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Cover -- Contents -- List of figures and tables -- Preface -- Acknowledgements -- Introduction -- 1 The seven myths of entrepreneurship -- Myth 1: You need a great idea -- Myth 2: Entrepreneurs are born not made -- Myth 3: Age matters -- Myth 4: Entrepreneurs love risk -- Myth 5: Nine out of ten businesses fail -- Myth 6: Starting a business is straightforward -- Myth 7: You need lots of money -- The truth about entrepreneurship -- Chapter summary -- Useful resources -- 2 What is entrepreneurship? -- A history of enterprise -- What is entrepreneurship? -- Chapter summary -- Useful resources -- PART 1: Mindset -- 3 Self-belief -- Strangely confident -- Origins of self-belief -- What is self-belief? -- Why you need to believe in yourself -- How to develop self-belief -- What comes after self-belief -- Chapter summary -- Useful resources -- 4 Passion -- Fate works in mysterious ways -- Understanding passion -- Why passion matters -- Finding your passion -- Passion in entrepreneurship -- The long road ahead -- Chapter summary -- Useful resources -- 5 Endurance -- Obstacles are mandatory -- The value of endurance -- Preparing for obstacles -- How to persevere -- When to quit -- More than effort -- Chapter summary -- Useful resources -- 6 Creativity -- Wine and books -- What is creativity? -- Creativity in entrepreneurship -- Nurturing creativity -- How to generate creative ideas -- A champion for your ideas -- Chapter summary -- Useful resources -- 7 Leadership -- Quiet leadership -- What is leadership? -- Leadership in entrepreneurship -- The three qualities of good leaders -- Chapter summary -- Useful resources -- PART 2: Skill set -- 8 Strategy -- The face that launched a thousand ships -- What is strategy? -- Strategy in entrepreneurship -- Principles of strategy -- Chapter summary -- Useful resources -- 9 Marketing -- The world's first road trip.

This article analyses whether Brazilian graduates feel that their higher education programmes have contributed to the development of civic competences (ethics, critical thinking and respect for diversity), necessary to become active citizens in a democratic and fair society. The analysis considers disciplines and students' socioeconomic and cultural background, employing official data (2014, 2015 and 2016) from the National Test of Student Performance (Enade). Findings show that students of higher socioeconomic backgrounds tend to concentrate in programmes which lead to more prestigious and powerful positions in society. Curiously, it is these students who feel less confident that their degree contributed to the development of the above civic competences than their colleagues from lower socioeconomic backgrounds. These findings question whether higher education fulfils its mission to promote holistic human development for all students. These competences are particularly critical for privileged students who will be better positioned professionally to tackle societal injustices.

Objective: The graduates of the diploma and degree programmes of nursing and midwifery in India are considered skilled birth attendants (SBAs). This paper aimed to assess the confidence of final-year students from pre-service education programmes (diploma and bachelor's) in selected midwifery skills from the list of midwifery competencies of the International Confederation of Midwives (ICM). Design: A cross-sectional survey was conducted in Gujarat, India, involving 633 final-year students from 25 educational institutions (private or government), randomly selected, stratified by the type of programme (diploma and bachelor's). Students assessed their confidence on a four-point scale, in four midwifery competency domains - antepartum, intrapartum, postpartum, and newborn care. Explorative factor analysis was used to reduce skill statements into separate subscales for each domain. Results: Overall, 25-40% of students scored above the 75th percentile and 38-50% below the 50th percentile of confidence in all subscales for antepartum, intrapartum, postpartum, and newborn care. The majority had not attended the required number of births prescribed by the Indian Nursing Council. Conclusions: The pre-service education offered in the diploma and bachelor's programmes in Gujarat does not prepare confident SBAs, as measured on selected midwifery competencies of the ICM. One of the underlying reasons was less clinical experience during their education. The duration, content, and pedagogy of midwifery education within the integrated programmes need to be reviewed.

Objective: The graduates of the diploma and degree programmes of nursing and midwifery in India are considered skilled birth attendants (SBAs). This paper aimed to assess the confidence of final-year students from pre-service education programmes (diploma and bachelor's) in selected midwifery skills from the list of midwifery competencies of the International Confederation of Midwives (ICM). Design: A cross-sectional survey was conducted in Gujarat, India, involving 633 final-year students from 25 educational institutions (private or government), randomly selected, stratified by the type of programme (diploma and bachelor's). Students assessed their confidence on a four-point scale, in four midwifery competency domains - antepartum, intrapartum, postpartum, and newborn care. Explorative factor analysis was used to reduce skill statements into separate subscales for each domain. Results: Overall, 25-40% of students scored above the 75th percentile and 38-50% below the 50th percentile of confidence in all subscales for antepartum, intrapartum, postpartum, and newborn care. The majority had not attended the required number of births prescribed by the Indian Nursing Council. Conclusions: The pre-service education offered in the diploma and bachelor's programmes in Gujarat does not prepare confident SBAs, as measured on selected midwifery competencies of the ICM. One of the underlying reasons was less clinical experience during their education. The duration, content, and pedagogy of midwifery education within the integrated programmes need to be reviewed.

