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For the forty-fourth time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online and onsite during the annual AECT Convention. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For volume 1, see ED617428.]

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 2, see ED609417.]

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]

The Australian economy is in transition. Its future prosperity will depend on greater economic diversification and on innovation and entrepreneurship, hallmarks of Industry 4.0. This has implications for skills development for future workers and for those needing to move into new jobs or roles. It also has a direct impact on apprenticeships--an enduring and well-respected feature of Australia's skill-development landscape. It is concerning then that overall apprenticeship commencements and completions have been declining. What impact does Industry 4.0 have on the future of Australian apprenticeships? This paper was presented to the 4th KRIVET International Apprenticeships conference in Seoul, Korea, 28th September, 2017, and explores the challenges and constraints in the capacity of the Australian system of apprenticeships to respond adequately to Industry 4.0. It also covers directions in government policy, and the opportunities to create change found within industries and the training system itself.

This paper explores the idea of a complementary alternative to the entrepreneurial university, with special reference to South African higher education. Emphasis is on the contribution of higher education to equitable social renewal of three inter-related issues: (1) changing global conditions and the tensions between high-tech development and basic reconstruction; (2)the relationship between teaching, research, and community service (outreach); and (3) the potential for community service partnerships and community service learning to contribute to basic reconstruction and development. The paper first identifies key changes in the external environment of higher education, noting the tensions that result from the competing interests of private investors and transnational corporations and the needs of the majority poor. The replication of this tension in South Africa's current macroeconomic and higher education policy environment is then discussed. The paper describes a hybrid range of community-oriented projects which include three necessary elements: problem-based, inquiry-rich academic training focused on community service learning; development through practical service; and civic-minded collaborative relations among participating partners. The paper concludes that the community-service partnership model represents a significant counter-trend to the entrepreneurial university. (Contains 63 references.) (DB)

This research article examines self-challenge, self-flexibility, and self-recognition as the first set of variables, and its relationship with entrepreneurial self-efficacy and entrepreneurial intention as the second set of variables. This research was conducted on business-management students at the Faculty of Economics and Business, State University of Malang. The subjects in the study had taken entrepreneurship courses and entrepreneurship programs held on campus. There were 113 students who participated voluntarily as research respondents. Data were collected using the Google form and analyzed with canonical correlation to examine the relationship between the two sets of variables. The research results reveal that there is a relationship between the two sets of variables, and there is a congruence in direction between the two sets of variables. [This paper was published in: "Proceedings of the BISTIC Business Innovation Sustainability and Technology International Conference (BISTIC 2023)," edited by I. Zutiasari and D. T. Kurniawan, 2023, pp. 123-31.]

This volume contains selected papers submitted to the 22nd Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, in June 2024. The Conference theme was "Education in Developing, Emerging, and Developed Countries: Different Worlds, Common Challenges." The theme focuses how scholars of Comparative and International Education embraced the developed-developing countries dichotomy since the middle of the twentieth century. It is argued that this conceptualisation of the world has become increasingly anachronistic and also problematic for a number of reasons. Other taxons that have been suggested among scholars in the field include emerging countries, BRICS, and the Global South. The book includes 25 papers and starts with an introductory piece authored by Charl Wolhuter. The other 24 papers are divided into 5 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; and (5) Law and Education. [Individual papers are indexed in ERIC.]

This paper demonstrates the design as a hypothesis framework for developing cross-university students and mentors, and rural youth (aged 18-30) and regional business ecosystems capacity building practice approaches to support sustainable development goals. To support university students', mentors and the business partners' engagement and building agency and capacity with regional rural young women a gamified learning and co-working WINnovators Space (https://winnovators-space.eu/) with e-learning materials for self-learning and entrepreneurial mentored group challenges was developed. The Pilot study validates the capacity building practice approach with WINnovator Space in three countries involving young rural women, higher education students, academic and business mentors -- Estonia (30), Slovenia (35), Serbia (25). [For the full proceedings, see ED636095.]

The purprose of this paper is to investigate the effect of education on women entrepreneurs' success : factors in Vietnam. We used the survey instrument developed by H.M. Chu, which has been adopted in several small business studies. To determine the role and importance of education on the success of entrepreneurs, an ordered logit model is applied to the data gathered from women entrepreneurs participated in the study. Our ordered logit model revealed that number of years in this business, support of family and friends, marketing factors such as sale promotion, good customer service, location, ability to manage personnel, and reputation for honesty were the statistically significant success factors. Good customer service has the largest impact on the success of Vietnamese women entrepreneurs, which is followed by reputation for honesty, ability to manage personnel, the level of family support, and the number of years in current business. Finally, hard work, community involvement, maintenance of accurate records of sales and expenses, and access to capital were other factors that high impact on entrepreneurs' business success. The estimated coefficient for education is 0.03524, which gives 1.0359 odds ratio, this indicates that completing a higher level of education increases success level by 1.0359 times, implying a positive effect of education for Vietnamese women entrepreneurs. [For the full proceedings, see ED656038.]

