Academic literature on the topic 'Value Creation Self-efficacy'

Purpose – New firm creation plays an important role in economic development and growth. Despite the recognized importance of general and entrepreneurial self-efficacy for entrepreneurship, new firm creation, and growth, research has devoted minimal attention to explicitly investigating the relationship between marketing self-efficacy and firm creation. The purpose of this paper is to examine the relationship between marketing self-efficacy and firm creation. Design/methodology/approach – Data were collected in two European countries (Finland and Slovenia). Regression analysis was used to test the hypothesis. Findings – The findings of this study demonstrate that marketing self-efficacy makes a difference in firm creation. Research limitations/implications – The model advanced in this study is partial and not comprehensive. Gaining insights into marketing self-efficacy-based firm creation in established economies of northern Europe and transition economies of Central and Eastern Europe can be valuable for broadening the new firm formation research and improving marketing self-efficacy-related practices in these countries. Practical implications – Practitioners and policymakers need to be aware that marketing self-efficacy can be an important driver of new firm creation. Social implications – It is suggested that economic policymakers make funds available or channel investments into training and education in marketing abilities in elementary, middle, higher, and university education levels in order to increase marketing self-efficacy levels in the population. Originality/value – This study contributes to a better understanding of firm creation induced by marketing self-efficacy by developing and testing a normative model.

Purpose The purpose of this paper is to examine the relationship of social capital with new venture creation, and whether self-efficacy plays a role in mediating the association between social capital and new venture creation. Design/methodology/approach Data were collected from 375 entrepreneurs through cross-sectional survey in India. The study used partial least square path modeling to assess the relationships among the variables. Findings Findings reveal that social capital is positively related to new venture creation. The association of social capital and new venture creation is fully mediated by entrepreneurs’ self-efficacy. Originality/value The role of social capital in the success of new venture creations through self-efficacy is useful to the potential entrepreneurs and people who facilitate new venture creation in Indian context.

Purpose – Service-dominant logic perspective underscores the role of customers as value co-creators for an organization. The purpose of this paper is to build the understanding of how HR flexibility contributes to customer value co-creation behavior through mediating roles of employees’ role breadth self-efficacy and customer-organization identification and also to assess the interaction between CSR and role breadth self-efficacy in predicting customer-organization identification, leading to a higher level of customer value co-creation behavior. Design/methodology/approach – Responses to the questionnaire survey came from 214 managers and 427 sales employees from 62 software companies, and 427 purchase managers of their customer companies in Vietnam context. Findings – Research findings confirmed the path from HR flexibility to customer value co-creation behavior through the mediating mechanisms of role breadth self-efficacy and customer-organization identification. The research data also provided evidence for the role of CSR in enhancing the effect of employees’ role breadth self-efficacy on customer-organization identification. Originality/value – The novel relationship between HR flexibility and customer value co-creation behavior extends both HRM and service-dominant logic literature. The moderation mechanism of CSR for that relationship further converges CSR into HRM research stream.

In the past few years, shared bicycles without piles developed so fast, they also experienced problems such as unregulated bicycle parking and unrepaired damaged bicycles. This article’s study about users’ consciously participating in the reporting damaged or illegal vehicles, encourages shared bicycle users’ value co-creation behaviours, and strengthens the interaction between companies and users. This paper uses the combination of qualitative and quantitative methods to analyse the reliability and validity of the collected questionnaires, and uses the structural equation model to test the relevant hypotheses. It draws the conclusion that sense of responsibility, sense of accomplishment, expected revenue, peer acceptance, and self-efficacy have positive impacts on the value co-creation behaviour of shared bicycle users. The value creation behaviour of users has a positive impact on process satisfaction and result satisfaction.

Purpose In an attempt to understand the postsecondary and occupational pathways of minorities who choose to pursue science, technology, engineering and mathematics (STEM) pathways, what this paper offers is an examination of literature that focuses on identity. More specifically, this paper aims to present a research argument that highlights the importance of self-efficacy as it relates to the creation of a science identity for minority students. The authors, in other words, posit that self-efficacy, particularly as it relates to the cultivation of a science identity remains a critical and under-examined component of the STEM success puzzle for underrepresented students. Design/methodology/approach The conceptual framework used for this paper is taken from two bodies of literature that are used to provide a deeper understanding of the relationship between self-efficacy and science identity – self-efficacy, is grounded in social cognitive theory which posits that achievement is rooted in the bidirectional interaction between behavior, personal factors (e.g. cognitive, affective and biological) and external environment (Bandura, 1986). Findings Developing an understanding of the science identity development for students of color is essential because it helps construct a connection to the belief that science has value and that the student is capable to engage in the sciences successfully. Originality/value This analysis widens the scholarly discussion on STEM success for students of color to be inclusive of the critical role that the cultivation of a STEM identity plays in their transition from students at a collegiate level to professionals at a workforce capacity.

