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Purpose – The purpose of this paper is to identify challenges for management education in India and explain their nature, significance and interrelations using total interpretive structural modelling (TISM), an innovative version of Warfield’s interpretive structural modelling (ISM). Design/methodology/approach – The challenges have been drawn from literature and validated by an empirical study conducted through questionnaires administered electronically and personally to 250 management graduates. TISM has been applied to 14 finalised factors. Findings – All the identified factors, except accreditation, were found to be important. Ineffective regulatory bodies and ineffective leadership emerged as the biggest roadblocks. Several significant interrelations were found which were sometimes not revealed by plain observation. Originality/value – The existing literature has discussed the challenges for management education but not their interrelations. This paper uses TISM to demonstrate the relationships between different challenges and to explain the logic behind the relationships. The results would be useful for the owners (or managers) of management institutes faced with the same challenges. [ABSTRACT FROM AUTHOR]

Purpose – Despite the popularity of school "turnaround" and "portfolio district" management as solutions to low performance, there has been limited research on these strategies. The purpose of this paper is to address this gap by exploring the strategic case of Los Angeles Unified School District's Public School Choice Initiative (PSCI) which combined both of these reforms. It examines how core mechanisms of change played out in schools and communities during the first two years of implementation. Design/methodology/approach – The paper draws on a mixed methods study, combining data from surveys, case studies, leader interviews, observations, and document review. It is guided by a conceptual framework grounded in research on school turnaround and portfolio districts, along with the district's implicit theory of change. Findings – The paper finds early success in attracting diverse stakeholder participation, supporting plan development, and ensuring transparency. However, data also indicate difficulty establishing understanding and buy-in, engaging parents and community, attracting sufficient supply of applicants, maintaining neutrality and the perception of fairness, and avoiding unintended consequences of competition – all of which weakened key mechanisms of change. Research limitations/implications – Data from parent focus groups and school sites may not be representative of the entire population of parents and schools, and data come from a short period of time. Practical implications – The paper finds that developing processes and procedures to support complex reform takes time and identifies roadblocks others may face when implementing school turnaround and portfolio management. The research suggests districts invest in ways to ensure neutrality and create a level playing field. It also indicates that leaders should anticipate challenges to engaging parents and community members, such as language and literacy barriers, and invest in the development of unbiased, high-quality information and opportunities that include sufficient time and support to ensure understanding. Originality/value – This paper begins to fill a gap in research on popular reform strategies for improving low-performing schools. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.Design/methodology/approach – The export of education can be included in the framework by taking the innovation pedagogy as a starting point – an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches.Findings – The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop-out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries.Originality/value – The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to analyze inter-provincial disparities of rural education and the convergence rate, and to discuss the effects of compulsory education reform after 2001. Design/methodology/approach – The article estimates the rural average education years and education Gini coefficients of China's 31 provinces (municipalities) beside Hong Kong, Macao and Taiwan from 2001 to 2008, and applies the method of "economic convergence". Findings – The results show that after the reform of rural compulsory education, inter-provincial rural education disparities and educational equality have been significantly improved and trend to convergence; nevertheless the convergence rate on inter-provincial disparities of education equality declines. The defects of the education input system – "county as principle" – has been a factor that restricts the coordinated development of rural education. Practical limitations – This paper suggests that it is necessary for China's provincial and central government to afford the expense of compulsory education. China's present investment system would also worsen inter-provincial inequities of education. Social implications – Education equality is one of the basic social priorities. In China education equality has been improved; however it could be better if China's provincial and central government afforded the expenses of compulsory education. Originality/value – This paper applies the method of "economic convergence" to analyze China's rural education disparities among its regions. [ABSTRACT FROM AUTHOR]

Purpose - Traditional engineering education in the UK, as established in the nineteenth century, is based on the principle that a degree in engineering should be focused on engineering science and not on the practice of engineering. This has proved to be seriously negative to the development of engineering ability in general and innovative engineering in particular. The purpose of this paper is to discuss the reasons for this situation. Design/methodology/approach - Features of innovative engineering are outlined and a structure for learning which has potential to promote innovation is proposed. Findings - Because of principles based on misplaced academic elitism established in the nineteenth century, traditional engineering curricula tend to develop an academic mindset rather than an engineering mindset in students. They do little to support innovative engineering. As a result, the large amount of money spent on engineering education in the UK does not represent a good investment. The academic mindset does not well support any professional context. Originality/value - The paper provides a challenge to universities and professional engineering institutions which should be addressed. [ABSTRACT FROM AUTHOR]

