Crimmins, Sarah Casey","doi":"10.1108/et-02-2021-0064","DOIUrl":"https://doi.org/10.1108/et-02-2021-0064","url":null,"abstract":"PurposeThis paper argues that universities can facilitate women graduates' employability by supporting gender equity within their institutions. It presents a rationale and strategy for addressing the gendered nature of career confidence which negatively impacts women graduates' entry into the workplace – a phenomenon that influences women graduates' career and life trajectories, and all industries' capacity to serve women stakeholders.Design/methodology/approachThe authors consider existing literature as “words to think with” (Kinsella and Shepherd, 2020), as a feminist methodology to contribute fresh ideas into the discourse arena of graduate employability and as a means to make social change possible (Phelan, 1994).FindingsThe paper presents the feminist viewpoint that a reconfiguration of gender relations in the academy, through deploying gender equity quotas, and professional development activities designed to expose and help mitigate implicit gender bias are required to support women graduates' career confidence and employability.Research limitations/implicationsThe paper offers a viewpoint rather than an empirical evidence because of the difficulty in directly assessing a causal relationship between gendered education experience and graduates' self-efficacy and transition from college to work, “due to its longitudinal nature … [and] because cultural beliefs are … difficult to manipulate experimentally” (Sterling et al., 2020, p. 30,306). Also, while gender equity quotas have had some success, they can be disrupted by gendered bias within the workplace. Although the authors recommend a combination intervention of gender equity quotas and professional development to address gender bias, they acknowledge that the intervention is yet to be evaluated.Practical implicationsUniversities are tasked with supporting graduate employability, an inherent quality of which is graduate identity. The study offers a practical solution to increasing the number of women leaders within the academy by recommending the introduction of gender equity quotas, supported by professional development designed to develop leaders' gender insight and change agency, and combat all university workers' gender bias. This approach provides more equitable work structures within universities and increases the number and nature of women role models to support women's graduate identity development. Gender equity principles are presented as the key to facilitating women graduates' self-efficacy and work readiness.Social implicationsStrategy designed to enhance women graduates' career confidence is critical because women's lower career confidence tends to inform their lower-level starting positions with lower-level pay, resulting in role and pay gaps that are sustained and magnified throughout the life cycle of their careers. Additionally, interventions to address gender bias in the academy are significant because providing gender equity quotas alongside facilitating women in leaders","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49033000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThe purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory.Design/methodology/approachA quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus.FindingsThis research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students.Research limitations/implicationsThis research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups.Originality/valueThe authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad.
{"title":"Does studying abroad matter? The case of entrepreneurial intention","authors":"Halil Ali Uskuri, Harun Şeşen","doi":"10.1108/et-12-2021-0459","DOIUrl":"https://doi.org/10.1108/et-12-2021-0459","url":null,"abstract":"PurposeThe purpose of this research is to determine the impact of getting a higher education degree in a developed country on entrepreneurial intentions of individuals in developing countries by using the social cognitive career choice theory.Design/methodology/approachA quantitative methodology was utilised through the application of a questionnaire in a sample located in Northern Cyprus.FindingsThis research found that for the students who study abroad, the effects of entrepreneurial self-efficacy, outcome expectations and entrepreneurial interest on entrepreneurial career choices are different than for students who study in their homeland. This finding indicates that the location of the university differentiates the antecedents of entrepreneurial career choice of university students.Research limitations/implicationsThis research has similar limitations to any cross-sectional research. Conversion of these intentions to behaviour should be explored further. Moreover, different models, such as the theory of planned behaviour, should be incorporated to determine if there are significant, meaningful differences between both groups.Originality/valueThe authors did not come across any other research combining the social cognitive career theory and the study abroad subject relating to entrepreneurial career choice. Thus, this research makes a unique contribution to the entrepreneurial career choice theory by showing the moderating role of studying abroad.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46287072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
José-María Romero-Rodríguez, M. Ramírez-Montoya, Leonardo-David Glasserman-Morales, Magdalena Ramos Navas-Parejo
PurposeThe aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship.Design/methodology/approachA single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument.FindingsThe micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure.Research limitations/implicationsThe limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work.Originality/valueCOIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.
