Purpose This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories. Design/methodology/approach A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment. Findings It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity. Practical implications The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education. Originality/value By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.
Early, focused education on generic skills will benefit both doctors and their patients. More varied career experience will help to ensure that doctors make appropriate and timely career decisions. Pilots are identifying good practice and areas that need improvement.
Introduction:Diagnostic student radiographer attrition is reported at 14%, 6% higher than the average for higher education, however, little research has been undertaken on this subject. This study explored risk factors for attrition and strategies that enabled these to be overcome. Methods:A two-phase study was undertaken.Phase one: data for 579 former student diagnostic radiographers (468 completers and 111 noncompleters) from 3 English universities were analysed. Logistic regression was used to estimate odds ratios and 95% confidence intervals for completion based on individual characteristics.Phase two: content analysis of data from an online survey of 186 current UK student diagnostic radiographers exploring their experiences was undertaken. Results:Phase one: Attrition was 19%. Increased age, non A-level entry qualifications and poor academic performance were predictors of attrition (p<0.005).Phase two: Challenges reported by groups identified as 'at risk' showed that for mature students and those with non-traditional entry qualifications, external responsibilities/pressures and financial pressures were likely to be the greatest cause of attrition and for younger students with traditional qualifications, academic difficulty and excessive workload were most significant. Scientific learning and academic writing were identified as the most common academic difficulties by all groups. Poor mental health may also be a risk factor. Conclusion:Although characteristics were identified that increased the chance of attrition, the study concluded that attrition is most likely to be multi-factorial. Academic and personal support were identified as key in students continuing their studies when they considered leaving. Clinical placement experience is likely to influence continuation decisions. Implications for practice:Transparency around course expectations and academic requirements together with ensuring high quality clinical placements may assist in reducing attrition.
The developing relationship between theatre companies and health authorities has resulted in the birth of 'theatre in health education'. Workers in theatre in education, community theatre and young people's theatre companies have displayed an interest in using drama and theatre to examine a wide range of themes and issues relating to personal, social and community health. Health workers too have discovered the potential for using drama and theatre as an integral part of delivering health promotion. This marriage of sorts should come as no surprise to those involved in education, the arts or health. Sceptics could accuse either party of entering into a marriage of convenience between impoverished theatre companies desperate for new sources of funding and health educationalists keen to utilise new strategies to deal with issues which affect the health of the nation. Yet the relationship between drama and theatre on the one hand and health education on the other is based on much more than mutual attraction. Both parties are concerned with common areas which unite them and provide a philosophical basis for theatre in health education. Let us examine seven of these common threads in turn.1 Both demand affective as well as cognitive involvement Drama, theatre and health education are not solely concerned with information giving but also involve the practising of skills and an examination of values and attitudes. As such, both theatre in education and health education require a shift in emphasis from the cognitive to the affective. This is not to deny the importance of the cognitive base or to deny the importance of the cognitive component in these areas (that is, information giving, encouraging enquiry skills) but there is also an affective component (exploring attitudes, values and feelings) and a skills component (practising and developing skills such as problem-solving and decision-making).
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