Versatile Learning Ecosystem: A Conceptual Framework

Pillai, K R; Upadhyaya, Pallavi; Balachandran, Asha; Nidadavolu, Janaki

doi:10.1177/2347631118802653

Cited by 7 publications

(4 citation statements)

References 32 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They supported the idea of an effective curriculum in upbringing entrepreneurial intentions among students. Adapting to the new ways and teaching techniques with improved curricula can promote entrepreneurial intentions, which is also suggested by Pillai et al (2019).…”

Section: Theoretical Contributionmentioning

confidence: 97%

“…Worldwide, different curricula and syllabi are being employed in universities to develop students' specific skills. However, many scholars have focused explicitly on developing entrepreneurial curricula that should be dynamic and versatile in nature (Pillai et al, 2019;Riesterer, 2019). The entrepreneurial curricula must depict a learning experience course possible by merging theoretical and knowledge base teaching with a substantial practical approach.…”

Section: Literature Review University Curriculummentioning

confidence: 99%

See 1 more Smart Citation

Can Universities be a Gleam of Hope During COVID-19? Entrepreneurial Intentions Approach for Academia in Pakistan

Pervaiz

2021

Front. Educ.

View full text Add to dashboard Cite

The COVID-19 epidemic has wreaked havoc on the economics of several countries. Downsizing, job shortages, and unemployment are among the significant effects. The markets are supported by the need to train and educate our youth to be job producers rather than job seekers. This study sought to investigate the role of universities in the formation of students’ attitudes toward entrepreneurship by analyzing the influence of locus of control, extracurricular activities, and curriculum on entrepreneurial intention among Pakistani university students. This study collected data from 536 students across 15 universities in Pakistan through a weblink questionnaire. SPSS and AMOS were used to test the theoretical model. Results confirmed that locus of control positively affects entrepreneurial intentions and is the strongest predictor among the other two variables. Extracurricular activities positively affect entrepreneurial intentions, and curriculum is also positively affecting entrepreneurial intentions. This study concluded that entrepreneurial education and acquaintance are essential in bringing entrepreneurial intentions among students. Locus of control is found to be the most substantial element in developing entrepreneurial intentions among students. Educational institutions can play a critical role by proactively contributing through their efficient and proficient curricula, professional and experienced teachers, and locus of control by combining curricular and co-curricular activities.

show abstract

Section: Theoretical Contributionmentioning

confidence: 97%

Section: Literature Review University Curriculummentioning

confidence: 99%

Can Universities be a Gleam of Hope During COVID-19? Entrepreneurial Intentions Approach for Academia in Pakistan

Pervaiz

2021

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Finally, sustainability development learning must begin in the earlier stages of education through a robust curriculum integrating development, education, and impact. ESD programmes must hol interdisciplinary and holistic values [63] for resilience.…”

Section: Smart Societymentioning

confidence: 99%

Unpacking Smart Campus Assessment: Developing a Framework via Narrative Literature Review

Polin,

Yigitcanlar,

Washington

et al. 2024

Sustainability

View full text Add to dashboard Cite

The emergence of the smart campus approach for university campuses addresses the digital transformation needs of higher education institutions, driven by the increasing capability and popularity of digital technologies like artificial intelligence and the internet of things. While existing research has laid a foundation for conceptualizing smart campuses and developing implementation frameworks, a significant gap remains in understanding how to assess a university campus’s ‘smartness’ effectively. The lack of a robust assessment framework makes it challenging to gauge the effectiveness of smart campus initiatives and identify areas for improvement. This study aims to bridge this research gap by identifying key indicators for evaluating the ‘smartness’ of university campuses. Using a narrative literature review method, the study comprehensively reviews the recent literature on smart campuses, organizational management, and societal applications, focusing on identifying pertinent indicators. By incorporating insights from different domains, the study presents a holistic understanding of the indicators necessary for assessing the ‘smartness’ of university campuses through the proposed smart campus assessment framework. The framework and the insights generated inform researchers and decision-makers in assessing and monitoring the effectiveness of smart campuses.

show abstract

“…Meanwhile, this can help them gain in-depth insight into how to create an ideal ecosystem for students in their own contexts. In this paper, the author will employ the term 'versatile learning ecosystem' proposed by Pillai et al (2019) in making sense of Hong Kong's situation for three major reasons. First, the word 'ecosystem' evokes harmony of a dynamic environment to create synergies through the organic existence of different actors within the system.…”

Section: Introductionmentioning

confidence: 99%

Mapping the public and non-public interactions and partnerships across the versatile learning ecosystem in Hong Kong

Lam

2023

Policy Futures in Education

View full text Add to dashboard Cite

A prominent factor contributing to the success of Hong Kong as one of the high-performing learning systems around the world throughout the decades is its responsive and innovative as well as resilient and sustainable learning ecosystem. Hong Kong’s learning ecosystem has long been remaining tripartite, which involves the conventional top-down and bottom-up dimensions, namely, the government and schools, as well as the middle-out dimension, namely, the cross-sectoral collaboration. Most importantly, all of them are unleashing their unique potentials and creating collaborating synergistic dynamics towards the overarching goal of enhancing student learning in view of the complex, dynamic, and evolving future ahead. Therefore, the notion ‘versatile learning ecosystem’ can be succinctly employed to portray Hong Kong’s learning ecosystem. This conceptual article aims to contribute to the field by offering a springboard for the wide range of nexuses and networks manifested in the public and non-public sectors in education, especially in terms of the dimensions of ‘what’, ‘why’, and ‘how’. The focus will be placed on illustrating the five major areas of Hong Kong’s learning ecosystem that include (1) promotion of consultative and participative policy formulation and implementation; (2) enhancement of learning and teaching experience; (3) facilitation of students’ holistic well-being; (4) support of underprivileged students in learning and teaching; and (5) cultivation of collaborative teaching, research, and service networks. In the future, it is anticipated that the public and non-public sectors will be working more frequently, closely, and intensely in supporting and promoting student learning in various levels and modes.

show abstract

Versatile Learning Ecosystem: A Conceptual Framework

Cited by 7 publications

References 32 publications

Can Universities be a Gleam of Hope During COVID-19? Entrepreneurial Intentions Approach for Academia in Pakistan

Can Universities be a Gleam of Hope During COVID-19? Entrepreneurial Intentions Approach for Academia in Pakistan

Unpacking Smart Campus Assessment: Developing a Framework via Narrative Literature Review

Mapping the public and non-public interactions and partnerships across the versatile learning ecosystem in Hong Kong

Contact Info

Product

Resources

About