International Journal of Trade, Economics and Finance, Vol. 3, No. 4, August 2012
Impact of Globalization on Trends in Entrepreneurship Education in Higher Education Institutions Norasmah Othman, Nor Hafiza Othman, and Rahmah Ismail
Abstract—With the trend of increasing globalization, entrepreneurship has been receiving more attention from government and educational institutions. Changes in the uncertain world economy have resulted in fewer job opportunities for college graduates, and in response, the government has sought to develop creativity among students through entrepreneurial activities and programs. The question now is, Are the increasing trends of changes and demands for entrepreneurship education due to the impact of globalization? To answer this question, this study examined the impact of globalization on trends in the demand for business and entrepreneurship education and entrepreneurial skills in Malaysia. Questionnaire data were obtained from 306 participants. The participants were randomly selected from the population of administrators in higher education institutions in Malaysia. Data were analyzed using the descriptive statistics method. The findings show that there is an increasing demand for entrepreneurship education and entrepreneurial skills, indicating that globalization has influenced the demand for entrepreneurship education and entrepreneurial skills among university graduates. Index Terms—Globalization, higher education, entrepreneurship education, entrepreneurial skills.
I. INTRODUCTION Globalization has demanded a more competitive, knowledgeable, creative, and innovative workforce, and Malaysia’s education system has adapted to meet this need . In the era of globalization, terms such as knowledge society, knowledge workers, and knowledge economy (k-economy) have added a new paradigm to the field of knowledge, especially for higher education institutions (HEIs) ,  states that switching to a k-economy is a necessary transformation in the era of globalization, as economic competition among countries is expected to intensify. In order for a nation to compete in a globally competitive economy, HEIs play an important role in the development of knowledge and human capital. The globalized world economy has resulted in an increasingly challenging demand for college graduates to be competitive and creative. Thus, it is essential to ensure that HEIs successfully transmit the appropriate, quality knowledge and skills needed to make the Malaysian Manuscript received June 10, 2012; revised July 10, 2012. N. Othman is with the Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia (e-mail: [email protected]). N. H. Othman is with the Faculty of Education, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia (e-mail: [email protected]). R. Ismail is with the Faculty of Economy and Management, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia (e-mail: [email protected]).
workforce ―world class human capital‖ . Governance variables play a vital role in shaping people’s perception of various aspects of the economy and society . Under the Tenth Malaysia Plan, the government is committed to developing creativity through efforts to incorporate elements of entrepreneurial innovation into the school curriculum, focusing on R&D. It also aims to increase the availability of risk capital . These moves reflect that countries around the world are realizing the significance of entrepreneurship and the importance of adopting it as a means to boost employment and economic development . Furthermore, changes in an uncertain world economy have resulted in fewer job opportunities for college graduates. The number of unemployed persons in Malaysia increased from 385,300 in 2009 to 391,400 in 2010 . Thus, the problem of unemployment among graduates is far from underestimated, and it presents a significant challenge for HEIs . HEIs need to create human capital...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
HigherEducation, or Higher Priced Education?
The Marriam-Webster online dictionary defines highereducation as “education beyond the secondary level; especially : education provided by a college or university.“ It's no secret to modern students that a highereducation is necessary to advance in their professional life. There is always a cost to advancement and that cost can sometimes create a glass ceiling that is difficult for people in certain social strata to break through. The rising cost of highereducation and its requirement for jobs creates a conflict for people in lower economic brackets. While the social value of highereducation is difficult to argue against, the problems associated with affording highereducation are very real social problems that must be considered.
In Western society we have goals we are expected to achieve. At a very early age we begin preparing our children for school. There is no law demanding that children attend a specific school, nor that upon entering adult life they pursue highereducation. Children can be home schooled or attend any school of their parents' choosing. However, having a degree of some kind gives one many advantages in America. One who possesses...
