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Despite originating in the tech industry, hackathons have now been adopted in a variety of domains. However, little is known about the status of hackathon literature within educational research. As the number of studies grows, it is essential to develop an understanding of the current state and identify prevalent topics and trends shaping the literature. Toward this goal, this study conducted a bibliometric analysis and scoping review on hackathon research in the field of education. A total of 249 documents written by 1,309 authors and published in 180 unique sources for the period 2014-2022 were identified. Collectively, the dataset amassed 1,312 citations with an average of 6.69 citations per document. The most prevalent subject areas were computer science, social sciences, engineering, medicine, and business. Word frequency analysis showed that "innovation" was the most occurring word, which represents the fundamental objective of hackathon events. The most influential work was the analysis of hackathons as an informal learning platform. Engineering education was the most trending topic while healthcare is an emerging research cluster. Overall, this study provides a better understanding of the hackathon literature and its research landscape in an educational setting.

Monte Carlo (MC) simulation is widely used in many different disciplines in order to analyze problems that involve uncertainty. Simulation decomposition has recently provided a simple, but powerful, advancement to the standard Monte Carlo approach. Its value for better informing decision making has been previously shown in the investment-analysis field. In this paper, we demonstrate that simulation decomposition can enhance problem analysis in a wide array of domains by applying it to three very different disciplines: geology, business, and environmental science. Further extensions to such disciplines as engineering, natural sciences, and social sciences are discussed. We propose that by incorporating simulation decomposition into pedagogical practices, we expect students to significantly advance their problem-understanding and problem-solving skills.

This article is a concise, comprehensive overview of the history of sustainability and sustainable design. The goal is to provide a ready-made lesson plan on the history of sustainability in its many forms: development, conservation, energy, manufacturing, design, agriculture, business, cultural/societal, and environmental science. The articles in this series demonstrate a means by which multiple Technology and Engineering Core Contexts can be integrated simultaneously. [For Part 2, see EJ1382644.]

Purpose: The purpose of this paper is to analyse whether there is an adjustment between the Portuguese higher education supply and the needs of the labour market. Design/methodology/approach: An empirical study is performed, using a quantitative approach, relating the job offers for graduates registered at the employment centres and the number of graduates by higher education institutions (HEIs) in Portugal, at an aggregate level and NUT II regions, by areas of education and training, over the 2003-2018 period. To understand how job offers and graduates are correlated, bilateral Spearman's rank correlation coefficients were calculated. Findings: The results show that, in large groups of educational areas, exists a match between the higher education supply and the labour market needs, with an emphasis on the fields of "social sciences, business and law", "engineering, manufacturing and construction" and "health and welfare". However, at a more disaggregated level, a mismatch in the sub-areas of "teacher training and education science" and "computing" was found since labour market needs are much greater than graduates by HEIs and the two variables are moving in opposite directions. Practical implications: The study has revealed important aspects that the educational policy should take into account in order to create the conditions for a gradual adjustment to the labour market needs. Also, the results demonstrate that some measures should be taken in short/medium term to avoid problems in the medium/long term. Originality/value: One implication of this empirical study was the elaboration of a correspondence table to standardise the data analysis units from two different sources. As this correspondence did not exist prior to this study, this output is a relevant contribution to the research field. Another important contribution is the demonstration of a mismatch in some educational sub-areas that deserves special attention from educational policymakers.

