Purpose -This paper is an empirical study which aims to investigate the development of social interaction and their impacts on developing learners' entrepreneurial characteristics throughout their participation in an authentic enterprise activity. Design/methodology/approach -The sample of this study was drawn from the participants of an enterprise activity called the Teen Entrepreneurs Competition for the high school students in Hong Kong. With the use of a mixed approach involving both qualitative and quantitative methods for data collection and analysis, the development and impacts of social interaction of the participants were investigated during their venturing process in the competition. Findings -The findings showed that the participants' entrepreneurial characteristics would be developed and enhanced through the four key types of social interaction, including the interaction with team members, instructors, schoolteachers and business stakeholders. However, the impact of social interaction was more direct on the development of task-oriented entrepreneurial characteristics, but less direct on the conceptual-oriented entrepreneurial characteristics. Research limitations/implications -This study provides useful insights into making a good use of social interaction in authentic enterprise education activities. Further studies can be conducted on studying the change in attitude towards entrepreneurship and the impacts of such change on the developing of entrepreneurial characteristics through social interaction in enterprise education. Practical implications -It is recommended that enterprise programmes and activities should be maximised with participants' social interaction opportunities particularly with business practitioners and opportunities provided for participants to reflect on their social interaction from time to time in order to achieve better learning outcomes. Originality/value -The results complement the existing literature on enterprise education by extending the current focus on the experiential aspect towards the interactive aspect during the learning process.
Because of the COVID-19 pandemic, most teaching and learning or student services in the higher education setting have moved to the digital world. However, university residential halls have continued to provide services as there are students who are unable to go back to their homes/countries because of travel bans or family reasons. This study investigates the perceptions of residents who stayed at university residential halls during the pandemic. In-depth interviews were conducted with 77 staying residents from four public universities in Hong Kong. Through the sharing of their residential experience, it was found that these stayers were impacted greatly by the changes in the residential hall environment, particularly in terms of reduced interaction and emerging disciplinary concerns. Results reveal that stayers had undergone different negative mental states, namely stress, paranoia, loneliness and boredom. After identifying their conditions, some sustainable residential practices were proposed, such as maintaining minimum face-to-face contact for stayers, practicing transparent communication and arranging bulk purchases of living supplies. It is hoped that the results of this study can help to inform readers regarding the possible impacts on the stayers during a partial lockdown environment in university residential halls and how they can be better supported by universities.
Purpose Field experience (FE) has long been a crucial component of the process of teacher education. Clearly, a range of stakeholders can affect student-teachers’ achievements in FE. Given the importance of these stakeholders in FE, it may be possible to improve FE practices by clarifying the involvement of different parties in the FE process. Since student-teachers are the major beneficiaries in FE, their voices should not be ignored. Therefore, the purpose of this paper is to explore student-teachers’ perceptions of the roles played by different stakeholders. Design/methodology/approach In a qualitative research design, 18 student-teachers took part in this study. Content analysis was used to classify and compress the large amount of text provided by the informants into a manageable number of categories to track trends, patterns, frameworks and typologies. Findings In addition to those of the five major stakeholders of FE (i.e. student-teachers, cooperating teachers, institute supervisors, schools and institutes), this study identified the roles of three other stakeholders (i.e. students, other student-teachers and parents) that had not been widely focused in previous studies. Originality/value The present research took the first step to investigate the roles played by different parties in FE from the perspective of student-teachers and offered insights for enhancing student-teachers’ performance in FE.
No abstract
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.