Background: Digital health literacy (DHL) increases the self-efficacy and empowerment of pregnant and lactating women (PLW) in using the Internet for health issues. The European project IC-Health aimed to improve DHL among PLW, through the co-creation of Massive Open Online Courses (MOOCs). Methods: The co-creation of the MOOCs included focus groups and the creation of communities of practice (CoPs) with PLW and healthcare professionals aimed to co-design the MOOCs. The quantitative measures of MOOCs’ acceptability, experience in the co-creation process and increase in DHL (dimensions of finding, understanding and appraisal) were assessed. Results: 17 PLW participated in focus groups, 113 participants were included in CoPs and 68 participants evaluated the acceptability of MOOCs. A total of 6 MOOCs aimed at improving PLW’s DHL were co-designed. There was a significant improvement in self-perceived DHL after using MOOCs (p-value < 0.001). The acceptability of MOOCs and co-creation experience were positively valued. Conclusions: The preliminary results of the quantitative assessment showed a higher self-perceived DHL after the IC-Health MOOCs. These results suggest that IC-Health MOOCs and the co-creation methodology appear to be a viable process to carry out an intervention aimed to improve DHL levels in European PLW.

Purpose This study aims to provide an understanding of how the participation of vulnerable customers in the co-creation of health-care provision influences their individual well-being outcomes. Using self-determination theory, it demonstrates that co-creation at the point of care and at an organisational or system level impacts individual hedonic and eudaimonic well-being. Design/methodology/approach A qualitative approach is adopted to identify the various customer well-being outcomes. Two case studies of health-care organisations, comprising ten in-depth interviews and eight focus groups, as well as documents and noted observations are used for thematic analysis. Findings The study demonstrates ways in which vulnerable customers integrate resources to co-create value outcomes. It shows how differing co-creative role of customers with mental illness lead to different customer well-being outcomes. These roles manifest not only the hedonic well-being characteristics of pleasure and happiness but also eudaimonic well-being, which provides a sense of achievement and purpose to customers. The study used self-determination theory to identify different forms of eudaimonic well-being derived from the co-creation roles of co-producer, strategic partner and community citizen. Originality/value The co-creation and transformative service literature is extended by demonstrating that a feeling of self-efficacy and self-determination because of value co-creation foster customer well-being. This study demonstrates that co-creation at the point of care and at an organisational or system level impacts individual hedonic and eudaimonic well-being.

Purpose The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa. Design/methodology/approach In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression. Findings The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the development of EI. The results further show that ESE mediated the relationship between the two measures of entrepreneurship education and EI. Practical implications The findings imply that when students are exposed to entrepreneurship knowledge and opportunity recognition skills via entrepreneurship education, they can develop high ESE and intention to engage in venture creation. Findings therefore urge stakeholders in the education sector in Africa to formulate policy guidelines for the design and teaching of entrepreneurship education. Such policies and guidelines should emphasise more students’ acquisition of adequate knowledge in venture creation and management, and the development of skills for identifying business opportunities while instilling confidence in their abilities to become successful entrepreneurs. Originality/value The mediating role of ESE in the relationship between entrepreneurship education and intention has been under-researched globally not just in Africa. Hence, this first study to the best of the knowledge in a Sub-Saharan African context, contributes further empirical evidence by demonstrating that ESE is a central psychological mechanism that can convert entrepreneurship education into EI. Besides, the study defies some of the findings in advanced economies by indicating that a theoretical entrepreneurship education course in Africa may work differently than in advanced economies and may actually foster the development of EI unlike in advanced economies.

