Entrepreneurship is important for developed countries to sustain their welfare levels and for developing countries to increase their level of welfare. Many entrepreneurs contribute significantly to the national economy of their countries. The purpose of our research is to determine how graduate students' entrepreneurial intentions are related to emotional intelligence and what role creativity plays in this process. This quantitative research study was conducted with graduate students at a private university in the southwest region of the USA. The data were collected from 399 participants via an online survey and analyzed by completing a Structural EquationModelling. The results showed that entrepreneurial intentions are affected directly and positively by problem-solving skills, emotional self-awareness, and impulse control. Additionally, we found that problem-solving skills affect creativity directly and positively while creativity does not have a direct effect on entrepreneurial intentions.

This paper explores the pedagogical implications of using arts-based research in an advanced community practice course in a Master of Social Work program. Per the course design, graduate students implemented a photovoice project with undergraduate students focusing on transforming campus rape culture. At the end of the project, graduate students wrote reflection papers that constitute the data for this paper. The data analysis resulted in three categories: enhancing the learning of content, understanding the role of a social worker in macro-level practice, and engaging with the community.

This essay shares experiences related to graduate student well-being in the transition from face-to-face to virtual learning during the COVID-19 pandemic. The unexpected and rapid changes due to the preventive measures taken created challenges for both educators and students in the middle of the Spring 2020 semester. In navigating these challenges, we sought ways to tend to students’ well-being without sacrificing quality and discovered students needed a safe space to share their experiences and feelings which helped them connect with each other at a deeper level and develop a sense of community.

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Reflexivity involves examining one’s background and perspectives in relation to the research topic, participants, and the processes and practices of research. Building on the growing field of utilizing arts-based practices in teaching qualitative research, in this article we examine how one doctoral student’s engagement with drawing and painting within and beyond a qualitative research class supported her developing reflexivity. Guided by an interactional ethnographic perspective, we conducted domain, taxonomic, and discourse analyses of the student’s art, reflection journals, video of a class presentation, and retrospective reflections she wrote three years later. Through these analyses we make visible that reflexivity through art creates potentials for understanding and transcending one’s background to create new opportunities for learning about self and research. We also argue that deepening reflexivity requires a commitment to engage in the discomforts of learning in order to develop new ways of thinking and researching.