Dominant and emerging approaches in the study of higher education policy change

Saarinen, Taina; Ursin, Jani

doi:10.1080/03075079.2010.538472

Cited by 45 publications

(33 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some studies show that short courses aimed at potential or working entrepreneurs are more effective than undergraduate university courses (Laukkanen, 2000;McLarty, 2005;Saarinen and Ursin, 2012). Moreover, there is a great deal of criticism aimed at the entrepreneurial education received at universities based on the orientation of the teaching, the methodology used and the lack of infrastructure to support student entrepreneurs (Laukkanen, 2000;Gibb, 1993;Souitaris et al, 2007).…”

Section: Background Higher Education and Entrepreneurshipmentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

138

137

View full text Add to dashboard Cite

This paper examines the effect of curricular and extracurricular activities on the entrepreneurial motivation and competences of university students. In order to address these issues, we have used Azjen's (1991Azjen's ( , 2002 INTRODUCTIONThe importance of universities in the task of orienting graduates to develop their entrepreneurial intention has been stressed by numerous researchers. Over the years researchers have tried to provide an answer to these questions: What, How and When to teach at universities in order to foment entrepreneurial initiative? (Krueger et al., 2000; Autio et al., 2001; Kirby, 2005; Liñan and Chen, 2009;Nabi et al., 2006;Nabi and Holden, 2008;Fayolle et al., 2006; Cranmer, 2006: Pittaway andCope, 2007; Buckland, 2009;De Silva, 2015). Taking into account the importance of entrepreneurship in the economy (Acs and Szerb, 2007), universities devote considerable effort to developing both curricular and extracurricular activities to encourage entrepreneurial intention in their students (Fayolle et al., 2006;Shinnar et al., 2009;Souitaris et al., 2007;Wilson et al., 2007;Davey et al., 2010;Ertuna and Gurel, 2011;Thomas et al., 2014).In recent years, academicians have developed a growing interest in the effectiveness of those efforts on entrepreneurship initiative (Kirby, 2005;Fayolle et al., 2006;Shinnar et al., 2009; Souitaris et al., 2009; Markman et al., 2002; Boissin et al., 2009a, b). The results of such research have produced numerous studies on education in entrepreneurship (Alexei and Kolvereid, 1999;Karanja et al., 2012;Shinnar et al., 2009; Soutaris et al., 2007; Liñan and Chen, 2009;Venciana et al., 2005;Peterman and Kennedy, 2003), but these tend to be limited and contradictory (Collins et al., 2004;Guerrero et al., 2008;Gurel et al., 2010;Thompson et al., 2010;Wu and Wu, 2008). While some researchers complain that formal education reduces the individual's desire for entrepreneurship (e.g., Shapero and Sokol, 1982; Collins et al., 2004), others consider that education increases the individual's entrepreneurship motivation (e.g., Davidsson, 1995; Boissin et al., 2009a). This controversy was the starting point of some studies whose aim was to explain the effectiveness of university education in entrepreneurial motivation.Following the Global Entrepreneurship Monitor, Acs et al., (2005) point out that some of the actions developed by universities were not channelled correctly. In this way, Laukkanen (2000) and Kirby (2005) regarding the application of educational models designed to develop entrepreneurship intention, no model has been consolidated yet, and the lack of this general model means that university attempts to develop entrepreneurial initiative lack effectiveness. In spite of these efforts, the controversy continues, with this research question being a major debate issue: the role that university should play in developing and fomenting university students' entrepreneurship motivation.Our work tries to shed light on this question. Based on the issues raised above,...

show abstract

Section: Background Higher Education and Entrepreneurshipmentioning

confidence: 99%

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Arranz

Ubierna²,

Arroyabe

et al. 2016

Studies in Higher Education

138

137

View full text Add to dashboard Cite

show abstract

“…This holistic approach also aligns with emerging paradigms of SHE that integrate multiple disciplinary perspectives, such as Sterling's (2013) vision of sustainability education and Jabareen's (2012) sustainability education framework [2,15,16]. Through this analysis we seek to respond to calls for more critical and systematic analysis of HEI policy texts [17][18][19], and to contribute to greater scrutiny of SHE policy texts in particular [4,6].…”

Section: Introductionmentioning

confidence: 99%

Strategic Planning for Sustainability in Canadian Higher Education

Bieler

McKenzie

2017

Sustainability

View full text Add to dashboard Cite

This paper reviews representations of sustainability in the strategic plans of Canadian higher education institutions (HEIs). A content analysis of the strategic plans of 50 HEIs was undertaken to determine the extent to which sustainability is included as a significant policy priority in the plans, including across the five domains of governance, education, campus operations, research, and community outreach. We found 41 strategic plans with some discussion of sustainability, and identified three characteristic types of response: (i) accommodative responses that include sustainability as one of many policy priorities and address only one or two sustainability domains; (ii) reformative responses that involve some alignment of policy priorities with sustainability values in at least a few domains; and (iii) progressive responses that make connections across four or five domains and offer a more detailed discussion of sustainability and sustainability-specific policies. Accommodative responses were dominant. More progressive responses were typically from institutions participating in the Sustainability Tracking, Assessment and Rating System (STARS) of the Association for the Advancement of Sustainability in Higher Education. The paper concludes with consideration of the political and economic contexts contributing to this relative prevalence of accommodative responses to sustainability.

show abstract

“…approaches focusing on policy structures at local, national, regional and international level) appear to have dominated higher education policy research (Saarinen and Ursin 2012). Focusing on structural approaches in higher education policy is linked to a major trend in European higher education policy research; i.e.…”

Section: Language Indexing National and International Roles Of Highermentioning

confidence: 99%

Policy is what happens while you’re busy doing something else: introduction to special issue on “language” indexing higher education policy

Saarinen¹

2016

High Educ

Self Cite

View full text Add to dashboard Cite

Traditionally, language has had three functions in higher education. It has been seen as a medium of teaching; as a means of archiving knowledge in different text depositories like books and libraries; and as an object of theoretical study (Brumfit 2004, 164). Brumfit's typology acknowledges the fact that language somehow crosses the everyday experience of everyone working, studying or otherwise engaged at universities-in other words, in knowledge production.In recent years, however, two major trends in higher education policies have challenged Brumfit's classification and called for attention to language in a new way: internationalization and globalization policies on the one hand, and knowledge society and knowledge economy policies on the other. Both internationalization (with its connotations to intercultural linguistic contact and communication) and knowledge economy or knowledge society (composed of the informational and cultural contents of immaterial labour; Williams 2010) are highly language-intensive phenomena. This highlights the need to rethink the role of language 1 in when practices and policies of higher education are studied. Empirically, language in higher education policy research has been studied mainly in the context of internationalization, in the frame of Brumfit's first category of language as a medium of teaching. In Higher Education, 35 articles have in the years 2000-2014 somehow focussed on language. However, majority of these lack the policy dimension, and deal with English language learning in the context of internationalization, and the (usually

show abstract

Dominant and emerging approaches in the study of higher education policy change

Cited by 45 publications

References 25 publications

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

The effect of curricular and extracurricular activities on university students’ entrepreneurial intention and competences

Strategic Planning for Sustainability in Canadian Higher Education

Policy is what happens while you’re busy doing something else: introduction to special issue on “language” indexing higher education policy

Contact Info

Product

Resources

About