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

Purpose: Based on an in-depth comparison of 20 multicultural university curricula, this article aims to provide practical and implementable suggestions about how to improve such curricula in order to ensure highest and globally compatible academic quality. The recently founded developmental Master's curriculum "Global Studies" (GS) at the University of Graz, Austria serves as a case study. Design/methodology/approach: Through an academic web-based process of authoring and reviewing, over a dozen students and practitioners in Global Studies have compiled this analysis. Such an approach shows that education technologies significantly enhance peer-oriented scientific culture. Further networking among universities from every continent, and their students, is also facilitated. Findings: Analyses conducted by over 50 contributors during 2010-2013 show first that the Graz-based curriculum has achieved international quality standards by spanning multiple faculties, disciplines, professional roles, and perspectives regarding globalisation. Secondly, suggestions for improvements pertaining to nine aggregated issues are provided: partner universities, semester abroad, interdisciplinarity, didactics & lectures, practicals, languages, electives, admission of students, and exams. Practical implications: The present specific recommendations serve as valuable evidence-based and authentic input for quality assessment procedures at Graz University, and similarly for other academic curricula elsewhere. Social implications: Peer-oriented higher education profits greatly from student input that has undergone an academic peer review procedure. Such quality assurance is favourably implemented via collaborative education technologies such as web platforms with discussion fora. Originality/value: Students as the core target group in higher education institutions express their own opinion and are valued as experts and stakeholders in a genuinely democratic procedure. (Contains 2 figures.)

This paper explores the challenges that neoliberalism and the globalized new economy present to the politics of linguistic minority movements by ethnographically examining language policy as a discursive process, rooted in political economy. Following the post-WWII period, as most Western States restructured from welfarism to neoliberalism, there was a shift away from minority (language) rights towards economic development. In Canada, where State policy maintains a French-English "linguistic duality", francophone regions outside Quebec became sites of discursive struggle, following the collapse of the old economy, between (1) a focus on the collective reproduction of "community" (maintaining language, culture and identity), and (2) the State's focus on facilitating individual economic reproduction. What emerges is an attempt by the State, and certain community actors to save the traditional francophone minority collectivity by focusing on the "community economic development" of rural bastions, rather than the economic integration of individual francophones living in diverse, urban areas.

This paper challenges the normalised view that immigrant communities, like language and identity, are natural and depoliticised social realities. They are, in fact, carefully constructed social projects structured by people with multiple positionings who compete over unequally distributed resources. A critical and ethnographic sociolinguistic analysis reveals Toronto's Portuguese-Canadian community as a market where internal group divisions along linguistic, regional and generational lines are masked in order to appeal to the homogenising discourses of Canadian multiculturalism and Portuguese nationalism. The market is thus divided between a minority of Mainland Portuguese, whose standard language variety and dominant cultural habitus afford them positions of power, and a majority of Azorean Portuguese, whose ways of being and speaking Portuguese are delegitimised. Qualitative research methods, including semistructured interviews and participant observation, suggest that the Canadian-born inheritors of this market navigate discursive spaces which largely remain monolingually and monoculturally Portuguese and that are filled with contradictions marginalising most young people for lacking the "right" linguistic or cultural capital. [ABSTRACT FROM AUTHOR]

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The article outlines the potential roles for emergency physicians (EPs) in the formation and implementation of critical care response teams (CCRTs) in Canadian hospitals. The CCRTs, which is an initiative of the Ontario government, specifies that without enough intensive care physicians to meet the manpower needs of the program, EPs would be put in place, which is a new opportunity for EPs to contribute their critical care skills expertise and teamworking abilities in this new context.