Interest in the relationship of entrepreneurship to organizational performance and validity is widely and increasingly discussed in educational contexts. An examination of academic entrepreneurship is presented in this paper. Five types of entrepreneurship are described, and many questions more directly related to organizational theory are examined, including the structure of entrepreneurship as a behavioral construct, the relation between individual entrepreneurship and possible predictors, the entrepreneurial elite, and whether there is any institutional patterning that suggests that universities have distinctive entrepreneurial strategies. Two surveys conducted in 1985 used a sample of life scientists and key administrators in major research universities. The life scientists were mailed a questionnaire dealing with their research activities. Data on university policies and characteristics were collected in a phone survey of 40 administrators having the most responsibility for life science departments. Data suggest that scientifically productive scholars are more entrepreneurial, and most academic groups do not develop norms that encourage multiple forms of entrepreneurship. A tentative conclusion is that entrepreneurship in academic settings is not an either/or condition, nor are the different forms minor variations on a similar social phenomenon. Contains 47 references. (SM)

Entrepreneurship is still young and developing in Mongolia, yet it is the main driver of the Mongolian economy. According to The National Statistics Office of Mongolia, small and medium businesses create 52.5% of all jobs in Mongolia. To ensure more qualified entrepreneurs join the labor market, educators and instructors can help with resources for their students that will enable them to create successful businesses. Entrepreneurship education can play an essential role in providing a qualified and skilled supply of entrepreneurs for the Mongolian economy. This paper will examine how project-based learning impacts engineering students' entrepreneurial mindset at Mongolia's university. The study will try to create awareness of the importance of entrepreneurship education and a project-based learning (PBL) approach for students with any engineering background. As a case study, this research will take "NUM Startup 2.0", a five-month program in that students can team up with their professors to build a startup company from the beginning. A qualitative research methodology will be used to conduct interviews with participants of NUM Startup 2.0. This research will use homogenous sampling to select students with similar backgrounds, and for a semi-structured in-depth interview, collected data will be analyzed using the thematic analysis method. Moreover, this research may provide valuable feedback to universities in Mongolia to develop more well-structured courses for students. [For the full proceedings, see ED630948.]

The paper presents ideas and initiatives from two ongoing Erasmus+ projects funded by the European Commission. Both projects use e-Learning as an enabler for communicating interesting and important learning contents that are believed to increase and improve employability prospects for the targeted groups of learners. The WINnovators project targets young women with reduced opportunities for quality education in different areas of STEM/STEAM and intends to demonstrate how their entrepreneurial skills can gradually grow by providing them with e-Learning incentives in such areas. The YNSPEED project intends to offer free MOOC courses addressing hot topics of modern society -- artificial intelligence, sustainable development, and fake news. In the YNSPEED project, the target group of learners are young people (aged 16-29). It is believed that their interest in such important topics can be boosted by communicating the corresponding relevant learning content in a carefully designed way. The "Shine a light" metaphor is a common point and a common approach in both projects -- e-Learning technology is used to facilitate informal education for the targeted learners and to indicate directions that often get either omitted or misunderstood in traditional schools. [For the full proceedings, see ED639633.]

This volume contains selected papers submitted to the 21st Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia, Bulgaria, in June 2023. The Conference theme was "Recovering Education: Using the Experiences and Learning Acquired to Build New and Better Education Systems." The theme focuses on the current post-pandemic period which provides excellent opportunities for looking at the past three to four years, filled with disappointments, damages, and lessons learnt, and direct attention to hopes, efforts, and prospects to recover. This volume includes 41 papers -- an introductory piece and 40 papers divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC.]

This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]

This study aims to examine the theses on the critical thinking disposition of teacher candidates in Turkey. The document review method was used, which deals with documents related to a specific subject with a qualitative approach. The data of the research were analyzed by content analysis method. The Turkish Council of Higher Education (TCHE) national database was searched using the keywords "teacher candidate" and "critical thinking disposition," and 30 accessible theses were included in the research. Theses reached within the scope of the research; It was analyzed according to the themes of "academic level," "year," "scope of the subject," "research method," "sample," "data collection tools," "analysis method" and "results." The thesis studies were examined by two experts and coded according to themes. The percentage of agreement among experts was determined as 95%. It was understood that many of the theses examined were master's theses and were completed in 2019. It was observed that the samples of most of the theses consisted of social studies and science teacher candidates. It was determined that the Relational and Comparative research models were used more in the theses examined. t-Test, ANOVA, and correlation techniques are the most preferred techniques for data analysis. The number of theses in which qualitative research models are used is quite limited. The reviewed theses have focused on demographic characteristics, media literacy, entrepreneurship, emotional intelligence, and 21st-century skills as the primary correlates of critical thinking disposition. According to the results of the research, several recommendations have been developed. [For the full proceedings, see ED654100.]

The digital world in the creative industry has provided new opportunities for entrepreneurs to utilize and exploit products and services in a more transparent and widespread manner. Products and services can grow exponentially and be offered to all users and communities throughout the world without time and space limitations. Creative SMEs, especially batik SMEs, are currently required to keep abreast of technological developments, especially digitalization. They must be able to take advantage of digital transformation in managing their business. One effort that can be made is through digital entrepreneurship training. It's just that they are still faced with several obstacles, including digital skills, digital knowledge, management commitment, and government support. Even though batik SMEs adhere to the basic principles of digital entrepreneurship, these four aspects are very important to improving the sustainable performance of SMEs. This research uses a qualitative approach using participants from batik SME owners and managers, the government, and customers of natural color batik SME in Ciwaringin Cirebon, West Java, Indonesia. Validity and reliability were carried out using a triangulation approach with three parties (SMEs, government, and customers). In increasing the success of digital entrepreneurship, fundamental changes must be prioritized: digital knowledge, digital skills, management commitment, and government support. These four aspects will make a significant contribution to improving sustainable SME performance. Apart from that, batik SMEs must play an active role in participating in digital training and connect actively and proactively with people who do not understand digital. [For the full proceedings, see ED652261.]

