Entrepreneurship Education through Industrial Internship for Technical and Vocational Students

Sumual, Herry; Soputan, Grace Jenny

doi:10.1088/1757-899x/306/1/012053

Cited by 6 publications

(9 citation statements)

References 2 publications

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“…This paper provided some confirmation for the results of previous investigations. Internship is considered as a bridge to the real world of work as students have the chance to apply theoretical and practical knowledge obtained in a classroom to the actual work setting [43]- [46]. This paper's findings also corroborate in the previous studies that internship program also enhances the PTs' pedagogical competence and professional beliefs [47], [48].…”

Section: Teaching Internship As An Ultimate Path Towards Becoming a Teachersupporting

confidence: 80%

Teaching internship from the metaphorical lens of Filipino prospective teachers

Rogayan

Reusia

2021

IJERE

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<span>Understanding prospective teachers’ (PTs) conceptions and perspectives about teaching internship may serve as an anchor for understanding their new experiences. The study explores Filipino PTs’ concepts of teaching internship through a metaphorical lens. Seventy-five PTs from a state-owned university in the Philippines served as the subjects of this qualitative inquiry. Data came from written narratives and explanations provided by the participants to describe their ideas on what a teaching internship is all about. The metaphoric images were enumerated, counted, interpreted, and classified to show meaningful patterns and themes. Findings showed that conceptions converged into six categories teaching internship as: 1) An endless learning venture; 2) A rewarding obstacle to surpass; 3) A chance to be a surrogate parent; 4) An enhancement of pedagogical competence; 5) An immersion in the actual workplace; and 6) An ultimate path towards becoming a teacher. Metaphors used by the participants were a mix of positive and negative symbolisms. The study offered possible descriptions for these conceptions and their implications on teacher education institutions (TEIs). The supervision of the off-campus teaching internship program could be enhanced at the onset of Education 4.0.</span>

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Section: Teaching Internship As An Ultimate Path Towards Becoming a Teachersupporting

confidence: 80%

Teaching internship from the metaphorical lens of Filipino prospective teachers

Rogayan

Reusia

2021

IJERE

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“…Furthermore, the learning modules were created with ambitious learning objectives. Sumual and Soputan (2018), on the other hand, identified a lack of equipment and facilities provided by educational institutions or industries as a challenge to implementing an effective learning factory. This is support by Mourtzis et al (2018) and Mavrikios et al (2019) 10.…”

Section: Challenges To Effective Implementationmentioning

confidence: 99%

Reshaping the Curriculum for Academy in Factory in Malaysia

et al. 2023

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Academy in Factory (AiF) was recently introduced in Malaysia to cater to the talent development and education attainment for a future-ready workforce. Though ideally expected to be an effective initiative, a lack of a strong curriculum framework hinders its implementation. To date the literature on AiF is very limited. It was found that its vague definition and characteristics, non-harmonised interaction between industry and academia, and non-existing curriculum framework are among contributing factors to its ineffective implementation. Thus, this study is aimed at reshaping a curriculum framework that is responsive to its aims and objectives. Building upon an extensive review of literature on AiF, industry-based curriculum, employability and human capital development, and best practices in the international context, the proposed framework is hoped to serve as a reference to improve its current practice.

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“…Students practice entrepreneurship for industries / MSMEs that are by-their business plan. Internships to industries / MSMEs enable students to work in teams, practice interpersonal communication skills, and gain hands-on experience and work practices to enter the workforce later [8]. The purpose of this activity is to provide the skills /practices of entrepreneurship and foster an attitude of hard work as a provision to become entrepreneurs later.…”

Section: Introductionmentioning

confidence: 99%

Entrepreneurial Self-Efficacy: Training, Observation, Internships, and the Business Plans

Andayani¹,

Hariani²,

Ain³

2020

Proceedings of the 4th Asian Education Symposium (AES 2019)

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A person's confidence to succeed in running a business that will be carried out is called Entrepreneurial selfefficacy Entrepreneurial self-efficacy is not an innate ability, but can be generated by motivating students to become entrepreneurs. The effort to grow self-efficacy for entrepreneurship was carried out to 35 Kanjuruhan University Malang students. The activity is entrepreneurship training, visitsin SMEs, internship activities in SMEs, and training in preparing a business plan. The purpose of this study was to determine the factors that influence ESE. Data is collected through observation, questionnaires, and tests. Data were analyzed using multiple regressions using the SPSS 20 programs. The results showed that entrepreneurship training and internships in SMEs had a positive effect on ESE, while the visits to SMEs and training in business plan preparation did not affect on ESE.

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Entrepreneurship Education through Industrial Internship for Technical and Vocational Students

Cited by 6 publications

References 2 publications

Teaching internship from the metaphorical lens of Filipino prospective teachers

Teaching internship from the metaphorical lens of Filipino prospective teachers

Reshaping the Curriculum for Academy in Factory in Malaysia

Entrepreneurial Self-Efficacy: Training, Observation, Internships, and the Business Plans

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