PurposeThis study aims to investigate the influence of the theory of planned behavior (TPB), innovation and sustainability, through environmental awareness, in the formation of entrepreneurial intention (EI).Design/methodology/approachBased on the alignment between theoretical axes, such as the theory of planned behavior, adaptation–innovation theory and the environmental axis of sustainability, quantitative research was developed with students from Brazilian and Spanish universities. We obtained a sample of 686 university students enrolled in courses related to management in both countries. Data analysis included exploratory factor analysis and logistic regression.FindingsOur results revealed that the constructs of TPB (personal attitudes and perceived behavioral control) influenced EI, excluding subjective norms. Innovation had an influence on the EI of students from both countries. In Brazilians, valuing change predicts EI, highlighting the importance of flexibility. Conversely, Spaniards emphasize originality, valuing uniqueness and creativity as drivers of EI. Sustainability, via environmental awareness, did not influence EI.Originality/valueWith this study, we aim to encourage policies and practices aimed at higher education institutions globally, to broaden the understanding about the importance of environmental, innovative and social studies and practices aligned with the context of entrepreneurship. The final aim is to enhance social and environmental benefits generated by future entrepreneurs.
本研究旨在通过环境意识调查计划行为理论（TPB）、创新和可持续性对创业意向（EI）形成的影响。设计/方法/途径基于计划行为理论、适应-创新理论和可持续性环境轴等理论轴之间的一致性，我们对巴西和西班牙大学的学生进行了定量研究。我们获得了这两个国家 686 名大学生的样本，他们都在学习与管理相关的课程。数据分析包括探索性因子分析和逻辑回归。研究结果表明，TPB（个人态度和感知行为控制）对环境创新有影响，但不包括主观规范。创新对两国学生的 EI 都有影响。巴西人重视变化，这凸显了灵活性的重要性。相反，西班牙人则强调原创性，重视独特性和创造性，将其作为 EI 的驱动力。原创性/价值通过这项研究，我们旨在鼓励针对全球高等教育机构的政策和实践，扩大对环境、创新和社会研究的重要性的认识，以及与创业背景相一致的实践。最终目的是提高未来企业家创造的社会和环境效益。
{"title":"Innovation and sustainability from the perspective of entrepreneurial intention: a cross-cultural approach","authors":"L. Paiva, Lucía Muñoz-Pascual, Jesús Galende","doi":"10.1108/et-07-2023-0279","DOIUrl":"https://doi.org/10.1108/et-07-2023-0279","url":null,"abstract":"PurposeThis study aims to investigate the influence of the theory of planned behavior (TPB), innovation and sustainability, through environmental awareness, in the formation of entrepreneurial intention (EI).Design/methodology/approachBased on the alignment between theoretical axes, such as the theory of planned behavior, adaptation–innovation theory and the environmental axis of sustainability, quantitative research was developed with students from Brazilian and Spanish universities. We obtained a sample of 686 university students enrolled in courses related to management in both countries. Data analysis included exploratory factor analysis and logistic regression.FindingsOur results revealed that the constructs of TPB (personal attitudes and perceived behavioral control) influenced EI, excluding subjective norms. Innovation had an influence on the EI of students from both countries. In Brazilians, valuing change predicts EI, highlighting the importance of flexibility. Conversely, Spaniards emphasize originality, valuing uniqueness and creativity as drivers of EI. Sustainability, via environmental awareness, did not influence EI.Originality/valueWith this study, we aim to encourage policies and practices aimed at higher education institutions globally, to broaden the understanding about the importance of environmental, innovative and social studies and practices aligned with the context of entrepreneurship. The final aim is to enhance social and environmental benefits generated by future entrepreneurs.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919209","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}
PurposeThis study aims to investigate the influence of the theory of planned behavior (TPB), innovation and sustainability, through environmental awareness, in the formation of entrepreneurial intention (EI).Design/methodology/approachBased on the alignment between theoretical axes, such as the theory of planned behavior, adaptation–innovation theory and the environmental axis of sustainability, quantitative research was developed with students from Brazilian and Spanish universities. We obtained a sample of 686 university students enrolled in courses related to management in both countries. Data analysis included exploratory factor analysis and logistic regression.FindingsOur results revealed that the constructs of TPB (personal attitudes and perceived behavioral control) influenced EI, excluding subjective norms. Innovation had an influence on the EI of students from both countries. In Brazilians, valuing change predicts EI, highlighting the importance of flexibility. Conversely, Spaniards emphasize originality, valuing uniqueness and creativity as drivers of EI. Sustainability, via environmental awareness, did not influence EI.Originality/valueWith this study, we aim to encourage policies and practices aimed at higher education institutions globally, to broaden the understanding about the importance of environmental, innovative and social studies and practices aligned with the context of entrepreneurship. The final aim is to enhance social and environmental benefits generated by future entrepreneurs.