Purpose - To describe a way of teaching industrial ecology (IE) and to show some tools that may help for the IE teaching. Design/methodology/approach - In the paper, the development of lectures, practical lessons and projects on real industrial ecosystems are described. Also the teaching materials used are described. Findings - The presented methodology for teaching IE has been a good means for the understanding of the IE concept. Some of the educational tools presented have helped the students to increase their awareness of the distance between IE and the real industrial field, discover that there are a lot of by-product exchange possibilities between industries, to develop their creativity, to connect the theory to practice in the industrial systems and have encouraged them to try to put the IE ideas into practice. This methodology has been useful for either small or big groups and for people with either the same or very different backgrounds. And it has been observed that the quality of the work is enhanced when the members of the group have different backgrounds. Practical implications - The paper shows methodologies and tools that may encourage and help other teachers/professors to use them in their IE lessons. It may also help IE researches to know which real examples and methodologies help students to understand IE concept. This could encourage them to develop projects and research in those directions. Originality/value - The paper fulfils the need of knowing real experiences in IE teaching and their results. And in special, experiences that have been tested for a long period of time and with a great number of students. All the experiences described in the paper have been created and put into practice by the author. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to introduce the hypothesis that it is fruitful to study new areas within research for sustainability, through experimental education courses, that are based on international and multilateral (transcultural) learning processes. Design/methodology/approach - This way of introducing education into open research issues is presented throughout the experiences and the results of the DECOS campus network (Design in Emerging COntexts for Sustainability). This is an informal expert network on higher design education which involves university campuses from emerging and industrialized countries. The learning process established among those universities has been yearly assessed by the didactic observatory of the Politecnico di Milano University, considering also the feedbacks of the various involved professors. Findings - The paper presents both the opportunities of such learning processes and the results actually achieved (designed) by the students, i.e. the students' sustainable system concepts. Practical implications - The described experience encourages its continuing and its further implementation and dissemination. Originality/value - The originality this experience is due to the combination of both experimental education and open-front research issues and design for sustainability with transcultural learning processes. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to describe the influence of the creative industries on design education in New Zealand. Design/methodology/approach - A range of contemporary literature is presented to help define the term ‘creative industries’, and to locate this new ‘culture of creativity’ within a wider global trend of creative cultural theory. Findings - Cultural policy initiatives from Britain, Canada and New Zealand are reviewed and used to demonstrate how creative industries theory has sought to combine social, cultural and economic development. Research limitations/implications - This paper is primarily concerned with recent changes to design education and the ways in which universities and polytechnics are attempting to meet the challenges of this new holistic approach to creativity and innovation. Practical implications - In the final section the concept of interdisciplinary study of design is explored. This new model is developed through the example of a new interdisciplinary programme structure developed by the Wellington Institute of Technology in New Zealand. Originality/value - In conclusion the concept of a ‘virtuous cycle’ is used to describe the relationship between design education and the creative industries. This paper argues that, if this cycle continues, the creative industries will expand to become the model for a new economy based on social, cultural and economic entrepreneurship and change. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to explore at Loughborough University (UK) how informal learning spaces (ILS) are used by students in the Library and elsewhere on campus. Focus includes learning activities undertaken by students, reasons why the ILS is chosen, suggestions on how they can be improved and how technologies are used. Comparison will be drawn between how students use Library ILS and other ILS. Design/methodology/approach – Case study based at Loughborough University and its Library. Semi-structured interviews were held with 265 students in various ILS spaces across campus. Findings – Similarities and differences are present in the way students use Library ILS compared with other ILS campus spaces. These include impact of campus geography and individual academic levels of students. Research limitations/implications – This is a single case study and the results can only relate to Loughborough University. There may be some lessons and themes that are relevant to other universities. The number of interviewees is relatively small. Practical implications – Highlights the need for cooperation between various university stakeholders to strategically and operationally manage different ILS on campus. Originality/value – This is one of the very few studies that investigate together the range of ILS including the Library in a comparative approach. [ABSTRACT FROM AUTHOR]

