Emerald | Education + Training | Table of Contents

Personality or environment? A comprehensive study on the entrepreneurial intentions of university students

literatinetwork@emeraldinsight.com (Harun Sesen) — Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - This paper aims to describe and empirically test a comprehensive model on the entrepreneurial intentions of the university students in which some individual and environmental factors were included. Also, the strengths of individual and environmental factors’ influence are compared.Design/methodology/approach - A questionnaire survey was completed by a random sample (n = 356) of business administration, health sciences and law faculty students across two Turkish universities. Results were based on correlation and regression analysis.Findings - Results indicate that as individual factors locus of control and entrepreneurial self-efficacy and as environmental ones social network and access to capital have significant impacts on entrepreneurial intentions of students. However, the results showed that the university environment does not have any significant impact.Research limitations/implications - Self-report bias and cross-sectional data are possible limitations. Longitudinal studies in the future may have different results.Originality/value - The paper demonstrates that entrepreneurial self-efficacy is the most important factor on the entrepreneurial intention and besides social network contributes as the second factor. Also it puts personality as the dominant factor of entrepreneurial intention of students. However, paper introduces that the university environment does not have any significant impact on the entrepreneurial intentions. This result adds to the academic literature on entrepreneurial intention and offers several implications especially for university directors about entrepreneurship education.

Teacher students as future entrepreneurship educators and learning facilitators

literatinetwork@emeraldinsight.com (jaana Lepistö, Marja-Leena Ronkko) — Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - This paper aims to explore the perceptions of teacher students regarding entrepreneurship education and how they understand entrepreneurship as part of their future pedagogical work. Design/methodology/approach - Data were collected in 2010, 2011, and 2012 from the essays of 257 teacher students. The data were then analysed through a phenomenological approach.Findings - On the basis of the results, we categorise teacher students into three types: (1) sceptics, (2) followers, and (3) innovators. Research limitations/implications - The study was limited to teacher students at the Department of Teacher Education at Rauma. The data were collected during an Entrepreneurship and Citizenship course under the Teacher Education programme.Practical implications - The most important and necessary requirement for developing entrepreneurship education for future teachers is to clearly define the aforementioned concept. A learning environment should enable teacher students to approach the topic in an informal manner, allowing them to comfortably compare different critical views. Further maximising the benefits of such an environment necessitates fostering a relaxed and encouraging learning atmosphere, as well as multi-professional cooperation. The "leading extract" of entrepreneurship education must be based on education and pedagogy, instead of on market forces.Originality/value - Early entrepreneurship research concentrates on what entrepreneurship means and includes, how it should be realised, and what the responses are to related educational initiatives. The current work focuses on the conclusions teacher students draw about entrepreneurship/enterprise education and what kind of entrepreneurship/enterprise education is presently a part of teacher education.

"I can’t be arsed": A small-scale exploration of students’ self-reported motivation on entering a course of study and eventual ‘success’.

literatinetwork@emeraldinsight.com (Alicia Prowse, Rachel Delbridge) — Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - The purpose of this paper is to explore the university course trajectories of students from entry to a 3-year full-time undergraduate programme, to graduation with an honours degree, in the light of their self-reported motivations to study. This small-scale investigation took place at a UK Higher Education Institution (HEI). Design/methodology/approach - A small-scale survey using the Academic Motivation (to study) Scale was administered to 102 students on entry to a full time undergraduate degree course in an interdisciplinary information-based department in a UK HEI. The students’ motivation profiles were assessed in relation to their trajectory through the degree course and selected students were interviewed just prior to graduation. Findings - The report focuses on the pattern of student motivations – in general students who achieved ‘good’ degrees were likely to have lower motivation and students achieving ‘not so good’ degrees were likely to self-report higher levels of both autonomous and controlled motivations. Whilst the small sample size and individual variation may partly explain these results, interviews with a small number of participants allowed some further explication of these patterns.Research limitations/implications - Because of the complexity of variables potentially involved in studies relating to motivation, the focus of this study was practitioner reflection. Thus, it examines self-reported motivations measured on a established scale and ‘success’ in terms of progression and attainment. The research findings were from a small cohort study in a convenience sample of 102 students in a particular context, so there are necessarily limits on the generalisability of the study. Practical implications - Elements around student achievement and progression related to their motivation are identified, and may contribute to effective design of learning experiences that students can 'be arsed’ to engage in.Originality/value - New empirical data are reported which provide an insight into student attitudes to study and the applicability of teacher responses which are briefly discussed in relation to socio-cognitive and socio-cultural perspectives.

Feedback provision and use in teaching and learning: A case study

literatinetwork@emeraldinsight.com (Samuel Laryea) — Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - The information a student receives after they have completed a piece of work is often known as "feedback" and this can be provided in a range of formats. Despite its importance, results of the National Students Survey (NSS) in the UK consistently suggest that feedback is an area where significant improvements are needed across the higher education sector. The purpose here was to explore and advance a better understanding of the way feedback is given by lecturers as part of teaching and how students perceive and use it in their learning.Design/methodology/approach - Three methods were used for data collection in 2010-11. First, semi-structured interviews with 52 students helped to acquire a preliminary understanding of their feedback experiences. Second, a questionnaire completed by lecturers helped to identify their feedback provision methods. Third, a questionnaire completed by 194 students across all year groups helped to obtain their views about the usefulness of various methods of feedback provision.Findings - A content analysis of the data shows the main methods used in Part 1 to provide feedback on assignments are Verbal 1:1 and generic feedback in the classroom. The main methods used in Part 2 to provide feedback on assignments are comments written on the submission or a separate sheet. In Part 3, the main methods used to provide feedback are generic feedback given in the classroom; verbal 1:1; a standard template; and comments written on the submission or a separate sheet. However, a majority of students responding to this research prefer one-on-one and personal feedback which can clearly be time-consuming for lecturers.Practical implications - The provision of good feedback to students is important. However, personal one-on-one feedback to all students may be practically unrealistic given lecturers’ workload and career progression pathway which often allocates more reward to research rather than teaching achievements. Lecturers should exploit peer and digital feedback provision approaches. Institutions should design appropriate systems for incentivising, supporting and enhancing feedback provision and use.Originality/value - The originality here lies in the use of multiple methods to ascertain feedback practices from both the perspective of its provision by lecturers and its use by students.

