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The primary purpose of this research is to explore how the cultural context, in this case, China, influences the teaching of entrepreneurship that seeks to cultivate student entrepreneurs during their university experience.

A qualitative case study approach is adopted to explore how the cultural environment affects the delivery and application of entrepreneurship education to university students in a Chinese context. Seventeen student entrepreneurs and three lecturing staff members in three Chinese universities were interviewed using a semi-structured interview approach.

The findings suggest that while Chinese universities have been importing teaching models and methods of entrepreneurship education from the United States and other countries, both students and educators are starting to recognise the need for teaching methods to be contextualised and designed based on national conditions and cultural characteristics. Findings from this study highlight cultural fusion and collision in the process of importing and implementing entrepreneurial teaching methods. For example, teaching students how to write a business plan appears to offer limited value for students' start-up activities and their venture development. The didactic teaching method centred on teachers without entrepreneurial experience works for the teaching “about” entrepreneurship but is paradoxical to the goal of teaching “for” entrepreneurship.

Little theoretical or empirical attention has been paid to the complexity of the cultural environment of teaching approaches to entrepreneurship education. This paper provides novel empirical insight into why the cultural environment plays a critical role in teaching approaches to entrepreneurship education and how these teaching approaches can be culturally nuanced to better meet the needs of nascent student entrepreneurs in various cultural contexts.

The purpose of this exploratory study is to describe the use of social media platforms in a first-year accounting course at a South African university and provide evidence on whether students found these social networking sites useful.

The study uses survey research to determine students’ usage of two social media platforms (Facebook and Twitter) and their perceptions of these platforms’ usefulness in a first-year accounting course.

The study found that the time spent on the two social media platforms does not detract from the time spent on preparation for the first-year accounting course. Students’ perceptions on the usefulness of these platforms showed support by all students for using social media to provide career information, but not all students perceived the platforms to be useful for communication and teaching and learning. While no statistically significant differences were found in the students’ responses based on gender, a number of statistically significant differences were found when the results were analysed according to language. Students whose home language was not English found the two social media platforms more useful for some aspects of communication, teaching and learning and for career guidance than English-speaking students.

The questionnaire was only administered to students on one campus who had actually accessed the social media platforms. Therefore, the results are not generalisable beyond this study.

The study shows that students whose home language is not English perceived the platforms more useful for communication, some teaching and learning aspects and for career guidance in a first-year accounting course. This may be helpful to other accounting teachers faced with student disruptions, large classes or high numbers of international students whose first language is not English, and who need to communicate with all their students.

The study adds to the discourse on the usefulness of social media platforms in a tertiary education setting, and more particularly, in a first-year accounting course in South Africa.

Approximately 1,750–2,000 children die in the United States annually because of child abuse or neglect. Official statistics show that women are more often the perpetrators of abuse and neglect-related deaths, even though child welfare professionals largely attribute these deaths to men. Either acting alone or with another individual, mothers are responsible for roughly 60% of deaths and either together or alone, fathers are responsible for roughly 40% of deaths. Despite the consistency of this information, it is not widely accepted by child welfare workers – the professional group whose job it is to identify risk factors and to protect children from harm. Previous research shows that workers are more likely to believe that men are responsible for children’s deaths and that deaths are perpetrated by non-family members. In this chapter, we explore the potential explanations for workers’ misperceptions including the role of gender norms, ideology, confusion concerning how children die, and also which kinds of cases result in criminal charges and thus, shape the public’s understanding of fatal child maltreatment. Incomplete and inadequate information about the perpetration of maltreatment deaths potentially puts children at risk for future fatalities. Implications for child welfare and social service professionals, their training, and practice are discussed.

Student entrepreneurs account for a considerable number of start-up ventures derived from university settings. Nevertheless, there is little research that demonstrates how university entrepreneurship education (EE) directly influences students’ start-up activities. The primary purpose of this study is to examine the effectiveness of various types of university entrepreneurship activities (incorporate entrepreneurial courses, extra-curricular initiatives, and start-up support) on student start-up behavior. This quantitative research utilized questionnaire data collected from university students (n = 1,820) in southeast China and was analyzed with hierarchical Poisson regression in STATA procedures. Research results indicate that engaging in any type of university entrepreneurship activities positively predicts students’ start-up activities, yet this positive effect is contingent on students’ prior start-up experience and the overall university entrepreneurial climate. These findings advance our understanding of crucial elements within university entrepreneurial ecosystems and how various entrepreneurship activities within these ecosystems potentially impact students’ venture creation.

The New Zealand Ministry of Education identified that teachers need to be confident they have the support of their school management team before they embrace twenty-first century teaching and learning in enterprise education (Ministry of Education, 2013b). The purpose of this paper is to outline an interpretive case study which investigated the views held by the management of a New Zealand secondary school, well known for enterprise education.

The study used semi-structured interviews to investigate what aspects were deemed important by senior management and whether they saw themselves as pivotal in the success of enterprise education.

The management team believed their role to be pivotal and that nine aspects were necessary for a successful enterprise programme.

It is anticipated that the results from this interpretive case study will assist others in their planning, development and success of future quality enterprise education programmes.

This chapter explores strategies for engaging students in the first year of university study. It draws on a national study of the first year experience in Australia and proposes a model of student engagement, highlighting the multi-faceted nature of the construct. A holistic student life cycle approach to student engagement is proposed as the basis for transforming learning experiences in the first year of university study. This approach includes consideration of the role played by pre-arrival engagement opportunities, the importance of engagement with institutional cultures, practices and communities, along with engagement with disciplinary contexts and cultures. A whole-of-institution approach to student engagement is argued, along with the importance of focussing on shared responsibilities for learning.

Our objective in this chapter is to examine the issues associated with measuring and evaluating the internationalisation of universities. To this end, we propose and critically examine a preliminary framework for categorising potential indicators for monitoring the nature and extent of institutional internationalisation. Our work draws from the Australian situation and the observation that, despite the explicit goal of internationalisation for many universities, there have been few reports of efforts to develop performance indicators in this area.