Collaborative knowledge generation and involvement of users is known to improve health promotion intervention development, but research about the roles and perspectives of users in the co-creation process is sparse. This research aimed to study how young people perceived their involvement in a co-creation process focussed on the development of a gamified virtual reality (VR) simulation—VR FestLab. The Living Lab methodology was applied to structure and guide the co-creation process. Living Lab participants were comprised of students, health promotion practitioners, researchers, and film and gaming experts who collaboratively designed and created the content and structure of the VR FestLab. Semi-structured interviews were conducted with nine students who participated in the Living Lab and represented young end users. Interviews were tape-recorded, transcribed and thematically analysed. Students described that they had influence on their tasks. They felt included and expressed that the collaboration with and feedback from peers and other stakeholders increased their self-efficacy and empowered them to take ownership and generate new ideas. Participants voiced that they lacked information about the final production of VR FestLab. Co-creation guided by the Living Lab methodology produced added value in terms of empowerment and increased self-efficacy for the students involved. Future Living Labs should plan for communication with participants about further development and implementation processes following ideation and prototyping phase.

Nowadays, there are two critical concerns in societies such as British: customer defection in the sport clubs and the reduction of well-being. Therefore, sport clubs need to deliver programmes that are helpful to retain existing customers as well as improve customer well-being. Participation in value co-creative behaviours can be supposed as a means of obtaining the mentioned aims. However, literature review revealed that although there are a number of studies regarding the effect of customer participation on loyalty, the findings are debateable. More importantly, the review also indicated a scant research regarding the relationship between value co-creation and well-being (e.g., sport life satisfaction and overall life satisfaction). Further, customers need different types of abilities to contribute to the service delivery process. Identifying and improving influential abilities can help to foster customer service participation. Another knowledge gap in the marketing literature is that determinants of customer value co-creation are not well-documented, especially in the sport service sector. Reviewing of the relevant literature indicated that self-efficacy as an individual factor and role clarity and trust as relational factors may influence participative behaviours. Given the mentioned arguments, a conceptual model was suggested to investigate antecedents and consequences of value co-creation in the sport sector through the lens of service-dominant logic perspective. Moreover, at first a questionnaire was designed by reviewing of the relevant literature to assess the research constructs. Next, as the pre-testing stage 20 informants reviewed and gave feedback about the questionnaire. Then, in the pilot-testing stage 60 fitness club members answered the questionnaire. Data analysis indicated that the designed questionnaire is appropriate for collecting data in the main study stage. As the target population for the main study, data was collected among 346 members of fitness centres through convenience sampling, but only 343 completed questionnaires were usable. Furthermore, exploratory and confirmatory factor analysis and structural equation modelling were used to analyse data. The results of structural model by AMOS confirmed that all intended antecedents (self-efficacy, role clarity, trust) significantly and positively influence value co-creation dimensions (compliance, advocacy, helping other members), except for the effect of self-efficacy on compliance. Role clarity also significantly influenced customer trust. In addition, of the three dimensions of value co-creation only advocacy had significant effect on customer loyalty. As well, while compliance and advocacy had significant impacts on sport life satisfaction, the effect of helping other members on sport life satisfaction was insignificant. Finally, both customer loyalty and overall life satisfaction were significantly and positively influenced by sport life satisfaction. This study contributes to the limited body of empirical research on value co-creation, particularly within the sport service sector. Theoretical implication of the study is that it responds to the research calls to identify determinants and outcomes of customer value co-creation. Importantly, this study not only applies sport life satisfaction as a new concept in the sport marketing research but also reveals that this construct has a mediation effect in the relationship between the research constructs. Therefore, the sport club managers should have special attention to this factor. Another important application of this study for the managers is that customer participation in helping behaviours does not lead to positive outcomes in the context of this study. In sum, the current research investigates a set of factors that enhance customer loyalty and well-being, which nowadays their reduction is a concern in societies. The findings of this study help the fitness centre managers and policy makers to know how to improve customer value co-creation, which dimension of value co-creation is more important, and the mechanism in which customer loyalty and well-being increase.

