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Purpose: To encourage entrepreneurship, which accelerates economic growth by increasing employment opportunities and competitiveness, stakeholders must conduct studies and develop policies that consider both the current situation and future expectations. This study aims to examine the environmental and personal factors that influence students' entrepreneurial intentions (EIs), using a model based on the theory of planned behaviour (TPB) and social cognitive theories (SCT). Design/methodology/approach: This study proposed an institutional framework demonstrating contextual features to achieve this objective. This theoretical framework is evaluated using a sample of 375 university students in Türkiye. Findings: The empirical findings can help policymakers develop effective policies to encourage entrepreneurship. Research limitations/implications: The study focuses on EIs; it is possible that even if a participant indicated a high EI in the survey, they will ultimately pursue a completely different career path. Practical implications: The study also contributes to entrepreneurship literature studies investigating the relationships between the TPB and SCT. Social implications: By testing specific hypotheses for Türkiye, this study contributes to the demand for entrepreneurship research in countries that are major global players but have vastly different sociocultural contexts than Western countries. Originality/value: The study draws a theoretical model that explains the factors affecting the EIs of university students and attempts to explain the EIs of university students with and without business education within this model.

This article describes a novel virtual participatory action research (VPAR) approach to engaging youth who trade sex in Minnesota. The Minnesota Youth Sex Trading (MYST) Project switched to an entirely virtual format due to the COVID-19 pandemic. As part of an intergenerational team, Millennial and Generation Z researchers created a research-brand using technical marketing skills and knowledge of online youth culture to engage youth and other stakeholders in the project. This approach centered trust-building, accountability, transparency, and authenticity to build an online community and increase connection with marginalized young people via Instagram. Responding to COVID-19 and social uprisings, we have adapted our engagement strategies in ways that contain valuable insights into young people's engagement in research. This article illuminates promising VPAR principles to engage youth online as experts in prevention, intervention, and wellness promotion, yielding important new insights about the future of engaged research.

Against the claim of decreased American racism over the past twenty years have come the audit studies. Throughout much of the modern era, a large number of empirically-minded social scientists have pointed out that racism seems by any objective standard to be declining. However, other scholars argue that anonymous tests show considerable modern-era bias against blacks and other racial minorities. How can both of these results co-exist, across dozens of well-designed studies? To answer this question, Wilfred Reilly reviews the audit studies and finds some of their results obviously do indicate that bias remains a reality within significant sectors of the U.S. employment and housing markets. However, these studies rarely if ever examine rates of prowhite (or pro-POC) bias in higher education, the public sector, and the minority business community; very frequently do not include adjustments for social class or perceived competence; and have not extensively compared the bias faced by members of other potentially disadvantaged groups with that faced by blacks. Given this, audit data does not seem to counter the basic observation that citizens of different races with the same background characteristics often perform similarly in life.

When working with sex workers, mental health professionals should provide affirming and validating health care that does not further perpetuate victimization. This brief report introduces a community and open studio approach to art therapy as a potential means of increasing mental health accessibility for sex workers. Based on two case studies, participants who explored their identities about being sex workers described reduced isolation, heightened respect, and mutual support.

Using data from the 2016 Survey of Consumer Finances, this study investigates factors that affect electronic banking adoption rates. Financial knowledge, income, education, and credit card ownership are associated with a high probability of electronic banking adoption. However, age is negatively associated with the probability of online banking adoption and the African American consumer is less likely to adopt electronic banking. This result is more prominent for African American women but does not hold for African American business owners. Financial counselors, planners, and educators should be aware and sensitive to these differences in order to provide additional education as needed on how to effectively use electronic banking services in order to achieve a greater degree of financial inclusion.

In order to fully appreciate the interdisciplinary nature of energy resources, there is a need to understand pertinent issues from other viewpoints besides a purely chemistry perspective. In this paper, the teaching of cost-benefit analysis (CBA) and business databases as part of CM4282: Energy Resources at the Department of Chemistry, National University of Singapore (NUS), is described. For teaching of CBA, in two 1h sessions, topics such as net present value (NPV), internal rate of return (IRR), discount rate, payback period, and sensitivity analysis were introduced in the context of capital budgeting. With collaboration from NUS libraries, in another 1h session, students were instructed on searching business databases for conducting strength, weakness, opportunities, and threats (SWOT) analysis as part of their end-of-semester group presentation. Exposure to CBA and business databases enables chemistry majors in CM4282 to understand energy resources in an interdisciplinary light and enables the application of classroom knowledge to real-life scenarios in energy resources.

