Education + Training

Moving from conceptual ambiguity to operational clarity: Employability, enterprise and entrepreneurship in higher education : Table of Contents

Peter Sewell, Lorraine Dacre Pool — Sat Feb 06 08:00:23 GMT 2010

Abstract:
Purpose – The purpose of this paper is to discuss how the terms “employability”, “enterprise” and “entrepreneurship” are currently being used, often interchangeably, within higher education, and to propose how to clarify this issue with the terminology. Design/methodology/approach – The approach taken is to discuss the three terms and some of their current conceptualisations and suggest ways to clarify the terminology. Possible methods of operationalising the three concepts within higher education are also suggested. Findings – Employability, enterprise and entrepreneurship are high on the agendas of many higher education institutions. There is a crucial need for agreement on definitions particularly when strategies are being implemented. It is suggested that currently the terminology is often used carelessly and interchangeably, resulting in confusion for HE staff, students and employers. Originality/value – The paper offers a clear way of defining the concepts and will be of value to anybody with an interest in employability, enterprise or entrepreneurship within higher education.

Learning entrepreneurship in higher education : Table of Contents

Vesa P. Taatila — Sat Feb 06 08:00:23 GMT 2010

Abstract:
Purpose – There is a constant need to produce more entrepreneurial graduates from higher education institutions. This paper aims to present and discuss several successful cases of entrepreneurial learning environments in order to suggest some important aspects that higher education institutions should consider. Design/methodology/approach – The paper presents a literature review and four previously published case studies. These are used for suggesting a hypothesis for further study. Findings – The pedagogical challenge is that entrepreneurial competencies are more holistic and psychologically oriented than traditional subject-matter skills. Entrepreneurial skills are learned via pragmatic real life development projects. The paper presents several successful cases of entrepreneurial education programmes in higher education institutions. It proposes an entrepreneurial learning cycle that supports the development of entrepreneurial competencies. Research limitations/implications – The evidence presented is case-based, and the actual results are very difficult to measure. Further large-scale research is needed to verify or falsify the hypothesis. Originality/value – Entrepreneurial education in higher education institutions should be fully reviewed and changed. Clear goals should be set regarding the development of graduates who are more entrepreneurially oriented. Furthermore, the educational process will require much restructuring to enhance skill development for entrepreneurship.

Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators : Table of Contents

Ernest Samwel Mwasalwiba — Sat Feb 06 08:00:23 GMT 2010

Abstract:
Purpose – This paper aims to take stock of existing publications devoted to entrepreneurship education and assess the alignment existing between its generic objectives, target audience, teaching methods and impact indicators. Design/methodology/approach – A semi-systematic literature review is applied; using six thematically separated excel data collection spreadsheets. Datasheets were used in order to reduce the author's bias. A total of 108 articles are reviewed in stages and by categorizing in terms of educational objectives, target audiences, community outreach activities, applied teaching methods and impact indicators. Findings – Scholars in this field of study, though differing in a number of definitive issues, are converging towards a single framework of entrepreneurship education. There is a shift from a start-up view to an attitude-changing perspective of entrepreneurship education. However, with a diversity of target groups, there is still a non-alignment between what educators and other stakeholders wish to achieve in educating for entrepreneurship with the applied pedagogical approaches, and success indicators. Research limitations/implications – The work has some limitations involved with literature reviews. The main noticeable limitation is the inclusion of both empirical and theoretical literature; it would be more appropriate to use a meta-analysis approach. Practical implications – Entrepreneurship education is reviewed in its totality. This is beneficial to educators and policy-makers that are involved in setting or facilitating entrepreneurship educational programmes. The work will, specifically, help to understand problems related to non-alignment in setting entrepreneurship educational programmes; a common pitfall for most of education designers. Originality/value – The novelty of the work is in the use of data collection sheets. This has minimized the author's own bias, and brought some logical quantification into drawing meanings and conclusions from the existing literature in entrepreneurship education.

Effects of business internships on job marketability: the employers' perspective : Table of Contents

Jack Gault, Evan Leach, Mark Duey — Sat Feb 06 08:00:23 GMT 2010

Abstract:
Purpose – This paper seeks to report the results of an empirical investigation of the relationship between internship participation and student employment marketability. The study aims to identify the value that employers attribute to internships as a qualification for employment and as a factor in determining compensation. Design/methodology/approach – The study presents the results of a survey of 185 employers of 392 interns enrolled in an AACSB-accredited business college in a Northeastern US university. The survey examined the perceived value of the internship experience, the effect of intern performance on internship value perceptions, and the relationship between internship participation and employer selection and compensation decisions. Findings – The survey results indicate significantly more full-time opportunities for undergraduates with internship experience, corroborating earlier published empirical research. Additionally, while even average-performing interns were significantly more likely to receive full-time job offers than non-interns, high-performing interns were more likely to receive higher starting salaries. Finally, the study shows that high intern performance results in enhanced employer-perceived value of the internship program. Originality/value – Field internships are endorsed by business schools as an effective way to gain practical experience and enhance employment marketability. However, few studies have provided empirical evidence linking internship participation to success in postgraduation employment. The study confirms the value of an internship in job marketability. In addition, the study provides an estimate of the perceived value of internship experience in employee compensation. Finally, the paper affirms the internship as a component of experiential learning that can enhance the employability development opportunities offered by institutions of higher learning.

Enterprise education as pedagogy : Table of Contents

Brian Jones, Norma Iredale — Sat Feb 06 08:00:23 GMT 2010

Abstract:
Purpose – This paper seeks to suggest that the most appropriate way to construe the concept of enterprise education is from a pedagogical viewpoint. Enterprise education as pedagogy is argued to be the most appropriate way to think about the concept and serves to demarcate it from entrepreneurship education, which is very much about business start-up and the new venture creation process. Design/methodology/approach – Enterprise education is underpinned by experiential action learning that can be in, outside and away from the normal classroom environment. It can be delivered across a range of subject areas throughout different phases of education. Findings – Enterprise and entrepreneurship education are perceived to be conflated terms that for many in the education and business communities mean much the same thing. Adopting an enterprise education approach allows greater pupil/student ownership of the learning process. Practical implications – Enterprise education as pedagogy advocates an approach to teaching where specific learning outcomes differ across and between different educational phases and subject areas but which has a clear and coherent philosophical underpinning. Originality/value – Enterprise education should not be equated solely with business, as it is a broader, deeper and richer concept. The theoretical import of the paper is in part a plea for a more rigorous, practically informed analysis of the different strands (pedagogy, entrepreneurship, citizenship and civic responsibility) that make up enterprise education. The paper also sets out the case for a more critical analysis of enterprise education.

Promoting employability skills development in a research-intensive university : Table of Contents

Geoff Baker, Debra Henson — Sat Feb 06 08:00:23 GMT 2010

Abstract:
Purpose – This study aims to consider the place of employability in universities, with a focus on research-intensive institutions, and to outline an initiative that was introduced to promote employability skills development at the University of Nottingham. Design/methodology/approach – Following a discussion of literature on the promotion of employability in higher education, the development of the “Inside Employment” initiative is outlined. The project was developed using an action research methodology. Findings – The major findings from each cycle are outlined here, demonstrating the different factors that informed the programme's establishment. Practical implications – The paper makes a number of recommendations for developing opportunities for employability skills development in universities in general, and research-intensive universities in particular. Originality/value – The paper will be of value to those involved in developing employability initiatives in higher education, particularly at research-intensive institutions.