Purpose – The paper aims to discuss current Technical Education scenarios in India. It proposes modelling the factors affecting quality in a technical institute and then applying a suitable technique for assessment, comparison and ranking. Design/methodology/approach – The paper chose graph theoretic approach for quantification of quality-enabled model. Further, the paper has validated the approach by taking examples of institutions and applying the methodology. Findings – The paper provides a systematic methodology to build a quality model for quantification of various factors in a technical institute. The qualitative effect represented in form of a single numerical index is a novel method for such representations. The illustrated methodology in the paper is equally useful for comparison and ranking of a set of institutes. Research limitations/implications – Because of the chosen factors in the approach, the methodology may not be equally suitable based on type and size of institute and the geographical location. Practical implications – The paper includes demonstration on application of methodology for comparing the quality in a quantitative manner. The dynamic model allows changing factors and/or their effects as per requirement. Social implications – In future, the methodology can be taken up by government/regulatory bodies and can convey the comparisons of institutions to stakeholders including students and parents. Originality/value – This paper attempts to develop a novel method for comparing quality that can be used by accreditation bodies. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to reflect upon the process that underpinned and informed the development and delivery of a “creativity-led” credit-bearing teacher training provision and to illuminate key factors of influence for the approaches to teaching and learning. Design/methodology/approach – Based on the assumption that sustaining enterprise education involves developing educator capacity, networks of collaborating educators from different institutions and subject disciplines developed transdisciplinary pedagogical strategies. These were delivered to two pilot programmes, with a cohort of 18 in each. Findings – Feedback from the pilots suggest that creativity-based pedagogies are effective triggers. They motivate educators and enable specialists to develop subject-related content. Practical implications – The paper highlights the need for a more developed understanding of creativity, innovation and opportunity recognition, so that enterprise education starts with ideas generation, not merely ideas evaluation. Originality/value – Understanding creativity and innovation is emergent and there is a dearth of understanding, especially in teaching and learning for enterprise. The paper illuminates a developmental process that has responded to this shortfall. [ABSTRACT FROM AUTHOR]

Purpose – The aim of this paper is to explain how errors in policymaking contribute to the minimal impact that structural, curricular and cultural changes have made on teaching practice in American schools. Design/methodology/approach – Drawing on the author's research legacy, the paper extends an historical analysis to explore and explain current dilemmas of change in schools and schooling. Findings – Over the last century, educational reforms have most often led to first order classroom change, represented by the development of hybrids of old and new teaching practices. Second order change at the classroom level has proven elusive. Factors at the policymaking level that explain the minimal impact on classroom practice include a misplaced trust in structural reform, an understanding of schools as complicated rather than complex systems, and the tendency not to distinguish teacher quality from the quality of teaching. Originality/value – The paper proposes that the lack of impact of reform on classroom practice is explained in large part by errors in assumptions and thinking that policymakers commit, a focus seldom explored in research. [ABSTRACT FROM AUTHOR]

Purpose |!|#8211; The purpose of this paper is to discuss and demonstrate the relevance of a new conceptual framework for leading and managing the development of learning and teaching to e.learning strategy development. Design/methodology/approach |!|#8211; After reviewing and discussing the research literature on e.learning in higher education institutions from 2000 to 2010 to identify the issues associated with leading and managing the development, implementation and evaluation of e.learning, the paper describes and makes an argument for how a new conceptual framework for leading and managing the development of learning and teaching in higher education, developed and reported elsewhere (Marshall et al.), might be used to guide the development, implementation and evaluation of e.learning strategy. Findings |!|#8211; While subject to the limitations of all conceptual/analytical frameworks, it is argued that this new conceptual framework is able to first alert those with the responsibility for the development of e.learning to many of the critical issues identified in the research literature as being associated with its development, implementation and evaluation, and second, assist in conducting and developing the multi-dimensional SWOT analyses and strategies necessary to guide the development, implementation and evaluation of e.learning. Originality/value |!|#8211; This is the first paper to demonstrate the applicability of Marshall et al.|!|#39;s new conceptual framework for leading and managing the development of learning and teaching to the development, implementation and evaluation of e.learning strategy. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to address the discourse of Romanian universities as a mirror of the reformation process in the national higher educational system. Design/methodology/approach - The focus of this paper is on external and internal communication, on institutional identity and the symbiosis of orders of discourse. The paper highlights the prospective EU integration as a major trigger of change in the Romanian educational system. It then draws upon critical discourse analysis (CDA) as a relevant research approach and presents the results of conducting critical discourse analysis on a corpus consisting of the web site presentation of ten public and private universities, on three faculty and university prospectuses, and one promotional CD. Finally, the paper briefly compares the discourse of Romanian universities with the discourse of universities from the UK, France, Italy and Germany, and suggest lines for improvement. Findings - Romanian society is currently the site of ample reformation and one of the factors that trigger change is the prospective integration in the European Union. In higher education, change is enacted discursively though the emergence of new genres as the generalization of promotion as a discursive practice. The discourse of Romanian universities is heavily colonized by the EU discourse, but factors pertaining to local culture also resurface openly. Discourse is, indeed, a factor of change, but not the only one affecting it. The westernizing of Romanian university discourse needs to be backed up by a westernizing of patterns of thinking and behaving. Originality/value - The paper presents insights into the discourse of Romanian universities. [ABSTRACT FROM AUTHOR]

