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Soft skills-based learning is very important to equip vocational high school students, one of which is entrepreneurship. This research aims to develop entrepreneurship learning through the "menara berkah" model. This research aims to develop entrepreneurship learning through the "menara berkah" model. This research is a type of development research including predevelopment stage of the model, model development, and validation or model testing stage. The research sample amounted to 25 people from two vocational high schools in Palembang and Yogyakarta. While data collection techniques using mixed methods and data analysis using statistical tests. Based on the construct of the model content assessment results obtained an average of 4.45, this score indicates that all aspects are components that are feasible to be used as material or content of entrepreneurship-based learning management models in the catering expertise competency. The "menara berkah" model is proven to be effective and applicable, with an average achievement of 4.76%, this indicates that this model can be used and can make it easier, especially in entrepreneurship-based learning. The results also show six competencies that must be possessed by students, namely: technical skills, decision making, organizational skills, marketing and financial management, risk taking, creativity, and innovation.

Context: For many businesses, one of the key indicators in their management is the adaptation of Information Technology in their operations. In Kenya, there has been a phenomenal growth in access to mobile phones, by June 2023, over 66 million mobile phones were connected to various telecommunication operators of which 58.3% were smart phones constituting 67.1% of internet connections. There are many digital technologies which can be adapted to facilitate the processing, dissemination, and access of information. The modern world has become competitive due to the uptake of Information Technology as one of the main business management skill, with the availability of smart phones and many applications that are easily available and easy to use. One of the main beneficiaries of Information Communication Technologies (ICTs) is the Jua Kali artisans who are a key player in the Kenyan economy. Entrepreneurial competencies help the growth of businesses along the dimension of innovation. Kenya intends to entrench the use of Information Technology for public service delivery, business, skills, and innovation. The Jua Kali sector cannot be ignored, it contributes more than 80% of the total employment in Kenya. Approach: This research was carried out in the Eastlands of Nairobi, Kenya. Data were collected using a questionnaire, an interview and observation schedule. The study used an interview schedule to collect data from Jua Kali artisans carrying out their artisan businesses in the Eastlands of Nairobi and a questionnaire survey to collect data from a sample of identified Nairobi residents who had engaged an artisan to work for them six months prior to the research. Findings: The research established that most Jua Kali artisans acquired their skills in the Jua Kali sector by apprenticeship (86.3%) while a small percentage (12.7%) trained in Technical Vocational Education Training (TVET) institutions while a further one percent were trained by their former employers. Most of the artisans had attained the basic formal education qualifications i.e. primary education (27.9%) and secondary education (47.6%). The Chi-square (?²) test was used to test the relationship between use of the basic social media digital platforms in business management and the formal education attained by artisans owning artisan businesses. Conclusion: At 0.05 level of significance (a) the research established that there is a significant relationship between the adaptation of digital platforms in business management and the formal education attained by the artisans.

While industries compete to hire capable employees, it is essential that business education curriculum delivers graduates who can solve complex problems and implement multifaceted solutions. This approach to curriculum design focuses on developing project management skills to deliver an integrated, student-centered methodology across multiple disciplines. The development of undergraduate curriculum with a project management approach provides a framework centered on developing essential career skills in critical thinking, decision-making, and problem-solving.

The success of any degree program being delivered by higher education institutions is measured using the employment performance of its graduates as they navigate the dynamic labor market after completion of their studies. The tool used to gauge this metric is known as a graduate tracer study. Thus, this explanatory sequential mixed methods study may provide the graduate school the baseline employment information, the extent of practice of program competencies and demonstration of graduate attributes of business management major graduates spanning the years 2017-2021 and their level of satisfaction with the graduate programs. The results revealed that outcomes were achieved by the graduates as the graduate degree contributes to their development of competencies and these graduates were extremely satisfied with the delivery and implementation of the programs. They also demonstrated the attributes in their workplace. The results of the study are consistent with the emerging framework of the quality delivery of business graduate programs. It upholds that the satisfaction of the graduates in the delivery, and instruction of the programs, will result in the development of competencies, unlocking of knowledge, skills, and abilities and improve the social and economic status of the graduates.