The paramedic discipline within Australia has seen a remarkable change in a number of areas including education, training, identity, and scope of clinical practice, particularly over the past three decades. Therefore preparing future paramedic graduates for these expected roles and changes requires a careful and strategic alignment of graduate attributes to course curricula, especially since what constitutes these graduate attributes is still a contentious area of debate amongst practitioners. The primary aim of this study was to investigate the graduate attributes that best reflected professional practice for Australian paramedics, thus providing an opportunity to standardise curricula nationally and strengthen its claims to be recognised as a fully-fledged health care profession. By undertaking the first attempt at developing an empirically-based paramedic graduate attribute scale; this study makes an important and informed contribution to the paramedic body of knowledge, theory and practice. This thesis reports the development and validation of the Paramedic Graduate Attribute Scale (PGAS). The PGAS was completed by 872 paramedic participants from around Australia. A combination of classical-test theory (factor analysis) and item-response theory (Rasch analysis) were utilised to validate and refine the PGAS. Results from these analyses confirmed a 30-item reliable and valid scale made up of seven viable factors (Personal Behaviour and Attitudes, Patient Interaction and Welfare, Scientific Approach to Patient Care, Paramedic and Society, Commitment to Professional and Health Care Outcomes, Professional Behaviour, Interaction Skills). The PGAS provides a graduate attribute and curriculum blueprint for paramedic course accreditation, standardisation, curriculum mapping and benchmarking processes. Accompanying this standardisation will be a nationally consistent paramedic curriculum, providing assurance that graduates are meeting industry standards and community expectations. The implementation and uptake of graduate attributes has been historically patchy in the Higher Education sector, therefore, the integration of the PGAS should be based on a theoretical and curriculum framework. One such model that appears well suited to paramedic education is constructive alignment. The outcome of the graduate attribute mapping and curriculum renewal process is that it signals to other health care professions, industry partners (employers), and state and federal governments that the paramedic discipline is now confident that it will be recognised as a legitimate health care profession. The PGAS can now be utilised by the Australian paramedic discipline in its attempt to standardise and formally accredit the growing numbers of paramedic programs around Australia. It will also assist in making a meaningful contribution to the growing body of paramedic empirical knowledge.

This research investigates the barriers that are preventing female undergraduates who major in quantity surveying from entering the construction industry on graduation. Possible barriers are identified and are categorized into external factors and internal factors. Self‐administered questionnaires were distributed to randomly selected female QS undergraduates. Among the external factors (work‐related factors), female undergraduates are discouraged by the nature of working conditions of and sexist attitudes that exist in the construction industry. Among the internal factors (personal attributes), female undergraduates indicated that they were not confident about their own abilities to work with male contractors and sub‐contractors. They also felt that they would not be assertive; unable to manage male construction operatives and subordinates; and did not possess adequate technical skills. Recommendations are given on how these barriers may be lowered or eliminated, so as to encourage more women to enter the construction industry on graduation.

Purpose of the study: The objectives of the study were to critically analyse and explore the factors affecting job-search behaviour and to analyse the effect of such factors on job-search behaviour. Design/Methodology: 145 samples were obtained using a well-structured questionnaire from the population of 677 graduated students from Sohar University, using convenience sampling technique and the data collected was analysed using Statistical Package for Social Sciences (SPSS). Findings: The results of the study revealed that most of the graduated students do not have a clear method to apply for a future job whereas they believe that the internet is the best way to find a job and the degree they possess will help them to find a job in the field of their expertise. It was also revealed that they were confident that they have gained sufficient knowledge and skills required from the university and they prefer to have a clear plan to find a job. Research Implications: It was suggested that the Government should create jobs based on skills and open channels to recruit skilled graduates. It was also suggested that the Higher Education Institutions (HEIs) should try to alter the curriculum and introduce professional/technical courses eliminating the gap between the HEIs and the labour market. Practical Implications: The study will help the colleges and the universities in conducting workshops and the related activities in engaging students towards increasing their skills. Originality: No study was carried out before to study the job-search behaviour of Omani students and this is a study of its own kind.