Social scientific research has demonstrated that increasing racial or ethnic diversity can reduce overall levels of social solidarity in a community. Yet many community development organizations, including Extension, are deeply committed to creating a broader sense of cohesion in rural communities. This article highlights a recent interagency effort, known as the Welcoming Communities Assessment, to assess a community's readiness for inclusion. The Welcoming Communities Assessment helps community members gain a baseline, action-oriented understanding of how inclusive different sectors of their community are for immigrants, refugees, and people of color. This article describes the assessment's context, design, analysis, and implementation.

This article addresses ways in which members of Generation Z construct identity as techno-entrepreneurs by using livestreaming applications. Drawing on quantitative and qualitative assessments of surveys, interviews, documents, and observations, the authors show how visual and verbal conduct based on expressions, interaction, communication, and transactions was used for informal educational purposes by techno-entrepreneurs in their daily lives. On the micro level, members of Gen Z construct self-images as entertainers and businesspeople who need self-recognition and build relationships with viewers. On the meso level, identity emerges via community cohesiveness and a community of talent, and by streaming pop culture. On the macro level, Gen Z follows social and cultural issues and engages in global citizenship while responding to streaming business opportunities. Livestreaming fosters Gen Z's identity construction and shapes the role of influencers in the development of technoentrepreneurship.

Multicultural education aims for social justice and a democratic society in that education should eradicate structural inequality and unequal power among majority and minority groups. These critical aims of multicultural education have been toned down when it comes to practice. In many parts of the world, multicultural education is often implemented in the form of recognition of visible elements of culture. Similar to other countries, schools in Thailand prefer the liberal form of multicultural education over the radical and critical ones. This study originated from dissatisfaction with how multicultural education has been implemented in Thailand and concern with its effects on students and the society at large. As part of the study, five social studies lessons were redesigned to challenge the liberal form of multicultural education. The lessons were taught in 5th and 6th grade classrooms in six participating schools. This article describes how the lessons were designed and delivered in the actual classrooms. The conceptual framework underpinning this study is critical multicultural education which views education as a hegemonic tool. In order to balance power among majority and minority groups, education should help students discern distorted power structures in society. In these lessons, "culture" was not regarded as static practices or artifacts but, rather, as the lived experiences of students and their families. In all the lessons, inquiry-based instructional methods were used. The instructional techniques used were cooperative learning, role playing and collaborative problem-solving.

Cooperation and partnerships between schools and public organisations, private companies and non-profit organisations have become a common model as a form of governance for addressing social problems. The aim of this article is to explore the strategies used by professionals to counteract segregation at a school located in a multi-ethnic suburb, using the model of a school-community partnership. The study is based on ethnographic fieldwork and has been analysed from a sociological-narrative perspective. The results show how the partnership examined was designed to address students' low achievement. In order to change this, the officials planned to involve the local community. However, the officials were ambivalent about collaborating with partners in the local community and instead chose to collaborate with established associations and organisations located outside the local community. The school-community partnership thus became a market where private companies and non-profit organisations traded their services to the local district.

Ethnic diversity in the advertising industry could be a solution for culturally insensitive advertising. Insights from advertising professionals, obtained via in-depth interviews, reveal minorities are hindered by bias, resulting in low hiring ratios and lack of retention. Large segments of minorities may not consider advertising for a career. Findings suggest that advertising educators might mitigate some of these factors through teaching tips and curriculum suggestions to engage minorities. Viewing ethnic diversity as a creative/business solution as opposed to a public relations problem could motivate meaningful change in the advertising industry.

In this article, the authors examine the value of survivor leaders in organizations helping women transition out of the sex trade and how organizations can best utilize survivor leaders. They interviewed 10 women who have been out of the sex trade from between 3 and 20 years. They found survivor leaders (a) created relatability for participants exiting out of the sex trade, (b) modeled a hopeful future, and (c) mitigated power issues. The authors uncovered three ways organizations can engage survivor leaders: (a) on boards, (b) in paid staff positions, and (c) as volunteers. They discuss the ethical and financial issues associated with organizations using unpaid and paid survivor leaders. Furthermore, the authors recommend practical ways organizations can improve by engaging survivor leaders in peer education, policy setting, and management. They also encourage organizations to view survivors as experts. The authors' findings move adult education beyond a focus on peer education to considering peer leadership.

