Education Training

... Eddy SW Ng, Management and Human Resources Department, College of Business Administration, California State Polytechnic University, Pomona ... an abundant of literature that focused on applicant attraction strategies and organisational recruitment practices (eg Barber ...

The shortage of teachers prepared to teach career and technical education (CTE) courses, or willing to work in certain locations (e.g. inner city, rural), has motivated the desire to explore solutions such as alternative routes to teacher licensure (ARL). Most ARL programs bypass colleges of education and provide a different approach to preparing individuals to teach, leaving many to wonder about the quality and knowledge of these teachers. Specific areas, such as CTE, have seen a large influx of ARL teachers in recent years. We sought to determine school principals’ perceptions of ARL CTE teachers. We found principal support for ARL teachers as well as perceptions of a lack of preparation and effectiveness when compared to traditionally-prepared teachers. We also found differences in perceptions of ARL teachers by the principals’ school level and school SES level.

New technologies have been seen as the way forward in education, and latched onto as a way of communicating with students at a distance. This has been matched by management expectations of generating income from non-traditional students, or those unable to attend class. This paper explores some of the practical and policy "reality gaps" when implementing on-line learning. It focuses on an evaluation of student feedback when a traditional seminar was replaced by an on-line learning experience in a University committed to widening participation. The paper concludes by suggesting ways in which those engaged with curriculum development and using C&IT can bridge these gaps.

Purpose – The purpose of this paper is to present an evaluation of the impact of the Young Enterprise Wales (YEW) programme on its participants. YEW represents the Wales region of the programme which is an annual competition to assist 15-19-year-old secondary school pupils acquire entrepreneurial skills through running a business. Design/methodology/approach – The paper utilises a semi-structured data collection method within which attitudes, impacts and perceptions of the YEW programme are assessed. In total, 44 participants in a YEW regional final were interviewed and a questionnaire completed. Findings – The results indicated a positive participant reaction to the YEW programme with an affirmative response to all questions regarding the impact and experience of the course. The post final results suggested that the programme has improved entrepreneurial competencies and the future potential for business start-up. Research limitations/implications – The paper recognises that the re...

The purpose of this paper is to examine the importance of strategic human resource development (HRD) in small-medium enterprises (SMEs) with specific reference to key issues around training, development and education as well as an emerging issue of significance, age diversity management. The approach undertaken in the paper is to draw upon relevant literature and research as well as the authors' own analysis of the relationship between strategic human resource management (SHRM), HRD and SMEs based on prior research. The findings of the research and analysis is that SMEs which take a strategic approach to training and development of their human resources will profit not only from a competitive position in their marketplace but also be well placed to adjust to changing and often uncertain external influences on the business environment presented to organisations in the 21 st century. It is envisaged that SMEs should make changes to their current practices and adopt a more strategic approach to the development 1 of their people based on the practical implications outlined within the paper as to how organisations can implement HRD practices linked to broader corporate strategy. The paper adds value in broadening the existing focus of SHRM and HRD on large corporations to engendering the need to also develop good HRD practices within emerging and growing SMEs and recognising the important role that they can play in developing an age diverse workforce.

According to previous researchers, parents of children diagnosed with Autism Spectrum Disorders (ASD) consistently report more stress than parents of typically developing children or children with other developmental disorders (e.g., Down syndrome). This has peaked interest in the field in a related area, that being, identifying the coping strategies parents use to deal with the stressors of rearing a child on the autism spectrum. The available literature on coping strategies primarily has focused on interviewing parents to find out what strategies they currently use and if these are effective, which has resulted in mixed findings. A selected synthesis of the stress literature pertaining to coping strategies is provided to highlight the high levels of reported stress already experienced by families of children with ASD and what strategies the parents report aid them in coping with the stress. This literature review is presented for two purposes: (a) highlight relevant findings and methodological issues with current research, and (b) discuss implications for researchers and practitioners working with children with ASD and their families who exhibit increased levels of stress.