Business demand-oriented skilling refers to the process of developing the skills of employees in a manner that aligns with the specific needs and requirements of the business. This approach to training and development is focused on enhancing the productivity and effectiveness of the workforce, by providing them with the knowledge and skills that are most relevant to the company's objectives. The primary goal of business demand-oriented skilling is to ensure that employees are equipped with the right set of skills that are in high demand within the company. This can involve identifying specific areas of expertise that are required for key business functions, and designing training programs that are tailored to meet those needs. One of the key benefits of business demand-oriented skilling is that it can help companies to stay competitive in a rapidly changing business landscape. By investing in the development of their employees' skills, companies can ensure that they are better equipped to adapt to new technologies, market trends, and other emerging challenges. Overall, business demand-oriented skilling is an effective way for companies to invest in their workforce, and to ensure that they have the right talent to drive success in the future.

The chance to start your own business is appealing when the labor market experiences a slump in the current crisis scenario. The factors that affect sustainable entrepreneurship were examined in this study. The factors contributing to an entrepreneur's success, including successful intelligence, social skills, and entrepreneurial personality, were examined. In the causal relationship study, we used a questionnaire designed specifically for small and medium-sized business owners. We used multiple regression methods to analyze the data on a five-point Likert scale we collected. The findings demonstrate a strong positive relationship between entrepreneurial success, successful intelligence, and entrepreneurial personality. However, no connections between social skills and building a sustainable business have been made. The causes are rooted in culture. From the viewpoints of academics, practitioners, and policymakers, it has practical ramifications. Aspiring businesspeople can use the outcomes to guide their decisions. To better understand how personality factors affect the viability of recently created firms in emerging nations, this study is unique.

Purpose: Entrepreneurship has become a widely accepted concept in the past few decades due to its prominent role in economic activity and economic development of a nation. Promotion of entrepreneurship can be ensured with the help of entrepreneurship teaching and learning through higher education institutions. Similarly, entrepreneurship skills play a significant role in the promotion of students' intentions to become entrepreneurs. This study aims to examine the role of universities and entrepreneurship skills on the entrepreneurial intentions of students. Design/methodology/approach: Business simulation games is taken as mediator between university role and entrepreneurial intentions as well as entrepreneurship skills and entrepreneurial intentions. This research has used Smart PLS to perform a PLS-SEM technique with a data of 378 students from higher education institutions of Malaysia. Findings: The results of data analysis show a positive role of universities and entrepreneurship skills in the promotion of student's entrepreneurial intentions. Moreover, business simulation games positively mediates the relationship between dependent and independent variables. Originality/value: Results of this research prove that entrepreneurial skills and university support have a significant part in the promotion of entrepreneurship intentions of students. As students use the electronic resources such as business simulation games, their skills, attitude and practical knowledge is positively enhanced and eventually it positively impacts the intention of students to become entrepreneurs. Therefore, it is believed that promotion of entrepreneurial skills in students via business simulation games and positive role of universities in promoting entrepreneurship will have a significant positive influence on the students' entrepreneurial intentions.

Spreadsheets help businesses run effectively and efficiently. However, many spreadsheets contain errors. Research provides taxonomies and guidance on preventing spreadsheet errors; this information often is not incorporated into training. Training students to use Excel functions and good spreadsheet practices is critical. This instructional experiment aims to educate students on techniques that reduce the chance of errors, provide an Excel project to demonstrate their skills and implement a quiz tool that identifies students' mistakes as they complete the project. The goal is to guide students to learn from their errors, improving confidence in their Excel skills.

We gathered data from business practitioners to learn how they describe successful online business presentations. We found that many--but not all--successful examples were described in terms of classical rhetorical concepts (e.g., source credibility and content). We also found that about 20% of the examples were described as successful because of technology deployment, audience interactivity, or both. We conclude that professors of management communication should teach the online presentation, that such instruction should include classical rhetorical concepts (with some appropriate adjustments), and that instruction should be expanded to include technology and interactivity.

As the demand for business intelligence (BI) professionals continues to grow, educators need to calibrate their instruction to accommodate the demand of practitioners for specific technical skills while also providing college students with a broader foundation that includes a general understanding of BI concepts and problem-solving skills that are applicable across disciplines. This paper describes a pedagogical method called report-oriented learning which seeks to combine the established methods of problem-based learning and case-based learning. Report-oriented learning requires students to reflect on the knowledge gained during the conceptual parts of the course and use critical thinking and storytelling skills as they prepare and present several comprehensive reports in class. We applied the report-oriented method in a business intelligence course that consists of four instructional approaches: (1) section preview, (2) lectures and quizzes on basic concepts, (3) application of concepts and development of practical skills with hands-on projects, and (4) comprehensive reflection and inquiry in the form of reports. We surveyed students with anonymous questionnaires in the report-oriented BI courses from 2021-2023. The results indicate that the method was effective and perceived by students as having improved their critical thinking and practical skills related to the application of BI techniques and the professional presentation of their findings.

