Teaching entrepreneurship in vocational education viewed from the regional and field perspectives

Järvi, Taina

doi:10.1080/13636820.2012.691538

Cited by 20 publications

(20 citation statements)

References 37 publications

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“…Nevertheless, CBE also has an impact on teachers' role and teaching practice in VET (De Bruijn, 2012;Järvi, 2012). De Bruijn (2012) examined the teaching practices, related personal ideas and professional attitudes of ten teachers from five vocational schools to understand the interaction between teachers and students.…”

Section: Implementation Of Transversal Competences In Vet Modelsmentioning

confidence: 99%

The relevance of transversal competences in vocational education and training: a bibliometric analysis

López

2020

Empirical Res Voc Ed Train

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Vocational Education and Training (VET) programmes have included the acquisition of transversal competences in their curricula as a tool to increase employability. The number of researches has exponentially grown in the last years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last 10 years and to shed some light on several relevant topics in this field. The results indicate the need to improve students’ transversal competences in order to meet the demands of the labour market, the importance of the collaboration of all the actors involved in the process (policy makers, industry and educators) and from a pedagogical point of view, the necessity of introducing new teaching approaches to implement and assess the acquisition of transversal competences. However, and despite the surge of interest in the study of transversal competences in the last decade, further empirical research is needed, especially at Vocational Education and Training level, to understand how transversal competences develop and what kind of initiatives have an impact of their acquisition.

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Section: Implementation Of Transversal Competences In Vet Modelsmentioning

confidence: 99%

The relevance of transversal competences in vocational education and training: a bibliometric analysis

López

2020

Empirical Res Voc Ed Train

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“…The aim is to bridge the gap in the body of knowledge on longitudinal and mixed method studies in this context. Previous research also identified the lack of research of entrepreneurship in vocational education, particularly from a longitudinal perspective (Jarvi 2012). We further place significance on appropriate entrepreneurial learning initiatives to enhance ESE (Breslin and Jones 2012).…”

Section: Introductionmentioning

confidence: 96%

Enhancing entrepreneurial self-efficacy through vocational entrepreneurship education programmes

Maritz

Brown

2013

Journal of Vocational Education & Training

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The purpose of this study is to report the results of a longitudinal evaluation of a vocational entrepreneurship education programme (EEP) using entrepreneurial self-efficacy (ESE) measures. An empirical, mixed methods longitudinal and effectuation scale was used to measure ESE scores. Results indicate that participation in the programme had a positive significant effect on the ESE scores of all participants. In particular, the increase in scores for women, participants aged more than 40, and participants who did not have business-owning relatives was greater. We contribute evidence of the value of vocational EEPs and entrepreneurial learning in increasing the ESE of participants, a finding of practical use to vocational entrepreneurship education institutions and programmes, economic policy makers and nascent entrepreneurs. The value of this work lies in its responsiveness to calls in the academic literature for longitudinal evaluation measures of entrepreneurial learning and vocational EEPs and demonstrates to funding bodies the value inherent in such education.

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“…Less traditional pedagogy includes experiential learning, action learning, simulation, blended-learning and online techniques (Pittaway and Cope, 2007;Maritz et al, 2011). Due to competence-based education (Biemans et al, 2009), many scholars believe innovation education necessitates a custom-designed pedagogy approach ( Jossberger et al, 2010;Jarvi, 2012). In particular, Avis (2012) relates to the ambiguities and challenges of learning in innovation and the knowledge economy, placing emphasis on transformation, innovation and capital.…”

Section: Pedagogymentioning

confidence: 99%

“…A variety of contextual approaches are identified in education programs, ranging from higher education institutions (Neck and Greene, 2011), training and development ( Jones, 2010), vocational education ( Jarvi, 2012), non-business disciplines , international contexts (Fayolle, 2010;Canen and Canen, 2002), gender (Colley et al, 2003), diversity (Fayolle et al, 2006), competitive offerings, culture (Rae, 2010), organization type, outcomes (Matlay, 2008; 168 EJIM 17,2 Ortt and van der Duin, 2008), audience (Fayolle and Gailly, 2008), student and educator diversity ( Jones, 2010), skills, knowledge and attitudes (Matlay, 2008), type of innovation/innovator (Crossan and Apaydin, 2010), teaching methods and pedagogy (Fayolle, 2010) and evaluation (Harte and Stewart, 2012) to name but a few. We have provided such contextualization as the guiding coalition; as the first component on our conceptual framework in Figure 1.…”

Section: Contextmentioning

confidence: 99%

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Innovation education programs: toward a conceptual framework

Maritz

Waal

Buse³

et al. 2014

European Journal of Innovation Management

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Ross MaclachlanStrathclyde University, Glasgow, UK Abstract Purpose -Innovation education has been identified as a key contributor to enhancing the innovative behavior of individuals, organizations and economies; yet very little literature exists on the development and assessment of innovation education programs (IEPs). This is particularly so in the higher education and vocational education domains. The purpose of this paper is to bridge the gap in the literature, by proposing a conceptual framework of a multi-dimensional IEP. Design/methodology/approach -The paper employs a transparent and reproducible procedure and critical appraisal of the literature; coupled with emergent inquiry and case study implementation of a leading international IEP. Findings -The study provides a framework by which innovation education facilitators may develop and evaluate their IEPs. The proposed framework provides a thematic appreciation of the multidimensional relationships between components.Research limitations/implications -Limited within the context of this case study, geographical context and scant literature on IEPs and reproducible procedure. Originality/value -The study provides a conceptual innovation education framework, based upon a successful international innovation management program.

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Teaching entrepreneurship in vocational education viewed from the regional and field perspectives

Cited by 20 publications

References 37 publications

The relevance of transversal competences in vocational education and training: a bibliometric analysis

The relevance of transversal competences in vocational education and training: a bibliometric analysis

Enhancing entrepreneurial self-efficacy through vocational entrepreneurship education programmes

Innovation education programs: toward a conceptual framework

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