Purpose-The purpose of the paper is to describe the development and operation of an innovative, work based, distance delivered Foundation degree developed by the University of Chester and the British Civil Service. The paper is both a case study in its own right but also the basis for a further quantitative and qualitative evaluation of the programme Design/methodology/approach-The paper describes the development of the programme in the broader context of UK Civil service modernisation and the application of the University of Chester's established Work Based and integrative Studies (WBIS) framework. Important features of the programme are described including academic content, learner support, assessment and management. Findings-The paper concludes by identifying three areas for formal evaluation. These are: the implications of employer involvement in the design and management of the programme; the differential nature of the learner experience and the factors underlying performance and the impact of the programme in meeting employer goals. Research limitations/implications-There are limitations in generalising from a particular case study. No formal research questions are posed in the paper or method suggested. Further work is necessary to develop a strategy for evaluation of the programme. Practical implications-The conclusions are exploratory, awaiting formal evaluation Originality/value-The case study is of interest to educators engaged in flexible and distance work based learning. The issue of employer involvement in programme design, management and delivery is of considerable interest to those developing and delivering Foundation degrees and similar programmes. The issues in relation to the student experience are also of considerable interest to those engaged in workplace delivery. The organisational impact of the programme is of interest to employers and educators alike.

Purpose The purpose of this paper is to perceive the perspective of Portuguese and Czech’ talented athletes regarding: the main reasons pointed to drop out of sport, putting into analysis motivational factors; the conciliation of School and Sport, and how the organization of schools and sports contexts are articulated in relation to the training and promotion of students, athletes and citizens; and the contributions (positive/negative) of sports to daily life and society. Design/methodology/approach This study uses a qualitative approach to interview eight talented athletes from different sports that had to drop out the practice of sport and explores their narratives regarding experiences and the relational dynamics between sports contexts and schools. Findings Athletes identify factors that led to drop out: the coach profile or the methodology and dynamics of practicing/training; time consuming; and the impossibility of reconciling sports with school/job. Athletes can identify the ...

This paper describes an application of a Game Development Framework (GDF)-Microsoft XNA in software architecture (SA) course at Norwegian University of Science and Technology (NTNU) and evaluates how well the GDF is to use and integrate in a software engineering (SE) course. The result of the evaluation is based on the questionnaire with 9 types of general questions related to SE learning. In most aspects, the result shows that XNA is a suitable teaching aid in SE learning and can be used to teach SA. It is easy to use and save students time in development, thus let them have more time focusing on the course theory.

Geometry, an important branch of Mathematics, has a place in education for the development of critical thinking and problem solving, furthermore, that geometrical shapes are parts of our lives as they appear almost everywhere, geometry is utilized in science and art as well. This paper defines geometry teaching and puts forth why it has been given an important place in teaching mathematics. The major issue the paper deals with is to facilitate teaching Geometry through employing same useful preaches.

Education and Training in Developmental Disabilities focuses on the education and welfare of persons with developmental disabilities. ETDD invites research and expository manuscripts and critical review of the literature. Major emphasis is on identification and assessment, educational programming, characteristics, training of instructional personnel, habilitation, prevention, community understanding and provisions, and legislation.

The aim of this paper is to provide an analysis of the present situation and recent evolution in entrepreneurship courses and curricula in Italian universities. The analysis is based on a census of entrepreneurship courses and curricula run by Italian universities in 2004 and 2010. Entrepreneurship education in Italian universities is in its early development. Up to 2004 only a few universities had courses dedicated to entrepreneurship and the majority of them dealt with the development of the business plan. This situation has only slightly improved in the following years. Courses and curricula are mostly within business schools while very few exist in engineering and science schools. This situation contrasts with the need for entrepreneurship education in the Italian economy. Given the importance of traditional sectors in Italian industry we need to stimulate start-up in high-tech sectors: the development of entrepreneurship courses in engineering and in other science curricula could play an important role in this sense. At the same time we need to favour the growth process of small firms; this requires people who are able to play an entrepreneurial role in established firms.

Purpose -The objectives of this study are threefold: first, to analyze the development of intentions of individuals over time; second, to explore potential gender differences in intention development; and third, to analyze the relatedness of the initial level and development of the antecedents of intentions to the initial level and the development of intentions. Design/methodology/approach -Ajzen's Theory of Planned behavior is applied. Longitudinal data were collected in the fall of 2010, 2011 and 2012 in seven different universities of applied sciences, with students representing seven different study fields. In our data, there are 192 individuals with all three measurement waves and 104 individuals with two measurement waves. The analysis of change on multi-wave panel data is done using latent growth curve analysis with structural equation modeling. Findings -Our empirical results are threefold. First, entrepreneurial intentions of higher education seem to decrease during their studies. Second, there is a gender difference in the initial level of entrepreneurial intentions and how intentions develop over time. Third, the initial level of intentions does not affect the future development of intentions. Practical implications -In sum, the authors believe that the paper makes an important contribution to the field of entrepreneurial education by concluding that intention development in higher educational context is not a simple matter, but a rather complicated process during which young people can realize their true potential vis-à -vis entrepreneurial opportunities. From an educators' point of view, such realization generally means a decrease in an individual's entrepreneurial intentions, which is a phenomenon that does not provide much encouragement for educators. On the other hand, one of the aims of any entrepreneurship education is to give younger people a more realistic picture about entrepreneurship. When someone is willing to start a new business in this kind of context, the authors, as educators, can be a degree more confident that such an individual is not launching his/her venture because of idealistic dreams. Originality/value -By using a longitudinal design, the paper is one of the first to provide empirical evidence about the intention development over time. Ultimately, the paper hopes to have added richness to the ongoing discussion among academics and educators alike regarding the importance of intention development in entrepreneurship education.