The CHIPS and Science Act recognized the importance of exposure to innovation and entrepreneurial concepts at the K-12 level by codifying into law the intention of broadening the base of Americans engaged in science, technology, engineering, and mathematics (STEM). The Government-University-Industry Research Roundtable (GUIRR) has long sought ways to strengthen partnerships across diverse sectors of the U.S. research ecosystem to meet a range of national challenges, including addressing the issue of STEM education. On February 6 and 7, 2024, GUIRR convened a workshop for members and invited guests that focused on K-12 STEM education to understand how to shape the scientific workforce of the future. [Paula Whitacre served as rapporteur. Additional contributors include the Government-University-Industry Research Roundtable and Policy and Global Affairs.]

The purpose of this paper is to analyse the experience and challenges faced by female in multi-tasking, combing full-time academic work with being an entrepreneur; the impact on professional practice and personal development. Becoming an entrepreneur can be a challenging and daunting task, but it can also come with good experience in managing own small businesses and putting theory into practice in teaching students. The work draws on experiences of how entrepreneurs were able to combine academic work with managing their own small businesses and challenges confronted in realities. Drawing from experience, moving back and forth between the academic and business spheres, this paper considers the impact of being an entrepreneur and lecturer, and what it meant for the students, institutions and own professional development. The work uses qualitative and quantitative research paradigms to seek the perceptions of some professionals who were able to combine academic work and being an entrepreneur, challenges faced in the combined roles on their students, institution and professional development. The analysis of findings from few concludes that there are many benefits, as well as challenges, confronting professionals in multi-tasking of being a business owner and academic Lecturer, of which, most of them became very successful through hard work and determination and some failed to cope due to combination of two ultimately complementary roles. This presents further areas for research to investigate why some professionals who try to combine job roles of academic and being a business owner fail and if this may be the case for the male teachers. [For the complete Volume 17 proceedings, see ED596826.]

The paper details a course offering that centers on student transformational experience and self-efficacy growth in an international environment by merging business, entrepreneurship and cultural experiences. Self-efficacy is achieved through both a mastery experience, mastering a task and controlling the environment, and vicarious experience through observation of people and activities. An inexpensive but very effective combination of multi-cultural virtual and in situ team work with a strong cultural component provides the transformational experience. Originally involving only two universities, one in China and one in the United Sates, the course has expanded over the years of its existence to four participating universities, each representing a different continent. The virtual pre-travel component, which was always an important part of the course design, became especially prominent during the COVID-19 pandemic. The advantages and challenges associated with the course design and implementation are discussed. [For the full proceedings, see ED622227.]

The impact of the COVID-19 pandemic, and the policy of lockdowns, on business in general, and certain sectors of the economy, has been widely discussed during the last year. Less is known, however, about the impact on specific groups of economic actors within the UK economy. This small-scale research project explores the impact that the pandemic and lockdown has had on Nigerian women entrepreneurs with enterprises in the UK. The paper considers the context in which these women were operating before the pandemic, the additional challenges created by lockdown and the disruption to many of their businesses, and the impact it has had on these women's lives and their businesses. It concludes that more business support is needed for this highly resilient and versatile group of female entrepreneurs during this uniquely challenging period. [For the complete Volume 19 proceedings, see ED613922.]

This paper provides insight into entrepreneurial ecosystems through a systematic literature review and bibliometric analysis. The aim of the study is to get a broad overview of the research on entrepreneurial ecosystems in order to improve understanding. To fulfil this aim, 145 papers were analysed and examined in terms of e.g. discipline, time, geography, methodology, focus and future direction. Six different research streams were identified. The study offers insights into the current state of research, key areas and the future of the field. It also identified research gaps in the field of entrepreneurial ecosystems. This paper has analysed the current state of the entrepreneurial ecosystem in a broad perspective and thus helps researchers and practitioners to get an overview of the topic. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to analyse the entrepreneurial leadership as one of the modern styles of leadership in organizations. The concept of entrepreneurship constantly increases in business organizations and in educational systems. Large and strong businesses around the globe today are borne out of the creativity and effort of start-ups. Analysing the profile of the entrepreneur and the role in organizations as entrepreneurial leaders show that there is a close relationship between the concept of entrepreneurship and the exploration of opportunities which the entrepreneurial leader bases on innovation, risk-taking and adaptability to change. To run successful organizations, managers must have both leadership and entrepreneurial skills. The main motivation of entrepreneurial leaders is in their strive to create and explore social, environmental and economic opportunities. The concept of entrepreneurial leadership is relevant to academic knowledge in that, it is a new stream being developed and written literature on this topic is increasing per year. The work will aim to employ quantitative and qualitative research methods, firstly, to gain prior knowledge and secondly, to ascertain the views of the participants on their entrepreneurial leadership styles and impact on the success of their business ventures. The findings of the research will form the basis for future research for the aspiring doctorate degree in the field.