{"title":"Collaborative online international learning between Spain and Mexico: a microlearning experience to enhance creativity in complexity","authors":"José-María Romero-Rodríguez, M. Ramírez-Montoya, Leonardo-David Glasserman-Morales, Magdalena Ramos Navas-Parejo","doi":"10.1108/et-07-2022-0259","DOIUrl":"https://doi.org/10.1108/et-07-2022-0259","url":null,"abstract":"PurposeThe aim of this paper was to analyse the creative competence of students before and after a micro-learning experience carried out in a collaborative online international learning (COIL) environment between Spanish and Mexican university students in the field of education and entrepreneurship.Design/methodology/approachA single-group quasi-experimental design with pre-test and post-test measures was adopted. The composition of the group was natural and included a total of 57 students who participated in the COIL experience. The duration was three weeks, where students from both countries were linked together in the development of a micro-learning project. The creativity self-efficacy scale was used as a data collection instrument.FindingsThe micro-learning activities through COIL developed the creative competence of the participating students. In particular, the groups from both universities improved their scores on the creative competence in the post-test compared to the pre-test measure.Research limitations/implicationsThe limitations of this study were linked to the sample loss of some cases, as some students did not complete the post-test measure. The main implication of the study was to demonstrate that COIL experiences are suitable for developing certain skills in students, such as creative competence or co-operative work.Originality/valueCOIL experiences break down the barriers of physical space and give students an active role, allowing them to fully develop competences and offering an intercultural perspective, which encourages open-mindedness and understanding of the world.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42884703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
PurposeThis paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.Design/methodology/approachAn interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.FindingsStudents identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection.Originality/valueIn contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.
{"title":"Bridging the gap between reflective learning and reflective practice through anticipatory reflection","authors":"C. Glaister, J. Gold","doi":"10.1108/et-09-2021-0345","DOIUrl":"https://doi.org/10.1108/et-09-2021-0345","url":null,"abstract":"PurposeThis paper aims to analyse student perspectives on the contribution that teaching anticipatory reflection can make to the development of their reflective practice. The project explores lived student experiences of anticipatory reflection and the value students attribute to these in helping them bridge the transfer gap between reflective learning and reflective practice.Design/methodology/approachAn interpretivist approach is taken whereby student reflections on the students' experiences of practicing anticipatory reflection in a workshop setting were analysed using template analysis to understand the value attributed to these. Students were guided through a series of exercises including visualisation of future events and the nature of future practice as well as reflective writing.FindingsStudents identified multiple benefits of being taught and practising anticipatory reflection. Specifically, high levels of realism, personal relevance and engagement were reported, as well as increased confidence, self-efficacy and self-belief. In addition, the development of empathy and increases in self-awareness were common benefits of working through the process of anticipatory reflection.Originality/valueIn contrast to existing retrospective approaches, here the authors focus on the future, using anticipatory reflection to inform pedagogical approaches enabling students to experience anticipatory reflection in a classroom setting. The positive value attributed to experiencing anticipatory reflection suggests that the temporal focus in teaching reflection should evolve to incorporate prospective approaches which have a valuable role to play in bridging existing transfer gaps between reflective learning and practice.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45403611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Artur Tavares Vilas Boas Ribeiro, Felipe Mendes Borini, Guilherme Ary Plonski
PurposeThis article aims at the understanding of specific spaces where entrepreneurship education (EE) happens – inside and outside the classroom.Design/methodology/approachBuilding on frameworks such as formal versus non-formal entrepreneurial education and institutional versus non-institutional actors, this research applies structural equation modeling (SEM) to explore which spaces entrepreneurs attended as undergraduate students. Going beyond intentionality, the authors collected data from 175 respondents in Brazil, all of the respondents are entrepreneurs whose companies are at least one year old.FindingsResults demonstrate that student-led activities are as important as institutional ones when training future entrepreneurs, while specific in-classroom activities feature the lowest impact among the institutional ones.Research limitations/implicationsSample size and characteristics could impact the generalization power, but, since the results fit within research criteria, researchers can benefit by reflecting over new research horizons, going beyond classroom studies and understanding the university as an ecosystem of learning interventions.Practical implicationsResults can be useful to university managers when designing institutional policies, fostering a diverse set of undergraduate experiences towards entrepreneurship training.Originality/valueAlthough current literature has focused on classroom education, researchers have been pointing out the need of stepping out of the classroom, analyzing other spaces such as student-led movements, co-curricular programs and more.
