650 Management und unterstützende Tätigkeiten
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Enhancing higher entrepreneurship education: insights from practitioners for curriculum improvement
(2024)
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.
This dissertation examines the lack of clarity in the scientific literature regarding gender and negotiation performance. It is often claimed that men negotiate better than women, yet it is simultaneously emphasized that results strongly depend on context. Through the use of qualitative methods such as content analysis and critical mixed-methods review, the research question: "Are women truly inferior negotiators compared to men?" is addressed. The study comprises a descriptive and an interpretive part. The descriptive section illuminates various interpretations of gender-specific negotiation theory among citing authors, with 67% arguing for a general superiority of men. However, given the high variance in gender-specific differences, the focus should instead be on the context-dependency of negotiation performance. Generalized statements can be made within contexts, but not across them. In the interpretive section, several factors contributing to this misinterpretation are highlighted, including discrepancies in the definition of negotiation performance and distortions in research communication.. From a scientific perspective, this study underscores the need for a nuanced sociological analysis and warns against the one-sided acceptance of inaccurate scientific interpretations. From a practical standpoint, it amplifies the voices of women affected by biased research paradigms. Overall, the dissertation clarifies the theory of gender-specific negotiation performance and advocates for the elimination of biases in scientific discourse.