Purpose: This study assesses the effects of junior enterprises (JEs) on the entrepreneurial attitudes and intentions of engineering higher education students, compared to a group of social sciences students. Design/methodology/approach: This research analyses a sample of 132 students enrolled in engineering higher education courses in Portugal and Brazil, while 83 of the respondents being involved in a JE and 49 not. The authors compare this group to another group of 176 social sciences students from several higher education courses, while 93 being enrolled in JE and 83 not. Findings: The results show that students enrolled in JEs show higher levels of entrepreneurial intention (EI), as well as their antecedents such as attitude towards the behaviour (ATB), perceived behavioural control (PBC) and social norms (SN), and the impact of this extracurricular activity is higher on engineering students than on social sciences students. Also, country and gender differences were found in some variables. Research limitations/implications: Further studies are needed to confirm the results in a broader population and in other countries. Also, the study addressed attitudes and intentions but not actual behaviour due to the time lag problem. There is also the risk of self-reported bias on the answers due to social desirability bias, for example. Finally, because JEs have their own recruitment process, there is a possible "self-selection problem" of students who might have previously developed some of entrepreneurial attitudes and skills assessed by the questionnaire. Practical implications: The results have important implications for engineering higher education institutions. Despite many of them provide entrepreneurship training courses, they should also encourage students to join extracurricular activities or even create their own at their institution to complement their skills' development. Also, teachers should be encouraged to integrate these activities into their subjects, avoiding a major barrier to the participation in extracurricular activities which is the students' time constraints. Finally, participation in extracurricular activities can be promoted by institutions in many ways, such as allowing students to obtain academic credits or through supporting financially or logistically the organisations that promote these activities. Social implications: This study contributes to the discussion on how to promote the development of entrepreneurial competences in young people that soon will enter the labour market. Originality/value: This study contributes to the discussions on the value of extracurricular activities, such as the enrolment in JEs, to the development of entrepreneurial attitudes and intention on the training of the next generation of engineers capable of facing future worlds' challenges.

This article presents a systematic review of the ways in which inequality is featured within New Zealand's secondary curriculum and Ministry of Education-supported Te Kete Ipurangi online teaching resources. Despite an increasing awareness of global inequality, there is minimal research on how inequality is represented within "The New Zealand Curriculum" and its implications for teaching and learning. The article draws attention to several insights: a general superficial level of engagement with inequality within the curriculum that was largely concentrated in the social sciences over other subject areas; an alternative emphasis on financial capability and students' personal financial responsibility for their financial wellbeing; and underlying social, cultural, and neoliberal undertones associated with the individual financial responsibility narrative within the curriculum and Ministry of Education teaching support resources.

Despite the growing importance of sustainability and the sustainable development agenda, and despite the growing presence of papers recognising the critical interaction between sustainability and accounting and finance (and, indeed, with all social science), there has been a relatively muted response apparent within the accounting education literature itself. This relative lack of literature may well be unexpected but what is not unexpected is the difficulty that accounting and finance teachers have in developing such demanding new ideas with accounting and finance students in the classroom. Without in any sense gainsaying the considerable impediments to innovation, this explicitly polemical essay seeks to address a more fundamental difficulty: that of the way in which sustainability is approached and represented in both the literature and the classroom itself. The contention is that, unless sustainability is "keeping you awake at night", you do not understand it. The paper seeks to support this contention and then offers an example of one undergraduate course that is explicitly designed to stop students sleeping peacefully.

Sample surveys are widely used in the social sciences and business. The news media almost daily quote from them, yet they are widely misused. Using students with prior managerial experience embarking on an MBA course, we show that common sample survey results are misunderstood even by those managers who have previously done a statistics course. In general, they fare no better than managers who have never studied statistics. There are implications for teaching, especially in business schools, as well as for consulting. (Contains 6 tables.)

With the convergence of an ailing economy, a new generation of political leaders, and a strong public sentiment that change is needed on many fronts within the society and across the world, the phenomenon of social entrepreneurship has found new life and is flourishing within society as a whole and within higher education in particular. Yet, there exists some confusion and debate about the definition of social entrepreneurship and whether it is a useful concept for application across disciplines within the academy. There are also questions about where such programs should be situated within the academy. Do they belong in the business school alongside entrepreneurship education? Are they a better fit for the social sciences? Is social entrepreneurship an interdisciplinary field of study or a multidisciplinary field? This article seeks to shed light on these questions by examining the origin and evolution of the term "social entrepreneurship" and its use by practitioners outside the academy. Drawing upon this background, the article suggests a conceptualization of social entrepreneurship that would situate it broadly in the curriculum rather than limiting it to one discipline.