{"title":"The question of where: entrepreneurship education beyond curricular practices","authors":"Artur Tavares Vilas Boas Ribeiro, Felipe Mendes Borini, Guilherme Ary Plonski","doi":"10.1108/et-10-2021-0393","DOIUrl":"https://doi.org/10.1108/et-10-2021-0393","url":null,"abstract":"PurposeThis article aims at the understanding of specific spaces where entrepreneurship education (EE) happens – inside and outside the classroom.Design/methodology/approachBuilding on frameworks such as formal versus non-formal entrepreneurial education and institutional versus non-institutional actors, this research applies structural equation modeling (SEM) to explore which spaces entrepreneurs attended as undergraduate students. Going beyond intentionality, the authors collected data from 175 respondents in Brazil, all of the respondents are entrepreneurs whose companies are at least one year old.FindingsResults demonstrate that student-led activities are as important as institutional ones when training future entrepreneurs, while specific in-classroom activities feature the lowest impact among the institutional ones.Research limitations/implicationsSample size and characteristics could impact the generalization power, but, since the results fit within research criteria, researchers can benefit by reflecting over new research horizons, going beyond classroom studies and understanding the university as an ecosystem of learning interventions.Practical implicationsResults can be useful to university managers when designing institutional policies, fostering a diverse set of undergraduate experiences towards entrepreneurship training.Originality/valueAlthough current literature has focused on classroom education, researchers have been pointing out the need of stepping out of the classroom, analyzing other spaces such as student-led movements, co-curricular programs and more.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47864504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tochukwu Ben C. Onyido, Zoe Allman, Pamela A. Hardaker, D. Rughani, Allan Letinov
PurposeThe paper looks at the feasibility of university placements supporting small and medium-scale enterprises (SMEs) to operate in a sustainable manner. Due to size and resource constraints, many SMEs may regard sustainability more as a burden than a value-adding commercial strategy.Design/methodology/approachA two-year study was conducted on the sustainability-themed placements of 101 students of De Montfort University, United Kingdom, in SMEs. The placements were designed with the purpose of acting as a traditional work experience scheme while also equipping students with learning, skills and orientation with which to act as sustainability champions within companies. The study combined the use of students' reflections (via tools such as monthly logbooks) with interviews and questionnaire surveys of both employers and students, in order to evaluate the outcomes of the placements.FindingsStudents engaged with the sustainability aspect of their placements mainly by obtaining information on the sustainability performance of SMEs, with significant engagement also occurring in the areas of sustainability advocacy (e.g. proposing socio-environmental plans to companies) and initiatives/action.Practical implicationsPlacements can potentially serve as a means of knowledge generation for universities while providing SMEs with cost-effective staff and innovation sustainability resources.Originality/valueA circular approach to university placement programmes is proposed whereby the knowledge gained from previous placements about SMEs' sustainability performance is used to prepare later cohorts of placement students with a pragmatic understanding of challenges and opportunities related to the implementation of sustainability by SMEs.
{"title":"Embedding sustainability in university work experience placements: a De Montfort University model","authors":"Tochukwu Ben C. Onyido, Zoe Allman, Pamela A. Hardaker, D. Rughani, Allan Letinov","doi":"10.1108/et-09-2021-0356","DOIUrl":"https://doi.org/10.1108/et-09-2021-0356","url":null,"abstract":"PurposeThe paper looks at the feasibility of university placements supporting small and medium-scale enterprises (SMEs) to operate in a sustainable manner. Due to size and resource constraints, many SMEs may regard sustainability more as a burden than a value-adding commercial strategy.Design/methodology/approachA two-year study was conducted on the sustainability-themed placements of 101 students of De Montfort University, United Kingdom, in SMEs. The placements were designed with the purpose of acting as a traditional work experience scheme while also equipping students with learning, skills and orientation with which to act as sustainability champions within companies. The study combined the use of students' reflections (via tools such as monthly logbooks) with interviews and questionnaire surveys of both employers and students, in order to evaluate the outcomes of the placements.FindingsStudents engaged with the sustainability aspect of their placements mainly by obtaining information on the sustainability performance of SMEs, with significant engagement also occurring in the areas of sustainability advocacy (e.g. proposing socio-environmental plans to companies) and initiatives/action.Practical implicationsPlacements can potentially serve as a means of knowledge generation for universities while providing SMEs with cost-effective staff and innovation sustainability resources.Originality/valueA circular approach to university placement programmes is proposed whereby the knowledge gained from previous placements about SMEs' sustainability performance is used to prepare later cohorts of placement students with a pragmatic understanding of challenges and opportunities related to the implementation of sustainability by SMEs.","PeriodicalId":47994,"journal":{"name":"Education and Training","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46939152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"管理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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