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.

Abstract This paper explores some of the theoretical issues involved in the process of designing introductory undergraduate courses in OB (organisational behaviour). The basis of reflection for this study is the authors' recent experience at Lancaster University. It ...

Purpose: To explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach: This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings: Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications: The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications: The authors' contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value: The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. We provide a practice-based view of propositions, developed for future testing.

Purpose-The purpose of this paper is to investigate the experiences of individuals in transition between education and work during international volunteering expeditions. While it was expected that outcomes might include employability enhancement and skill development, the authors aimed to clarify what the main factors were, examine employability related factors in relation to other groups of variables, investigate development needs perceived by individuals, and evaluate the extent to which factors explored were influenced by participant attributes. Finally, the authors aim to integrate these findings into a series of recommendations for future research. Design/methodology/approach-The study involved 406 respondents in three countries, where data were collected in the field. Survey design was based on previous related studies in volunteering and employability. Principal components analyses revealed a four-component structure relating to leadership and teamwork, the environment and empathy, values and volunteering, and personal skills. Findings-Employability enhancement was not a primary motive for engaging in the expeditions. Data suggest that respondents had much more altruistic motivations, with perceived benefits more associated with emotional capital development and authentic leadership, although respond ents also acknowledged an enhanced ability to deal with selection processes due to their enriched experiences. Research limitations/implications-In undertaking this work using quantitative methods, the authors acknowledge that they have limited access to the richness of data that might emerge from more in depth narrative analysis. Further research could engage respondents in focus group studies. Practical implications-The implications of this research are for individuals, that engagement with international volunteering for disingenuous reasons such as CV enhancement is likely to lead to failure, and for employers that individuals who have engaged are likely to have benefited from significant development in leadership skills. For international volunteering organisations, promotion of the employability-enhancing attributes of the expedition may be less relevant to potential participants than the richness of the experience itself. Social implications-Engagement with international volunteering is personally transformative as well as delivering benefits in the context of the communities where the volunteering took place. While some respondents were drawn from a "widening participation" background there were no significant differences in their responses. Originality/value-The authors believe this is the first study to attempt a detailed analysis of the range of attributes potentially held by individuals engaging in international volunteering expeditions.

While the world is not on track to reach the Education for All (EFA) goals aid to the education sector has been reduced. In a context of limited resources in which maximising student learning is a challenge, strengthening monitoring and evaluation (M&E) systems is necessary, in order to make use of evidence and demonstrate results. This article argues in favour of an incremental approach to strengthening M&E systems that starts from what exists locally. In doing this, an essential first step is a diagnosis of the existing M&E system or arrangements that moves beyond technicalities and also focuses on the underlying institutional issues and the role of different stakeholders with different M&E needs. This article presents the findings from such a diagnostic exercise of Uganda's education sector M&E system. Our findings show that key elements of Uganda´s education sector M&E are already in place, though a number of challenges and weaknesses remain.

Relevance of preschool social studies curriculum content develops learners’ sense of belonging to the community and country for effective cohesiveness. Sense of belonging is achieved through inculcating right dispositions for reinforcing responsive, efficient and effective individuals in preparation for citizenship in adulthood. Nurturing sense of responsibility among learners creates skilled and informed individuals sensitive to social issues who effectively nurture cohesiveness as participants in a just society. The study was informed by evaluation research model using both quantitative and qualitative interpretative paradigms. The social constructivist theoretical framework informed the study in determining relevance of social studies curriculum content in enhancing the value of responsibility among preschool children in Nairobi County. Evaluating social studies curriculum content was drawn from ‘neighborhood, my school and healthy practices’ as key determinants of responsible ci...

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.

Purpose–The purpose of this paper is to describe and analyse what retail and hospitality industry employers want from training and trainers. Design/methodology/approach–The research project was undertaken for Service Skills Australia, the Australian Industry Skills ...

