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This current paper presents the findings of education pilot for highly educated immigrants to strengthen their entrepreneurial competences. The training conducted online. The findings revealed that the participants especially needed skills to handle situations, ways to build a strong network and development of cognitive competences in terms of how to start a business.

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Modern management education promotes active learning and peer interaction through group work regarding it as a critical aspect of the learning process. Given the rise of Massive Open Online Courses (MOOCs) it is imperative to comprehend how collaboration can be fostered in such digital learning environments. Synthesizing theories on individual cognition and collective interaction, we advance a research model of individual and communal beliefs about collaboration as salient drivers of collaborative intentions. Analytical results indicate that attitudes toward collaboration at the outset of the course are predicted by collaborative outcome expectancy and communal support expectancy, which in turn are precipitated on participants’ perceived ability to work in groups (collaborative process efficacy) and peer influence (communal influence). Additionally, we show that collaborative intentions influence collaborative behavior and its outcomes. In particular we find that group work engagement contributes to three outcomes: a higher course retention of participants, increased production of novel ideas and finally a better learning experience. The models are validated with survey data collected from a MOOC course. Findings from our study unravel individual and communal factors affecting engagement in collaborative processes and show the impact of collaboration on learning and behavior within online learning environments.
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The purpose of this article is to explore different themes within entrepreneurship education via the use of a systematic literature review (SLR). Systematic literature reviews are recognized methods for conducting evidence-based policy. The particular approach to the SLR used in this study is explained and the article explores the findings outlining a thematic framework drawn from narrative coding. The findings support the conclusion that entrepreneurship education has had an impact on student propensity and intentionality. What is unclear is the extent to which such education impacts on the level of graduate entrepreneurship or whether it enables graduates to become more effective entrepreneurs. The findings also highlight a lack of consensus on what entrepreneurship or enterprise education actually `is' when implemented in practice.
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The counseling profession' heavy reliance on the psychotherapy role has been criticized as being unresponsive to the needs and experiences of ethnic-minority clients. The use of other counseling roles and techniques indigenous to the client's ancestral culture have been proposed as alternatives to psychotherapy; however, no schema currently exists to help counselors select an appropriate helping role or strategy. This article describes one schema that is based on the variables of locus of problem etiology, level of acculturation, and goals of counseling. Limitations of the current model and the need to develop other selection schemata are discussed.
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This paper considers multilingualism from the point of view of language learning and teaching. We discuss the 'monological' thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also embeds a monolingual bias. As an alternative to monologism, we discuss dialogical notion of language and argue that this inherently involves a multilingual stand.
Guidance and forming communities online: highly educated immigrants in language-aware entrepreneurship education The “Developing highly educated immigrants’ entrepreneurial skills” programme is part of the ESF-funded KOKOMA project. Two programmes will be implemented during the project. The project seeks to determine what kinds of entre- preneurial and language skills the target group needs and how students can apply their newly acquired skills. One of the objectives is to cre- ate a study module and a guidance model that can be implemented at various higher education institutions. The guidance model aims to take into consideration, in particular, the teachers’ competence needs in applying their profession- al skills in changing work contexts and in work- ing with students from different cultural back- grounds, as well as their skills to use technology in various situations and environments (Lyytin- en et al. 2019). The project is being implement- ed by the Lahti University of Applied Sciences (as the administrator), the Turku University of Applied Sciences, Metropolia University of Ap- plied Sciences, the Southeastern Finland Uni- versity of Applied Sciences, and LUT University in Lappeenranta. LAMK Well-being and Regenerative Growth Annual Review 2019, The Publication Series of Lahti University of Applied Sciences, part 55. Available:
Conference Paper
This study is operation research of accessible language learning online. It was implemented between the years 2015-2018 and consists data of a Finnish online language learning company, its language acquisition methodology, changes made to technical, linguistic and pedagogical approaches, based on customer feedback and the acts and changes made by the company owners. Results show what kind of things need to be considered when creating accessible online language learning considering three major angles of accessibility: pedagogical, linguistic and technical and how systematic approach using the method of action research lead to a functional online learning environment that is reachable to all different kinds of students.