本研究旨在通过环境意识调查计划行为理论（TPB）、创新和可持续性对创业意向（EI）形成的影响。设计/方法/途径基于计划行为理论、适应-创新理论和可持续性环境轴等理论轴之间的一致性，我们对巴西和西班牙大学的学生进行了定量研究。我们获得了这两个国家 686 名大学生的样本，他们都在学习与管理相关的课程。数据分析包括探索性因子分析和逻辑回归。研究结果表明，TPB（个人态度和感知行为控制）对环境创新有影响，但不包括主观规范。创新对两国学生的 EI 都有影响。巴西人重视变化，这凸显了灵活性的重要性。相反，西班牙人则强调原创性，重视独特性和创造性，将其作为 EI 的驱动力。原创性/价值通过这项研究，我们旨在鼓励针对全球高等教育机构的政策和实践，扩大对环境、创新和社会研究的重要性的认识，以及与创业背景相一致的实践。最终目的是提高未来企业家创造的社会和环境效益。
{"title":"Innovation and sustainability from the perspective of entrepreneurial intention: a cross-cultural approach","authors":"L. Paiva, Lucía Muñoz-Pascual, Jesús Galende","doi":"10.1108/et-07-2023-0279","DOIUrl":"https://doi.org/10.1108/et-07-2023-0279","url":null,"abstract":"PurposeThis study aims to investigate the influence of the theory of planned behavior (TPB), innovation and sustainability, through environmental awareness, in the formation of entrepreneurial intention (EI).Design/methodology/approachBased on the alignment between theoretical axes, such as the theory of planned behavior, adaptation–innovation theory and the environmental axis of sustainability, quantitative research was developed with students from Brazilian and Spanish universities. We obtained a sample of 686 university students enrolled in courses related to management in both countries. Data analysis included exploratory factor analysis and logistic regression.FindingsOur results revealed that the constructs of TPB (personal attitudes and perceived behavioral control) influenced EI, excluding subjective norms. Innovation had an influence on the EI of students from both countries. In Brazilians, valuing change predicts EI, highlighting the importance of flexibility. Conversely, Spaniards emphasize originality, valuing uniqueness and creativity as drivers of EI. Sustainability, via environmental awareness, did not influence EI.Originality/valueWith this study, we aim to encourage policies and practices aimed at higher education institutions globally, to broaden the understanding about the importance of environmental, innovative and social studies and practices aligned with the context of entrepreneurship. The final aim is to enhance social and environmental benefits generated by future entrepreneurs.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141919674","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}
Iselin Mauseth Steira, Karin Wigger, Einar Rasmussen
PurposeHaving a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.Design/methodology/approachWe reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.FindingsWe synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.Originality/valueOur framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.