Process in software engineering is a growing concern for many software development organizations. The need for well-educated software engineers is bringing new software engineering programs to universities. In many programs, software process education adds up to a few hours of lectures in an introductory software engineering course. This paper presents the structure and the content for a full, one-semester course on software process, which has been designed in close collaboration with industry. The course is based on a software process call UPEDU, and has been customized from the RUP for the educational environment. Many artifacts derived from a project case study are used as examples or templates. The content of the course is oriented towards the cognitive skills needed to perform the various activities required of software process. This material will be published in textbook format with CD by Pearsons in fall 2001.

Purpose -The purpose of this paper is to examine the extent to which term-time employment influences two specific aspects of the student experience in higher education: working collaboratively and preparing for entry into the graduate labour market. The paper also aims to consider the extent to which the students are able to appreciate the inter-relationships that exist between activities such as these. Design/methodology/approach -The study is based on three research projects: an ongoing piece of action research into the factors influencing student engagement in collaborative activities for examination preparation; a related study into attitudes to group work; and a study into how students make career decisions. Findings -In all of these studies term-time working was identified as a factor influencing student engagement in collaborative/group activities and career planning and preparation. However, the research found that term-time is often "blamed" by the students for their failure to engage in these activities when other factors are more influential. Practical implications -This research argues that students should try and obtain term-time jobs that benefit both their academic studies and their prospects in the graduate labour market. The students need to appreciate the inter-relationships that exist between the different activities they are engage in. They should be supported in this by both higher education institutions and employers. The government ought to monitor the situation, and if necessary, introduce legislation to protect students from the negative effects of term-time employment. Originality/value -This research suggests that the negative effects of term-time employment may be exaggerated by students looking for an excuse for not engaging in particular activities.

Purpose The purpose of this paper is to evaluate the status of entrepreneurship education (EE) in Australia, replicating and expanding a similar study in 2015. The aim is to review neoteric global best practice EE initiatives, enabling the examination and embedding of EE offerings and initiatives at all 40 higher education institutions (HEIs) in Australia. Design/methodology/approach The authors introduce a review of prominent and recent global EE scholarship, enabling an iterative and emergent inquiry perspective aligned to inductive and nascent multi-method empirical research associated with theoretical underpinnings of symbolic and substantive management theory. Findings This paper highlights the sparse and inconsistent distribution of EE programs and initiatives across all 40 Australian HEIs, particularly against the backdrop of rapidly expanding start-up and entrepreneurship ecosystems. Furthermore, outcomes provide best practice EE initiatives, which included staff mobility an...

Purpose -The paper seeks to provide perspectives on the job search expectations and job seeking strategies of Australian graduates, including their perceptions of University Careers Centres (UCCs). Design/methodology/approach -A total of 45 new graduates and representatives of five UCCs were interviewed. Findings -Both Australian graduates and UCCs are aware of the misalignment between graduates' high expectations and job search realities, but currently do little to proactively redress it. The study also found major inconsistencies between the viewpoints of graduates and UCCs regarding the usefulness of UCCs, as not only did most graduates not use these services, they were often completely unaware of them. This suggests that many graduates find employment based on learning through adversity and persistence rather than good career management.

This study examined an elementary deaf education teacher’s experiences and practices regarding the integration of technology into an English/Language Arts (ELAR) classroom. Most deaf students experience challenges acquiring and learning English as a second language. Research continues to indicate deaf students graduate high school with a fourth-grade reading level. Specifically, the study investigated how technology was used to support the development of English/Language Arts skills in deaf students based on McCrory’s model on technological integration (McCrory, 2006). McCrory’s (2016) technology integration model is used to identify the teacher knowledge and use of technology. The model includes four components: representation, information, transformation, and collaboration. Using a qualitative case study design, data was collected using interviews, surveys, and observations. The data collected focused on the teacher only and did not include the students. The analysis showed how th...

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information.

Family Perspectives on Post-Secondary Education for Students with Intellectual Disabilities Megan M. Griffin, Elise D. McMillan, and Robert M. Hodapp Vanderbilt University Abstract: This study investigated the issues that families consider when making decisions regarding post- ...