"The Handbook of Intercultural Training, Third Edition provides a thorough grounding in the history, concepts and methods underlying intercultural training.& The many analyses of tools, methods and approaches for specific contexts offer guidance in designing and conducting effective training interventions. The collected theoretical and practical information presented in this book is critical for professional interculturalists. —Lee Gardenswartz, Ph.D. and Anita Rowe, Ph.D., Partners, Gardenswartz & Rowe "This book is just in time and just for me. It’s as if someone assembled all the interculturalists I admire and respect and bribed them to share their latest and best thoughts in a well-crafted chapter. You’ll probably feel the same way." —Sivasailam “Thiagi“ Thiagarajan, Ph. D., Workshops by Thiagi, Inc. Completely revised with all new chapters, the Third Edition of the Handbook of Intercultural Training provides a state-of-the-art review of the field of intercultural training. Written by the leading authorities in intercultural studies, this definitively updated volume offers not only a convenient summary of research but also information on specific training techniques. It analyzes with depth and clarity regions of the world where intercultural issues have heightened--including Central and South America, Europe, and China, as well as Eastern Europe, Russia, and Israel. Other parts of the book examine theoretical and methodological issues inherent in understanding intercultural interactions and training and the contexts in which training takes place. An essential reference of intercultural interactions across disciplines, the Handbook of Intercultural Training synthesizes information of special note for professionals, researchers, and students in management, educational psychology, ethnic studies, sociology, and gender studies, as well as a broad array of human services such as counseling and nursing. Contributors: Aysen Bakir, Illinois State University Janet M. Bennett, Intercultural Communication Institute Milton J. Bennett, Intercultural Communication Institute Laurette Bennhold-Samaan, The World Bank John W. Berry, Queen’s University Judith Blohm Ida Castiglioni, University of Milano Bicocca Carlos E. Cortes, University of California, Riverside Kenneth Cushner, Kent State University Ina Ehnert, University of Bremen Teresa Harrell, University of Minnesota Stefan Kammhuber, University of Regensburg Ata Karim, Kansas State University Young Yun Kim, University of Oklahoma Torsten Kuhlmann, University of Bayreuth Daniel Landis, University of Hawaii, Hilo Judith N. Martin, Arizona State University Mark Mendenhall, University of Tennessee, Chattanooga Sandra Mumford-Fowler Kenji Noguchi Gary Oddou, California State University, San Marcos Joyce S. Osland, San Jose State University R. Michael Paige, University of Minnesota Margaret Pusch, Intercultural Communication Institute George Renwick, Renwick and Associates Joseph L. Soeters, Royal Netherlands’ Military Academy Gunter K. Stahl, Asian Business Area INSEAD Stella Ting-Toomey, California State University, Fullerton Harry C. Triandis, Emeritus, University of Illinois-Urbana/Champaign Colleen Ward, University of Wellington Donna Winslow, Vrije Universiteit Amsterdam.
Management as the word is presently used is an American invention. In other parts of the world not only the practices but the entire concept of management may differ, and the theories needed to understand it, may deviate considerably from what is considered normal and desirable in the USA. The reader is invited on a trip around the world, and both local management practices and theories are explained from the different contexts and histories of the places visited: Germany, Japan, France, Holland, the countries of the overseas Chinese, South-East Asia, Africa, Russia, and finally mainland China. A model in which worldwide differences in national cultures are categorized according to five independent dimensions helps in explaining the differences in management found; although the situation in each country or region has unique characteristics that no model can account for. One practical application of the model is in demonstrating the relative position of the U.S. versus other parts of the world. In a global perspective, U.S. management theories contain a number of idiosyncracies not necessarily shared by management elsewhere. Three such indiosyncracies are mentioned: a stress on market processes, a stress on the individual, and a focus on managers rather than on workers. A plea is made for an internationalization not only of business, but also of management theories, as a way of enriching theories at the national level.
Incl. bibl., glossary, index
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