Issues arising with social media and its influence on women entrepreneurs trigged this investigation. The research will examine the impact of social media on online small businesses owned and run by women entrepreneurs with reference to London-based female e-entrepreneurs. The work is a proposal for a PhD research and while waiting for the University for confirmation to conduct this area of investigation, I have decided to present this paper as part of my initial investigation on the issues around social media online on small businesses run by women entrepreneurs. Work used mixed research methods to investigate the impact of social media online on female entrepreneurs, their experiences and perceptions on their business activities and performance. The growth of social media as part of innovative technological development has enabled entrepreneurs to effectively carry out their business activities online, and an increasing number of female business owners are taking their businesses online and abandoning traditional, brink and mortar business model. Social media platforms such as Facebook, Twitter, Instagram, Snap chat, YouTube and LinkedIn along with other websites are incorporated into the businesses of modern-day women entrepreneurs. This research will examine, analyse and evaluate relevant theoretical framework on female entrepreneurship and social media engagement and impact on business performance. The research will develop a framework for best practice that can be used by women e-entrepreneurs across Greater London.

The university ranking systems have been utilized for academic performance of higher education system in the World since beginning of 2000's years. These systems, which considered the common parameters, have quickly followed with their own hierarchical measures by higher education organizations. However, these ranking systems never consider country's special conditions. This paper mentions the main principles of a new system for state universities performance in Turkey. The quantitative assessment method depends to six separate parameters such as number of publications and projects, teaching quality, teaching income, teaching structure, the index for entrepreneurial and innovative university and student satisfaction. The technique provides data for well-balanced and justice decision for the national state universities throughout the country. Summation of all numerical values resulted from six parameters represents total score for the related university. The total score obtained for an university also gives its place in the ranking system of higher education in the country. It is possible the central budget to be shared to all state universities in Turkey by means of this method.

The era of economic recovery after the COVID-19 pandemic has made entrepreneurship a skill that everyone is expected to have from an early age. In the implementation of learning, quality schools will introduce entrepreneurship both as an extracurricular activity and in their learning activities, not least in learning mathematics. The planning of learning mathematics at MBS Zam-Zam Cilongok Junior High School is planned to be inserted with entrepreneurial skills. The purpose of this study is to analyze the planning of entrepreneurial-based mathematics learning through SWOT analysis. The research method used is qualitative research by describing the phenomena that are in the research location. The subjects of this research are students, mathematics teacher, and principal of MBS Zam-Zam Cilongok Junior High School. The results of the research are SWOT analysis in planning entrepreneurship-based mathematics learning at MBS Zam-Zam Cilongok Junior High School, Indonesia, namely strengths in the form of quality teacher and student factors, weakness in the form of lack of facilities and funds, opportunities in the form of opportunities to get sponsored funds and opportunities to become excellent schools, threats in the form of the health of teachers and students that cannot be predicted during a pandemic. [For the complete proceedings, see ED631021.]

"Proceedings of International Conference on Education in Mathematics, Science and Technology" includes full papers presented at the International Conference on Education in Mathematics, Science and Technology (ICEMST) which took place on March 24-27, 2022 in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The ICEMST invites submissions which address the theory, research or applications in all disciplines of education. The ICEMST is organized for: faculty members in all disciplines of education, graduate students, K-12 administrators, teachers, principals and all interested in education. After peer-reviewing process, all full papers are published in the Conference Proceedings. [Individual papers are indexed in ERIC.]

Opportunity Identification (OI) is one of the key entrepreneurial capabilities targeted in most entrepreneurship education programs. The most frequently used technique for facilitating business OI in entrepreneurship courses is brainstorming. Previous findings indicated the positive effect of hybrid (individual and group) settings on overall brainstorming outcomes, i.e., quality and quantity of the generated ideas, compared to only individual or group settings. However, to date, no study has explored the effect of hybrid brainstorming sessions on individual idea-generation skills outside the group, a possibility labelled "group-to-individual transfer". This study aims to fill this gap by conducting an experimental study with 33 bachelor's and master's students who attended an entrepreneurship course at a Dutch university. A repeated measurement study design is used to explore the effect of group idea generation on individual performance outside the group. Based on this design, students passed three phases, i.e., (1) individual, (2) group, and (3) individual idea generation, using an online platform, and the measurement was taken after the individual idea generation phases. The findings indicated that individual idea generation after the group work resulted in fewer comprehensible business ideas but with a higher rate of concrete ideas that were more innovative compared to ideas generated before the group work. [For the full proceedings, see ED630948.]

The role of Non-Governmental Organizations (NGOs), as a stakeholder of the entrepreneurship ecosystem, is gaining more and more importance in the development and dissemination of youth entrepreneurship. However, there is a lack of research in both national and international literature on the role of NGOs in entrepreneurship in general and youth entrepreneurship in particular. In this direction, this study has been prepared to determine the roles and problems of various institutions, especially NGOs, working in support and dissemination of young entrepreneurship. A quantitative research method was adopted in the study and a questionnaire form was developed using the literature. The questionnaire form was applied to the representatives of different institutions working on youth entrepreneurship in Turkey. For this, snowball sampling method was used and a sample group of 100 people was reached. The results of the study confirm the problems both in the execution of activities and in cooperation. However, it has been determined that the willingness and ability to offer suggestions for solving these problems is high. In particular, the need for platforms to harmonize the young entrepreneurship activities of institutions and to act as an umbrella/roof on this issue was particularly emphasized. [For the full proceedings, see ED630948.]