Entrepreneurship is a young field of study that rests at the heart of modern theories of economic development. Several studies have had immense endeavors to explain many of phenomena in entrepreneurship as well as entrepreneurial opportunity and entrepreneur’s economic function. Still, we know little about how entrepreneurial action takes place under the condition of risk and uncertainty. Having value proposition as a central construct and building upon entrepreneurship literature, this dissertation is a further contribution to our current knowledge, particularly in entrepreneurial opportunity evaluation. It embodies four distinct but interrelated studies. Using a variety of independent and mediating variables and constructs such as gender, risk disposition, expertise, innovativeness, intention, self-efficacy, attitude, subjective norms, empathy, learning, and opportunity style, it seeks to address the challenge these factors create in the course of opportunity development for entrepreneurs. The study No.1 examines “how different representations of entrepreneurial opportunity can influence the risk preference of entrepreneurs and non-entrepreneurs, and whether this differs between men and women”. A survey methodology was used with a random sample of 135 entrepreneurs and 126 non-entrepreneurs. The methodology was presented through a new risky choice framework containing five entrepreneurial opportunities. The first results indicate that framing information of opportunity caused significant differences in risk preferences between the entrepreneurs and non-entrepreneurs and also between the males and females. In negative situations, except for the lowest risk level of the experiment, the male entrepreneurs tended to choose higher risky opportunities than the female entrepreneurs. However, neither group showed a preference for the lowest opportunity return in certainty. In addition, a comparative analysis showed that there were more differences between the four groups in the negative situations than in the positive situations. The detailed differences and risk preferences of each of the four groups were also analyzed. The study No.2 inspects the moderating roles of the founder’s experience and innovation degree on the relationship between opportunity confidence and new value creation intention (NVCI) at the pre-founding stage of a business. For this purpose, it uses survey data from 157 prospective entrepreneurs in the ICT industry from university incubators in Iran. Using SEM, result show that experience, alone, does not moderate the relationship between opportunity confidence and NVCI. However, if entrepreneurs have required opportunity confidence, then medium and high-level innovation can increase the likelihood of acting on the opportunity for novice and experienced entrepreneurs, respectively. For novice entrepreneurs, the innovation variance from low to medium moderates the relationship between opportunity confidence and intent. In fact, this relationship is strengthened by the medium novelty level. Whereas, for experienced entrepreneurs, the variance from medium to high, moderates the relationship that is strengthened by the high novelty level. The study No.3 explores the crucial factors that form the pre and post intentionality to create new values, particularly the post intention factors that facilitate opportunity enactment. It shows how intention impacts motivation-mustering to learn about practical knowledge concerning value proposition facilitator (VPF), which in turn influences value creation enactment. A survey methodology has been applied to a randomly selected sample of 213 entrepreneurs from 16 incubators in Iran. Using SEM and longitudinal data, the results showed that attitudes toward value creation and value creation self-efficacy significantly impacted the intentionality to create new value. Moreover, VPF has a direct effect on value creation enactment so that, it partially mediates the relationship between new value creation intention (NVCI) and value creation enactment. The findings did not support the influence of subjective norms neither on NVCI nor on value creation enactment. Finally, the study No.4 seeks to shade light on the black-box of value co-creation in entrepreneurship and on the process through which the entrepreneur’s new value proposition meets the customer’s problem and pain in particular. Later I will discuss that successful entrepreneurs are often more empathic than unsuccessful entrepreneurs. Those entrepreneurs that offer their new values through an empathic relationship, learn a vital market knowledge (practical knowledge) that in turn shapes a shared mental model between them and the beneficiary that increases the likelihood of value co-creation engagement. Moreover, the performance of this relationship improves if there is a match between entrepreneurs’ learning approach and their initial opportunity insight. Furthermore, there is another matching mechanism between learning skills and the dimensions of empathy that enhances empathy capacity for entrepreneurs. These two matching mechanism at the end have a paramount influence on the value co-creation effectiveness.

Aiming to better understand how empowering leadership affects employees' innovative performance, this research examines this relationship by reviewing the existing leadership and innovation literature, then theorizing and testing the extent to which employees' entrepreneurial orientation mediates it. This research also proposes that the effect of empowering leadership on followers' entrepreneurial orientation will vary according to the presence of different moderating variables. Hence, the moderating effects of the employees' value of openness in the relationship between empowering leadership and employees' entrepreneurial orientation are examined. Similarly, the effects of the employees' creative self-efficacy in the relationship between employees' entrepreneurial orientation and their own innovative performance are explored. In the study, supervisor-employee matched data from seven factories across three provinces in China were collected. The results of the data analysis supported the association between empowering leadership and employees' innovative performance, as well as the mediating effect of employees' entrepreneurial orientation. The moderating effect of employees' creative self-efficacy was also supported. However, the moderating role of the value of openness was not significant. These findings enable us to better understand the mechanism by which an empowering leader influences employees' innovative performance. It also explains how this process of influencing is subject to employees' various individual characteristics.