{"title":"Variety of entrepreneurial skills measured in the entrepreneurship education literature","authors":"Iselin Mauseth Steira, Karin Wigger, Einar Rasmussen","doi":"10.1108/et-09-2023-0374","DOIUrl":"https://doi.org/10.1108/et-09-2023-0374","url":null,"abstract":"PurposeHaving a varied set of skills is essential for becoming and succeeding in entrepreneurship, and developing students’ entrepreneurial skills is a key objective of entrepreneurship education programs at universities worldwide. Moreover, measuring the learning outcomes of education is essential for designing effective training. This review provides a framework of the variety of skills measured in the entrepreneurship education literature.Design/methodology/approachWe reviewed the entrepreneurship education literature and identified 79 studies that used skill-related measures. We identified, grouped, and operationalized entrepreneurial skills related to the entrepreneurial tasks of sensing, acting, and mobilizing under uncertain conditions.FindingsWe synthesized the current knowledge related to developing various entrepreneurial skills and provided a framework of ten types of entrepreneurship-related skills measured in prior studies of entrepreneurship education initiatives. We showed that entrepreneurship education develops various skills relevant to entrepreneurship and other concepts, indicating the value of entrepreneurship education for increasing students’ general skill level.Originality/valueOur framework provides a valuable tool for discussing what skills-related training should be included in entrepreneurship education curricula and how the learning outcomes from entrepreneurship education can be measured. Focusing on students’ entrepreneurial skills is closer to entrepreneurial action than intentions or mindsets, and skills are a more realis-tic and inclusive outcome of entrepreneurship education than start-up rates and self-employment. Thus, entrepreneurial skills are a useful concept for clarifying and measuring the specific learning outcomes of entrepreneurship education.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923822","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}
Lindsay Eastgate, A. Bialocerkowski, Peter Creed, Michelle Hood, M. A. Machin, Paula Brough, Sonya Winterbotham
PurposeThis study aims to examine the anticipated and actual challenges encountered by occupational therapy and physiotherapy students during their first full-time professional placement and to understand the strategies they implemented to manage their multiple life roles.Design/methodology/approachLongitudinal qualitative research examined students’ anticipated and reported challenges with their first block professional placement and the strategies they implemented during it. In total, 22 occupational therapy and physiotherapy students were interviewed at two time points (pre- and post-placement), producing 44 interview data points. Transcribed interviews were analysed thematically using a hybrid approach.FindingsPre-placement, students perceived potential challenges related to the distance between their placement location and where they resided and their ability to maintain balance in their multiple roles. Post-placement, the main reported challenge was maintaining role balance, due to unexpected challenges and students’ unanticipated tiredness. Students implemented strategies to assist with managing multiple roles and reflected on the benefits and drawbacks of placements. They also considered the necessary future adjustments.Practical implicationsThis study highlighted the importance of social support and the need for proactive recovery strategies to negate the tiredness that students experienced on placement.Originality/valueThis is the first study, to our knowledge, to investigate how allied health students, on their first block of professional placement, balanced their multiple roles over time.
{"title":"Students’ first professional placement: unravelling expectations and realities","authors":"Lindsay Eastgate, A. Bialocerkowski, Peter Creed, Michelle Hood, M. A. Machin, Paula Brough, Sonya Winterbotham","doi":"10.1108/et-07-2022-0273","DOIUrl":"https://doi.org/10.1108/et-07-2022-0273","url":null,"abstract":"PurposeThis study aims to examine the anticipated and actual challenges encountered by occupational therapy and physiotherapy students during their first full-time professional placement and to understand the strategies they implemented to manage their multiple life roles.Design/methodology/approachLongitudinal qualitative research examined students’ anticipated and reported challenges with their first block professional placement and the strategies they implemented during it. In total, 22 occupational therapy and physiotherapy students were interviewed at two time points (pre- and post-placement), producing 44 interview data points. Transcribed interviews were analysed thematically using a hybrid approach.FindingsPre-placement, students perceived potential challenges related to the distance between their placement location and where they resided and their ability to maintain balance in their multiple roles. Post-placement, the main reported challenge was maintaining role balance, due to unexpected challenges and students’ unanticipated tiredness. Students implemented strategies to assist with managing multiple roles and reflected on the benefits and drawbacks of placements. They also considered the necessary future adjustments.Practical implicationsThis study highlighted the importance of social support and the need for proactive recovery strategies to negate the tiredness that students experienced on placement.Originality/valueThis is the first study, to our knowledge, to investigate how allied health students, on their first block of professional placement, balanced their multiple roles over time.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141923525","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}
PurposeThe article aims to describe the role of training and examines the impact on the wages of university and college graduates.Design/methodology/approachWe use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the “difference-in-differences” methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities).FindingsWe obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory.Originality/valueThis paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia.
