Victoria Harte and Jim Stewart
The purpose of this paper is to discuss the proposal that curriculum designed for and about enterprise education can be sustained via a cyclical model of evaluation. Such an…
Abstract
Purpose
The purpose of this paper is to discuss the proposal that curriculum designed for and about enterprise education can be sustained via a cyclical model of evaluation. Such an approach takes into consideration an important aspect of enterprise education which is “context”, a significant aspect overtly linked to the differing subject disciplines offering such curriculum.
Design/methodology/approach
The design of this research project was driven by the authors’ suggestion that to evaluate the impact of enterprise education pedagogy different factors to those that are currently prescribed need to be taken into consideration. Current evaluation practice is to take a global, generic approach, often utilising quantitative techniques, but the authors argue that evaluation of enterprise education should consider local, contextual factors only – key contextual factors being subject discipline, along with the lecturer's own context, teaching and learning materials and implicit and explicit notions of enterprise education. The research utilised two different modules and approaches to evaluation: first, a questionnaire designed using module materials such as learning descriptor and module outcomes which produced quantitative data that could be linked directly to the module learning and teaching inputs as well as lecturer's approach; and second, a focus group‐type approach undertaken with students on a completely separate and distinct module returning qualitative data, The former module was explicitly enterprise education and the latter module had a very implicit nature in relation to enterprise education. The students for the latter module were not aware of the enterprise connotation of the module.
Findings
The authors’ notion that contextual evaluation has real value was upheld in each case. Both lecturers used the data collected to improve and make productive changes to their module content and teaching and learning materials for the following cohorts of students.
Practical implications
It is the authors’ belief that contextual evaluation offers enterprise education pedagogy the opportunity to be evaluated in a more useful and practical forum, with results not only illustrating the impact on students but also on the module content and how this has been instrumental in the students’ progress.
Originality/value
Those wishing to embed and sustain enterprise education by keeping the topic up to date on an annual basis will find this case study useful and, upon request, may have access to the evaluation methods used by the authors.
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Reports on the Sixth Annual Conference of the Learning and Skills Research Network (Learning and Skills Development Agency) held at the University of Warwick, UK, in December…
Abstract
Reports on the Sixth Annual Conference of the Learning and Skills Research Network (Learning and Skills Development Agency) held at the University of Warwick, UK, in December 2002. Presents an overview of keynote speeches and reviews selected conference papers reporting on current research in the learning and skills sector.
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Jim Stewart and Victoria Harte
The paper seeks to explore the proposition that there is a need for research to address the connections between talent management (TM) and managing diversity as one example of…
Abstract
Purpose
The paper seeks to explore the proposition that there is a need for research to address the connections between talent management (TM) and managing diversity as one example of achieving better integration and less separation in academic work on human resource (HR).
Design/methodology/approach
An exploratory study of one organisation at a very early stage of implementing TM which involved some documentary analysis and interviews with six senior HR professionals in the organisation.
Findings
There is some limited evidence that professionals view different aspects of HR practice in isolation and do not make connections in practice as well as they could. This evidence is taken as sufficient support for the need for more research into the proposition.
Research limitations/implications
The paper is in its early stages and findings are not argued to be generalisable. However, they are sufficient to suggest there will be value on further research on connections between TM and managing diversity. One area still to be explored in more depth is the role of human resource development (HRD) practice in making those connections.
Practical implications
Both academics and practitioners may have to consider less emphasis on narrow speciaisms and foci in their work and take on more wholistic perspectives.
Originality/value
The literature review confirmed the assumption that the two topics are researched and written about separately with little published on the connections and implications of each for the other.
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Jim Stewart, Victoria Harte and Sally Sambrook
The aim of the paper is to examine the meaning and value of the notion of theory as a basis for other papers in the special issue which examine facets of theorising HRD.
Abstract
Purpose
The aim of the paper is to examine the meaning and value of the notion of theory as a basis for other papers in the special issue which examine facets of theorising HRD.
Design/methodology/approach
A small scale and targeted literature review was conducted which focused on writings in the philosophy and sociology of science in order to review the current status of knowledge and debate on the concept.
Findings
The literature review revealed problems with the traditional but still conventional understanding of the concept. These are best illustrated by critiques of “scienticism” which apply in both the natural and social sciences. There are clear and significant problems with simplistic formulations of “theory” as a concept which limit the potential value of applying the term in academic enquiry and which also limit what might be thought possible for theorising HRD.
Research limitations/implications
A number of implications for theorising and so researching HRD are identified. These include a need to locate such theorising in declared and clearly articulated as opposed to assumed positions and to be aware of the paradigmatic principles informing both research and theorising in HRD.
Originality/value
The article has value primarily in relation to setting the scene for the other papers in the special edition and in delineating the aspirations and possibilities of future HRD theorising and research. It suggests a need for working towards achievable outcomes within a context of rejecting the grand ambitions and aspirations of scienticism. While not directly addressed in this article the other papers make clear that such aspirations and ambitions have been characteristic of previous and current HRD theorising.
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Victoria Harte and Jim Stewart
Educational programmes that are concerned with the learning and teaching of enterprise education, such as enterprise focused degrees and/or modules, could be argued to be of…
Abstract
Purpose
Educational programmes that are concerned with the learning and teaching of enterprise education, such as enterprise focused degrees and/or modules, could be argued to be of particular interest to human resource development (HRD) research since they commonly have an overt focus on influencing and shaping the career choices of students. Furthermore, the perceptions of students about their own career choices are also of immense value, especially in a period of economic downturn and financial uncertainty. The main aim of this paper is to report problems encountered by the authors when attempting to evaluate the impact of enterprise modules in higher education, in the context of HRD research. The paper also aims to discuss the evaluation of learning by students studying enterprise modules.