Businesses use data to enhance operational performance, creating demand for professionally trained data/business analytics graduates. Universities offer a variety of academic programs in response to the increasing labor market demands. Yet, research on how well educational offerings adapt to market demand is scant. This paper aims to evaluate how well university curricula match Saudi Arabia's marketplace needs. A content analysis was conducted to compare universities' analytics programs with a sample of internet job postings over a 12-month period. The results were evaluated quantitatively to assess the alignment between academia and industry. This information is of value to industry, universities, and learners.

Using qualitative open item analysis, MBA alumni were asked their perceptions of competencies, skills and concepts developed or reinforced in a client-focused team project MBA capstone course. The replies from 167 respondents were aggregated together over a nine-year period from 2013 to 2021. Conversion of coded responses to managerial competencies indicated eight competencies: client relationship management, communication, financial modeling, presentation, project management, research and analysis, strategic deliverable recommendation, and team leadership. This coding structure provided partial convergent validation for prior theoretical and empirical work linking MBA learned-to-needed managerial competencies. In addition, several differences were found between competencies/skills developed or reinforced in the MBA capstone by type of undergraduate major, i.e., business, liberal arts or STEM.

This research aims to analyse the key factors of the gem and jewellery business affecting Thailand's export performance, and to examine the relationship between the business model, marketing environment, and the export performance of the gem and jewellery industry in Thailand during the COVID-19 pandemic. Quantitative research based on 400 opinions from Thailand's gems and jewellery business owners has been applied in this study. 369 questionnaires were returned, accounting for 92.4%. Data analysis includes descriptive statistics, structural equation modelling, and path analysis used to test hypotheses. The research results revealed that the business model and marketing environment positively influence a firm's export performance. Only customer segments, channels, value propositions, and creating value for customers had a statistically significant influence on the export performance. To improve its marketing environment, the business should focus on increasing variety and suitable prices, changing promotion to online, trade exhibitions, and creating more variety of products, modern style, and quality product guarantee.

Purpose: Integrated marketing communications (IMC) is possibly "the richest and most accessible service-learning experience" in the marketing curriculum (Petkus, 2000, p. 68). Yet, despite this recognition, scholars and practitioners continue to lament the pronounced theory-practice gap between how IMC is taught and the practice of it in industry (Schultz and Patti, 2009; Kerr and Kelly, 2017). This research embeds IMC practice within a classroom setting and subsequently explores student marketers' perceptions of their skill development through experiential client-based learning. Design/methodology/approach: An in-depth qualitative study demonstrates the value of integrating experiential learning within an IMC course, captured through students' reflective practice. Findings: Evidence suggests that experiential, client-based projects are suitable for fostering key practice-based skills in the classroom through students "experiencing" IMC at work. However, this is not always easy. In fact, building key skills such as leadership, motivation, communications, organisation and teamwork presents various challenges for students, whilst students appear unaware of other pertinent skills (e.g. persuasion, critical thinking) gained through exposure to "real-world" IMC tasks. Practical implications: Instructors adopting experiential learning in the marketing classroom have an opportunity to actively design tasks to embed key workplace skills to bridge the theory-practice gap. Client-based projects offer fertile ground for students to experience marketing in action whilst ultimately bolstering their confidence in their workplace skills. Originality/value: This research contributes to the marketing education literature and acknowledges the importance of embedding key workplace skills into the contemporary marketing curriculum. An overview of challenges and solutions for instructors seeking to adopt experiential learning via client-based projects in the IMC classroom is presented within this research.

Bloomberg Terminal is one of the most prominent and valuable tools for business and technology professionals. Having familiarity with Bloomberg is a desirable qualification for business students upon graduation. This classroom activity introduces Bloomberg Terminal in an introductory information technology (IT) digital literacy course at a business university. This activity guides students to find and analyze data related to capital markets that they will need to understand regardless of their chosen major. Students learn to apply IT concepts and develop their technology skills to complete the activity.