{"title":"The role of training in the “school-to-work” transition in the Russian labour market","authors":"Ekaterina Smoliarchuk, S. Roshchin, Pavel Travkin","doi":"10.1108/et-02-2024-0055","DOIUrl":"https://doi.org/10.1108/et-02-2024-0055","url":null,"abstract":"PurposeThe article aims to describe the role of training and examines the impact on the wages of university and college graduates.Design/methodology/approachWe use nationwide administrative data on university and college graduates in 2019. The population includes 1.3 million observations, of which 222,000 (∼16%) received training after graduation from an educational institution (from July 2019 to 2022). We used OLS and the “difference-in-differences” methods to estimate the returns to training. Estimates obtained using the DID method turned out to be several times smaller because they consider unobserved characteristics (abilities).FindingsWe obtained several key findings. First, the participation of graduates in training is high, despite their recent education. Second, undergoing training is conditional on the existence of wage returns. The results show a wage premium of 17.8% (OLS method) and 2.0% (DID method). Third, graduates from nonselective universities (with low state exam score) try to participate more actively in training to acquire missing knowledge and skills. The wage premium for graduates from nonselective universities is 19.1% (OLS method) and 5.1% (DID method). Fourth, there is a high return to training for graduates from socially relevant fields (education and healthcare), where training is regular and mandatory.Originality/valueThis paper is one of the first to estimate the involvement and returns to training for graduates using nationwide administrative data in Russia.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141801740","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}
José Manuel Sánchez Ramírez, Victoria Iñigo, Beatriz Marcano, Carmen Romero-García
PurposeThe aim of this work is to evaluate the effectiveness of a training programme for developing employability skills, including digital competency and soft skills (problem-solving, teamwork, adaptability, leadership, decision-making and creativity), in professional-training programmes.Design/methodology/approachIt presents a case study where students from a professional training centre were evaluated twice, before and after doing the programme. The results from both were compared to determine whether there have been improvements. We also analysed whether there were differences by gender in the pretest and the posttest.FindingsWe observed that most of the students improved in both digital competency and in soft skills after completing the programme. In the case of digital competency, greater improvement was apparent in the areas of collaboration and communication and in digital content creation. Similar results were found for all competencies in the case of soft skills.Originality/valueThis learning programme had a positive impact on the competency development of professional-training students. Continuous training and advice for teachers and personalized monitoring during the implementation of this programme resulted in an apparent improvement in students’ employability skills.
