Innovation training within the Australian advanced manufacturing industry

Donovan, Jerome D.; Maritz, Alex; McLellan, Andrew

doi:10.1080/13636820.2013.783614

Cited by 16 publications

(20 citation statements)

References 41 publications

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“…Mastery experiences increase confidence in one's own ability to successfully perform specific tasks, and occur through activities that encourage 'learning by doing' (Biemans et al 2009;Wilson, Kickul, and Marlino 2007). Therefore, the design of an EEP should also include activities designed to increase an individual's ESE, such as engaging students in real-life business situations to encourage risk-taking and innovation (Chen, Greene, and Crick 1998;Donovan, Maritz, and McLelland 2013;Jossberger et al 2010). In so doing, changes in attitudes and confidence towards skills and competencies linked to entrepreneurial behaviour are possible.…”

Section: Entrepreneurial Education Learning and Esementioning

confidence: 94%

“…More so, the impact of such initiatives indicates that participation does lead to students acquiring relevant business-related knowledge, skills and competencies for enterprise and entrepreneurship (DBIS 2013). Nonetheless, scholarship designed to identify the best practice for vocational entrepreneurship education and measurement appears to lag behind the growth in these programmes (Corbett 2011;Maritz and Brown 2013), despite robust evidence of the link between education and entrepreneurial performance (Donovan, Maritz, and McLelland 2013;Nabi and Linan 2011). Thus, how to best educate potential and nascent entrepreneurs is a difficult and poorly understood problem (Pihie and Bagheri 2010).…”

Section: Introductionmentioning

confidence: 95%

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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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Section: Entrepreneurial Education Learning and Esementioning

confidence: 94%

Section: Introductionmentioning

confidence: 95%

Enhancing entrepreneurial self-efficacy through vocational entrepreneurship education programmes

Maritz

Brown

2013

Journal of Vocational Education & Training

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“…Outcomes on the other hand, refer to the actions and activities of participants after intervention in IEPs ( Jones, 2010). Matlay (2008) found that IEPs do not necessarily match outcomes in terms of skills and knowledge of participants, despite overall satisfaction with the outcomes in relative and absolute terms (Donovan et al, 2013). Outcomes are predominantly identified among: skills, knowledge and attitudes (Matlay, 2008), participant careers (Nabi and Linan, 2011), self-efficacy and intentionality (Douglas, 2013;Volery et al, 2013), competitiveness (Jones, 2010) and practical learning (Rae, 2004).…”

Section: Discussionmentioning

confidence: 99%

“…The case-study method (Donovan et al, 2013) included semi-structured interviews, respondents consisting of the program directors or coordinator of each of the higher education partners' of the GIM program. Semi-structured content was developed from the components of IEPs (Maxwell, 2013).…”

Section: Methodsmentioning

confidence: 99%

“…Our systematic review evaluated this contribution, and applied it within an innovation education context. We then integrated the scholarly work of Donovan et al (2013); who identified innovation training within the advanced manufacturing industry. In particular, their research involved innovation training, IEP evaluation and effectiveness and curriculum development.…”

Section: Introductionmentioning

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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