This study examined the differences between the responses of federal and state universities on entrepreneurial skills required for business education graduates' employability in Cross River State. Specifically, the study examined the difference between the responses of federal universities and state universities on planning skills, marketing skills and management skills on the business education graduates' employability in Cross River State, Nigeria. The population of this study consists of 2,575 business education students in the two public universities in Calabar. The sample of this study consists of 256 business education students drawn from the department of business education of the two public universities in Calabar, representing 10% of the total population. The results of the analysis revealed that there is no significant difference between students of the two universities. Findings also revealed that there is significant difference between students of the two universities on marketing skills and business management skills for business education graduates' employability in Cross River State. Based on the findings of the study, it was recommended among others that teachers should include activities that will enhance planning skills of students.

Feeding America Eastern Wisconsin (FAEW) distributed 84% more food to community members in need during the COVID-19 pandemic than in the prior year. Though systems were in place to manage food receipt and distribution data, social distancing requirements and technological barriers revealed inefficiencies in utilizing this data. In pursuit of data-driven decision-making and in the context of a global pandemic, FAEW partnered with Marquette University data scientists through an industry-supported grant. Applying newly learned skills in Business Intelligence, students produced detailed reports of data cleanliness in FAEW's source systems to improve underlying data quality and better support analytic efforts. Additionally, students synchronized human-centered design thinking and visual analytics to produce an interactive application to optimize inventory management, storage availability, and product distribution. Finally, students are utilizing business analytics techniques such as supervised and unsupervised data mining to provide new insights about food receipt and distribution patterns that will have a sustainable impact on FAEW operations. This unique partnership offers students experiential learning opportunities, tangible data science solutions that FAEW will use to ensure best practices, and real-world solutions to collaboratively end hunger in our communities.

Approximately 40% of accounting graduate recruitment in Australia is by small and medium accounting (SMA) firms, firms which can face different constraints compared to their larger counterparts. Given the characteristics of SMA firms it is important to appreciate what they consider makes a work ready graduate. This article reports the findings of a study that explores what makes a graduate work ready when commencing employment within an Australian SMA firm. The findings suggest that a work ready graduate for an SMA firm has a working knowledge and understanding of business accounting software programs, taxation and tax software. Additionally, there is a high emphasis on communication and interpersonal skills. This raises the question as to what extent should current university degrees provide adequate technical knowledge and generic skill development for those graduates seeking employment with SMA firms, and who should be responsible for it?

Familiarity with management information systems (MIS) and business analytics (BA) knowledge and soft skills facilitating teamwork are becoming critical for business-related disciplines. This study explores the need for information systems (IS) and analytics courses and soft skills in accounting positions by analyzing accounting job listings in a geographic job market as well as those from national accounting firms. Using content analysis, we found a critical need for IS and analytical knowledge. Nearly half of all entry-level positions indicated applicants were expected to have knowledge of concepts taught in a systems analysis and design course (SA&D). Additionally, 89% listed analytics skills, while 19% required database knowledge. These findings suggest IS and analytics expand the marketability of accounting students. Further, this research revealed a wide range of soft skills that entry-level accountants were expected to demonstrate, including presentation skills and teamwork, which would be improved through classes consisting of students from diverse majors. The findings indicate the need for IS programs to offer transdisciplinary IS and analytics courses that can provide business students with opportunities to develop practical skills, an asset in a team-driven workplace.

Despite their widespread popularity in the United States, MBA programs have received considerable and sustained criticism. The chief complaint is that MBA graduates lack key skills required to be competent managers, and the main suspect has been identified as a less than relevant curriculum. Previous studies determined that the required MBA curriculum did a poor job of delivering the managerial competencies prized by incumbent managers. However, these researchers suspected that across-the-curriculum delivery of managerial competencies could mitigate this misalignment. This study advances the field by implementing an intercompetency approach, by including previously excluded coursework, and by using an updated dataset. The results show that the required curriculum of MBA programs in the United States is on average more closely aligned with the prescribed coverage benchmarks than previously believed, and that across-the-curriculum delivery of content via intercompetency coursework substantially aids in this alignment. The findings have actionable implications for program managers, faculty members, and researchers in the field of graduate management education.

Experiential learning is increasingly being recognized as the preferred teaching method in entrepreneurship education, with particular emphasis on students' 'real-world' experience. This paper critically examines the adequacy of using work-integrated learning (WIL) pedagogy for the purpose of entrepreneurship education. A novel approach is presented for achieving learning through entrepreneurship, referred to as supervised entrepreneurial work-integrated learning (sEWIL). The rationale and pedagogical considerations for sEWIL are discussed using a case study that is based on an internship-based entrepreneurship course offered at a major Canadian university. As part of the course, students learn about entrepreneurship through a combination of in-class experiential learning activities and a WIL component in the form of an internship with early-stage start-ups, which provide the work environment. Using formative and summative reflections, students critically examine their understanding and belonging to entrepreneurship, leading to personal growth and emerging self-awareness.