Purpose - The study presented in this paper is intended to assist the decision-making process in Romanian higher education institutions on topics such as market structure analysis, market segmentation, positioning of the specializations, and the cannibalization between them. Design/methodology/approach - This paper describes a preliminary qualitative study that examines the primary motives that affect choice of specializations before developing and validating a measurement instrument. The objective of the questionnaire was to help managers collect information regarding perceptions on specializations from a pool of 344 students of a major Romanian business faculty. The data were used to generate a perceptual map, which disclosed a three-cluster solution. In a parallel study, an internal analysis of preferences on 1,390 subjects revealed the existence of three market segments: "the pragmatics," "the sociables" and "the diploma hunters." Findings - Facing competition, Romanian higher education institutions need to carefully plan their actions, and better manage their scarce resources. Originality/value - This study is one of the few that tried to develop, to reliability test and to validate a questionnaire in the field of higher education, and the first one that has analyzed the positioning of the specializations at the level of a business faculty. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to assess the national implementation of disaster preparedness education in New Zealand primary schools through the dissemination of What's the Plan, Stan?, a voluntary, curriculum-based teaching resource. Design/methodology/approach – Results and findings from a focus group study with school teachers and local civil defence staff in 2011 and a nationally representative survey of schools in 2012 were analyzed to identify intervening, facilitating and deterrent factors of uptake and use of the resource. Findings – The main intervening factors between resource promotion and school teachers’ awareness of the resource are word of mouth among school teachers and teachers’ proactive lesson plan research. The strongest facilitating factor was school-wide use of the resource. Lack of awareness of the resource and the perceived need for teacher training are the greatest deterrents to use of the resource. Practical implications – Based on the findings, several recommendations are provided for increasing use of the resource including use of web-based technology for teacher training, integration of disaster preparedness messaging into other children's programs, ongoing evaluation and curriculum requirements. Originality/value – An evaluation of the implementation of What's the Plan, Stan? adds to the limited body of knowledge on the benefits and challenges to distributing a voluntary teaching resource as a national strategy for curriculum integration of disaster education. The findings and lessons are relevant for nations meeting the Core Indicators of progress toward the 2005-2015 Hyogo Framework For Action. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to offer an exploratory investigation of students' use of informal learning spaces for their studies at the University of Sheffield. Previous research has mainly focused on formal learning spaces such as libraries and lecture theatres, but there is an increasing recognition of the value of informal learning spaces such as coffee bars. Design/methodology/approach – Questionnaires, observations and interviews were the sources of data for the study. The research approach particularly looked at how students used informal learning spaces and what their perceptions of the spaces were. Findings – Analysis showed that students found that the background atmosphere greatly influenced their choice of study location and that technological devices were only used sparingly. Students adapted their study habits to fit the learning spaces that they liked. Originality/value – Although, attention is often paid to the furniture and colour schemes in libraries, this article makes librarians consider the importance of all sensual stimuli in making libraries warm, friendly and homely spaces. The "Model of Zengagement" was developed to show how stimuli from the background atmosphere influences' students' study experience. [ABSTRACT FROM AUTHOR]

