Although the impact entrepreneurial learning on firm performance has attracted significant attention, a comprehensive understanding by integrating entrepreneurial orientation and individual ...self-efficacy remain poorly understood. We fill this void by integrating the above variables into a model and examine these relations. Findings from a sample of 411 nascent entrepreneurs support that entrepreneurial learning is positively related to firm performance, and this relationship is fully mediated by entrepreneurial self-efficacy (ESE). We also found entrepreneurial orientation strengthens the positive impact of entrepreneurial learning on ESE. The findings indicate that ESE must be in place to maximize the effect of entrepreneurial learning on performance, and entrepreneurial orientation is an important contingency in shaping entrepreneurial learning's impact on nascent entrepreneur's self-efficacy.
The paper explores the experiences and perceptions of older adults and their young educators regarding Intergenerational Learning (IGL) in the course of a non-formal adult education programme in ...Cyprus. It aims to identify the forms that IGL takes in the programme as well as any possible components of the programme that foster IGL. The research was located in the Adult Education Centres (AECs), a non-formal adult education programme, offered in the Republic of Cyprus. It is based on a qualitative research design and adopts a bottom-up approach, as it gives voice to older adults and their educators and makes meaning out of their IGL experiences. The results of the study present the different forms that IGL take in the programme under three different axes: the cognitive, the social and the psychological. They view IGL as a multilevel mutual beneficial form of learning for both the older adults and their younger educators. They also highlight the necessity of a learner-centered and cooperative learning approach for fostering IGL.
Intergenerational learning (IL) is a popular yet slippery educational concept. IL comprises generations learning from each other, learning together, or learning about each other. IL has recently ...gained much terrain in policy, research, and practice, to the point where it serves the notorious Ten Principles of an Age-Friendly University and other ageing-related policy frameworks. Reckoning that the theorisation about IL is vital but unfinished work, this paper critically examines a few central educational questions around its theory and practice. Then, inspired by feedback from the field, critical educational gerontology, critical geragogy, and Freire’s Pedagogy of the Oppressed, I raise concerns over the role of generational actors (learners and teachers) in IL, its goal, as well as the intended object of study. After theoretically unpacking IL, I conclude by drawing demarcation lines beyond which IL risks stultifying older learners in lieu of emancipating involved generational actors.
L’apprendimento intergenerazionale (IL) è un concetto educativo popolare ma scivoloso. Essoincludele generazioni che imparano l’una dall’altra, che imparano insieme,o che imparano l’una sull’altra. L’apprendimento intergenerazionale ha recentemente guadagnato terreno nelle politiche, nella ricerca e nella pratica, al punto da essere utilizzato nei famigerati Dieci Principi delle Università Amiche dell’Etàe in altri quadri politici legati all'invecchiamento. Riconoscendo che la teorizzazione dell’IL è un lavoro fondamentalema incompiuto, in questo articolo esaminocriticamente alcune questioni educative centrali relative alla sua teoria e pratica. Poi, ispirandomi ai riscontri sul campo, alla gerontologia critica educativa, alla geragogia critica e alla Pedagogia dell’oppresso di Freire, sollevo dubbi sul ruolo degli attori generazionali (discenti e insegnanti) nell’IL, sul suo obiettivo e sull’oggetto di studio che si intende raggiungere. Dopo aver spacchettato teoricamente l’IL, concludo tracciando delle linee di demarcazione al di là delle quali l’IL rischia di offuscarei discenti più anziani invece di emancipare gli attori generazionali coinvolti.
•The most appropriate IGL activities are mentoring, on-the-job education, and storytelling.•The most influential factors that are collaboration, commitment, and job satisfaction.•Collaboration ...enhances the volunteering activities.•Commitment and job satisfaction encourage mentoring.•If organizational culture would be the most important factor, storytelling would be the most suitable IGL activity.
