@inproceedings{Justus, author = {Justus, Xenia}, title = {Academic Entrepreneurship Education: Does Gender Matter?}, series = {SHS Web of Conferences}, volume = {90}, booktitle = {SHS Web of Conferences}, issn = {2261-2424}, doi = {10.1051/shsconf/20219002005}, abstract = {Academic entrepreneurship education aims to train and raise awareness amongst students about entrepreneurial activity, thereby increasing the number of academic start-ups and spin-offs. However, as yet, there are very few findings on the gender-specific differences amongst potential entrepreneurs. Building on the current state of research, gender-specific differences in the form of various different components of entrepreneurial competence are examined. This study focuses in particular on (1) entrepreneurial knowledge, (2) domain-specific interest in entrepreneurship, (3) interest in leadership roles, and (4) entrepreneurial and (5) intrapreneurial intention. Based on an online survey of 281 students of a German and Czech university, the mean differences show that there are statistically significant lower values for female students than for male students for all the variables investigated, that is with exception to intrapreneurial intention. These findings underline the need for targeted promotion of female entrepreneurship within the context of academic entrepreneurship education.}, language = {en} } @incollection{DelahousseBomke, author = {Delahousse, Bernard and Bomke, Wilhelm}, title = {Structural Transformations in Higher Engineering Education in Europe}, series = {International Perspectives on Engineering Education}, volume = {20}, booktitle = {International Perspectives on Engineering Education}, editor = {Christensen, Steen Hyldgaard and Didier, Christelle and Jamison, Andrew and Meganck, Martin and Mitcham, Carl and Newberry, Byron}, publisher = {Springer}, address = {Cham}, isbn = {978-3-319-16168-6}, doi = {10.1007/978-3-319-16169-3_3}, pages = {71 -- 94}, abstract = {This chapter aims to analyze the driving forces at work which have resulted in structural transformations that have taken place in higher engineering education throughout Europe over the last four decades. After a brief discussion of the theoretical concept of academic drift, a comparative study of two higher engineering institutions in Europe is presented: the IUTs in France, nested in the French universities, and the Fachhochschulen in Germany, which were non university institutions. The study dwells on the initial missions and status of these institutions, and the academic drift processes they have been through in this globalizing time span, with regard to their autonomy, their curricula, their pedagogical methods, the recruitment of their students and staff, and their research opportunities Finally, the dynamics of these transformations will be analyzed in the light of national and international standards and requirements.}, language = {en} } @article{ZhaoGaschler, author = {Zhao, Fang and Gaschler, Robert}, title = {Sending motivational emails in text-picture personalised form can be feasible in e-learning: An asynchronous course case}, series = {Open Learning: The Journal of Open, Distance and e-Learning}, journal = {Open Learning: The Journal of Open, Distance and e-Learning}, publisher = {Taylor \& Francis}, doi = {10.1080/02680513.2024.2326002}, pages = {1 -- 15}, abstract = {ntervention with motivational emails can have a positive effect on course retention in e-learning. It is, however, not yet clear whether different forms of emails affect course retention and how students make progress during the sending of emails. We therefore used a voluntary asynchronous online course with 206 students. Students were randomly divided into four groups: text-picture personalised email vs. text personalised email vs. generalised email vs. no email. Emails were sent weekly for 3 months. Results yield that more students made progress in the text-picture personalised email group than in the control group. Students in all email groups progressed by more units than students in the control group. Only students in email groups completed the course and only students in personalised email groups reacted to the emails. Emails were accepted by most students enrolled. The findings suggest that cost-effective and easily implemented emails can encourage students to progress from unit to unit.}, language = {en} }