Margaret Black, Linda McKie and Elaine Allen
This article considers the work of an adult education project, second chance learning (SCL), in helping its clients not only to try to stop smoking, but also to examine the place…
Abstract
This article considers the work of an adult education project, second chance learning (SCL), in helping its clients not only to try to stop smoking, but also to examine the place of tobacco in their lives. SCL undertook this work as one of three projects funded by the Argyll and Clyde Health Board in response to the 1998 publication of Smoking Kills, by the Department of Health. SCL is based in a relatively deprived area and has a strong tradition of working with (rather than for) its users, within a clear and open management structure. The activities of the tobacco group were determined by its members, and the success of the group was marked not only by the fact that some members did manage to stop smoking, but also that members felt they had a better understanding of why they smoked. Higher levels of self confidence were evidenced by the increasing diversity of the activities undertaken by the group.
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I. Elaine Allen and Jeff Seaman
The purpose of this paper is to examine the trends in the growth of online learning since 2002 and the change in the opinions and strategies of chief academic officers.
Abstract
Purpose
The purpose of this paper is to examine the trends in the growth of online learning since 2002 and the change in the opinions and strategies of chief academic officers.
Design/methodology/approach
Annual surveys of chief academic officers from 2002‐2006 are summarized.
Findings
The paper finds that online courses and programs continue to grow at a rate of 20 percent or more per year and the quality of these courses continues to improve. Online education is part of the long‐term strategy of a majority of chief academic officers. Faculty lag in their acceptance of online courses.
Originality/value
This survey provides the first estimates of the number of online learners, online courses, and online programs. This is the first survey on the attitudes of chief academic officers towards online learning.
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Moriah Meyskens, I. Elaine Allen and Candida G. Brush
This study builds on an existing framework for hybrid ventures, those that emphasize both social and economic goals and outcomes. We examine the relationship between human capital…
Abstract
This study builds on an existing framework for hybrid ventures, those that emphasize both social and economic goals and outcomes. We examine the relationship between human capital characteristics and hybrid ventures. The sample is drawn from the 2008 and 2009 US Global Entrepreneurship Monitor dataset. Our findings suggest that start-up traditional ventures are characterized by entrepreneurs with previous work experience, that females are more likely to lead an established hybrid venture, and that there is a u-shaped relationship with regard to age in start-up hybrid ventures. The findings also suggest that all entrepreneurial ventures exhibit some degree of hybridness.
Nan S. Langowitz, I. Elaine Allen and Mary Godwyn
Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences…
Abstract
Purpose
Extant research studies document gender differences in career outcomes for middle and advanced career stages. The purpose of this study is to examine potential gender differences in early‐career success with a particular focus on whether educational intervention might mediate any potential differences.
Design/methodology/approach
Survey data for recent business college alumni were analyzed using descriptive techniques, linear regression and logistic modeling; the response rate was 25 percent and all data were self‐reported. Both objective and subjective measures were used to assess outcomes. A priori, given similar educational training and expectations for managerial careers, we should expect to find similar early‐career progress regardless of gender.
Findings
Differences are apparent out of the starting gate for women in early‐career stages compared with their male counterparts, by both objective and subjective measures. Results also suggest an opportunity to improve outcomes through educational interventions. Limitations of the findings include the use of self‐reported data and a modest response rate.
Practical implications
The findings of this study highlight the importance that integrated leadership development programs may play in supporting women's early‐career success and the need to advise young women to negotiate more assertively for salary and leadership opportunity at the immediate start of their careers. For educational institutions, the findings suggest that concerted focus on support for women students' development may enhance their early‐career outcomes.
Originality/value
By focusing on early‐career outcomes, the paper seeks to contribute to the gender and careers literature by highlighting results that may set up the patterns seen among women in mid‐career and senior level managerial careers. In addition, the paper demonstrates the educational interventions may be of value in reducing the impact of stereotype threat on women's career outcomes.
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EVEN when it rains, and it did rain, Edinburgh has many attractions. It is a fine centre for a conference with some splendid libraries to visit and this year, as in other years…
Abstract
EVEN when it rains, and it did rain, Edinburgh has many attractions. It is a fine centre for a conference with some splendid libraries to visit and this year, as in other years, our hosts put themselves out to make us welcome.
G.T. Lumpkin and Jerome A. Katz
From its earliest incarnations, entrepreneurship has been linked to innovation, and often innovations with a societal or social impact. Although classical economists discussed the…
Abstract
From its earliest incarnations, entrepreneurship has been linked to innovation, and often innovations with a societal or social impact. Although classical economists discussed the role entrepreneurs play in handling risk in an economy (Hébert & Link, 2009), perhaps the greater risks have been the social impacts which entrepreneurship brought to societies (Drucker, 1985). The power of mercantile economies like the Phoenician or two thousand years later the British came as much from the new ideas and processes they introduced to the societies of trading partners as from the goods traded.