America's subprime mortgage crisis of 2007 spiraled into a global financial crisis in 2008. For much of the year, attention was riveted on the presidential primaries. A worsening economy made the election somewhat anticlimactic, but everybody rejoiced with the choice of the first "international" President. With stocks tumbling and major firms seeking billion-dollar bailouts, the impact on reference publishers was particularly gloomy, with many reducing staff and limiting new projects. This was evident at conferences like the American Library Association Midwinter Meeting, where publishers and vendors unveiled fewer new products, instead focusing on breathing new, Web 2.0-friendly life into existing ones. The acquisition of Greenwood by the family-owned ABC-CLIO caught many by surprise. SAGE's acquisition of CQ Press, on the other hand, was less surprising, since much of the publishers' content complements rather than competes. On the e-reference front, 2008 saw a proliferation of products in less-treated categories, including much-needed ventures into popular culture via Greenwood's outstanding--and Dartmouth Medal-winning--Pop Culture Universe and the still--growing field of women's studies via Adam Matthews Digital's amazingly legible microfilm collection, Perdita Manuscripts 1500-1700. Reflecting the astonishing diversity of the subjects covered in last year's reference gems, the list presented in this article is organized by subject to help facilitate collection development practices. Similarly, because consideration of formats is no longer an afterthought but an integral part of librarianship, information about alternative formats is made more prominent throughout.

Three basic theorems concerning expected values and variances of sums and products of random variables play an important role in mathematical statistics and its applications in education, business, the social sciences, and the natural sciences. A solid understanding of these theorems requires that students be familiar with the proofs of these theorems. But while students who major in mathematics and other technical fields should have no difficulties coping with these proofs, students who major in education, business, and the social sciences often find it difficult to follow these proofs. In many textbooks and courses in statistics which are geared to the latter group, mathematical proofs are sometimes omitted because students find the mathematics too confusing. In this paper, we present a simpler approach to these proofs. This paper will be useful for those who teach students whose level of mathematical maturity does not include a solid grasp of differential calculus. (Contains 13 tables.)

The spread and utilization of information technology in the human services is examined using innovation diffusion theory. This examination is contextualized within the values basis of social work. Literature from the human services, the business sector, and the social sciences regarding the role of information technology is used to promote a broader perspective on the issues faced in innovation diffusion in our profession. The paper concludes with implications for social work education and suggestions for future research.

The emerging controversy over nanotechnology is redolent of the pattern of past disputes over new technological fields, which the author describes as the "novelty trap." In each case, ambitious claims for revolutionary innovation are met by sceptical concerns about unintended consequences and new risks, to which advocates respond with reassurances of continuity with past experience. The paper goes on to identify possible obstacles to institutional learning that may result in the repetition of this pattern, including three versions of the deficit model of public understanding. Finally, the author poses the possibility that the pattern itself may represent an emergent form of societal technology assessment, which embodies informal social learning.

Presents annotated bibliographies of a selection of recent scholarly and general reference works under the subject headings of publishing, periodical indexes, philosophy and religion, literature, music, art, photography, social sciences, business, history, and new editions. (LRW)

In this paper, unemployment trends in aggregate, by faculty and by subject are examined, using data from the annual First Destination Return, first compiled for the 1961-62 university graduates, and the 1970 and 1980 graduate cohort surveys. Differences related to gender and type of institution of study are identified. (Author/MLW)

Attitude measurement has been and continues to be a central component in the field of social psychology. The semantic differential technique has proven to be a well-respected measuring device of attitudes since the 1960s, particularly in the social sciences. Given the importance of attitudes in the business world with reference to preferences in consumer behavior, marketing and corporate behavior, it is surprising that the semantic differential has received scant attention from the academic business community. This paper highlights the attributes of the semantic differential for organizational and business research, and presents a case study (Bear Stearns Bailout) where this measurement technique was used.

Corporate philanthropy has become a standard practice in the business world, allowing corporations to serve the broader and longer-term interests of the society while at the same time promoting corporate prosperity. Strengthening of the humanities and social sciences is discussed by the president of the Exxon Education Foundation. (MLW)

Leading scholars outline current research directions in anthropology, sociology, psychology, chemistry, art history, history, philosophy, linguistics, nuclear energy, business, mathematics, engineering, Afro-American studies, cognitive science, economics, literature, music, political science, Jewish studies, education, law, and biology. (MSE)

Described is a course cooperatively developed by the staff of the Geography 16-19 Project and the Business Education Council. Students study the relationship between business activities and the environment. Outlined are the course objectives, teaching module, and teaching and assessment procedures. (DC)