Meeting the instructional needs of both students and sales practitioners is a common challenge for sales educators. The dynamic and ever evolving nature of the sales landscape, in conjunction with the need to align sales curriculum with relevant business practices is the focus of this article. Building on previous research, this study investigates critical topics and training methods currently utilized by industry in order to assess the relevance of content and pedagogy of the sales curriculum. Utilizing qualitative exploratory research methods, the authors identified content, key selling skills, and pedagogy as preferred by sales practitioners. A sales curriculum framework is then proposed that aligns and prioritizes these content topics, skills and pedagogical tools.

TechMath is a professional development program that forms collaborations among businesses, colleges, and schools for the purpose of promoting Science, Technology, Engineering, and Mathematics (STEM) careers. TechMath has provided strategies for creating highquality professional development by bringing together teachers, students, and business partners to allow teachers to design Problem-Based Learning (PBL) modules. Teachers reported that their participation enhanced their understanding of business applications for mathematics and science instruction. Results from surveys, questionnaires, and focus group sessions prompted recommendations for researchers, administrators, and practitioners interested in preparing students for STEM careers.

In this article the author writes of having had the pleasure of meeting Datin Goh Suet Lan and one of the key members of her team, Mr. Murali, in the Faculty of Modern Languages and Communication, Universiti Putra Malaysia with three colleagues, Associate Professor Dr. Shamala Paramasivam (who initiated this meeting), Dr. Ilyana Binti Jalaluddin, and Dr. Ramiza Binti Darmi. At the end of this meeting, Datin graciously accepted the invitation for an E-mail interview, which is the result of what is presented here. The interview will show how it is possible to educate women who are the bread-winners of poverty stricken families to work more wisely for a better living. In this interview, Datin, who is the president of an non governmental organization (NGO) called Women of Will (www.womenofwill.org.my), shares the insightful experiences she and her team have reaped in their journey of making a meaningful difference in their community.

The Republic of Cyprus is a country characterised by a long-term conflict which resulted in the geopolitical division of the island. Greek-Cypriots and Turkish-Cypriots have lived in separation for more than 30 years until the border re-opened in 2003, allowing people to cross and visit 'the other side'. One of the crossing points is located in the heart of the commercial area in Nicosia, the capital. This study explores the visibility of the two official languages, namely Greek and Turkish, and also English in the multilingual public space near the border. Unlike previous quantitative Linguistic Landscape investigations, this study is using a qualitative Semiotic Landscape approach [Scollon and Scollon 2003. "Discourse in Place: Language in the Material World." London: Routledge; Jaworski and Thurlow 2010. "Semiotic Landscapes: Language, Image, Space." London: Continuum] to understand how the public space that divides the two communities interacts with written discourse, visual modalities, spatial arrangements and dimensions of history and culture to create meaning and project ideologies, identities and power relations. The findings show that traditional discourses of separation and conflict are dominant in the public space but at the same time new discourses of unification, peace and integration slowly begin to surface.

The main purpose of the present study was to implement an experiment to explore the effects from coaching based leadership on goal setting, self-efficacy, and causal attribution. The study comprised of 20 executives and 124 middle managers at a branch of a Norwegian Fortune 500 company who all voluntarily participated in an experiment over a period of one year. The executives who were randomly chosen for the experiment group conducted a coach specific training programme over one year and executed coaching based leadership with the middle managers in the experiment group. The study uses ANCOVA to explore possible effects from coaching based leadership on psychological variables that have an impact on performance. The ANCOVA analyses from this study supported none out of three proposed hypotheses. Only one significant change in the experiment group was found, as successful attributions to ability increased. This study raises important questions about coaching based leadership. The results are mainly discussed related to possible conflicting roles in coaching based leadership and possible lack of competencies among the executives to efficiently fulfil their roles as coaches. Coaching in business is a fast growing industry and this study is a contribution to expand the amount of empirical studies with an experiment- and control group design that explore the effects from coaching based leadership.

This study was guided by the desire to advance whether concerted effort could enhance the creativity and innovations of women towards empowerment. Other purposes include: establishing the level of empowerment towards attaining good growth in building the informal sector economy and enhancing the status of women in Oke Ogun zone of Nigeria; determining the problems facing the creative abilities of women in improving their knowledge and skills through training. This study adopted descriptive survey design of ex-post facto type. Proportionate and simple random sampling techniques were used to select 128 women entrepreneurs as participants from four (4) purposively selected skills. Women Creativity and Innovations for Empowerment Questionnaire with reliability co-efficient of 0.86 was used as the main instrument to elicit responses from participants while 4 Focus Group Discussion sessions (FGDs) complemented the Questionnaire. The study indicated that there is a significant combined effect of women's socio-empowerment and women's economic empowerment on women's creativity and innovations (F (2,111) = 3.349; R = 239, R[superscript 2] = 0.057, Adj. R[superscript 2] = 0.040; P = 0.05). However, the Nigerian government is yet to advance a committed political will towards enhancing the efforts of women through the creation of good supportive measures, and an enabling environment to reduce poverty, create job opportunities and develop her human resources. It is recommended that the Nigerian government should demonstrate a good political will in poverty alleviation programmes, women's social groups and business organizations should be geared towards pulling labour and resources together to maximize labour productivity, information and social network which will lead to good growth of the informal sector.