A graduate level course was developed which incorporated the experiential learning philosophy of "learning by doing." Students gained knowledge about program development and evaluation through using an on-line course management system as well as practicing what they learned during on-site evaluation visits. All background and supplementary reading materials, assignments, chats, and discussions were managed on-line. Students applied what they learned and collected quantitative and qualitative data while conducting site visits throughout the semester. Through this experiential learning evaluation course students made meaning from their direct experiences, took time to reflect upon their learning, and felt confident in their abilities as future evaluators. Having a number of graduate students from a variety of backgrounds added a breadth of content at little or no extra cost. This additional data can be used with program staff and stakeholders for continuous program improvement.

Graduate unemployment is considered as one of the main social development problems facing the Malaysian government. One of the potential careers to solve and reduce the unemployment problem is entrepreneurship.Training, internship and entrepreneurship program must be encouraged to the Malaysian University students for changing their mindset as to become self-reliant by having entrepreneurship spirit and culture.Thus, this study focuses on the individual development by using accounting simulation model to inculcate the entrepreneurial attributes and values in the mindset of the accounting students thus encourage them to become entrepreneur.From the literature, attributes and values of entrepreneur are dignity, self-esteem, good moral values, responsible, honest, knowledgeable, achievement oriented, self-confident, do not give up easily, wise, optimistic, like to work on own, quick to made decision, like change, like a challenge, good mixer, good planner, like to take risks, and trusting.These characteristics are knowledge and skills which can be acquired, trained and improved over time.This research proposes the accounting simulation model to develop the entrepreneurial characteristic among accounting students in Malaysian public universities.This research utilizes a survey method using a questionnaire. The findings of the study provide insights to the academics and Malaysian government in promoting the entrepreneur characteristics a basis for planning, developing and implementing entrepreneurial strategic policy and practices in Malaysia especially related to graduate entrepreneurs.

BACKGROUND: Following recent reforms by the Australian Government to the Medicare Benefits Schedule, people living with a diagnosed eating disorder (ED) in Australia have greater access to dietetic services. However, new graduate dietitians anecdotally lack confidence to provide appropriate interventions to support patients with an ED. Therefore, this cross-sectional study aims to explore the perceived confidence, and educational and professional development needs of student dietitians and new graduate dietitians in the area of EDs. METHODS: An online survey with 17 questions was designed, consisting of a combination of discrete (yes/no) questions, free text, ordered scales and 5-point Likert scales. Student dietitians, and first- and second- year graduates (n = 1456) were approached via email as potential participants, from the professional organisation Dietitians Australia member list. Survey data was analysed using descriptive statistics and odds ratios. RESULTS: In total, 150 surveys were completed, with a response rate of 10.3%. Respondents reported a lack of confidence in managing patients with an ED and implementing ED treatment approaches (81 and 95%, respectively). However, participants previously exposed to patients with an ED, such as anorexia nervosa, were 4.7 times (95% CI 1.72, 12.97) more likely to be confident compared to those not exposed to patients with an ED. The majority of respondents (37%) stated they would seek assistance from other dietitians, and develop their skills via online webinars (27%) and workshops (25%). CONCLUSIONS: This survey identified that final year dietetics students and new graduate dietitians perceive lower levels of confidence to practice in the area of EDs. The desire for further ED-specific training and education was reported.

Background: Child abuse and neglect (CAN) is considered a serious problem worldwide. Dentists have a significant role in recognizing and reporting CAN cases. Aim: The aim of this study was to assess the CAN-related knowledge and educational experiences among Saudi dental graduates. Design: Self-administered questionnaires were distributed to dental graduates from all dental schools in Saudi Arabia (n = 1552). Bivariate and multivariate logistic regression analyses were performed to assess the associations between knowledge level and different predictors. Results: A total of 988 dental graduates completed the questionnaire. The majority of them were dissatisfied with the amount of education they had received in their school (56.4%). Around 60% of the participants had inadequate knowledge regarding CAN. Graduates from government schools who received dental education about CAN and female participants had significantly higher odds of having adequate knowledge scores than others (odds ratio = 2.0, 3.1, and 1.7, respectively). Only 39.5% of the participants felt confident in their ability to identify CAN cases, and only 9.7% knew how to report such cases. Conclusions: Graduate dental students have insufficient knowledge about CAN. More time should be dedicated to educating students about this important topic in dental curricula.