碩士
國立中興大學
科技管理研究所
107
The model of the social role of entrepreneurship suggests that the social value of entrepreneurial activities can create self-worth and social contribution to society. In the present study, we apply this theoretical framework to clarify the interplay of variables that explain social contribution and self-worth. We analyzed the Interplay of self-efficacy, health and well-being between social contribution and self-worth. Results from a sample of 318 creative entrepreneurs revealed that self-efficacy (nutrition & physical activity) were positively associated with health and well-being. Creative entrepreneurs'' well-being is significantly related to self-worth. Both well-being and health are positively related to creative entrepreneurs’ social contribution. The relations explored provide new theoretical elements for models that explain which variables influence social contribution and self-worth in creative entrepreneur. The implications for the value of creative entrepreneur are discussed.

碩士
國立成功大學
國際經營管理研究所
103
In line with the growing importance of value co-creation based on the service-dominant (S-D) logic, resources contributed by participants (consumers) in value co-creation contributes an interesting point of discussion as to how consumers can be influenced to show intention for taking part in the value co-creation process. Based on Regulatory Focus Theory (Higgins, 1997) and Self-Determination Theory (Deci ＆ Ryan, 2000), we investigated the association between self-efficacy and participation intention under the influence of regulatory focus and extrinsic reward. Due to the origin of regulatory from internal (oneself) and external sources (moments or situations), we also looked into the separate effects of chronic regulatory focus (mediator) and momentary regulatory focus (moderator) on the relationship of self-efficacy with participation intention. Applying the experimental design approach with a set of sample from Taiwanese students in two Taiwanese universities, our findings were twofold. First, individuals with high self-efficacy were found to be more likely to have high participation intention through having chronic promotion focus. Second, the combined effect of momentarily regulatory focus-framed advertisements and extrinsic reward moderates the relationship between self-efficacy and participation intention.

The objective of this chapter is to explore social inclusion in Peru from a case of social entrepreneurship located in Peru. The main factor associated with social exclusion in Peru is poverty, while the factors associated with social inclusion are advances reached in education, job creation, creation of social enterprises and consolidation of an ecosystem for the creation of companies. The main characteristics of the entrepreneur are the ability to identify context and opportunities, perceived self-efficacy, not fear of achieving their visions and goals, the need to generate social change, the ability to participate in networks and a high level of training. The main characteristics of social entrepreneurship are the creation of social value and innovation, provide a quality service and the benefits granted to its clients, facilitate access to a decent job or the creation of their own company; the access to social security through an employment contract; and salary that may allow them to access the necessary resources to achieve their well-being.

The objective of this chapter is to explore social inclusion in Peru from a case of social entrepreneurship located in Peru. The main factor associated with social exclusion in Peru is poverty, while the factors associated with social inclusion are advances reached in education, job creation, creation of social enterprises and consolidation of an ecosystem for the creation of companies. The main characteristics of the entrepreneur are the ability to identify context and opportunities, perceived self-efficacy, not fear of achieving their visions and goals, the need to generate social change, the ability to participate in networks and a high level of training. The main characteristics of social entrepreneurship are the creation of social value and innovation, provide a quality service and the benefits granted to its clients, facilitate access to a decent job or the creation of their own company; the access to social security through an employment contract; and salary that may allow them to access the necessary resources to achieve their well-being.

Organizational learning, knowledge creation, retention, and diffusion are strategies that open many a window of opportunities for organizations to differentiate themselves in the global economy. However, performance based on knowledge has not yet become exposed. Intangible assets must be continuously analyzed to reach organizational performance and sustainability. New management and economic literature reveals that communities of practice focus on humanized leadership and self-efficacy that promote added value to the organization. Furthermore, the humanisation of the organization perspective becomes the nucleus and the framework for all levels of productivity and competitiveness. This chapter posits different organizational learning pathways according to a holistic perspective with humanisation as a unique element. The chapter is centered on an analysis of the human capital construct as the point of departure. Furthermore, the chapter reflects on humanized and humanising emotional, spiritual, and relational capital in order to reach the level of organizational knowledge.

