Journal of Higher Education Theory and Practice

Flatline: Evaluating the Effectiveness of Entrepreneurship Education to Increase Students’ Entrepreneurial Intention

John A. Dobson, Lisa T. Dobson, Carolina Llorente Portillo — Fri, 25 Oct 2024 00:00:00 -0400

Entrepreneurship is a fundamental driver of economic development, critical for poverty reduction and for sustainable development. However, entrepreneurship education (EE) growth has occurred without a corresponding increase in students engaging in entrepreneurship. This research contributes to the gap in the literature on understanding how to develop entrepreneurs by examining the impact of EE on students’ entrepreneurial intention. Using the Theory of Planned Behavior, we evaluated changes in students’ intentions to become entrepreneurs after taking a hypothetical-based course in five universities in five countries. We found a flatline of entrepreneurial intention across all schools. EE had no positive impact on student intention to become an entrepreneur after taking an entrepreneurship course. This research provides more effective options for EE. Problem-based approaches, relying on concrete experiences, better align how entrepreneurs learn to be entrepreneurs. This is the first study that analyzes the impact of EE on entrepreneurial intention comparing different countries using similar hypothetical-based assignments, identifying the misalignment of how entrepreneurs learn and how EE is commonly taught.

The Return Journey: A Multivariate Analysis of Covid-19 Related Academic Pitfalls in Post-Secondary Business Education

Derek Ezell, Patrick Bishop, Sean Walker — Fri, 25 Oct 2024 00:00:00 -0400

Online instruction is not new and has not been such for over two decades. Despite this, it still presents challenges for faculty and students alike. Specifically, many faculty and students avoid online instruction because it does not fit their teaching or learning styles. A problem then occurs when this instructional methodology cannot be avoided. The current work looks at online instruction from before, during, and after COVID-19 (i.e., when faculty and students were not necessarily given a choice on the delivery of instruction) to assess any instructional quality gaps during this period. The results significantly impact a student’s classroom performance (i.e., grades earned) based on several factors. Results and future research are discussed.

Could a STEM Designation Help the Accounting Workforce Shortage?

Randall B. Bunker, Corey S. Cagle, Gregory A. Carnes — Fri, 25 Oct 2024 00:00:00 -0400

The US is facing a shortage of accountants in the workforce, with numerous positions going unfilled every year. The number of college graduates earning a bachelor’s or master’s degree in accounting and the number of graduates sitting for the CPA Exam has also declined in recent years. The AICPA created an advisory group to help shape a national strategy to address the talent shortage, and one potential strategy is for accounting curricula to earn a STEM (science, technology, engineering, and mathematics) designation. Many believe a STEM designation would attract more international students to this field of study and help alleviate the shortage of qualified accounting professionals.

Exploring the Stressors and Coping Mechanisms of Chinese University Instructors Amidst the COVID-19 Pandemic

Tianjiao Qi, Mengzhong Zhang — Fri, 25 Oct 2024 00:00:00 -0400

This study explores the pressures and challenges Chinese university instructors face during the rapid shift to online teaching due to the COVID-19 pandemic. Using a quantitative research methodology, the study employed a questionnaire distributed via the Qualtrics platform to gather data from instructors at over 20 top-tier Chinese universities. The results of the correlation analysis of the data show that personal factors significantly influence instructors’ stress levels and coping strategies. The study underscores the need for enhanced technical training, psychological support, and improved online teaching resources. These insights inform educational reforms and support measures to enhance instructors’ well-being and teaching quality in an evolving educational landscape.

College Student Self-Care: The Missing Ingredient for Success?

Craig Stern — Fri, 25 Oct 2024 00:00:00 -0400

College students are experiencing the highest rate of mental health challenges ever in history. This brief report on self-care consisted of nine participants, who were currently attending a public university. Three focus groups were held. Three themes emerged from the data: a.) defining and practicing self-care b.) self-care education and c.) self-care during the COVID pandemic. Since these students never received any formalized education about self-care and because of the college counseling center’ s inability to serve a growing number of students with mental health challenges, the researcher recommends that education institutions devote more time to educating students about self-care.

Brain Drain or Brain Circulation? The Impact of Gaza’s 7th October War on the Displaced Academicians and Personnel of Higher Education Institutions

Asmaa Abusamra — Sun, 27 Oct 2024 00:00:00 -0400

The unprecedented Gaza war in October 2023 had a catastrophic impact on the Palestinian higher education sector in the Gaza Strip: deaths, injuries, psychological trauma to educators, and destruction to educational premises and their facilities. Major concerns include displacement, diminished access to education, and the subsequent exodus of qualified professionals from the country. These factors are exacerbated by increasing reduction or complete cessation of education, and infrastructure degradation in the war zone areas. This study aims to explore and examine the impact of the Gaza war crisis on higher education academicians and personnel which has intrinsically hampered education, research, and science. This study adopts a qualitative method by interviewing university academicians from Gaza addressing the impact of the war crisis on their careers. These interviews scope the barriers and sketch the scale and nature of challenges for the higher educational sector during the war aiming to record the most important decisions and interventions to maintain the continuity of the education process forward.

Enlightenment in the Learning Process? Aha Moments and Threshold Concepts as Effective Practical References in Higher Education Teaching

Henrik Dindas — Fri, 25 Oct 2024 00:00:00 -0400

This paper examines the role and impact of Aha moments and Threshold Concepts in higher education, focusing on their practical implementation through a case study. Aha moments—sudden insights during learning—are pivotal in grasping complex ideas, fostering deeper understanding and motivation. The integration of real professional experiences into the curriculum is shown to enhance student motivation and improve the application of theoretical knowledge. Positive feedback highlights the effectiveness of this approach, emphasizing the importance of practice-oriented, experiential learning. The paper argues that strategically fostering Aha moments can deepen students’ grasp of Threshold Concepts, leading to greater student satisfaction and better preparation for professional challenges, while also contributing to educational quality and employability.

Bridging Between High School and University: Assessment of Students’ Readiness to First-Year Engineering Programs

Shuai Yu, Komla Essiomle, Jason Carey, Samira ElAtia — Fri, 25 Oct 2024 00:00:00 -0400

This descriptive case study uses self-assessment tools to explore 26 prospective students’ preparedness regarding their knowledge and competencies for entering the first year of engineering programs at a large, research-intensive Canadian university. We aim to provide insight for developing the Brigde2Engg (B2E) Program to empower and support students in their transition to university. Applying Conley’s college readiness model as a theoretical framework, findings from this study reveal that most students appear confident about their knowledge and skill preparedness for the first-year engineering programs, including their critical thinking abilities, problem-solving skills, and understanding of engineering professions. However, they are less confident in physics and the use of engineering tools. Therefore, we suggest that, when they choose to participate in the bridging program, these students should focus mainly on the subject they deem inadequate. Results also show that an introduction to engineering tools is essential to familiarize students with the programming and spreadsheet software they will use throughout their university programs.

Cafecitos as a Conduit for Latinx Family Engagement Through Community Cultural Wealth

Katherine Espinoza, Melissa A. Garza — Fri, 25 Oct 2024 00:00:00 -0400

This critical ethnography presents findings from a two-year-long study of Latinx family engagement using cafecitos in a dual-language elementary school. Using ethnographic approaches to data collection and analysis, the researchers analyzed how to implement cafecito monthly meetings with parents that focused on engagement approaches and arts integration surrounding a community cultural wealth model. Findings revealed a correlation between positive family and student identity development because of the integration of community members as experts within the cafecitos. We share recommendations for using cafecitos as a tool for parental engagement to create a more inclusive, supportive, and culturally responsive environment that benefits students and their families.