Highereducation in the present world has a very long history. Highereducation has deep roots in the early sixth century when first monastic schools were started in Europe which later developed to the famous European university in Bologna during the period between 1088 and 1090. This is the origin of highereducation with all present systems of highereducation borrowing much from this first intuition and system of highereducation. Until early 20th century, highereducationinstitutions and particularly universities and high level colleges catered only for the elites in the society. Though in this time basic education was enough to secure an individual a well-paying job, the costs of securing a place in the institutions of highereducation as well as maintaining the costs for the period of a given course locked out the middle income earners as well as the poor. Statistically, by the start of 20th century, 3 per cent of the world population had enrolled in universities and other colleges offering highereducation programs. This number was...
...INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Presenteducation system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement.
Education in every sense is one of...
2) A critical review of competencies, skills, theories and approaches
3) Bureaucratic Views
4) Theory X and Theory Y
5) The Systems Theory
6) The Contingency Theory
7) Role Theory
8) Paradigm 1: Christian scientific education management
9) Paradigm 2: Education management
10) Paradigm 3: Education governance and management
11) Collegiality Theory
12) What should Effective Educational Management look like in schools?
14) Reference Page
Schools in South Africa are a unique kind of organisation, with clearly defined goals and policies. Schools function through a hierarchical structure of authority whereby every aspect of the school needs to function accordingly. Schools are also, a dynamic and ever- changing system continually responding to influences both externally and internally. In order for schools to render an effective service of education certain structures need to be in place, and effective undertakings of various management functions need to be prioritised (Naidu, 2008:74). ‘Educational organisations, are human endeavours’ (Owens and Valensky, 2011: 84), and to deal with them effectively is to deal with human social systems. Management effectiveness in schools relates to competencies, skills and approaches. However, school management teams interventions which are aimed at improving their current...
1. What is the purpose of education? To transmit culture? To provide social and economic skills? To develop critical thinking skills? To reform society?
I think that the purpose of education is to get the children ready for real life, and provide them the learning skills, and abilities that they will need.
2. What are schools for? To teach skills and subjects? To encourage personal self-definition? To develop human intelligence? To create patriotic, economically productive citizens?
Schools’ purposes are major in every culture all around the world. In my eyes, schools are to educate the general public, young or old for survival in the next chapter in their life, a degree. They are taught the basic skills and subjects to maneuver on to college, or to start life. After the basics, they are taught more in depth skills and subjects. Schools aren’t good just for that. In schools children also gain life long friends, experiences and learn the social skills they need in life.
3. What should the curriculum contain? Basic skills and subjects? Experiences and projects? Inquiry processes? Critical dialogues?
The curriculum should contain all basic skills and subjects, math, reading, language, writing, science, and geography. Then on a second level, to test the knowledge, and for student’s to learn from other students, projects should come in. As for experiences, I think that students that can relate, should share their...
...Education Issues: Student’s Book (2013)
Unit 1: Education for Life
TASK 1. Answer the questions below.
1. What comes to mind when you hear the word ‘education’?
2. What is a good education, in your opinion?
3. How important do you think education is?
4. Do you think the quality of education in the world in general and in your country in particular is slipping down or going up?
5. In which country do you think you can receive the best education?
TASK 2. Read though the quotations below and tell the class how far you agree with them.
1. It is possible to store the mind with a million facts and still be entirely uneducated. (Alec Bourne, 1886 – 1974, a British writer
2. Education is what survives when what has been learned has been forgotten. (B. F. Skinner, 1904 - 1990, an American psychologist, behaviorist, author, inventor, and social philosopher)
3. Only the educated are free. (Epictetus, 55 AD - 135 AD, a Greek and Stoic philosopher)
4. You educate a man; you educate a man. You educate a woman; you educate a generation. (Brigham Young, an American religious, state and educational leader)
5. Education is the most powerful weapon which you can use to change the world. (Nelson Mandela, a South African anti-apartheid activist, revolutionary and politician)
6. Education: the path from cocky...
...Education in its general sense is a form of learning in which knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, research, or simply through autodidacticism. Generally, it occurs through any experience that has a formative effect on the way one thinks, feels, or acts.
Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems were also based on people's religion giving them different curricula.
Main articles: Curriculum, Curriculum theory, and List of academic disciplines
School children in Durban, South Africa.
In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard.
An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing...