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on Education |
| By: | Ahmad Yaghoubi Farani (Bu-Ali Sina University); Atieh Soleymani (Bu-Ali Sina University, Hamedan, Iran) |
| Abstract: | Entrepreneurship oriented education would help university graduates find a job or start a new career. That is why universities try to manage entrepreneurship education in order to improve entrepreneurial knowledge and skills of students. In Iran, universities focused on entrepreneurship education during last decades. The main purpose of this article was to investigate how universities can play an effective role in entrepreneurial education in order to improve entrepreneurial knowledge and skills of their students. In this survey, a group of 110 academics out of an access population (N=382) of Bu-Ali Sina academic staff (Hamedan province, IRAN) were randomly selected. A questionnaire was designed and then validated asking a panel of experts for their comments. Reliability of the instrument calculated to be 0.90 in alpha Cronbach?s scale. Results of the enquiry indicated that cooperation of universities with other local organizations (like outreach programs), elaborately directed apprenticeship courses, up-to- date educational content (in response to cutting edge technologies) and use of creativity- focused methods of teaching were mentioned to be the most effective ways for enhancing entrepreneurial knowledge and skills of students. Based on exploratory factor analysis, a number of activities such as informing and motivating toward entrepreneurship, career education and Curriculum revitalization proved to be the most influential factors for improving students? entrepreneurship knowledge and skills. At the End, some recommendation was introduced for universities in planning and implementing entrepreneurship education program. |
| Keywords: | Entrepreneurship, Entrepreneurship Education, Entrepreneurial Knowledge, Entrepreneurial Skills. |
| Date: | 2018–07 |
| URL: | http://d.repec.org/n?u=RePEc:sek:iacpro:8208768&r=edu |
| By: | Quis, Johanna Sophie; Mehl, Simon |
| Abstract: | A large literature aims to establish a causal link between education and health using changes in compulsory schooling laws. It is however unclear how well more education is operationalized by marginal increases in school years. We shed a new light on this discussion by analyzing the health effects of a reform in Germany where total years of schooling for students in the academic track were reduced from nine to eight while keeping cumulative teaching hours constant by increasing instruction intensity. .e sequential introduction of the reform allows us to implement a triple difference-in-differences estimation strategy with data from the German Socio-Economic Panel. We find that increased weekly instruction time has negative health effects for females while they are still in school. However, a.er graduation, females even seem to benefit from reduced school years. We find no effects on males’ health. |
| Keywords: | education and health,instruction intensity,natural experiment,SOEP |
| JEL: | I19 I21 I28 |
| Date: | 2018 |
| URL: | http://d.repec.org/n?u=RePEc:zbw:vfsc18:181619&r=edu |
| By: | Bell, Brian (King's College London); Costa, Rui (London School of Economics); Machin, Stephen (London School of Economics) |
| Abstract: | Prior research shows reduced criminality to be a beneficial consequence of education policies that raise the school leaving age. This paper studies how crime reductions occurred in a sequence of state-level dropout age reforms enacted between 1980 and 2010 in the United States. These reforms changed the shape of crime-age profiles, reflecting both a temporary incapacitation effect and a more sustained, longer run crime reducing effect. In contrast to the previous research looking at earlier US education reforms, crime reduction does not arise solely as a result of education improvements, and so the observed longer run effect is interpreted as dynamic incapacitation. Additional evidence based on longitudinal data combined with an education reform from a different setting in Australia corroborates the finding of dynamic incapacitation underpinning education policy-induced crime reduction. |
| Keywords: | crime age profiles, school dropout, compulsory schooling laws |
| JEL: | I2 K42 |
| Date: | 2018–09 |
| URL: | http://d.repec.org/n?u=RePEc:iza:izadps:dp11805&r=edu |