Organizational learning, knowledge creation, retention, and diffusion are strategies that open many a window of opportunities for organizations to differentiate themselves in the global economy. However, performance based on knowledge has not yet become exposed. Intangible assets must be continuously analyzed to reach organizational performance and sustainability. New management and economic literature reveals that communities of practice focus on humanized leadership and self-efficacy that promote added value to the organization. Furthermore, the humanisation of the organization perspective becomes the nucleus and the framework for all levels of productivity and competitiveness. This chapter posits different organizational learning pathways according to a holistic perspective with humanisation as a unique element. The chapter is centered on an analysis of the human capital construct as the point of departure. Furthermore, the chapter reflects on humanized and humanising emotional, spiritual, and relational capital in order to reach the level of organizational knowledge.

This chapter introduces the concept of social entrepreneurs and claims that some individual and behavioral factors contribute to social entrepreneurship. In this point of view, the purpose of this study is to highlight the leading individual and behavioral factors of the social entrepreneur. While exploring the theoretical framework, the theoretical foundations of social entrepreneurship and leading personality and behavioral characteristics have been investigated. The research is based on in-depth interviews with four participants to get a better understanding of the individual and behavioral factors of social entrepreneurs. As a result, the in-depth interviews showed that the social entrepreneurial potential encompass entrepreneurial motivations and psychological, social, managerial competencies. These dimensions contain self-motivation, self-efficacy, risk-taking, purposeful and success-oriented, strategic planning capacity, innovation capacity, social capital capacity, leadership capacity, resilience, resistance to uncertainty, conflict management capacity, and political maneuver capacity.

This study reflects on the relationship between organizational learning and the constructs of exploration and exploitation inherent in ambidextrous learning. Extant theories reveal a dynamics in levels and flows of learning, feedforward and feedback, including two learning loops, ‘exploitation' and ‘exploration'. Universities are appropriate environments to foster knowledge creation and sharing. Collaborative learning environments stimulate knowledge creation and sharing by implementing distributed leadership behaviors that energize individuals to innovate and explore new ideas. Further analysis demonstrates that the social cognitive approach to learning is part and parcel of organizational learning. The fundamental premise in dissimilar leadership behaviors supports aspects of organizational learning. Leadership self-efficacy and its link with learning promote high levels of employee engagement and satisfaction as well as organizational performance. A culture of innovation is fundamental for organizations with transactional and transformational leadership behaviors. Primary data was gathered from a sample of university students from under and postgraduate Business and Economics degree programs. This study further ascertains whether University graduates gain awareness of a range of values that promote knowledge creation and nurture leadership self-efficacy.

I promised to deliver a guidebook to hope and a roadmap to realistic policies. The guidebook calls for human-centered thinking that integrates disciplines, such as science, engineering, design, art, social sciences, and humanities. Combining disciplines will speed creation of technologies that respect human values of rights, justice, and dignity, while supporting individual goals of self-efficacy, creativity, responsibility, and social connections. Skeptics question whether the HCAI movement can become significant, but the growing efforts from academic researchers, technology innovators, business leaders, and government policy makers suggests that the future will be more human-centered.

This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.

To train project managers for navigating their projects in VUCA environments is considered as being extremely challenging. For fulfilling a such objective, the technology-enhanced learning should consider applying diverse and AI-based methods and tools. The paper presents the potential of AI in e-learning for the successfully development of a new mindset as required for managing projects in contexts with high volatility, uncertainty, complexity and ambiguity. The paper presents the analysis of the efficacy of different AI-based learning and teaching methods for developing the competences associated with the project managers' mindset, as requested for acting in VUCA environments. The main AI methods and tools which are considered for e-learning are: semantic web, ontologies, machine learning algorithms, AI-based simulations deep-learning. The impact of methods in e-learning is analyzed by considering the relevant competences associated with the mindset growth, as needed for managing projects in VUCA environments. The specific competences which are considered by the authors of the paper are aligned with OECD Key Competencies, as defined in the DeSeCo project, being related to the creation of new value, the reconciliation of tensions and dilemmas and assuming responsibility. Personal qualities, such as curiosity, resourcefulness, resilience, integrity, engagement, and self-reflection are critical for the mindset growth. The main competence model considered by authors is the IPMA (International Project Management Association) model of individual competences, as defined in ICB (Individual Competence Baseline), version 4.0. The IPMA competence model define three area of competences : perspective competences, People competences and Practice competences. The authors will consider mainly the competences included in People area.