An Exploratory Study of Factors Affecting Undergraduate Employability

Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - The current study was conducted to increase our understanding of factors that influence the employability of university graduates. Through the use of both qualitative and quantitative approaches, the paper explores the relative importance of 17 factors that influence new graduate employability. Design/methodology/approach - An extensive review of the existing literature was used to identify 17 factors that affect new graduate employability. A two-phase, mixed-methods study was conducted to examine: 1) whether these 17 factors could be combined into five categories, and 2) the relative importance that employers place on these factors. Phase One involved interviewing 30 employers, and Phase Two consisted of an empirical examination with an additional 115 employers. Findings - Results from both the qualitative and quantitative phases of the current study demonstrated that 17 employability factors can be clustered into five higher-order composite categories. In addition, findings illustrate that, when hiring new graduates, employers place the highest importance on soft-skills and the lowest importance on academic reputation.Research limitations/implications - The sectors in which employers operated were not completely representative of their geographical region. Practical implications - The findings suggest that, in order to increase new graduates’ employability, university programs and courses should focus on learning outcomes linked to the development of soft-skills. In addition, when applying for jobs, university graduates should highlight their soft-skills and problem solving skills.Originality/value - This study contributes to the body of knowledge on the employability of university graduates by empirically examining the relative importance of 5 categories of employability factors that recruiters evaluate when selecting new graduates.

Capacity Building to Advance Entrepreneurship Education: Lessons from the Teen Entrepreneurship Competition in Hong Kong

literatinetwork@emeraldinsight.com (Christina Wai Mui YU) — Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - The Teen Entrepreneurship Competition (TEC) was an annual inter-school competition that aimed to promote entrepreneurship education (EE) in Hong Kong secondary schools. This paper aims to (1) review and evaluate the implementation of the TEC over the years from 2003 to 2010, and to (2) use the TEC as a case to demonstrate how EE can be advanced through capacity building in various ways and levels.Design/methodology/approach - There were two key milestone phases for the TEC. This paper will describe and discuss the achievements made in Phase I and the capacity building for advancing the TEC in Phase II in detail. Then, a critical analysis of capacity building for advancing TEC in Phase II will be made with a careful consideration of the TEC’s design rationales, the research findings in Phase I and the three inter-related levels of capacity building. Finally, suggestions will be recommended for further strengthening EE in schools.Findings - The sustainability and advancement of the TEC are closely related to (1) advancing ‘Character Building' at the individual level - to increase in participants’ conceptual learning and attitudinal change, (2) advancing ‘Partnership Building’ at the institutional level – an extension of a community network through partnerships and (3) advancing ‘Social Responsibility’ at the societal level - the enlarging of teams’ collaborative learning contexts that are related to social concerns. However, the TEC might still overlook an alignment with the existing curriculum development throughout its capacity development. A further capacity building of course development and policy-making should be sought. Originality/value - This is a precious illustrative case study for the purpose of sharing useful information and genuine experience with those who are interested in promoting teen entrepreneurship education in schools.

Predicting entrepreneurial intentions when satisfactory employment opportunities are scarce

Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Purpose - The present survey seeks to investigate the moderating effect of the availability of employee positions on the configuration of intention to start a business in the post-Soviet context. The research question is whether the perceived availability of employment opportunities moderates the relationship between entrepreneurial intention and its antecedents. Design/methodology/approach - The sample for this study consists of 276 military officers from the Armed Forces of Ukraine who transferred into the reserve and undertook a retraining programme designed by a Norwegian business school. Findings - The results indicate that the availability of satisfactory employment moderates the relationship between subjective norm and entrepreneurial intentions, so that the subjective norm is even more important when employment opportunities are scarce. In contrast with this result, the availability of satisfactory employment opportunities was found not to have a moderating effect on the relationship between attitudes and intentions or the relationship between perceived behavioural control and intentions.Research limitations/implications - When jobs are scarce, the intention to start a business is more strongly influenced by the extent of support from relatives, friends and significant others. In such conditions, it is important that individuals are surrounded by people who are willing to support them if they engage in an entrepreneurial endeavour. Business training programmes aimed at improved attitudes and perceived behavioural control are also expected to be effective in crises and in transitional economies. The limitations of this study are related to the possibility of generalizing results from a study in a specific context, and the use of an imperfect measure of perceived availability of employment opportunities. Originality/value - The availability of employee positions, as an alternative to an entrepreneurial career path, plays an important part in the configuration of the intention to start a venture. The attractiveness of alternative career options should be included in future studies of entrepreneurial intentions and endeavours.

Book Review: Harrison, M., Jakeman, V. & Paterson, K. (2012) Improve your Grammar. Palgrave Study Skills

literatinetwork@emeraldinsight.com (Christine Daley) — Fri, 06 Sep 2013 00:00:00 +0100

Abstract

Not available.