TY - CHAP A1 - Justus, Xenia T1 - Academic Entrepreneurship Education: Does Gender Matter? T2 - SHS Web of Conferences N2 - 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. KW - entrepreneurial competence KW - entrepreneurship education KW - female entrepreneurship KW - gender research KW - interest in entrepreneurship KW - leadership role Y1 - 2021 U6 - https://doi.org/10.1051/shsconf/20219002005 SN - 2261-2424 VL - 90 ER - TY - CHAP A1 - Delahousse, Bernard A1 - Bomke, Wilhelm ED - Christensen, Steen Hyldgaard ED - Didier, Christelle ED - Jamison, Andrew ED - Meganck, Martin ED - Mitcham, Carl ED - Newberry, Byron T1 - Structural Transformations in Higher Engineering Education in Europe T2 - International Perspectives on Engineering Education N2 - 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. KW - Academic drift KW - Higher engineering education KW - Research KW - Structural transformation KW - Vocational drift Y1 - 2015 SN - 978-3-319-16168-6 U6 - https://doi.org/10.1007/978-3-319-16169-3_3 VL - 20 SP - 71 EP - 94 PB - Springer CY - Cham ER - TY - JOUR A1 - Zhao, Fang A1 - Gaschler, Robert T1 - Sending motivational emails in text–picture personalised form can be feasible in e-learning: An asynchronous course case JF - Open Learning: The Journal of Open, Distance and e-Learning N2 - 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. KW - Motivational email KW - personalisation KW - progress KW - completion rate KW - student reactions Y1 - 2024 U6 - https://doi.org/10.1080/02680513.2024.2326002 SP - 1 EP - 15 PB - Taylor & Francis ER -