In Tunisia, the problem of the professional integration of higher education graduates has persisted since the 1990s. A survey was developed among graduates to determine the indicators and determinants of unemployment among young graduates as part of the quality support program initiated by the World Bank. In this context, we compared the graduates' perceptions of agricultural engineers and licensed students in economic and managerial sciences about the entrepreneurial skills needed for employment and their evaluation of the corresponding academic programs. The survey analysis result indicates that unemployment affects girls much more, especially undergraduates. Significant gender differences were observed both in waiting time to get the first job and in remuneration, mainly for agronomic engineers. Engineer perceptions for entrepreneurship skills were significantly higher, revealing poor academic performances in this issue. Reform of the studying program integrating entrepreneurship, technology, critical thinking, and soft skills is an urgent issue to enhance the attractiveness of the agronomic institutes and increase youth engagement in the agronomic pathway. [For the full proceedings, see ED630893.]

Over the decades, digital technology, social media, online streaming and subscription has changed the global music industry. Music nowadays can be created, produced, disseminated, exhibited and consumed online via the Internet. Taiwan Ministry of Culture has made a lot of efforts by launching subsidy program since 2007, holding music awards such as GMA and GIMA, founding international music media platform Taiwan Beats etc.; aimed to encourage creativity and further promote Taiwan culture to the world. Taiwan indie music burgeon despite internal and external changes. They carry out DIY by following autonomy, some produce and promote their work either through collaborating with indie labels yet some even start up their own company. Either way demonstrates entrepreneurship, these musicians are practitioners bear with risk-taking while managing resources in order to sustain music creation and career. Taiwan indie music sector is learning step by step from both success and failure and transforming personal passion into professional know-how. Furthermore, indie musicians/bands have gradually taken over the Mandopop market by winning awards in GMA/GIMA. Perform actively and embark on world tours, translocal collaboration, indie musicians/bands are embracing the global music market, building networks and fanbase worldwide. Regarding to the above, this research aim to develop a guideline for indie musicians who attempt entrepreneurship in the future. To meet the research objectives, this research will conduct case study on Sunset Rollercoaster, to understand how they develop entrepreneurship and skills through managing their organization and projects. In-depth interview with band members will be conducted to collect data and semistructured interview with other indie musicians is anticipated to gather feedbacks and refine the guideline with their opinions. [For the full proceedings, see ED626668.]

The need for an effective communication between scientific research and society is widely known to the broadest scientific community, and the sad times we are living in make it even clearer. At the same time, the need of establishing long-term structural connections between the worlds of research and that of education and scientific communication can open the way to new market opportunities. This led us to develop a cooperative society, academic spinoff of university of Calabria, named "Missione al Cubo" (mission cubed), evocative of both the "third mission" and the "cubes", the buildings of University of Calabria. The cooperative aims at operating in the market sectors at the interface between research and society. In this interface region, the spinoff will interact on one side with universities and research centers developing educational, cultural and entertainment activities directly derived from their scientific research conducted. On the other side of the interface, the cooperative will distribute the products and services generated by the interaction with research environments in a large market, consisting of schools of all levels, local administrations, museums, science communication centers. We believe that there is a large market space for a whole series of products and services conceived to create a solid and lasting interface between scientific research and the public, at both the local and global level. This market space can offer interesting opportunities of self-entrepreneurship for young physicists with strong communication skills and rich research experience. [For the full proceedings, see ED626668.]

This paper examines the rise and fall of the Victorian education department's learning management system Ultranet. The Ultranet was conceived as a web-based portal that was designed to integrate and deliver on a range of policy objectives in the areas of student management, school networking and communication, and teaching and learning. Heavily promoted by the Victorian educational bureaucracy and the government, the Ultranet, which operated between 2010 and 2013, proved a costly failure and became the subject of an inquiry by Victoria's anti-corruption commission. This paper looks beyond the inquiry's focus on the conduct of senior departmental officials involved in Ultranet's procurement to examine the policy, technological and pedagogical contexts that framed the project. We argue that the project had its roots in pre-digital educational policy settings of devolution and entrepreneurship, which supported a transformative agenda focused on digital information and communication technologies. While the Ultranet software had fatal design and usability flaws, we broaden the scope of analysis to argue that the project rested on problematic assumptions about the digital literacy and connectivity of parents and teachers, and the viability of a technology-based response to risk and privacy embodied in a 'closed' network, that compromised the venture from its inception.

