The climate for entrepreneurship at higher education institutions

While the importance of a supportive context for entrepreneurship is widely acknowledged, its antecedents are rarely investigated. We apply the concept of organizational climate to higher education institutions and examine the drivers of students’ perceptions of the entrepreneurial climate in their university. Combining data from two unique datasets and using multilevel techniques, we analyze the relationship between university characteristics and such climate perceptions of 8009 students at public universities in Germany. We find university entrepreneurship measures to have a positive effect on students’ climate perceptions, which also depend on students’ background and gender. In addition, we find evidence for different peer effects, depending on students’ affinity for entrepreneurship. For the general student population, including entrepreneurship content in their normal studies seems to be required to initiate a social process of sensemaking. However, students’ perception of the entrepreneurial climate only depend to a certain degree on intentional entrepreneurship measures. In our study, general university characteristics have the strongest influence on climate perceptions. Overall, our study adds to our understanding of which parameters are important for establishing a more favorable and inspiring climate for becoming an entrepreneur at higher education institutions.     

A systematic review of self‐regulation strategies to improve academic outcomes of students with EBD

Self‐regulatory interventions have demonstrated numerous benefits for helping improve the academic performance of students. The purpose of this review was to report on the effectiveness and focus of academic self‐regulation interventions for children and adolescents with emotional and behavioural disorders. Thirty‐six studies published in 35 papers and involving 189 participants met inclusionary criteria. Overall, self‐regulation interventions showed moderate/medium effect size gains [percentage of nonoverlapping data (PND) 75%; standard mean difference (SMD) 2.27; Tau‐U 0.81] across academic subject areas. When assessing the effectiveness of self‐regulation interventions for addressing specific academic content areas, the largest ES gains were observed in reading (PND 93%; SMD 2.13; Tau‐U 0.94), although medium/moderate ES gains were observed in math (PND 71%; SMD 2.08; Tau‐U 0.70) and writing (PND 83%; SMD 2.57; Tau‐U 0.91). Self‐regulated strategy development, self‐monitoring interventions and strategy instruction were the predominant types of self‐regulation techniques implemented by researchers. There was evidence to support a claim of the generalisation and maintenance of findings. Implications, limitations and areas for future research are discussed.     

创业自我效能与机会识别:创业教育的调节效应分析

提高我国大学生创业水平对于创新型国家建设和"大众创业、万众创新"国家战略实施意义重大,但缺乏对创业机会的识别一直是困扰大学生创业活动的难题之一。基于社会认知理论,探讨理论导向和实践导向创业教育分别对创业自我效能与机会识别的影响机制。通过对968名大学生组成的样本分析,结果表明学生的创业自我效能正向影响机会识别,理论导向和实践导向创业教育分别负向、正向调节从创业自我效能到机会识别的关系。基于研究结论,提出从提升创业自我效能、加大实践导向创业教育等方面促进大学生创业机会识别,从而提高大学生创业水平。     

The impact of entrepreneurial leadership on innovation work behavior and opportunity recognition in high-technology SMEs

The main purpose of this study is to investigate the influence of entrepreneurial leadership on innovation work behavior and opportunity recognition of employees in high-technology (high-tech) small and medium sized enterprises (SMEs) in Iran. This study involved 310 employees from 39 high-tech SMEs. Using validated questionnaires, the participants were asked to evaluate entrepreneurial leadership practices of their business leaders and their own innovation work behavior and opportunity recognition. The findings suggest a significant impact of entrepreneurial leadership on innovation work behavior and opportunity recognition of employees in the high-tech SMEs.     

Student Predispositions as Predictors of Dissent Behaviors in Supply Chain Courses*

This study investigates how student dissent behaviors are affected by student predispositions (i.e., math anxiety and self‐efficacy) in supply chain related courses. The data support a model in which students’ vengeful dissent behaviors are indirectly induced by these predispositions through the mediation of perceived immediacy. It is critical for instructors to understand the relationship between these variables to help improve the classroom environment for students, which this study helps to accomplish. Instructors of quantitative courses may need to engage students with predispositions in communication outside of the classroom to foster effective relationship building away from an environment that triggers students’ anxiety.     

Reimagining the role of mentor teachers in professional experience: moving to I as fellow teacher educator

New accreditation requirements for Australian initial teacher education programs require that universities and schools establish quality partnerships to ensure strong links between pre-service teachers’ university-based learning and school-based professional learning experiences. This paper focuses on the shifts of identity, thinking and practice that occurred for five school-based mentor teachers as they co-created new professional experience practices alongside university-based teacher educators in a Teaching Academies of Professional Practice (TAPP) project. Interview data was analysed through the theoretical framework of Dialogical Self Theory to examine how the repositioning of mentor teachers as fellow teacher educators allowed for expansion in the understanding and enactment of their role. The findings of this study suggest that partnerships between schools and universities can enhance learning opportunities for all participants when commitments are made to creating collaborative and dialogical spaces to support new approaches to teacher education.     

激励大学生自主创业的政策研究

当前,大学生创业政策还存在政策目标定位存在偏差、政策内容和结构缺乏系统设计、政策重点不突出、政策落实难度较大等问题。为解决上述问题,必须创新思路,应该从支持创业促进就业向支持创新引领创业方向发展;从支持创业企业向支持产业集群发展;从支持生存型创业向支持机会型创业发展;从支持创业后期向支持创业前期发展。同时,在加强创业教育、加强创业平台建设、构建组合政策体系等方面制定相关政策措施,实现大学生创业政策转变,促进大学生创业工作。     

A Closer Look at a Relatively Neglected Mean

The self‐weighted mean (WS) – in which each value is weighted by itself – is presented in several contexts and illustrated. It is incorporated in a set of more familiar means. Intuitions concerning WS are explored.     

图书馆的社会价值与自我价值探讨——兼论“读者第一”与“员工第一”

图书馆价值可分为社会价值与自我价值,其中社会价值强调图书馆的"社会贡献",自我价值是图书馆对自身发展需要的满足。图书馆的社会价值与自我价值在根本上是统一的,即自我价值的满足可以促进图书馆服务能力和服务水平的提高,从而促进图书馆社会价值的实现。图书馆社会价值与自我价值的统一程度越高,图书馆社会价值就越大。学界关于"读者第一"还是"馆员第一"的论争需要遵循这样的思路进行研究,将二者统一并融合起来。     

父亲教养方式与高二学生自我和谐的相关研究

通过《父亲教养方式量表》和《自我和谐量表》问卷对300名高二学生进行调查,结果表明,父亲教养方式在子女性别、自身受教育程度和自身职业上有显著差异。高中生自我和谐的基本情况不容乐观,有20%的人存在自我不和谐状况。父亲教养方式与自我和谐相关度很高,其中父亲情感温暖、理解和过度保护对自我和谐有一定的预测作用。