Higher Education systems need to undergo significant transformation to produce graduates who are highly skilled and prepared for their roles in the impending workforce. Despite an improvement in university throughput rates, unemployment remains predominantly high, which could be attributed to the misalignment between mandatory workplace skills and those possessed by graduates. The focus of the study was on the exploration of skills acquired from the new General Education modules introduced into the curriculum of undergraduate programmes. Hence, the study discovered learners' perspectives on the relevance of the skills acquired from these modules in the undergraduate programme to ensure survival in the workforce. The methodology adopted in the study was a quantitative survey research design, using the questionnaire as the data collection tool from a census of the first-year learners registered in the undergraduate programme. The results provided significant evidence to support the view that the skills acquired from the General Education modules in the undergraduate programme are indispensable in industry and enhanced critical thinking of the learners.

Institutions rely on career-ready competencies developed by the National Association of Colleges and Employers (NACE) to understand the nationwide job outlook and labor market trends. The purpose of this mixed-methods study is to inform a course redesign process in the business curriculum at a Midwestern university in the United States. Using an adapted NACE survey, we found that while Midwestern employers and alumni valued NACE core competencies and employability attributes similarly, there were certain elements that were overlooked in the previous curriculum. Thus, identification of the locally relevant top competencies and attributes was a leading factor in the course redesign process.

Microbusiness owners face significant challenges in accessing, acquiring and controlling resources, including human resources. This research examines the resource value(s) gained by microbusiness owners when they engage in a temporary human resourcing strategy using interns. Qualitative, information-rich, narrative interviews with microbusiness owners examined resourcing motives, management experiences and perceptions of human resource value. The data were subject to thematic analysis. The findings indicate that the unforeseen value of working with an intern was learning "management by doing", which arose due to a challenging of owner-intern dynamics, compelling owners to develop their skills, knowledge and practice of management and leadership. Second, microbusiness owners were strategically motivated to fill human resource skill and expertise gaps at little or no cost, gaining expected value. Thus, temporary human resources enable microbusiness owners to gain both expected and unforeseen value. Future research should focus on examining the value of unforeseen learning from low/no cost resources on microbusiness growth and sustainable development potential.

This paper analyses the effect that the fulfilment of the European Higher Education Area (EHEA) has got among engineers in the information and communication technologies (ICT) sector. The focus is on Spain, and the comparison of the technical and managerial knowledge and skills most demanded by the sector in 2008 and 2018, coinciding with the first decade of the EHEA. The study also examines whether the professional skills acquired by university students are consistent with those required in the job market. The following question is answered: Are ICT students adequately trained a decade after the introduction of the EHEA? An empirical study was carried out on the basis of a cross-section of Spanish ICT sector enterprises. The results reveal a gap between employer expectations and the skills acquired by students. Policy and practice performance is also discussed.

This paper builds on the dominant employability model by Dacre Pool and Sewell -- CareerEDGE model by developing an extended CareerEDGE model for embedding, evaluating and monitoring employability skills relevant to undergraduate students. Drawing on the current literature on employability, the 'Extended CareerEDGE Model' is developed by formulating a measurement framework. Elements of the extended model and framework are discussed and their inclusion is justified on the basis of existing research. The model extends the CareerEDGE model by facilitating the inclusion of entrepreneurship knowledge and skills as student entrepreneurial orientation to engender the requisite entrepreneurial mindset to address the need for intrapreneurial and entrepreneurial skills required to operate in the business environment. The study validates the Extended CareerEDGE Model of graduate employability with responses from 947 students engaged in a core employability-embedded business school undergraduate programme. The study confirms a positive relationship between student entrepreneurial orientation with employability reflection and evaluation. Also, the results confirm a positive relationship between Students' Achievement Orientation with Career Development Learning. A similar positive relationship was established between Students' Achievement Orientation and Degree Subject Knowledge as well as the acquisition of Generic Skills. Additionally, student Learning Orientation positively influences Career Development Learning, Degree Subject Knowledge and Generic Skills acquisition. The extended CareerEDGE model succinctly informs the planning of programmes and structured interventions on employability essentials for students, administrators and academics.