Over the last two decades in many countries, culturally responsive, multicultural and bilingual approaches to teaching have largely been replaced by standardised curricula and pedagogy, rooted in a political shift toward neoliberalism that has pushed business models of school reform. I argue that neoliberal reforms, by negating the central importance of context, culture and racism, are reversing the empowered learning that culturally responsive pedagogy supports. To address these problems, I argue that educators who work with culturally responsive pedagogy must engage in three areas. First, a persistence of faulty and simplistic conceptions of what culturally responsive pedagogy is must be directly confronted and replaced with more complex and accurate views. Second, the research base that connects culturally responsive pedagogy with student learning must be strengthened. Third, the political backlash from work that empowers minoritised communities must be anticipated and addressed. (Contains 3 figures and 1 footnote.)

The purpose of this paper was to examine and learn from the technology found in a unique Amish Mennonite community. Information was collected in the home, school, church and workspace. An ethnographic approach was used to recreate the shared beliefs, practices, artifacts, folk knowledge, and behaviors in this community. The ethnographic methodology allowed analytical descriptions and reconstructions of whole cultural scenes and groups of the community. Findings indicate that technology is seen as a tool for making the community prosper. However, a critical examination by the elders of the community select or reject any new technology being considered.

Underage drinking is a widespread national problem that requires continuous attention from different agencies and groups in the community. This project was funded by a 50-member local coalition that included groups such as researchers, faith-based organizations, law enforcement, parents, schools, community college, university, local businesses, drug rehabilitation centers, and neighborhood crime watch. The goals of the project were (a) to determine the attitude towards underage drinking among residents and (b) to identify possible solutions to addressing the problem of underage drinking. A purposeful, convenient sample was used to recruit participants for six focus groups. The focus groups consisted of five adult groups and one teen group. The study used a socio-ecological model to develop the interview guide and as a framework for analyzing the data. Some of the major themes identified include (a) kids will be kids, (b) alcohol is a rite of passage, (c) the community is tolerant of underage drinking, (d) parents are a large part of the problem, (e) no one wants to get involved, and (f) the college town environment adds to the problem. The findings suggest that the socio-ecological model is an appropriate framework for assessing community's attitudes towards underage drinking and for planning future prevention programs and interventions. Recommendations for the coalition are provided. (Contains 2 tables.)

The movie awards for 2018 were dominated by works by and about marginalized people who are underrepresented in contemporary movies. The movies use established forms of superficial, sensational, and escapist movie-making. The conventions of these "eye candy" forms contradict and undermine the serious adult significance of the works, in obedience to the commercial demands of the movie industry.

Purpose: The purpose of this paper is to gain a better understanding of the challenges to the emergence of a learning organization (LO) posed by a context of generational diversity and an enterprise social networking system (ESNS). Design/methodology/approach: This study uses a qualitative methodology based on an analysis of 20 semi-structured interviews in a high-tech organization and internal company documents relating to the introduction of a new, centralized ESNS. Findings: This study uncovers fundamental differences between Generation X and Y employees regarding their ESNS adoption and use. While Xers take more time to adopt the new centralized ESNS introduced into the company, their use seems in line with the company culture and corporate norms of behavior. At the same time, even if Yers are faster ESNS adopters, they use it as they use Facebook disregarding the hierarchy and organizational boundaries. This creates tensions between Generation X and Y and undermines the formation of the LO. Research limitations/implications: As conclusions are specific to a context of a single organization, the authors recommend other case studies, to enrich the findings. Originality/value: By highlighting how the use of social networks modifies who has the power and the control over knowledge in an organization, this paper enriches the theory on the LO. It has implications for managers wishing to design LOs in the context of intergenerational diversity.