Background: Child abuse and neglect (CAN) is considered a serious problem worldwide. Dentists have a significant role in recognizing and reporting CAN cases. Aim: The aim of this study was to assess the CAN-related knowledge and educational experiences among Saudi dental graduates. Design: Self-administered questionnaires were distributed to dental graduates from all dental schools in Saudi Arabia (n = 1552). Bivariate and multivariate logistic regression analyses were performed to assess the associations between knowledge level and different predictors. Results: A total of 988 dental graduates completed the questionnaire. The majority of them were dissatisfied with the amount of education they had received in their school (56.4%). Around 60% of the participants had inadequate knowledge regarding CAN. Graduates from government schools who received dental education about CAN and female participants had significantly higher odds of having adequate knowledge scores than others (odds ratio = 2.0, 3.1, and 1.7, respectively). Only 39.5% of the participants felt confident in their ability to identify CAN cases, and only 9.7% knew how to report such cases. Conclusions: Graduate dental students have insufficient knowledge about CAN. More time should be dedicated to educating students about this important topic in dental curricula.

Writing is recognized as a vital skill in education and the workplace; students in the United States finishing K-12 schooling are expected to be competent writers. Yet, the Nation's Report Card found that U.S. high school graduates coming into the workforce are particularly deficient in writing skills. Teachers serve as a crucial link in the move to improve literacy skills of K-12 students; however, teachers themselves are underprepared to be writers and writing teachers. Therefore, there is an urgent need to improve teachers' writing skills and skills of teaching writing to improve K-12 students' writing skills in the United States. This qualitative study examined the process-based writing project experienced by 22 practicing teachers through their reflective practices in a graduate capstone class. In particular, this study explored the challenges the teachers faced and the lessons they learned through the recursive phases of writing: planning, drafting, revising, editing, conferring, and publishing. The triangulation of the researchers' field notes, teachers' daily reflections, and informal interviews between the instructor and the teachers indicated that the challenges the teachers faced and the lesson they learned through the process-based writing project were phase specific. On the completion of the writing project, the participating teachers (a) developed a deep understanding of process-based writing; (b) learned new skills of planning, drafting, revising, editing, and sharing; and (c) were more confident as writers themselves and as writing teachers for their students.

In 2007, Semarang State University (SSU) founded its Department of Early Childhood Teacher Education. The Department is also the first provider of degree level of preschool teacher education in the Province of Central Java Indonesia. Despite its young age, the Department has soon becomea reference institution at the provincial level. The Department, however, has been struggling for its curriculum improvement. This is partly also due to the fact that until 2007 there was only one degree-level preschool teacher education provider, for which curriculum evaluation seemed not anecessity. For the purpose of its curriculum improvement, the Department conducted a tracer study of its first alumni. It aimed to identify their personal and social acceptance and their role at the institutions they work for. The Department expected, based on the data on these matters, todevelop its curriculum, academic program, and institutional management improvement plans. 46 alumni teachers and 35 principals in whose centers the alumni work were involved. This study found that the alumni seemed to have no problem with their personal and social acceptance. Of those studied, 97.45% said to be confident with their ability in lesson planning and with their mastery of lesson contents. Most alumni also said that they have benefited from all courses, both the theoretical and the practical, they did during their university study, meaning that the Department curriculum is professionally relevant. Unfortunately, this was accompanied by a trend that no alumni offer alternative practice. In fact alternative practice is the very content the Department's course on Curriculum Development they learnt. This could be because they are limited by the government regulation or by their centers they work for. Yet, somehow, from an academic point of view this is a daunting situation.

Having studied emergence of ethics discourses in the engineering profession, the development of ethics courses, shows that the humanities generally are carried by an ideal, either encyclopaedic, or social, both opposing to a strictly professional approach of the training. But rhetorics and educational projects are only indicators of the ethical concerns of the engineers. So, having clarified the limits of the field of engineering ethics, I set up an inquiry with graduated engineers, in order to study their professional ethics. It seemed that this one is determined by the professional identity of the engineers. The optimists seem less worried than the others of the negative impacts of techniques; Manager show themselves very sensitive to the importance of the human factor, the experts defend the neutrality of their work and reject the idea of a personal responsibility for the ultimate end of the techniques to which they take part. But the engineers' ethics also depends on political attitudes: those of right-hand side, more optimistic towards techniques, prefer a regulation by the profession itself, those of left-handler are more opened to a democratization of the decisions. But, finally the vision of the majority is technocratic and the position of the engineers, often at distance of the res publica, leaves them away from a major concern of the ethics of technology : technology assessment. Finally, the ethics of the engineers depends on religious attitudes. So, the Catholics are favorable to a codification of the ethics, but because they are too confident in the positive impact of the techniques in the service of the Human being, their desire of ethical guidelines meets little the question of the risk which is in the heart of the ethics of the technologies. ; Après une étude des discours sur l'éthique produits pas les associations d'ingénieurs aux Etats-Unis, au Québec et en Allemagne, j'ai tenté d'expliquer leur absence, jusqu'à récemment en France. Cherchant des éléments constitutifs de l'ethos des ingénieurs ...