The current research aims to identify the most suitable intergenerational learning activities for the Romanian hotel industry. A multiple criteria decision-making model is developed in order to determine the most appropriate intergenerational learning activities and the factors that strongly influence human resource managers’ decisions. Data are collected from 35 human resource managers who have extensive work experience in the hotel industry and in managing intergenerational learning activities, and processed using the analytic network process. The results prove that the most appropriate IGL activities for the Romanian hotel industry are mentoring, on-the-job education, and storytelling. Furthermore, the most influential factors are collaboration, commitment, job satisfaction, reward management, and organizational culture. These results have both theoretical and practical implications. On the one hand, they extend the literature regarding intergenerational learning in the hotel industry and on the other hand, they bring forward how the managers could foster intergenerational knowledge sharing and avoid corporate amnesia.
H
2
O Heroes is an environmental education programme, which was piloted with primary school students aged 7-10 years in a rural community in Co. Cavan, Ireland. Environmental education is frequently ...aimed at children not just as an educational initiative but as a means of changing attitudes and behaviour. H
2
O Heroes brings children on a fun interactive 3 h classroom-based tour of a water catchment, focusing on the link between human activity and water quality. The goal of H
2
O Heroes is to inspire, inform and engage so that children become environmental ambassadors for water (H
2
O) protection and conservation. This study is centred on adding long-term value to a short-duration science outreach programme by looking at how its reach and 'message' can be transmitted to a wider audience through the ripple effect of intergenerational learning. This small-scale study employed a mixed-methods approach taking advantage of both quantitative and qualitative research tools. Targeted feedback from children, parents and caregivers demonstrated the effectiveness of the programme in promoting both environmental awareness and intergenerational learning. Findings indicate that participation in the H
2
O Heroes programme empowered children as agents of environmental change and successfully improved environmental awareness and effected behavioural change within their families.
Abstract
Contemporary depictions of learning in early years research and practice are mostly located within formal educational institutions. Educational experiences that take place for young children ...in the family home, and across generations, are much less visible, despite persistent claims concerning the importance of the wider family in early experience. During covid-19 pandemic lockdown, however, learning at home with family members became much more visible as private and public settings coalesced. In the present study 2-4-year-old Filipino children's intergenerational experiences at home during lockdown were shared through visual data, as a source of valued learning-highlighting the pedagogical role of family. The authors' interest in this article is to explore what kinds of learning were made visible-by whom, for whom. Special emphasis is given to intergenerational engagements between young children and older adults, as represented by the families themselves. Heywood and Sandywell's concept of 'visibilization' is operationalized as a visual route to these sites of production-the images themselves, their intended audience, and their circulation. Videos produced by families portray intergenerational arenas for learning. The mediating role of the sandwich generations in these intergenerational encounters are made visible in the private and public sphere of social media.
Building on Murphy's (2012) model of reverse mentoring, we examine the psychological processes that contribute to skill development in initiatives where knowledge is transferred from younger to older ...individuals. We employ a sample of younger mentors (n = 457) and older learners (n = 293) participating in a digital skills initiative to test parallel moderated mediation models. Our findings show extrinsic motivation plays a dominant role in the development of younger groups' mentoring skills, while older learners' digital skills development is primarily driven by intrinsic motivation. We also find positive affect and self‐efficacy can serve as personal resources in this context, but only for mentors. Taken together, our results suggest motivational processes in reverse mentoring unfold differently for the two groups involved in the exchange. Recommendations for human resource practice, including specific guidelines for developing intergenerational learning initiatives, are discussed.
As older adults move out of their homes and into continuing care retirement communities (CCRCs), literature describes the phenomenon of "relocation stress system" wherein many have difficulty ...transitioning to their new environment. To help students understand and appreciate working with older adults in this environment, an intergenerational project and fieldwork experience was developed between third year occupational therapy doctoral students and residents living in a CCRC. Students met with their clients during the semester and presented findings in class. This experience emphasized concepts of therapeutic use of self-wellness, clinical reasoning, and delivering client-centered, occupation-based care.
PDF