Purpose: The purpose of this paper is to expand on the entrepreneurial learning literature and situated learning theory to explore how students with different educational backgrounds learn to recognise opportunities at the periphery of an entrepreneurial practice. The authors theoretically outline factors that may influence students' entrepreneurial learning, including co-participation and roles at the periphery, power relations in communities of practice (CoP), and emotional exposure. The authors make use of the concept legitimate peripheral participation and Politis' entrepreneurial learning framework to explore empirically students' entrepreneurial learning transformations and entrepreneurial learning outcomes. Design/methodology/approach: The authors adopted a qualitative approach in research, used the focus group methodology and the critical incident technique in interviewing. The research investigated two groups of Norwegian master students that differed in educational background aiming to explore their experience with entrepreneurial learning in a three months long internship in American start-ups representing emerging CoPs. Findings: The research identified important factors influencing students' entry transitions into an entrepreneurial practice, highlighting the complexity in peripheral participation. By acknowledging and exploring the social dimensions in students' learning, the authors demonstrate and exemplify how these influence students' entrepreneurial learning trajectories, learning outcomes and ultimately their influence in students' contributions to the practice community. Originality/value: The research integrates the existing entrepreneurial learning literature and situated learning theory to identify various factors influencing entrepreneurial learning, contributing with novel insights about the role of peripherality in students' entrepreneurial learning in situated practice.

Introduction: The paper deals with the identification of the information needs and information competencies of a professional group. Theoretical basis: A theoretical relationship between information needs and information competencies as subjects is proposed. Three dimensions are examine: cognitive, affective and situational. The recognition of an information need was linked to the development of competencies to analyse the problem in focus. Methodology: Qualitative epistemology was used and the research strategy was a case study. The research techniques were document analysis, interviews, participant observation, work process analysis and focus groups. Analysis and results: The analysis of critical success factors and the work processes mapping brought understanding of the relationship between the identified information needs and the information competencies developed to satisfy them. Conclusion: Information needs were closely linked to the needs of the work processes and that the competencies developed to attend these needs were closely related to the success factors. The proposed research framework offered a new perspective that had positive results in understanding the main characteristics of the activity. (Contains 6 figures and 3 tables.)

Although there is extensive research pertaining to Hispanic Serving Institutions (HSI), it is primarily framed around the U.S. federal definition of Hispanic Serving Institutions established by Title V of the Higher Education Act of 1965. This law identifies HSI as institutions that have a Hispanic student population of at least 25 percent and "at least 50 percent of their Latino students are low-income individuals and that those institutions have nonprofit status" (as cited in Dayton, Gonzalez-Vasquez, Martinez, & Plum, 2004). The identifying category HSI established economic support for Hispanic Serving Institutions. However, because of the government's precise definition, there is enormous confusion surrounding the nature of Hispanic Serving Institutions in this country. Preliminary research has revealed several gaps in knowledge and understanding of HSI, as well as a singular-thinking pattern that promotes boundaries when trying to understand the phenomena. The fact that HSIs are only identified according to a federal definition limits the total number of colleges and universities that can receive federal funds for educating Latinos. This study identifies a newly discovered phenomenon within Hispanic majority institutions in the State of Texas. By removing the current federal definition of Hispanic serving institutions, this study was able to include all colleges and universities that have a predominantly Hispanic student population. In addition, this study provides an understanding of Hispanic serving institutions by examining the nature of the relationship between Parson's technical core and Wallerstein's World-System Theory. The use of an occupational taxonomy provides an explanation of how and into what areas students who attend Hispanic serving institutions are being educated.

Purpose: Building on entrepreneurial learning research, the purpose of this paper is to argue that the students participating in foreign entrepreneurial education programmes can have realistic entrepreneurial learning experiences. This research addresses two specific questions: how situated ambiguity induced by a foreign culture may contribute to contextual entrepreneurial learning in education, and whether ambiguity induced by cross-cultural situated experience can stimulate critical reflection and important learning outcomes in entrepreneurship and increase entrepreneurial self-efficacy (ESE). Design/methodology/approach: The authors adopted a phenomenological perspective in the research, and used focus group interviews and the critical incident technique to investigate Norwegian master's students' experiences of entrepreneurial learning in a long-term practice in an American startup. Findings: The empirical findings reveal that the students perceived the foreign cultural learning setting as imbued with ambiguity and uncertainty. However, as the students enhanced their understanding of the culture and entrepreneurial milieu through observations and co-participating, they managed to adapt and develop new strategies and methods to cope with the new environment. Eventually, the students became more entrepreneurial and developed their ESE. Practical implications: The research demonstrates how educators can design educational programmes that approach real entrepreneurial learning contexts. Nevertheless, the research also displays several ethical dilemmas that educators need to address. Originality/value: The study delineates a new concept for educational designs called situated ambiguity, which reinforces the essence of situated entrepreneurial learning with cross-cultural learning. This concept offers a promising avenue for educators to approach real entrepreneurial learning in both theory and practice.