The aim of this paper is to provide discursive background to a consideration of higher education's approach to online learning and set out the terms of engagement represented by…
Abstract
Purpose
The aim of this paper is to provide discursive background to a consideration of higher education's approach to online learning and set out the terms of engagement represented by the articles in this issue.
Design/methodology/approach
The paper is in the form of a narrative surveying the state of the discourse on online learning and providing a brief introduction to each of the articles.
Findings
The paper finds that history of online education has been compressed into a brief period, but it has already undergone several phases: from initial euphoria over the possibilities for expanded enrollments to a realization that online learning posed a new set of knotty pedagogical and institutional issues, to a current maturing phase. In this latter phase there is a pressing need for a public dialog that addresses the institutional challenges inherent in online education, and that provides examples of successful experiences and even specific guidelines for any institution or program involved with – or considering initiation of – an online program. This special issue of On the Horizon is intended as a contribution to this dialog.
Originality/value
The paper establishes a framework for in‐depth consideration of the issues addressed in this issue of On the Horizon.
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Ritimoni Bordoloi, Prasenjit Das and Kandarpa Das
Lifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously…
Abstract
Purpose
Lifelong learning needs to be visualized as the milestone for generating a progressive and knowledge society. Because it is through lifelong learning that one can continuously upgrade one's knowledge and acquire the relevant skills for getting livelihood opportunities. Moreover, for ensuring a sustainable and advanced society in the 21st century industrial setup, people are desirous to receive a global form of learning as they tend to follow the principle, that is, “earning while learning”. In this context, the various types of online courses, Massive Open Online Courses (MOOCs) and Open Educational Resources (OERs) provide myriad opportunities to the people by introducing them to a global form of learning. Against this background, the introduction of MOOCs in India for providing lifelong learning opportunities might work in a big way. However, to what extent, can MOOCs promote the idea of lifelong learning in a vast country like India needs to be discussed in greater detail.
Design/methodology/approach
While writing the paper, descriptive research methodology has been used. The sources such as Report of Census 2011, Human Development Report 2016, 2018, Economic Survey 2016 are also consulted. Analysis has been done based on the data extracted from the secondary source of information.
Findings
The literature review made in the paper implies that the educational institutes across India may adopt some of the good national and international practices for transforming the society and produce some need-based MOOCs under the SWAYAM platform with regard to providing opportunities of lifelong learning. Thus, the courses run through SWAYAM should help in achieving the three cardinal principles of the Indian Education – access, equity and quality. However, there are many challenges to be met while the adoption and development of MOOCs for the purpose of lifelong learning in India are taken into consideration. The current modes and popularity of digitally offered education in India thus need to be justified.
Research limitations/implications
The discussions made in the paper are limited to a reference to the Indian MOOCs particularly under SWAYAM, and it is a general study only.
Practical implications
It is important to note that a new kind of transformation is currently being initiated across the world by encouraging more and more online interventions in the field of education. In fact, various studies are also being conducted on the implementation of online courses across the world, particularly in the developed countries where more than 70% education is delivered online. However, in a country like India, the practical utility or the implementation of the online courses such as MOOCs is not so popular even at present, and it is only limited to a small section of the society. The University Grants Commission (UGC) with a view to promoting CBCS as well as Credit Transfer made 20% course delivery through MOOCs mandatory in Indian higher education. However, the CBCS system itself has several loopholes considered in the Indian context, as it was launched without sufficient ground work, and no one seems to have a clear idea of its implementation method. The UGC's move was to introduce a system of education that would help in bringing parity of Indian higher education with Western or European higher education systems. This paper shall try to imply how the Indian MOOCs should be used in providing lifelong learning opportunities to the people of the country.
Social implications
This paper refers to a new social constructivism initiated through MOOCs, where a learner can directly interact with the people in the community, share their own ideas and thoughts and collectively undertake new researches. This is sure to transform the Indian society in the days to come, although a study on the usefulness of the existing MOOCs is of utmost necessity
Originality/value
This paper reiterates the necessity of a detailed study of the available MOOCs in India based on the findings of the common problems and challenges of MOOCs development and implementations that need to be resolved first. Then the paper provides an analysis of this situation so that one could develop or adopt a MOOC in order to meet one's need of lifelong learning in a country like India.