New digital technologies are changing entrepreneurship. Digital entrepreneurship includes new ways how to find customers for business, how to design new products, how to generate revenue, how to collaborate with platforms and partners and so on. Today's labour market requires staff with foundation digital skills, ICT general skills, ICT specialist skills and ICT complementary skills. Improving digital competences is also a major challenge for the European higher education system. The aim of the study is to determine students' views on what digital skills students need to improve in order to enter the future labour market as well as learn and identify opportunities for students to develop their digital skills. Based on the research on digital competences, a questionnaire was developed for students of the Latvia University of Life Sciences and Technologies (LLU). This reassessment was also compared among the faculties of LLU. According to students, the most important digital skills needed for the labour market are as follows: use and manage information (69.84%), evaluation of information (67.19%) and access to information (65.15%). The comparison among the specialties show that students of agricultural engineering and forest science and forestry engineering programmes have the lowest evaluation of their digital skills, but, of course, the specialty "Information technologies for sustainable development" has the highest. Based on the obtained results, the authors suggest that the study course "Informatics" should be regularly reviewed and updated, the development of digital skills should be promoted in all study courses, as well as the study course "Introduction to the specialty" should be used to reduce the gap between ICT skills for the first-year students. [For the full proceedings, see ED621108.]

Academic literature and extensive studies indicate that a small fraction of incoming first-year college or university students have a foundational understanding or appreciation of entrepreneurship. Even fewer have the disposition or inclination to pursue an entrepreneurial path. The purpose of this proposed study is to measure the level of innovative and entrepreneurial (I&E) attitudes in elementary students and assess how nurturing activities over time affect those same students' I&E mindsets. Students will be in the fifth and eighth grades in the public-school systems in Jefferson County, Indiana. The study will use quantitative descriptive and explanation research design and will utilize a control group. This study will investigate the correlation of elementary I&E mindset growth and age appropriate I&E leaning activities in order to actively promote and nurture future entrepreneurial intentionality. Presenters will discuss hypotheses related to how nurturing activities over time affect those students' attitudes towards innovation and entrepreneurial thought. Attendees will have an opportunity to engage with presenters. [For the complete proceedings, see ED626149.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 21-24, 2021, in Chicago, Illinois. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This book contains a compilation of papers presented at the International Psychological Applications Conference and Trends (InPACT) 2021, organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year has been converted into a fully Virtual Conference as a result of the ongoing Coronavirus (COVID 19) pandemic. Modern psychology offers a large range of scientific fields where it can be applied. The goal of understanding individuals and groups (mental functions and behavioral standpoints), from this academic and practical scientific discipline, aims ultimately to benefit society. The International Conference seeks to provide some answers and explore the several areas within the Psychology field, new developments in studies and proposals for future scientific projects. The goal is to offer a worldwide connection between psychologists, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in psychological issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement the view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons there are nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. InPACT 2021 received 358 submissions, from more than 40 different countries from all over the world, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters and Workshops. 117 submissions (overall, 33% acceptance rate) were accepted for presentation in the conference. The Conference addresses different categories inside Applied Psychology area and papers fit broadly into one of the named themes and sub-themes. This book contains the results of the different researches conducted by authors who focused on what they are passionate about: to study and develop research in areas related to Psychology and its applications. It includes an extensive variety of contributors and presenters that are hereby sharing with us their different personal, academic and cultural experiences. [This document contains the proceedings of the virtual International Psychological Applications Conference and Trends (InPACT) 2021. The proceedings were published by inScience Press. For the 2020 proceedings, see ED604955.]

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES)-www.iconses.net which took place on October 21-24, 2021 in Chicago, Illinois, USA. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues and to connect with the leaders in the fields of education and social sciences. The conference is organized annually by the International Society for Technology, Education, and Science (ISTES)-www.istes.org. The IConSES invites submissions which address the theory, research or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals and all interested in education and social sciences. After peer-reviewing process, all full papers are published in the Conference Proceedings.

Currently, there is still an opposition of teachers to the implementation of new technologies in an educational context. Although several studies point out the relevance of the use of information and communication technologies in pedagogical practices, providing educational contexts more focused on learning practices and fostering more active and autonomous professionals. In this context, this article emphasizes the purpose of using Information and Communication Technologies (ICT), as well as virtual learning environments, in the higher education system, to support the teaching-learning processes. In this article, a state of the art was carried out, in order to demonstrate some advantages of the teaching-learning process, the teacher's and student behaviour profiles and its role in relation to the use of new technologies. The objective of this study was to analyse the impact of using a digital platform on the teaching-learning process in an educational context. An e-learning digital platform, "INTERNOVA," developed within the scope of the INTERNOVAMARKET-FOOD project (0437_internovamarket-food_1_E - Internovamarket accelerator program to increase the competitiveness of the food sector in Galicia-Northern), within the curricular unit of Food Safety and Certification of the Master in Food Engineering's curriculum. In order to assess the impact of the training course on the students' learning outcomes, a survey was applied to master's students and Food Engineering research fellows (participants). The same survey was applied before the training and after it in order to compare both results. At the end of each training course, another survey was addressed to all the participants asking about the organization, quality and the easiness of the platform. The results obtained show that the students had no difficulties in using the platform, having revealed that they would like to continue using it more frequently. The data obtained are an evidence of the participants' learning improvement and their involvement in the learning process through the "INTERNOVA" platform. With this work, it can be concluded that the ICT applied to a curricular program can be a very important support in the teaching-learning process. In this context, it is important to recommend well-designed curricular programs so that teachers can improve their teaching practices, enhancing students' digital skills, and thus contributing to the development of more active and autonomous professionals. [For the full proceedings, see ED621620.]