The government has been allocating multi-billion Dollar budgets to STEM (science, technology, engineering and math) education. Several programs aim to educate girls about STEM and STEAM (STEM and arts). It’s a national goal to create equal opportunities for all genders and increase diversity in STEM fields. We propose that the emerging values and social needs of middle school girls must be considered when creating learning experiences for them, and that appropriate design experiences can make engineering problems engaging and relatable. It has been shown that purposefulness is a critical factor for making engineering attractive to girls. Compared to boys, girls initially perceive engineering to be less socially impactful, yet girls place a higher value on social impact at an earlier age. This paper provides a broad review of relevant literature. It is proposed that creative, innovative engineering activities with perceived social impact may motivate middle and high school girls and build their confidence in the ability to impact people’s lives with technology they create. This work tests this hypothesis using different forms of a design activity that enables students to collaboratively build personal and wearable smart devices. Examples of creations based upon this design toolkit include medical bracelets, physical activity monitoring, and other devices. The paper outlines the development of the toolkit and design activity through various stages of abstraction, and provides novel ways of prototyping design experiences. Three stages of development are implemented and tested with adolescent girls, offering new working methods for the human-centered, iterative process of designing such a toolkit. The first stage of toolkit prototypes consists of sketch models with a physical and digital component; focus groups were used to gain in-depth qualitative data. The second stage of toolkit prototypes consists of cardboard prototypes that allow for interaction mimicking the final design experience. It was used to gather data on design interests of different gender and age groups. The third stage of toolkit prototypes, consisting of computing devices with a simple interface, allowed for conducting experimental workshops to quantitatively investigate participants’ self-efficacy and design and engineering interest both before and after the intervention. A fundamental change in many girls’ mindset was observed in multiple experiments. Findings about requirements for design activities with similar goals are summarized and supported though responses of female middle-school students, who participated in the presented studies.

Abstract Positive intelligence (PI) training can produce a transformative impact on college students. PI, a branch of human psychology, provides a tool to identify significant compulsive habits that can inhibit students’ learning potential and ability to understand others. This paper discusses the two training methods adopted for teaching graduate and undergraduate students. It is considered that including such training is fundamentally crucial for developing 21st century STEM workforce with a well-rounded personality. However, PI training may consume a significant class time allocated for covering course contents under the degree-specific curriculums. Starting a new course may increase the credit overload beyond the approved BS and graduate credits. This paper discusses introducing different modules in the existing classes to foster PI training. The PI training method for undergraduate students focuses on self-education via online videos and freely available content and self-assessment tests. Undergraduate students were given a set of questions to guide them about the important PI topics and to pay attention while self-learning the PI elements. The PI assignment starts with the familiarization of the Maslow hierarchy of needs governing the motivation behind human actions. This assignment mainly focuses on understanding the “sage” mode in which a human tends to utilize his/her latent and earned skills towards the attainment of goals and living life purposefully. The PI assignment had several questions on self-sabotaging “saboteurs” and judging traits that almost everyone develops as a survival mechanism while facing emotional and physical survival challenges for an extended period. During class discussion, students were exposed to their hidden/invisible saboteurs which could be easily triggered by unrealistic mental threats and thus compromise their learning function and performance. Students were asked to take free online self-assessment saboteur test to find the numerical values of their traits and do self-evaluation and plan to counteract the effect of self-sabotaging habits. PI training fulfills ABET student learning outcomes focusing on developing their life-long learning skills. This paper mainly discusses the PI training for graduate students under the mechanical engineering department. PI training is one of the first and essential modules in the mandatory MECH 500 Research Methods and Technical Communication course. Graduate students enrolled in this course are first introduced to the importance of PI and its potential impact in developing self-efficacy. After the initial introduction, graduate students are asked to do the following (a) Complete the abovementioned assignment given to the undergraduate student, (b) prepare a presentation on PI by including their insights for class discussion. After the PI training, students were asked to reflect on their competence in PI and the ability to apply it. In the survey and direct feedback, students expressed the value and appreciation for the PI training. Students also expressed the need to provide this training to large masses for developing an emotionally mature society of parents, teachers, and students, producing creative, innovative, and emphatic civilization.

A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.