東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Examining the Influence of the Instr...

Quardey Missedja, Thelma A.

Linked to FindBook

Google Book

Amazon

博客來

Examining the Influence of the Instructional Design Strategies of an Entrepreneurship Clinic on the Post-Graduation Outcomes of Its Alumni.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Examining the Influence of the Instructional Design Strategies of an Entrepreneurship Clinic on the Post-Graduation Outcomes of Its Alumni./
Author:	Quardey Missedja, Thelma A.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	325 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Technology education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30671455
ISBN:	9798380075060

Examining the Influence of the Instructional Design Strategies of an Entrepreneurship Clinic on the Post-Graduation Outcomes of Its Alumni.
Quardey Missedja, Thelma A.

Examining the Influence of the Instructional Design Strategies of an Entrepreneurship Clinic on the Post-Graduation Outcomes of Its Alumni. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 325 p.

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (Ph.D.)--Ohio University, 2023.

This item must not be sold to any third party vendors.

This study sought to provide an examination of the instructional design strategies used in an entrepreneurship clinic (EC) and determine their influence on the post-graduation outcomes of its alumni. The conceptual lens for the study comprised Merrill's (2002) first principles of instruction and Lent et al.'s (1994) social cognitive career theory (SCCT). Merrill's first principles provided a standardized set of instructional principles to examine the instructional strategies used within clinic and the SCCT examined the influence of these strategies on building the necessary competencies for participants to pursue entrepreneurship after graduation. The case for this study was the EC organized by the Kwame Nkrumah University of Science and Technology (KNUST). This case is bounded geographically on the KNUST campus in Ghana. This case is situated contextually in the larger issue of graduate unemployment and how entrepreneurship education and training can be used to address it. Data sources for the study were interviews and documents (Patton, 2015). The data was analyzed a priori through the lenses of Merrill's (2002) first principles of instruction and Lent et al.'s (1994) SCCT constructs--self-efficacy beliefs, outcome expectations, and personal goals. Also, the data was analyzed inductively to discover emergent patterns, categories, and themes to arrive at the findings (Patton, 2015)There were three key takeaways from the study. The first is the importance of an entrepreneurship ecosystem to fill the gaps in entrepreneurship knowledge. The second is the temporal nature of entrepreneurship education and the importance of life-long learning. The third is the personality of the participant is important in pursuing entrepreneurship. The study has implication for scholarship in that it extends research by identifying the possibility of building self-efficacy through observation of role-models or mentors. An implication for practice is to provide a more meaningful learning experience to clinic attendants by designing the orientation seminar using Merrill's first principles or another well-established instructional design model. An implication for policy would be to explore how educational and training institutions can help students develop lifelong learning attitudes as they attend school. A final implication for policy would be the need for the provision of social and economic support for new entrepreneurs and the removal of bureaucratic and political barriers that limit access to existing social and economic supports for new entrepreneurs.{A0}The following recommendations were made for future studies: (a) interview EC attendants who have experienced all five stages of the clinic to gain a more comprehensive evaluation of the clinic, (b) explore if self-efficacy can be generated afar from the observance of mentors, role models, etc., (c) explore the association between teaching practices and the development of lifelong learning attitudes and dispositions, and (d) apply a mixed methods approach to the study that will allow a survey of a larger participant pool to gain a more representative evaluation of the EC before in-depth interviews are conducted to gain insights into the survey results.

ISBN: 9798380075060Subjects--Topical Terms:

3423978
Technology education.
Subjects--Index Terms:

Instructional strategies

Examining the Influence of the Instructional Design Strategies of an Entrepreneurship Clinic on the Post-Graduation Outcomes of Its Alumni.
LDR:04643nmm a2200433 4500 001 2397632
005 20240711091801.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798380075060
035 $a (MiAaPQ)AAI30671455
035 $a (MiAaPQ)OhioLINKohiou1679684580191393
035 $a AAI30671455
040 $a MiAaPQ $c MiAaPQ
100 1 $a Quardey Missedja, Thelma A. $3 3767409
245 1 0 $a Examining the Influence of the Instructional Design Strategies of an Entrepreneurship Clinic on the Post-Graduation Outcomes of Its Alumni.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 325 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Moore, David R.
502 $a Thesis (Ph.D.)--Ohio University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a This study sought to provide an examination of the instructional design strategies used in an entrepreneurship clinic (EC) and determine their influence on the post-graduation outcomes of its alumni. The conceptual lens for the study comprised Merrill's (2002) first principles of instruction and Lent et al.'s (1994) social cognitive career theory (SCCT). Merrill's first principles provided a standardized set of instructional principles to examine the instructional strategies used within clinic and the SCCT examined the influence of these strategies on building the necessary competencies for participants to pursue entrepreneurship after graduation. The case for this study was the EC organized by the Kwame Nkrumah University of Science and Technology (KNUST). This case is bounded geographically on the KNUST campus in Ghana. This case is situated contextually in the larger issue of graduate unemployment and how entrepreneurship education and training can be used to address it. Data sources for the study were interviews and documents (Patton, 2015). The data was analyzed a priori through the lenses of Merrill's (2002) first principles of instruction and Lent et al.'s (1994) SCCT constructs--self-efficacy beliefs, outcome expectations, and personal goals. Also, the data was analyzed inductively to discover emergent patterns, categories, and themes to arrive at the findings (Patton, 2015)There were three key takeaways from the study. The first is the importance of an entrepreneurship ecosystem to fill the gaps in entrepreneurship knowledge. The second is the temporal nature of entrepreneurship education and the importance of life-long learning. The third is the personality of the participant is important in pursuing entrepreneurship. The study has implication for scholarship in that it extends research by identifying the possibility of building self-efficacy through observation of role-models or mentors. An implication for practice is to provide a more meaningful learning experience to clinic attendants by designing the orientation seminar using Merrill's first principles or another well-established instructional design model. An implication for policy would be to explore how educational and training institutions can help students develop lifelong learning attitudes as they attend school. A final implication for policy would be the need for the provision of social and economic support for new entrepreneurs and the removal of bureaucratic and political barriers that limit access to existing social and economic supports for new entrepreneurs.{A0}The following recommendations were made for future studies: (a) interview EC attendants who have experienced all five stages of the clinic to gain a more comprehensive evaluation of the clinic, (b) explore if self-efficacy can be generated afar from the observance of mentors, role models, etc., (c) explore the association between teaching practices and the development of lifelong learning attitudes and dispositions, and (d) apply a mixed methods approach to the study that will allow a survey of a larger participant pool to gain a more representative evaluation of the EC before in-depth interviews are conducted to gain insights into the survey results.
590 $a School code: 0167.
650 4 $a Technology education. $3 3423978
650 4 $a Educational technology. $3 517670
650 4 $a Education policy. $3 2191387
650 4 $a Education. $3 516579
650 4 $a Instructional design. $3 3172279
653 $a Instructional strategies
653 $a Entrepreneurship clinic
653 $a Entrepreneurship ecosystems
653 $a Temporal nature
653 $a Learning attitudes
690 $a 0710
690 $a 0515
690 $a 0447
690 $a 0458
690 $a 0429
710 2 $a Ohio University. $b Instructional Technology (Education). $3 3181090
773 0 $t Dissertations Abstracts International $g 85-02A.
790 $a 0167
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30671455