Beginning and small-scale growers face significant challenges to maintain their economic sustainability, including maintaining a sufficient level of income. Despite this growing problem, there is little information currently available on what kind of education and/or skills beginning farmers need in order to make their operations profitable. The primary objective of this study was to conduct a needs assessment based on grower feedback to inform business education curricula for beginning small-scale specialty crop producers. We also compared the business skills, resources and obstacles that experienced and beginning small-scale specialty crop farmers viewed as necessary to be successful. A mixed-methods design was conducted in Kansas and Missouri. Electronic survey (n=106) results suggested that farmers place high emphasis on all standard business education curricula. However, perception of resources surrounding these skills were mostly neutral to unsatisfied. Responses differed among the types of farmers, indicating years of experience, status and ownership can impact the perception of skill importance and satisfaction of resources. Furthermore, a series of four asynchronous and synchronous online focus groups (n=24) revealed themes on business skills, obstacles to profitability, resources and desired courses surrounding business education. These findings can help provide educators a better idea of what beginning small-scale specialty crop farmers need for business education. Curricula developed from this data could promote farmer business literacy and ultimately improve farm business viability.

Business simulation games (BSG) have become a very popular pedagogical tool in university courses and programmes all around the world. Their immense popularity has been a subject of research and academic discourse, especially the past couple of decades when many experts have called for more student-centric and reality based pedagogical approaches. Their implementation in business schools has been particularly successful, leading to improved student outcomes, satisfaction and skills improvement. Their use in sport business courses, though, has been surprisingly neglected in the pertinent literature. In the present study, we attempt to close this gap in the literature by exploring the effectiveness of BSG implementation in sport business courses, as well as the conditions and factors that facilitate the teaching and learning experience in such cases. In doing so, this research followed a mixed methods case study approach. Our findings expand previous conclusions and arguments on the effectiveness of the use of BSG in universities, to the case of sport business courses. They also identify conditions under which the teaching and learning experience is improved, namely effective group work, student engagement, satisfaction from the game and others. Based on these findings we propose useful recommendations and suggestions for future research. We also establish BSG as a form of independent, guided learning activity which is facilitated merely by individual engagement and group work and less from the tutors.

The CIPP evaluative model was employed to evaluate vocational training programs for developing entrepreneurial skills among women at Vocational Training Centers (VTCs) established by Government of the Punjab under TEVTA. A VTC center running under this program at Layyah was selected due to the backwardness of the area. Three programs were included; Dress Designing and making, Domestic Tailoring and Beautician in the study. The participants comprised the women, trainers and entrepreneurs of VTCs. Multiple stage sampling technique was used to select the sample. Mixed method approach was used by following CIPP program evaluation model. Data were based on classroom observation, semi-structured interviews and desk review validated through pilot testing, expert opinion, content validity ratio, content validity index and confirmatory factor analysis. Quantitative data were analyzed through central tendency; mean score and standard deviation while interviews and observation through thematic analysis. Findings showed that the level of entrepreneurial skills among women was very low. Majority of women did not attempt the assessment test related to technical skills. Some women got minimum score in business plan template and situational judgment. The entrepreneur's running their own setups had observations like, teacher training was inadequate. However, revision of course contents, provision of better environment at VTCs and effective teaching strategies with special focus on practical work is recommended.

Many students currently in preservice agricultural education teacher education programs do not have traditional agricultural backgrounds. Many of those students are experiencing skills they will be required to teach or utilize upon employment for the first and sometimes only time in introductory course work within their teacher education programs. This study utilized an expert panel from within the Southern Region of the American Association of Agricultural Education (AAAE) composed of teacher educators, teachers that have taught for more than five years (veteran teachers), and teachers with less than three years' experience (new teachers) in a modified Delphi technique to develop a consensus list of technical agricultural skills that preservice agricultural teachers should possess prior to their first teaching job. Beginning agricultural education teacher skills were declared across seven categories. The agricultural mechanics category had the most (31 skills), followed by horticulture (24 skills), and animal science (14 skills). The remaining skills fell in the categories of business/program management (8 skills), natural resources/soils (5 skills), food safety/food science (5 skills), and safety (4 skills). An emergent finding showed differences in opinions between new teachers, veteran teachers, and teacher educators in how many skills new teachers should possess.

