ORCID Profile
0000-0003-4512-1263
Current Organisation
University of Tasmania
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Publisher: SAGE Publications
Date: 26-11-2020
Abstract: This article presents a case description of the design decisions, delivery methods, and assessment framework for an entrepreneurship micro-credential in a newly developed practice-based engineering degree, which was codesigned with industry partners who called for the integration of innovation, proactivity, and creativity (i.e., characteristics of entrepreneurship) into engineering education. Students undertake the micro-credential via online and face-to-face modules. Assessment is competency-based, requiring students to apply the theoretical knowledge provided in the micro-credential to an industry-based project. By participating in the micro-credential, it is expected that students will have a better understanding of how products and services can address customer needs, and how opportunities for product and service enhancement can create opportunities for growing the offerings of engineering. Several insights into the strengths, limitations, and design considerations for entrepreneurship micro-credentials in an engineering education context are outlined in addition to suggestions for improvement.
Publisher: Emerald
Date: 15-08-2019
DOI: 10.1108/JSBED-02-2018-0064
Abstract: The purpose of this paper is to explore whether descriptions of functional coping strategies among entrepreneurs vary along temporal dimensions, from reactive or present oriented, to anticipatory or future oriented. Future-oriented coping is largely unexplored in stress and coping studies in the entrepreneurship literature, despite evidence that a future time perspective is advantageous for entrepreneurs. This study adopts an exploratory, qualitative approach: interviews were conducted with 22 entrepreneurs and coping strategies were classified, via thematic analysis, according to function, then time orientation. Results confirmed that entrepreneurs’ coping strategies can be classified according to conventional functional taxonomies of coping that emphasize form (affective, behavioral, cognitive) and direction (change, adapt, disengage), but additionally suggested that time orientation may be an important dimension for classifying coping strategies in the entrepreneurship context. The findings inform the assessment of coping strategies in future research on stress, coping and strain among entrepreneurs. In particular, researchers should assess temporal dimensions of coping alongside the functional dimensions which have been emphasized in past research. Assessment of meaningful dimensions of coping is necessary to identify adaptive and maladaptive coping strategies in future research. Knowledge of adaptive coping strategies among entrepreneurs can inform coping skills interventions for stress resilience. This study makes a unique contribution to the emergent body of literature on stress and coping among entrepreneurs by utilizing both functional and temporal coping taxonomies to identify relevant dimensions of coping for study in this context.
Publisher: Elsevier BV
Date: 09-2023
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 29-05-2023
DOI: 10.53761/1.20.5.02
Abstract: Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to build supportive learning environments. In this commentary, we explore the potential of AI-augmented teaching and learning practice in higher education, discussing both the productive affordances and challenges associated with these technologies. We offer instructional advice for writing instructional text to guide the generation of quality outputs from AI models, as well as a case study to illustrate using AI for assessment design. Ultimately, we suggest that AI should be seen as one tool among many that can be used to enhance teaching and learning outcomes in higher education.
No related grants have been discovered for Bronwyn Eager.