{"title":"Evaluation of a training programme to foster employability skills in professional training: a case study","authors":"José Manuel Sánchez Ramírez, Victoria Iñigo, Beatriz Marcano, Carmen Romero-García","doi":"10.1108/et-02-2023-0037","DOIUrl":"https://doi.org/10.1108/et-02-2023-0037","url":null,"abstract":"PurposeThe aim of this work is to evaluate the effectiveness of a training programme for developing employability skills, including digital competency and soft skills (problem-solving, teamwork, adaptability, leadership, decision-making and creativity), in professional-training programmes.Design/methodology/approachIt presents a case study where students from a professional training centre were evaluated twice, before and after doing the programme. The results from both were compared to determine whether there have been improvements. We also analysed whether there were differences by gender in the pretest and the posttest.FindingsWe observed that most of the students improved in both digital competency and in soft skills after completing the programme. In the case of digital competency, greater improvement was apparent in the areas of collaboration and communication and in digital content creation. Similar results were found for all competencies in the case of soft skills.Originality/valueThis learning programme had a positive impact on the competency development of professional-training students. Continuous training and advice for teachers and personalized monitoring during the implementation of this programme resulted in an apparent improvement in students’ employability skills.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808236","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}
PurposeThis paper explores the attractiveness of TVET in Sierra Leone, a post-conflict West African country. It aims to unpack structural factors which contribute to the low repute of TVET.Design/methodology/approachThe paper uses qualitative interviews with employers, government and third sector organisations, focus group discussions with young Sierra Leoneans and analysis of key government policy documents. Thematic analysis was used to analyse the data, and the empirical analysis is grounded in Social Learning Theory of Career Decision Making and Social Cognitive Career Theory. The paper is interdisciplinary, drawing on literature from economics, psychology, political science and development studies.FindingsThe paper argues that TVET is in low repute in Sierra Leone owing to low prioritisation by the national government in terms of policy focus, budgetary allocations and provision of training facilities; the proliferation and continuation of a post-war style of TVET programmes by development partners which initially targeted ex-combatants and thus carry reputational baggage; and colonial legacies of preferences for university education and white-collar jobs.Originality/valueThe research contributes to the academic and policy discourse by providing new empirical insights from an under-studied country (and region), and arguably one where evidence-based policy is much needed.
{"title":"Not for us? Vocational training in the social and policy space in Sierra Leone","authors":"Jamelia Harris","doi":"10.1108/et-09-2023-0356","DOIUrl":"https://doi.org/10.1108/et-09-2023-0356","url":null,"abstract":"PurposeThis paper explores the attractiveness of TVET in Sierra Leone, a post-conflict West African country. It aims to unpack structural factors which contribute to the low repute of TVET.Design/methodology/approachThe paper uses qualitative interviews with employers, government and third sector organisations, focus group discussions with young Sierra Leoneans and analysis of key government policy documents. Thematic analysis was used to analyse the data, and the empirical analysis is grounded in Social Learning Theory of Career Decision Making and Social Cognitive Career Theory. The paper is interdisciplinary, drawing on literature from economics, psychology, political science and development studies.FindingsThe paper argues that TVET is in low repute in Sierra Leone owing to low prioritisation by the national government in terms of policy focus, budgetary allocations and provision of training facilities; the proliferation and continuation of a post-war style of TVET programmes by development partners which initially targeted ex-combatants and thus carry reputational baggage; and colonial legacies of preferences for university education and white-collar jobs.Originality/valueThe research contributes to the academic and policy discourse by providing new empirical insights from an under-studied country (and region), and arguably one where evidence-based policy is much needed.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141812607","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}
Vanessa H.C. Jim, Jessie M.L. Chow, Donald F.B. Ward
PurposeThis research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents’ entrepreneurial learning processes without formal guidance or curriculum.Design/methodology/approachThe study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram.FindingsThe results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process.Practical implicationsThe research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students’ learning.Originality/valueThis research represents the first exploratory study on the potential of school-age teens’ self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students’ informal learning, entrepreneurial learning and social media learning.