The aim of this study is to examine the prospective science teachers' understanding towards entrepreneurial skills. This study, which 146 prospective science teachers of 3rd grade at two state universities in Turkey have participated in, is carried out through the case study method. The data of the research are gathered with "'Entrepreneurial Approach Interview Form (EAIF)'". The acquired data are analyzed by using the content analysis method. It is observed that the relation between entrepreneurship and economy is particularly explained with several characteristics by about one third of prospective teachers, whereas the vast majority of them are unable to establish this relation or give meaningless replies as a result of the research. However, it is found out that the great majority of the prospective teachers are able to explain upon the opportunities of entrepreneurship on the basis of the cultural structure of society. It is seen that very few prospective teachers emphasize on creativity and innovation important in regarding to using entrepreneurial skill. Nevertheless, it is observed that integration of the prospective teachers' sense of entrepreneurship with technology is inadequate. In addition, it is understood that the vast number of the prospective teachers are incompetent about how they will be able to use the nature and environment when they put their opinions into practice (in the process of business establishment). Moreover, it is revealed that very few candidates are aware of performing the operations such as determining the business idea, making a preliminary assessment of the business idea and questioning the feasibility of the business idea. Furthermore, it is determined that almost all candidates do not have information about the process and content of preparing a business plan. These results show that the prospective science teachers' understanding towards entrepreneurial skill is quite weak.

An important prerequisite for meeting professional demands upon completion of an apprenticeship is for apprentices to possess the ability to transfer the professional knowledge and skills they acquire in vocational education and training (VET) to various professional situations. This paper presents the empirical results on knowledge and skills transfer from an exploratory study in commercial VET. In a computer-based test environment, 470 commercial apprentices performed business transactions with the same content but with two different forms of presentation. The results indicated that the apprentices did not fully transfer their knowledge and skills within the same context. However, interest in finance and accounting, prior school knowledge and learning opportunities were able to explain their performances. The results suggest that further research on transfer processes that reflect different theoretical approaches is needed.

This article describes a collaborative process between a university's Supply Chain Management (SCM) program and the business community supporting the program to bring about a student team-based case competition. The ideas used for the competition were based on actual challenges experienced and submitted by businesses, while the case narrative and supporting material, as well as the assessment rubric, were developed and written by the SCM program faculty. The implementation of the competition was originally designed to benefit students by helping them further develop and demonstrate their capabilities in the areas of business acumen, soft skills, critical thinking, and problem-solving to potential employers. Interestingly, this activity also provided unforeseen benefits to the original collaborating parties. The article discusses the immediate benefits resulting from the collaboration as well as its impact on future collaborative opportunities between SCM programs and businesses.

The purpose of this study was to identify employability skills needed by students to be embedded into sport management curriculum. Focus group, qualitative, methodology was used. Three focus groups with a total of 11 (n=11) participants revealed skills and knowledge employers desired in graduates of sport management programs. Analysis of the data revealed four major categories of skills that employers desired: personal skills, technical skills, job search skills, and foundational knowledge. The skill of the moderator, transcription of the data, and individual focus group participants dominating the discussion were all common limitations to this study based on the focus group methodology used. Educators in business programs can use this methodology to identify transferable skills that can be embedded into their curriculum. Minimal literature exists on the practical application on how to align sport management curriculum and education with industry needs and expectations.

The aim of this study is to develop an Entrepreneurship Scale to measure the entrepreneurial skills of 5th grade students and to conduct the reliability and validity of the scale. This research is a descriptive survey method. The pilot application was made with 432 students in Amasya City in Turkey. SPSS 23 and LISREL 8.80 programs were used to analyze the data. Exploratory and confirmatory factor analysis was performed to construct the validity. As a result of exploratory factor analysis, a 4-factor structure emerged on the scale. Confirmatory factor analysis confirmed the structure, and it was determined that the developed model was in compliance with the criteria in the literature. These sub-factors were identified as meaningful in terms of self-confidence, need for success, personal benefit and leadership and responsibility. The Cronbach Alpha internal consistency coefficient of the scale was determined as 0.77. At the end of the research, a reliable and valid measurement scale about entrepreneurship was developed for the 5th grade students.