These proceedings contain the papers of the 14th International Conference on e-Learning (EL 2020), which was organised by the International Association for Development of the Information Society, July 21-23, 2020. This conference is part of the 14th Multi Conference on Computer Science and Information Systems 2020, July 21-25, which had a total of 625 submissions. Due to an exceptional situation caused by the COVID-19 pandemic, this year the conference was hosted virtually. The e-Learning (EL) 2020 conference aims to address the main issues of concern within e-Learning. This conference covers both technical as well as the non-technical aspects of e-Learning. The conference accepted submissions in the following seven main areas: (1) Organisational Strategy and Management Issues; (2) Technological Issues; (3) e-Learning Curriculum Development Issues; (4) Instructional Design Issues; (5) e-Learning Delivery Issues; (6) e-Learning Research Methods and Approaches; and (7) e-Skills and Information Literacy for Learning. [Individual papers are indexed in ERIC.]

This volume includes four sections of the 2020 NORDSCI international conference proceedings: (1) Education and Educational Research; (2) Language and Linguistics; (3) Philosophy; and (4) Sociology and Healthcare. Education and Educational Research includes 15 papers covering the full spectrum of education, including history, sociology and economy of education, educational policy, strategy and technologies. This section also covers pedagogy and special education. Language and Linguistics includes 6 papers covering topics related to theoretical, literary and historical linguistics, as well as stylistics and philology. The Philosophy section includes 2 papers and covers the full spectrum of philosophy history, methods, foundation, society studies and the interpretation of philosophy. The Sociology and Healthcare section has 9 papers covering topics related to human society, social structures, and social change, healthcare systems and healthcare services. [Individual papers from the Education and Educational Research section of these proceedings are indexed in ERIC.]

Teaching an online fully asynchronous information technology course that requires students to ideate, build an e-commerce website, and develop an effective business plan involves a well-developed and highly engaging course design. This paper describes the design, development, and implementation of such a course and presents information on students' learning effectiveness and challenges associated with managing a course using this approach. [For the complete proceedings, see ED579335.]

In this paper, I explore data collected from more than 300 Year 5 and 6 students in four government primary schools in urban Darwin. Students were asked to respond to real-world problem contexts involving fundraising as an example of an enterprise activity. The findings reveal that familiarity with the problem context, personal values, and language and literacy skills influenced students' decisions how to price goods for sale. It is argued that contextualised learning tasks that require students to apply mathematical, financial, and entrepreneurial thinking can provide insights into students' family backgrounds, personal values, and learning needs while guiding and informing culturally responsive teaching.

The state has been known as the major socio-political attribute of the Nordic model. Nordic pedagogic progressiveness has been internationally inspired which can be seen in the student centred learning tradition, the prevailing professional autonomy for educators and in democratic values as important parts of Nordic education. This paper analyses the pedagogical implications of globalization, evidence based practice and the entrepreneurial discourse from a Nordic Didaktik perspective -- a perspective of "Bildung". It identifies how global actors as well as political discourses are striving to influence the conceptual understanding and application of innovation and creativity within education. The purpose of this paper is consequently to discuss the pedagogical implications of current aims towards the development of "innovative students" within two dominating and potentially contradicting global discourses: The innovation discourse on the one hand, which stresses the importance of idea-creation, creativity, innovation, and the overall ability to bring something new into existence. And the evidence discourse on the other hand, stressing the importance of basic skill, competences and the measuring of learning outcomes, based on the assumption, that assessment and testing of students' learning will improve academic outcomes.

The report of AROMA project (AROMA project consortium, 2018) summarizes a detailed study performed within project partner countries (Belgium, Czech Republic, Greece, Malta, Romania, Spain and Sweden) aimed at identifying the training needs connected with augmented reality technology (AR) and entrepreneurial skills and mapping an awareness about the AR technology. For the project, the research also serves as a first step to identify gaps that need to be addressed to offer a holistic syllabus integrating AR with selected skills and competencies. [For the full proceedings, see ED619611.]

With high unemployment rates, many countries treat entrepreneurial education as one of the effective measures to solve the problem of social unemployment. In recent years, the government of Taiwan, industries, and schools hold various entrepreneurial competitions to cultivate students' entrepreneurship and realization of entrepreneurship. However, many entrepreneurial competitions are based on originality instead of entrepreneurship. Moreover, students encounter obstacles to carry out their ideas in entrepreneurial competitions. Thus, introducing experiential learning into entrepreneurial competitions and allowing students to develop their ideas of entrepreneurship through experience and stimulation of entrepreneurial competitions may reinforce students' entrepreneurial capacity and authentic entrepreneurship. This study mainly aims to introduce entrepreneurship orientation in experiential learning entrepreneurial competitions in order to cultivate participant students' entrepreneurship and enhance their entrepreneurial capacity and even achieve entrepreneurship. This is student-centered experience learning teaching model. This study treats the sixth College Students' Rural Residency Competition, as held by the Soil and Water Conservation Bureau, COA in Taiwan as an example. There are 126 students in the competition are investigated with questionnaire. According to results, experiential learning can strengthen students' partial entrepreneurial capacity. [For the complete proceedings, see ED600498.]