Purpose – This article aims to describe and discuss four major innovations to improve the quality of teacher education including preparation programs and professional development programs in recent years in China. The four major innovations include establishing the National Curriculum Standards for Teacher Education (NCSTE) and the National Teacher Certification Examination; implementing the "double development plan" to reform clinical practice; launching the "National Training Plan" to develop in-service teachers; and consolidating the career ladder for teachers.Design/methodology/approach – The paper takes the form of a review of the government documents and current literature.Findings – The author argues that the four major innovations reflect the central trends to reform teacher education both in China and the USA – increased standards and accreditation, more clinical experiences in preparation, increased use of technology in teacher professional development, and more accountability and incentive for teachers.Originality/value – When the world is faced with the globalized economy, cultural exchange and social equity issues, discussions about the recent innovations of China's teacher education will shed light on our understanding of better approaches to improve teacher quality that no doubt connect tradition and local practices with global convergence. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present the results of a national survey of information skills training (IST) practices in Irish higher education institutions, which was carried out during 2006-2007 with the aim of documenting current practice and identifying areas in which change or innovation may be warranted. Despite an emerging picture of information literacy (IL) practice worldwide, a lack of published research has made it difficult to gain an accurate overview of IL activity in the Republic of Ireland. This paper aims to partly fill this gap. Design/methodology/approach - An invitation to complete a 26-item questionnaire was sent out to librarians in all publicly-funded higher education institutions in the Irish Republic in November 2006. Out of 154 librarians, 77 responded, giving a response rate of 50 per cent. Findings - Results showed that, while librarians spend a significant portion of their time engaged in IST activities and are enthusiastic about developing and promoting their programmes, IST continues to be delivered in primarily standalone format, using non-integrated methods. Formal assessment of IS outcomes is not commonly carried out in Irish higher education institutions. Originality/value - This paper represents the first national survey of IST practices in higher education in the Irish Republic, and serves as a baseline for international comparison and future longitudinal studies. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to raise awareness of the importance of services as a subject for scientific research and teaching. Services represent the majority of the world economy but universities and business schools have not generally considered services to be an appropriate subject for scientific research and teaching. With the help of industry, universities and business schools need to bring together a variety of current academic disciplines, including engineering, statistics, management theory, and human psychology, to develop a formal, interdisciplinary curriculum around service science. It is imperative that we do this to drive much needed service innovation and to equip graduates for the jobs of tomorrow. Design/methodology/approach - The paper is based on first-hand experience of working with over 50 universities from around the world which are developing service science as an academic discipline and research topic. Findings - The paper finds that the number of business schools and universities running service. science on their curriculum is on the rise. By being part of the Service Science, Management and Engineering (SSME) academic initiative, business schools and universities are enabling their graduates to benefit from the swiftly growing service sector and strengthening their linkages with business. Originality/value - This paper sets out to inspire academic and business school leaders to find out more about SSME. [ABSTRACT FROM AUTHOR]

Purpose -- To illuminate the importance of the communal deliberative process, as a form of collective thinking, in overcoming the growing complexities of schoolwork in uncertain and turbulent environments. Design/methodology/approach -- Introduces the notion of deliberation as evolved from Dewey's moral theory, the essential phases and elements of deliberative activities and the principal's role in facilitating this communal process. Findings -- Provides information on the stepping-stones towards communal deliberation, while recognizing its major impediments. Originality/value -- In light of structural restructuring efforts that have not yielded significant effects in issues of teaching and learning, this paper offers the rhetorical process of communal deliberation as a means for developing schools that learn. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to explore what happened in Romanian education in the post-modern context. Design/methodology/approach - The paper discusses the reactions to the changes in Romanian education. Findings - Post-modernism means innovation. Communication, team work, adaptability, flexibility and problem solving are key skills for the post-modernist workforce and have major implications in the field of education. Originality/value - The paper offers insights into the transition from excessively rigid conditions to a more open environment. [ABSTRACT FROM AUTHOR]

The article discusses a study on the significance and impact of developments across Chinese higher education for sustainable development (SD). Developments, challenges, and prospects of SD were reviewed in which educational and operational activities in different universities were analyzed. It was found in the study that key barriers for education for sustainable development (ESD) were regional differences and the need for broader educational approaches. it is discussed that resources and capacity are limited for teaching about SD, also, economically effective and environmentally friendly innovations research have been undertaken.

This article presents information about a study to show that school innovation is a complex process that requires a detailed accounting of the relational activity characterising everyday innovating activity. The methodology used involved case studies with a focus on ideas of resistance and tension used to explore the character of innovating experiences. The study investigated the character of everyday enactments of innovation practice in four independent boys' schools in Australia. The study argues that school leaders should cultivate conditions that enable innovative tension.