{"title":"Unleashing entrepreneurial potential: venture creation and self-directed experiential learning on social media amongst secondary school-aged business owners","authors":"Vanessa H.C. Jim, Jessie M.L. Chow, Donald F.B. Ward","doi":"10.1108/et-08-2023-0346","DOIUrl":"https://doi.org/10.1108/et-08-2023-0346","url":null,"abstract":"PurposeThis research paper aims to explore how secondary school-aged business owners utilise social media to engage in informal learning. The authors make use of the concept of a self-directed experiential learning cycle to empirically explore adolescents’ entrepreneurial learning processes without formal guidance or curriculum.Design/methodology/approachThe study adopts a one-on-one interview approach with a critical incident technique in interviewing to examine the experiences of 10 Grade 9–11 business owners who run social media-based businesses on Instagram.FindingsThe results demonstrate that student business owners were able to capitalise on social media for venture creation and informal learning. They effectively engaged in experiential learning cycles with active help-seeking and mentorship in response to challenges in their business journey. A variety of resources within social media, their social circle and the internet were employed by students, highlighting the role the self-directed element plays in their experiential learning process.Practical implicationsThe research urges institutions to recognise the potential of informal learning on social media and offer more support to strengthen students’ learning.Originality/valueThis research represents the first exploratory study on the potential of school-age teens’ self-initiated informal entrepreneurial learning while testifying the theory of the self-directed experiential learning cycle in the context of social media businesses. The study offers novel insights into the fields of students’ informal learning, entrepreneurial learning and social media learning.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141810173","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}
PurposeSince there are limited role models and career templates for entrepreneurship education (EE) graduates in the labour market, their careers are largely based on personal preferences, aspirations and values. Few studies have investigated how EE impacts graduates’ career aspirations. The present study addressed this gap by exploring how entrepreneurial identity (EI) manifestations act as career identities for EE graduates.Design/methodology/approachFive graduates from two EE programmes in Norway were purposefully selected based on their career histories. They were interviewed using a life story approach, and the narratives were analysed to explore how their EIs were developed and how the EIs acted as career identities.FindingsThe study findings revealed three EI manifestations that directed the participants’ careers: change agent, career seeker and maverick specialist. Additionally, the findings showed how EI is developed through EE: by connecting previous aspirations to realistic career alternatives, by being a place where individuals can experiment with provisional selves and by gaining social acceptance and affirmations for a claimed identity. Furthermore, the findings demonstrated how EI manifestations act as career identities that give direction to graduates’ careers.Originality/valueThis study has important implications regarding the broader impact of EE on graduates’ careers. Furthermore, by exploring EE graduates’ narratives, this study provides a richer and more nuanced view of how aspirations and career preferences are developed than previous studies.
{"title":"Entrepreneurial identity as a career compass – An exploration of the career narratives of entrepreneurial education graduates","authors":"Nils Magne Killingberg","doi":"10.1108/et-09-2023-0364","DOIUrl":"https://doi.org/10.1108/et-09-2023-0364","url":null,"abstract":"PurposeSince there are limited role models and career templates for entrepreneurship education (EE) graduates in the labour market, their careers are largely based on personal preferences, aspirations and values. Few studies have investigated how EE impacts graduates’ career aspirations. The present study addressed this gap by exploring how entrepreneurial identity (EI) manifestations act as career identities for EE graduates.Design/methodology/approachFive graduates from two EE programmes in Norway were purposefully selected based on their career histories. They were interviewed using a life story approach, and the narratives were analysed to explore how their EIs were developed and how the EIs acted as career identities.FindingsThe study findings revealed three EI manifestations that directed the participants’ careers: change agent, career seeker and maverick specialist. Additionally, the findings showed how EI is developed through EE: by connecting previous aspirations to realistic career alternatives, by being a place where individuals can experiment with provisional selves and by gaining social acceptance and affirmations for a claimed identity. Furthermore, the findings demonstrated how EI manifestations act as career identities that give direction to graduates’ careers.Originality/valueThis study has important implications regarding the broader impact of EE on graduates’ careers. Furthermore, by exploring EE graduates’ narratives, this study provides a richer and more nuanced view of how aspirations and career preferences are developed than previous studies.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141815834","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}
Guillermina Tormo‐Carbó, Elies Seguí‐Mas, Victor Oltra
PurposeDrawing on the Theory of Planned Behaviour (TBP) and Social Cognitive Theory (SCT), this study delves into how, in entrepreneurship-unfriendly environments, university students’ entrepreneurial intention (EI) is shaped, focusing particularly on the role of entrepreneurship education (EE) and an entrepreneurial family context (EFC).Design/methodology/approachA sample of 688 students at a Spanish university was used for testing our hypotheses using GUESSS project data, through PLS-SEM regression and multigroup analysis (entrepreneurship course vs non-course students).FindingsPositive and significant impacts of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on EI, and of subjective norms (SN) on EA and ESE, were found in both groups. Conversely, the impacts of an EFC on EA, SN and EI were significant only for course students, and the impact of SN on EI was significant only for non-course students. The impact of EFC on ESE was not significant for either group.Originality/valueThis investigation delves into how the TPB components shape university students’ EI in entrepreneurship-unfriendly contexts, and offers an original multigroup analysis to explore the role of EE in such dynamics. A novel contribution of this study is the finding that EE is a relevant catalyser for making entrepreneurial parents become an effective trigger for entrepreneurship. Conversely, EE was, unexpectedly, deemed irrelevant or counter-productive for some aspects of entrepreneurial dynamics. Further research is encouraged, delving into the role of social and cultural contexts.