Purpose-The purpose of this paper is to introduce the special issue by positioning and examining some of the key issues, tensions and challenges in graduate entrepreneurship in the developing world. Design/methodology/approach-The paper recognises the complexity and diversity of approaches considered by the different authors, highlighting a range of issues and challenges in their contributions. The paper is divided into the following sections: entrepreneurial intentions, attitudes and motivations; the role of higher education; and contextual cases, opportunities and challenges in graduate entrepreneurship. Findings-The paper suggests that there is a lack of research in the field of graduate entrepreneurship in the developing world, and that further research in developing countries may help to understand and shed light on the issues evolving around graduate entrepreneurial intentions, business start-up and education. Some preliminary themes emerge from research included in this special issue. First, entrepreneurial intentions seem to be higher in developing countries when compared with developed ones. Second, economic and institutional frameworks tend to be unfavourable to entrepreneurial activity. As in developed countries, entrepreneurship seems to be experiencing an upsurge. This could be a tremendously powerful force to accelerate economic growth and development. In this sense, higher education in general, and entrepreneurship education in particular, may be key instruments to help promote entrepreneurial activity. Originality/value-The paper provides an insight into entrepreneurial intentions and related education and training in developing countries. This should be of interest to researchers, policy-makers, and higher education institutions.

This paper examines the characteristics and role of the entrepreneur and the challenges for Business Schools posed by the need to develop more enterprising individuals. It argues that the traditional education system stultifies rather than develops the requisite attributes and skills to produce entrepreneurs and proposes that if entrepreneurs are to be developed, considerable changes are required in both the content and process of learning. In particular it suggests that there needs to be a shift in the emphasis in learning from educating "about" entrepreneurship to educating "for" it. Equally it stresses that entrepreneurship should not be equated with new venture creation or small business management but with creativity and change and stresses the need for educational institutions to change the process of learning to enable their students develop their right brain entrepreneurial capabilities.

Small businesses dominate the tourism and hospitality industry worldwide and are of critical importance for the competitiveness of destinations. Small/family hotel businesses are characterised by a number of specific business processes which generate particular training and educational needs. It is increasingly clear that small businesses are not miniature versions of larger once, but they have different structures, priorities and strategic objectives. This paper investigates a number of management areas, such as: planning, strategy development and behaviour in these enterprises, to determine skill and competency gaps. A survey of small family hotel businesses in Austria was carried out in 2003. Performance, growth and internal management procedures were assessed to analyse problem areas and to identify the lacking skills in the tourism industry. The results demonstrate areas of tourism training and education for family hotel businesses.

Purpose–The purpose of the paper is to examine the ways in which Australian companies can achieve high quality apprenticeship and traineeship systems in a time of labour shortage through close attention to the recruitment and development of apprentices and ...

This quantitative study aimed to determine the level of management skills and training among small scale horticultural farmers in Botswana. The study adopted an exploratory and descriptive survey research design. A valid and reliable questionnaire was used to collect data through a survey of forty (n=40) purposively sampled small scale horticultural farmers in Botswana. A six-point Likerts’ scale ranging from 0=No skill to 5=very high skill was used to measure the level of eight areas of farm management skills and training namely; planning and goal setting skills, accounting and financial management skills, communication skills, productivity management skills, product procurement and marketing skills, decision making skills, risk management skills, and technical skills. Mean and standard deviations for each of the farm management skills were calculated and, tested for their significance using a Chi Square test. Findings revealed that farmers had an overall high level of farm managem...

Understanding the importance of the changing role of tutors about the skills needed to achieve an effective online teaching and learning is paramount to a successful online course and programme at large. This paper explores the new roles and responsibilities of some faculty members of the University of Education, Winneba (UEW), who have been engaging in online tutoring activities for two years. There is an increasing quest to bring everyone on board for the growing interest in e-learning at UEW. However much is not known about the experiences of e-tutors regarding the roles they have been playing in online facilitation. The successful stories, the challenges and what mechanisms exist for improving the practice are very key. In the paper, we discuss the success factors and challenges and approaches required to support lecturers. A qualitative approach using a semi-structured interview guide was employed in collecting data from ten (10) purposively sampled lecturers who teach different courses at UEW. Among the key findings are that it is the tutors' role to initiate the learning processes, moderate students' participation and lead students in discovery mode of learning. Further, as managers and leaders in the learning process they bring students together through 96 group work and other forms of social interaction. However, it emerged that special support and communication systems should be established for both tutors and students to enable them interact effectively. There is the need to provide tutors with continuous professional training and counseling as most of them are new to this mode of education delivery. Again, it emerged that there is ample opportunity to give diverse materials to students to read before any interaction either face-to-face or online. It was proposed that potential tutors should be IT savvy, sharpen their skills and think within an IT context. It is recommended that there should be motivation and recognition for lecturers who tutor online since this mode of teaching is time consuming and very demanding.