Teachers' mindset and attitudes towards learners and learning environment to support students' entrepreneurial attitudes in universities

Toding, Martin; Mädamürk, Kaja; Venesaar, Urve; Malleus, Elina

doi:10.1016/j.ijme.2023.100769

Cited by 9 publications

(5 citation statements)

References 48 publications

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“…Since mindsets act as crucial roles in determining individuals' attitudes, emotions, and behaviors [29], strengths mindset has increasingly received researchers' attention in the field of organizational behavior and positive psychology. Strengths mindset includes cognitive and relational components.…”

Section: Strengths Mindset and Voice Behaviormentioning

confidence: 99%

Employee Strengths Mindset and Voice Behavior: The Roles of General Self-Efficacy and Leader–Member Exchange

Liu,

Ding

2023

Sustainability

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The current paper aimed to explore the linkage between employee strengths mindset and voice behavior, and considered the mediating roles of general self-efficacy and leader–member exchange (LMX) in the relationship. We collected data from 556 participants from various Chinese organizations with a multi-wave design. The results of structural equation modelling analysis showed that employee strengths mindset has a positive association with voice behavior, and employee general self-efficacy and LMX, respectively, mediate the relationship between strengths mindset and voice behavior. More importantly, employee general self-efficacy and LMX also simultaneously mediate the relationship between strengths mindset and voice behavior. The current study is the first to investigate the employee strengths mindset–voice behavior linkage, and reveals the cognitive and relational mechanisms underlying the strengths mindset and voice behavior relationship.

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Section: Strengths Mindset and Voice Behaviormentioning

confidence: 99%

Employee Strengths Mindset and Voice Behavior: The Roles of General Self-Efficacy and Leader–Member Exchange

Liu,

Ding

2023

Sustainability

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“…This allows them to identify areas for development, adjust teaching approaches, and make data-driven decisions. Toding et al (2023) underline the relevance of assessing how teachers' mindsets and instructional tactics influence students' entrepreneurial attitudes and behaviours. SMTs assess students' entrepreneurial competencies in realworld scenarios using assessment methodologies such as case studies, business simulations, and project-based assignments, offering a more accurate indication of their preparation for entrepreneurship.…”

Section: Evaluation and Assessmentmentioning

confidence: 99%

“…Furthermore, SMTs contribute to establishing entrepreneurship education guidelines, standards, and frameworks by providing an organised and consistent approach to curriculum design, teacher training, and programme implementation (Kakouris 2015). Aligning policies with learnercentred approaches and entrepreneurial attitudes fosters an entrepreneurial environment (Toding et al 2023). According to Neck and Corbett (2018), entrepreneurship education comprises establishing the mindset, skill set, and practice required for launching new companies, but the effects are far-reaching.…”

Section: Policy Developmentmentioning

confidence: 99%

“…Students can use this strategy to learn from each other's experiences, exchange ideas, and form beneficial networks. According to Toding et al (2023), creating a learner-centred learning environment is critical for learners' entrepreneurial attitudes. SMTs can facilitate group mentorship sessions where students co-operate, exchange experiences, and learn from one another.…”

Section: Group Mentoringmentioning

confidence: 99%

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Determining the Roles of School Management Teams in Fostering Entrepreneurship among Learners

Nwosu,

Enwereji,

Enebe

et al. 2023

IJLTER

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This study explored the roles of School Management Teams (SMTs) in fostering entrepreneurship education among learners. Entrepreneurship is recognised as a vital driver of economic growth, innovation, and job creation, making it increasingly necessary to cultivate an entrepreneurial mindset and skill set in learners. SMTs, comprising school administrators, teachers, parents and community representatives, are pivotal in shaping and developing the entrepreneurial potential of students. However, little research has focused specifically on the roles of SMTs in this domain. The study applied a Systematic Literature Review, where 2518 papers were reviewed from academic databases and other research sources, including SAGE, Wiley, Elsevier, and Inderscience, to find pertinent studies published in peer-reviewed journals, conference proceedings, and reports. Two main themes emerged from the analysis: (1) Current roles of SMTs in fostering entrepreneurship among learners, including curriculum development, resource allocation, teacher professional development, community engagement, learner support and guidance, evaluation and assessment, and policy development; and (2) Advising roles of SMTs to foster entrepreneurship in learners, encompassing individual student guidance, group mentoring, career counselling, connecting students with resources, monitoring progress, and celebrating success. Recommendations include strengthening collaboration and networking, providing continuous professional development for SMT members, integrating entrepreneurship education into the curriculum, establishing school support structures, implementing effective evaluation and assessment mechanisms, and engaging in policy advocacy. By implementing these recommendations, SMTs could enhance their roles in fostering entrepreneurship among learners, creating a supportive and conducive ecosystem that nurtures and develops entrepreneurial attitudes and competencies.

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“…Адже, як доводять дослідники W. Wannamakok et al (2020), інституційне середовище в регулятивному, когнітивному та нормативному вимірі відіграє вирішальну роль у стимулюванні підприємницької ініціативи студентів. Вплив студентоцентрованого освітнього середовища і підтримка розвитку підприємницьких навичок студентів за сприяння викладацького колективу підкреслюють M. Toding et al (2023).…”

Section: результати дослідженняunclassified

Mechanisms for Implementing Universities’ Social Responsibility in the Conditions of University Autonomy: The European Experience

Bulvinska¹

2023

Continuing Professional Education: Theory and Practice

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The article is dedicated to the analysis of the universities’ social responsibility in the conditions of university autonomy. It has been emphasized that social mission of higher education demands from universities the strengthening of their social responsibility before the state, society and the community for the quality of higher education provided, for promoting the country’s innovative progress thanks to scientific research, for solving environmental and social problems, for forming values and developing human capital. University autonomy in organizational, financial, personnel and academic dimensions enables each higher education institution to choose a mechanism for implementing social responsibility in accordance with its mission, values and the model – either research or entrepreneurial. The article analyzes the experience of the University of Tartu and the University of Luxembourg. It has been found out that the mechanisms for implementing social responsibility differ depending on the model of the university. The research University of Luxembourg collaborates with private companies, municipalities, the public sector by introducing professorships based on scholarships funded by an external partner and carrying out research commissioned by an external stakeholder. The entrepreneurial University of Tartu realizes social responsibility by maximally commercializing the results of scientific research and startups of teachers, scientists and students. In such cooperation, universities use the possibilities of institutional autonomy: the opportunity to create structural divisions for cooperation with business and the community, for conducting scientific research; to use financial contributions from various donors, to receive income from the transfer of intellectual property rights; to choose areas of scientific research, to determine independently the content of educational programs and individual educational modules, etc.

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Teachers' mindset and attitudes towards learners and learning environment to support students' entrepreneurial attitudes in universities

Cited by 9 publications

References 48 publications

Employee Strengths Mindset and Voice Behavior: The Roles of General Self-Efficacy and Leader–Member Exchange

Employee Strengths Mindset and Voice Behavior: The Roles of General Self-Efficacy and Leader–Member Exchange

Determining the Roles of School Management Teams in Fostering Entrepreneurship among Learners

Mechanisms for Implementing Universities’ Social Responsibility in the Conditions of University Autonomy: The European Experience

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