目的本研究以计划行为理论（TBP）和社会认知理论（SCT）为基础，探讨在不适宜创业的环境中，大学生的创业意向（EI）是如何形成的，尤其关注创业教育（EE）和创业家庭环境（EFC）的作用。研究结果发现，创业态度（EA）和创业自我效能感（ESE）对 EI 有积极而显著的影响，主观规范（SN）对 EA 和 ESE 也有积极而显著的影响。相反，EFC 对 EA、SN 和 EI 的影响只对修课学生显著，而 SN 对 EI 的影响只对非修课学生显著。原创性/价值 本研究深入探讨了在不适宜创业的环境中，TPB 各要素如何影响大学生的创业能力，并提供了一种独创的多组分析方法，以探讨创业教育在这种动态变化中的作用。本研究的一个新贡献是发现 EE 是使创业父母成为创业有效触发器的相关催化剂。相反，EE 却被意外地认为与创业动力的某些方面无关或起反作用。我们鼓励进一步研究社会和文化背景的作用。
{"title":"Education first? Triggering vs jeopardising entrepreneurial intentions","authors":"Guillermina Tormo‐Carbó, Elies Seguí‐Mas, Victor Oltra","doi":"10.1108/et-10-2023-0420","DOIUrl":"https://doi.org/10.1108/et-10-2023-0420","url":null,"abstract":"PurposeDrawing on the Theory of Planned Behaviour (TBP) and Social Cognitive Theory (SCT), this study delves into how, in entrepreneurship-unfriendly environments, university students’ entrepreneurial intention (EI) is shaped, focusing particularly on the role of entrepreneurship education (EE) and an entrepreneurial family context (EFC).Design/methodology/approachA sample of 688 students at a Spanish university was used for testing our hypotheses using GUESSS project data, through PLS-SEM regression and multigroup analysis (entrepreneurship course vs non-course students).FindingsPositive and significant impacts of entrepreneurial attitude (EA) and entrepreneurial self-efficacy (ESE) on EI, and of subjective norms (SN) on EA and ESE, were found in both groups. Conversely, the impacts of an EFC on EA, SN and EI were significant only for course students, and the impact of SN on EI was significant only for non-course students. The impact of EFC on ESE was not significant for either group.Originality/valueThis investigation delves into how the TPB components shape university students’ EI in entrepreneurship-unfriendly contexts, and offers an original multigroup analysis to explore the role of EE in such dynamics. A novel contribution of this study is the finding that EE is a relevant catalyser for making entrepreneurial parents become an effective trigger for entrepreneurship. Conversely, EE was, unexpectedly, deemed irrelevant or counter-productive for some aspects of entrepreneurial dynamics. Further research is encouraged, delving into the role of social and cultural contexts.","PeriodicalId":503966,"journal":{"name":"Education + Training","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141640158","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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