The aim of the 2018 International Association for Development of the Information Society (IADIS) Cognition and Exploratory Learning in the Digital Age (CELDA) conference was to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. There have been advances in both cognitive psychology and computing that have affected the educational arena. The convergence of these two disciplines is increasing at a fast pace and affecting academia and professional practice in many ways. Paradigms such as just-in-time learning, constructivism, student-centered learning and collaborative approaches have emerged and are being supported by technological advancements such as simulations, virtual reality and multi-agent systems. These developments have created both opportunities and areas of serious concerns. This conference aims to cover both technological as well as pedagogical issues related to these developments. Main tracks have been identified. However innovative contributions that do not easily fit into these areas will also be considered as long as they are directly related to the overall theme of the conference -- cognition and exploratory learning in the digital age. The CELDA 2018 Conference received 85 submissions from more than 31 countries. Each submission was reviewed in a double-blind review process by at least two independent reviewers to ensure quality and maintain high standards. Out of the papers submitted, 37 were accepted as full papers, 20 were accepted as short papers, and 5 were accepted as reflection papers. In addition to the presentation of full, short and reflection papers, the conference also includes one keynote presentation from internationally distinguished researcher, Professor Tobias Ley, Professor for Learning Analytics and Educational Innovation, Head of the Center of Excellence in Educational Innovation, Tallinn University, Estonia. Individual papers contain figures, tables, and references. An author index is provided.

This paper aims to underline how the new emerging digital technologies could empower women entrepreneurship by supporting them in overcoming the constraints they face as well as in creating a more favorable network environment. We will do this by analyzing the state of the art of the research regarding entrepreneurship practices by women considering the literature that has focused on this theme up to now. Methodology - A structured literature review methodology is going to be applied to this paper. Through the use of specific keywords, we analyzed Scopus documents published up to now on the theme related to Women and technology entrepreneurship. Several steps have been followed to perform a systematic, transparent, and replicable study. We used the VOSviewer tool for bibliographic and cluster analysis. A final content analysis was performed to identify research areas. Findings - Specifically the contribution and the impact provided by the Digital Technologies is analyzed for women's entrepreneurship. A conceptual discussion on how the Digital Technologies opportunities in overcoming some of the constrains women tackle in their entrepreneurship process and which are the main research streams that emerge for future investigation on the theme, is provided. Practical implications - The major implication is to advance knowledge and practice in the area of gender in management and use of Digital Technologies by focusing upon empirical research, theoretical developments, practice and current issues. Benefits are related to a beter understanding of the debate on "Gender and Management" themes by reconsidering networking activities with social media. [ABSTRACT FROM AUTHOR]

Entrepreneurship programs in higher education are typically housed under the umbrella of a business department or an engineering department. Within these departments and, within their university ecosystems more broadly, an oft stated goal is to develop within their students an "Entrepreneurial Mindset". However, this is often a somewhat nebulously defined concept. Many definitions of the Entrepreneurial Mindset include a mish-mash of skills, cognitive processes, habits, and worldviews. While this broad conceptualization of a mindset can be useful in marketing terminology, it lacks the specificity needed to allow for rigorous assessment. This Work-In-Progress paper will explore one approach to developing a rigorous definition of the Entrepreneurial Mindset as a cognitive construct, a method for quantitatively measuring development of the mindset through students' journey through an entrepreneurship program, and methods for qualitative analysis to better understand the nuances of how student perceptions, actions, and behavioral changes as they relate to entrepreneurial experiences within higher education. For entrepreneurship programs to have meaningful impact it is vital that they clearly define the mindset they are trying to instill in students. Further, these programs require a clear definition of the Entrepreneurial Mindset in order to engage in quality assessment of the educational impacts their programs are having. These two factors, clear definition of the desired mindset and high-quality assessment, must be present to allow for self-reflection on program impacts and to provide a framework for determining educational outcomes. We will present survey instruments for assessing the Entrepreneurial Mindset, or at least our definition of the Entrepreneurial Mindset, a semi-structured interview protocol, methodology for determining the vision of the Entrepreneurial Mindset that most applies to a given institution, and finally the initial analysis of 213 pre/post surveys collected during the fall semester 2021. Initial results are positive and significant for one of the three courses where the survey was deployed. The remaining two courses with substantially smaller class sizes have not yet reached a sufficiently large dataset to draw conclusions from. We will also discuss how inclusivity, race, and gender considerations can help guide the creation of instruments and definitions related to the Entrepreneurial Mindset. These assessment instruments were all deployed at a Michigan State University in 2020-2022. [ABSTRACT FROM AUTHOR]

Rapidly growing information and communications technology and a more interconnected global world offer benefits and challenges to global business organizations. While exploring benefits from global workforce and global production, they must successfully adapt to their local market conditions and manage their multicultural resources. How can we teach these rising complex global management challenges effectively in the 21st century global management classrooms? We need to pursue a new learning paradigm to foster active learners with innovative and critical global management thinking. Global management curricula should be designed to constantly draw forth active learning feedback to facilitate innovative learner-centered interactive classrooms. We closely examined the interactive learning models at the previous AACE Conferences (Son & Goldstone, 2012; Son & Simonian, 2014; Son, 2016). At the current Conference, we will discuss how integrated collaborative e-learning should be designed to improve these models using the example of a global online MBA course at Anaheim University. Using innovation and entrepreneurship as the subject matter, we closely examine the three pillars for global management education: leadership education, responsible education, and experiential education. [For the complete proceedings, see ED579395.]

This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]