Purpose – This article aims to provide an overview of Texas State University's Common Experience, an innovative initiative that engaged tens of thousands of people in shared consideration of sustainability as a single topic during academic year 2010-2011. Design/methodology/approach – The discourse begins with an overview of the Common Experience from a pedagogical perspective based on five principles of effective instructional practice identified by the National Research Council (NRC) in their synthesis of the research from the fields of cognitive, developmental and educational psychology, and brain research on how people learn. Based on a case study research design, the article next provides detailed descriptions of course-based and non-course Common Experience activities, including examples from the year-long initiative. The discourse then focuses on important elements organizers should consider when planning non-course activities, followed by a description of the planning process needed to replicate the initiative at other institutions. Findings – Based on five principles of instructional practice, the Common Experience is a pedagogical innovation designed to cultivate a common intellectual conversation across the campus, to enhance students' participation in the intellectual life of the campus, and to foster a sense of community across the campus and extended community. In so doing, the Common Experience in sustainability inspired people on campus and in the community to change behavior and social policy, build scientific understanding, connect local environmental issues to global themes, and reshape values – components crucial to sustainability education. Originality/value – The Common Experience is more likely to yield progress toward finding solutions to sustainability problems because it promotes engagement and input from all stakeholders within the campus and surrounding community through shared vision and face-to-face dialogue in a variety of contexts. [ABSTRACT FROM AUTHOR]

This article presents information about a study that examines the applicability of the Teachers' Sense of Efficacy Scale (TSES) to educators teaching an innovative program, specifically, the Olympic Education Program. Participants completed a Greek version of the TSES along with the reduced personnel accomplishment subscale of the Maslach Burnout Inventory. The study found that TSES can be applied to educators of an innovative educational program to study an overall factor of teachers' sense of competence.

Purpose - To provide a review of the past studies on use of information and communications technology (ICT) for people with special education needs (SEN) to inform a major research project on using ICT to facilitate self-advocacy and learning for SEN learners. Design/methodology/approach - Literature review, encompassing academic journals indexed in education, information science and social sciences databases, books, grey literature (including much internet-based material), and government reports. Information was gathered on the perceived benefits of ICT in SEN, and the use of some specific applications with people having various conditions. A number of usability studies, mainly Internet and web technologies, are also outlined. Findings - Although the literature shows a great number of ICT initiatives for people with all kinds of disabilities, there has been a surprising lack of research into the usability of the various applications developed, and even less concerning those with learning difficulties. The review of existing literature indicates a lack of attention to the application of ICT for people with SEN, compared to the other groups of disabled people such as visually impaired. Originality/value - Findings highlight the need for more research on usability aspects of current and potential applications of ICT for people with SEN. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this exploratory research was to investigate whether: entrepreneurship in the higher education context can be distinguished by disciplined-based needs; and curricula can be developed around these needs. Design/methodology/approach - The authors reviewed the literature related to the development of professions in order to establish a sound theoretical base to distinguish disciplines that require stringent criteria, and which potentially would challenge the introduction of a more flexible curriculum that includes contemporary concepts such as entrepreneurship. The research then focused on two other groups of disciplines which lead to entrepreneurial opportunities with distinct needs in (principally) people management and intellectual property law. This discussion was couched in the occupational motivation literature. Semi-structured interviews (n = 31) were conducted with individuals randomly selected from three groups associated with an American Land Grant Research University. Additional survey data were collected from 58 respondents. Findings - The research found support for the categorization of disciplines into the framework of profession-, industry-, or invention-based entrepreneurial ventures. Originality/value - Although this is an exploratory investigation, the framework sets out clear pathways through the entrepreneurial processes and has crucial implications for a variety of stakeholders. For example: curriculum designers will be better able to understand and address the demands and vagaries of multiple disciplines; critical assumptions (that often plague those involved with technology transfer) will he able to be addressed prior to or in the early stage of the commercialization process because inventors will be better informed and prepared; equity stakeholder negotiations (particularly those that involve government-operated institutions) will be more realistic as both parties, over time, become increasingly ‘market-savvy’; and students (tomorrow's entrepreneurs) will be better able to plan for an entrepreneurially-focused career. [ABSTRACT FROM AUTHOR]

The article presents information on a conceptual framework that might be used as a point of departure for theoretical and empirical analyses of the concepts of occupational competence and qualification, and of the role of human resource development (HRD) and vocational education and training (VET) in the formation of competences and in the promotion of social innovation. The current research seems to be characterized by a number of flaws that may impede not only knowledge utilization, but also research and development in the field. The existing research literature, although quite extensive, is to a large extent normatively oriented, focusing on success stories and simplified models based on anecdotal evidence. The concepts of competence and qualification are often poorly defined in the literature. In fact, a general consensus seems to be lacking concerning the meaning of these concepts. More specifically, the term competence will be used to refer to the potential capacity of an individual to successfully handle certain situations or complete a certain task or job.