Design/methodology/approach
The research strategy for this project consisted of a longitudinal approach, initially over the course of three years using a pre‐designed research instrument (known as the EHGI questionnaire) to evaluate the impact of enterprise modules on students' self‐efficacy adopting a pre‐ and post‐test application. A series of qualitative interviews were also planned to gain further depth to the students' learning. However, the paper reports on the struggles and problems of using such an instrument and not on the actual results from the students.
Findings
Following the planned use of this pre‐designed instrument the authors encountered many problems with student take‐up, participation and follow‐up. This posed many problems to the project, which were detrimental to the research findings, potentially because of the pre‐ and post‐test applications. In the exploration to understand the detriments to this research, the findings illustrate that there are contrasts with current literature in the components that make survey research successful and that attrition is a common problem in research conducted in higher education.
Research limitations/implications
The paper proposes that the instrument is not suitable for use in traditional semesters in higher education. The instrument had been successfully applied in controlled group settings. However, there were a number of other potential factors that contributed to the detriments of the research.
Practical implications
Individuals should consider the use of this instrument in traditional higher education settings where controlled group settings cannot be guaranteed. Successful survey research in higher education settings requiring the participation of students requires structured planning and will only yield results following the full consideration of applicability of the EHGI questionnaire.
Originality/value
Individuals interested in evaluating enterprise education modules using the EHGI questionnaire will find value in this paper in relation to obstacles and problems that need to be considered and avoided before employing this instrument.
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Dulekha Kasturiratne, Jonathan Lean and Andy Phippen
The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through…
Abstract
Purpose
The purpose of this paper is to explore how enterprise education was adapted from a UK higher education institution (HEI) setting into an international context through collaboration with two Sri Lankan universities. It demonstrates the value of enterprise education in different cultures, and presents learning from the challenges faced by both staff and students in moving away from a traditional delivery method.
Design/methodology/approach
Adopting a case study approach, the paper describes a blended, incremental implementation strategy aimed at developing staff and students’ understanding of enterprise education in a gradual, supportive and culturally‐sensitive manner. Evaluation is conducted through an analysis of formal assessment performance and qualitative module review.
Findings
The paper demonstrates the impact of enterprise education in an international context and a capability amongst most students to engage with it successfully, whilst also highlighting the challenges of delivery in a different culture.
Practical implications
The adaptation of enterprise education to an international setting can be shown to add value in various ways, including the development of soft skills and building confidence in team working and communication. It can also be shown to empower staff in delivering teaching using non‐traditional techniques. However, consideration of context is essential to effective delivery.
Originality/value
This study makes a contribution to the fields of transnational education and enterprise education in international contexts. It shows the value of enterprise education in challenging traditional delivery methods and the acceptance of such by both staff and students.
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Jiwei Jenny Shi, Yudong Chen, Elena Kate Gifford and Hui Jin
The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current…
Abstract
Purpose
The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU).
Design/methodology/approach
It is a three‐stage action‐oriented PMI2 project (Second Prime Minister's Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi‐structured interviews and focus groups were employed to deliver the results at this stage.
Findings
The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness.
Research limitations/implications
Due to geographical restrictions and limited resources, smaller‐scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU.
Practical implications
This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China.
Social implications
This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics.
Originality/value
This research contributes to the current knowledge and best practice of fashion entrepreneurship education.
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Rick Holden and Victoria Harte
If a key purpose of higher education is the development of students into ”critical lifelong learners” then first destination employment for graduates choosing…
Abstract
If a key purpose of higher education is the development of students into ”critical lifelong learners” then first destination employment for graduates choosing professionally‐oriented careers provides the initial ”testing ground” for its application/practice through ongoing “professional development“. It is principally the workplace that provides the context in which the graduate must now learn and develop. At the heart of the issue is ”professional learning” yet the processes and the complexities of this in respect of new graduates remain unresearched and problematic. The paper reports on the development and design of an exploratory study addressing new graduate engagement with professional development in order to find more adequate ways to conceptualise this process and sharpen the research agenda. It seeks to generate discussion and feedback to assist the further progress of the research project.
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The purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education…
Abstract
Purpose
The purpose of this paper is to evaluate the effectiveness of using several commercial tools in science, technology, engineering and maths (STEM) subjects for enterprise education at Newcastle University, UK.
Design/methodology/approach
The paper provides an overview of existing toolkit use in higher education, before reviewing where and how tools are used across science and engineering disciplines. Feedback was collated from Newcastle educators and students to determine whether the projected enterprise learning outcomes were achieved. STEM learning outcomes were also mapped to the NCEE entrepreneurship learning outcomes framework.
Findings
The paper investigated the use of three key enterprise toolkits across the Faculty of Science, Agriculture and Engineering and the Faculty of Medical Sciences, where the focus is on innovation and product/service development, rather than on the desire to “be an entrepreneur”. This reflection on practice evaluates the benefits and student perceptions of workshop tools for enterprise, decision making and teamwork. It makes comparison between the perceived employability needs of these students, and addresses the intended and actual outcomes of these tools.
Research limitations/implications
Evaluating toolkit use within a single university is constrained by common internal workings, however as exemplars of good practice this is of value to other UK higher education institutions.
Practical implications
Consideration is given to entrepreneurial support and development, and whether using existing tools should be used for summative or for formative assessment. It also questions whether tools are fit for purpose.
Originality/value
This paper reveals patterns of tool use and their effectiveness across science and engineering.