The article highlights that the increasing quality of goods and services in physical education depends on human resourcing and indicates the need to improve the quality of physical education and training of specialists for successful self-realization in the modern labour market. The author considers sports entrepreneurship to be a special kind of business, which is specified by relevant value orientations, knowledge and skills in certain activities in sports and commerce. Therefore, there appears to be a need not only for professional training of future athletes, physical education teachers and coaches as specialists but also as entrepreneurs. In this context, the article analyzes socioeconomic and legal conditions of social progress, which determine professional activities and areas of specialists' self-realization, including in physical education and sport. It also justifies the need to create favourable conditions in the system of higher physical education in order to develop entrepreneurship competence in the participants in the educational process. Thus, the conducted research proves the need to enhance professional training of future specialists in physical education and sport in higher education institutions. However, sports entrepreneurship is regarded as a special type of business, whose successful implementation requires the acquisition of relevant knowledge and skills. The author believes that an entrepreneurial approach enables the integrity of forming entrepreneurship competence in future specialists in physical education and sport. ["Scientific Herald of the Institute of Vocational Education and Training of NAES of Ukraine: Professional Pedagogy" is published by the Institute of Vocational Education and Training of NAES of Ukraine.]

For many decades, the healthcare sector has been playing catchup with other industries in terms of innovation, primarily due to the low number of healthcare professionals with innovation and entrepreneurship skills in the workplace. The lack of innovation skills, particularly among pharmacists, may result from the fact that innovation and entrepreneurship training is not an integral part of most pharmacy core curricula. In fact, a limited number of pharmacy schools offer innovation and entrepreneurship courses either as part of a joint MBA/PharmD degree or as a certificate. These programs differ greatly from each other in their curricular content, although their overall goals are to teach future pharmacists the skills required to manage service delivery, oversee budgets, improve efficiency, control costs and continuously achieve quality improvement. The aim of this article is twofold: first, to assess commonalities and differences in curricular content between entrepreneurship and innovation training programs in the USA and, second, to present a set of must-haves for innovation and entrepreneurship curricular content for core curricula in pharmacy.

The purpose of this paper is to provide a low-cost, effective way to teach emotional intelligence (EI) skills for email communications by utilizing Dale Carnegie's 30 Human Relations Principles. Our teaching approach is based on an actual multiple-party negotiation that included an executive from a Fortune 500 Company. Utilizing negotiation enhances students' critical thinking about real-world, business decision-making scenarios. Active learning is incorporated into the project through student collaboration and reflection. Finally, the project can be administered completely online through the school's learning management system, which reduces demand on valuable class time. We provide extensive resources to assist instructors in teaching EI and administering the project.

Purpose: The purpose of this paper is to explore an employability enhancement initiative, the Additional Skills Acquisition Programme (ASAP) project in the state of Kerala, India, as a case for the inclusive development of employability in college and university students. Design/methodology/approach: ASAP is applied as a case study to examine the employability enhancement initiative in India. Findings: Participation in the ASAP project led to increased measures of employability. These increases were most pronounced in women and individuals living below the poverty line. Partnerships between educational institutions and organisations focusing on students' technical and skill development can help overcome local and national talent shortages. Originality/value: The theoretical implications come from addressing the lack of representation of skills based employability initiatives among students from India in the vocational behaviour literature. Practical implications come from knowledge sharing of innovative strategies to enhance the employability outcomes of individuals entering the labour market. New ways to overcome the reported mismatch in business education between curriculum content and the development of employability skills in graduates are presented. Benefits for diversity and inclusion are also provided.

Entrepreneurial self-efficacy (ESE) has been described as the cognitive element that can stimulate entrepreneurial readiness. There is a paucity of research on whether graduates of Technical and Vocational Education and Training (TVET) institutions in Nigeria are entrepreneurially ready for future work, particularly in the field of entrepreneurship. Previous studies have noted that individuals will not take entrepreneurial action until certain personality traits are triggered. This study investigated the entrepreneurial readiness of exit level students using ESE task phases at three selected TVET institutions in Nigeria. It will assist policymakers in identifying the specific cognitive traits that can stimulate entrepreneurial behavior in students. A sample of 301 exit level students was selected from a target population of 1,212 using a convenience sampling technique. Only 289 students participated in the study. The quantitative data was analyzed using Pearson Product Moment Correlation to test the relationships among variables, and regression analysis was conducted to determine the level of influence between ESE and entrepreneurial readiness. The study found that, while other components of ESE positively impact students' entrepreneurial readiness, ESE marshaling does not have a significant impact. While all the other pairs of ESE show significant relationships with the male students' entrepreneurial readiness, only ESE implementing has a significant relationship with the female students' entrepreneurial readiness. We thus conclude that the entrepreneurship education curriculum at the selected TVET institutions is not adequately addressing training in ESE marshaling skills. The implication for practice is that entrepreneurship training should focus on building economic resources skills for business start-ups.