Neil Towers, Adhi Setyo Santoso, Nadine Sulkowski and John Jameson
The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst…
Abstract
Purpose
The aim of this paper is to conceptualise entrepreneurial capacity-building as an integrated approach within the international higher education sector. Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the lack of an integrated approach towards embedding entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skill and mind-set prevails in the higher education sector. With reference to the retail sector, increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen.
Design/methodology/approach
The theoretical paper presents a rationale for embedding entrepreneurship education into university curricula and for promoting university–business collaboration. Secondly, it reviews the extent to which entrepreneurial capacity-building is institutionally embedded to foster graduate entrepreneurship, university–business collaboration and business incubation within one strategic framework. Finally, the paper proposes five propositions within a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skills and mind-set, useful for existing enterprises and start-ups. The implications for these propositions are discussed.
Findings
The authors propose five propositions with a tripartite approach that can foster graduate entrepreneurs with entrepreneurial skill and mind-set, skills for creating enterprises and university–enterprise collaboration within one strategic framework.
Practical implications
Increasingly competitive job markets and the need for entrepreneurial capacity-building place growing pressures on universities to nurture career-ready graduates with entrepreneurial acumen in social science (e.g. retail, business management and accountancy) and science (e.g. pharmacy, architecture and engineering) programmes centred within the tripartite approach.
Originality/value
Whilst university–enterprise collaboration is recognised as being essential to promoting graduate employability and entrepreneurship, the tripartite integrated approach embeds entrepreneurship education and entrepreneurial capacity-building with an entrepreneurial skillset and mind-set in the international higher education sector.
Details
Keywords
Nadine Bianca Sulkowski and Michael Kent Deakin
This paper aims to discuss whether cultural conceptualisations can explain student behaviour and to discuss tactics to enhance teaching and learning in a multinational classroom.
Abstract
Purpose
This paper aims to discuss whether cultural conceptualisations can explain student behaviour and to discuss tactics to enhance teaching and learning in a multinational classroom.
Design/methodology/approach
Based on Hofstede's cultural dimensions a questionnaire was devised to test students' values associated with education, teaching and learning, ethics and aspirations. Results were triangulated with existing literature stating positions about whether culture can inform teaching and learning strategies.
Findings
There is evidence of a positive correlation between culture and learning approaches. However, institutional, social and personal factors limit the degree to which culture can inform the profiling of learning characteristics.
Research limitations/implications
Previous research has focused on students from a limited number of origins. Further studies are needed to generate deeper insights into the influence of culture on students' learning experiences.
Practical implications
In an attempt to eliminate segregation and prejudice, institutions should focus on managing diversity rather than individual cultural groups within the student body.
Originality/value
This paper is of value for everyone supporting culturally diverse students. It is hoped that it will stimulate further debate and lead to a review of current practices.