TY  - JOUR
A1  - Tiberius, Victor
A1  - Weyland, Michael
T1  - Enhancing higher entrepreneurship education: insights from practitioners for curriculum improvement
JF  - The International journal of Management Education
N2  - Curricula for higher entrepreneurship education should meet the requirements of both a solid theoretical foundation and a practical orientation. When these curricula are designed by education specialists, entrepreneurs are usually not consulted. To explore practitioners’ curricular recommendations, we conducted 73 semi-structured interviews with entrepreneurs with at least five years of professional experience. We collected 49 items for teaching and learning objectives, 37 for contents, 28 for teaching methods, and 17 for assessment methods. The respondents are convinced that students should acquire solid knowledge in business and management, legal issues, and entrepreneurship. For the latter, only some core aspects are provided. The entrepreneurs put greater emphasis on entrepreneurial skills and attitudes and consider experiential learning designs as most suitable, both in the secure setting of the classroom and in real life. The findings can help reflect on current entrepreneurship curriculum designs.
KW  - curriculum design
KW  - curriculum development
KW  - entrepreneurship education
Y1  - 2024
U6  - https://doi.org/10.1016/j.ijme.2024.100981
SN  - 1472-8117
SN  - 2352-3565
VL  - 22
IS  - 2
PB  - Elsevier
CY  - Amsterdam
ER  - 
TY  - JOUR
A1  - Fritz, Annemarie
A1  - Long, Caroline
A1  - Herzog, Moritz
A1  - Balzer, Lars
A1  - Ehlert, Antje
A1  - Henning, Elizabeth
T1  - Mismatch of the South African foundation phase curriculum demands and learners’ current knowledge
JF  - African journal of research in mathematics, science and technology education
N2  - Against the background of the low mathematical performance of South African learners in international panel studies, there is an urgent need to improve mathematical education. In particular, the curriculum and its structure raise questions. It is logical that the prescribed curricula should align with learners' developmental trajectories. Given the hierarchical structure of mathematics, the curricular requirements should pay attention to learners' current knowledge of mathematical concepts. The aim of this study was to compare the curricular requirements as defined by the CAPS with the conceptual current knowledge of South African learners. South African Grade 1 learners (N = 602) were assessed on a test of numeracy concepts, based on a theoretically informed and empirically validated model of developing mathematical proficiency. The content of the CAPS for Grade 1 was aligned to the model levels by two experts (Cohen's kappa = .753, p < 0.001). Results show that the curricular requirements go far beyond the current knowledge required to engage with these new concepts of the vast majority of South African Grade 1 learners. The mismatch may to some extent be responsible for the unsatisfactory results in international comparison studies. These results show that the intended curriculum is beyond the grasp of most South African Grade 1 learners. These children are unlikely to develop new arithmetic concepts based on their lack of required foundation knowledge. We therefore argue that the intended curriculum for Grade 1 should focus more on counting skills, ordinal relations between numbers and-most importantly-set-based number representations and part-part-whole relations.
KW  - Arithmetic development
KW  - number concepts
KW  - curriculum development
KW  - mathematical learning difficulties
Y1  - 2020
U6  - https://doi.org/10.1080/18117295.2020.1724466
SN  - 1811-7295
SN  - 2469-7656
VL  - 24
IS  - 1
SP  - 10
EP  - 20
PB  - Routledge, Taylor & Francis Group
CY  - Abingdon
ER  -