Reading History
Showing your last 4 viewed publications
Observations from a system dynamics modeling field school in Mali
The Nexus between Entrepreneurial Education and Entrepreneurial Self-Competencies: A Social Enterprise Perspective
The intersection of gender-based violence and risky sexual behaviour among university students in Ethiopia: a qualitative study
Problem-solving skills as correlates of attention span and working memory of low ability level students in senior secondary schools
Observations from a system dynamics modeling field school in Mali
by Amadou Sidibe
System dynamics models are powerful tools, but it can take months to learn modeling at an advanced level. Gaining even advanced beginner systems modeling skills may be useful for many researchers, and may require less time. We tested this premise through a 1-week field course in Bamako, Mali. The course included an introduction to systems thinking and modeling, a field trip to involve local stakeholders in defining a modeling problem, and 3 days of constructing a system dynamics model for simulation. After the workshop, participants expressed satisfaction with the systems thinking tools they had acquired, and saw the power of system dynamics modeling for addressing complex problems. The largest barriers to their continued use of system dynamics tools were other commitments, and the lack of a designated time and context to practice their skills further. We conclude that system dynamics modeling can be taught to an advanced beginner level (with some students reaching competence) in 1 week—but participants should be organized to continue their learning beyond the workshop. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society. © 2023 The Authors. System Dynamics Review published by John Wiley & Sons Ltd on behalf of System Dynamics Society.
The Nexus between Entrepreneurial Education and Entrepreneurial Self-Competencies: A Social Enterprise Perspective
by Frank Frimpong Opuni
The purpose of the study was to examine the mediation roles of student satisfaction and entrepreneurial self-efficacy in the nexus between entrepreneurial education and entrepreneurial self-competencies within a social enterprise context. The study used a cross-sectional survey design, with a sampled population of 185 business students from three universities (Accra Technical University, Cape Coast Technical University and the University of Ghana) in Ghana. A PLS-SEM approach was used to examine the relationships among the independent–dependent constructs in the study. Entrepreneurial education had positive and significant relationships to student satisfaction and entrepreneurial self-efficacy, but it showed an insignificant relationship to entrepreneurial self-competencies. Student satisfaction was also found to relate positively and significantly to entrepreneurial self-efficacy and entrepreneurial self-competencies. Furthermore, both student satisfaction and entrepreneurial self-efficacy were found to fully mediate the nexus between entrepreneurial education and entrepreneurial self-competencies. The study highlights the crucial roles of student satisfaction and self-efficacy in the implementation of entrepreneurial education in higher education institutions. In a discipline that is characterised by paucity, this study provides a unique and original assessment of the important roles of student satisfaction and student self-confidence in building entrepreneurial competencies among students. © 2022 by the authors.
The intersection of gender-based violence and risky sexual behaviour among university students in Ethiopia: a qualitative study
by Fasil Walelign Fentaye
Women who experience gender-based violence (GBV) are at risk for adverse sexual health outcomes, as they may be unable to fully negotiate sexual encounters. This may be especially true for females at universities in Ethiopia, where women are the minority and patriarchal norms prevail. This study explored students’ experiences and faculty’s perceptions of GBV and sexual risk behaviours at two Ethiopian universities. Individual interviews were conducted with students, and focus group discussions were held with students and faculty/staff. Qualitative thematic analysis was used to explore the relationship between GBV and sexual risk and identify intervention points. Data revealed that female students at both universities are regularly exposed to GBV, which in combination with risky sexual behaviours may threaten their health. Participants (n = 126) reported a belief that women who violate traditional gender norms are more prone to violence. Substance use was reported to contribute to risky behaviours, particularly for women. Participants reported male students sometimes encourage female intoxication in order to achieve sexual encounters. Sexual health and GBV-related services are provided, but participants highlighted necessary improvements. If females are to safely pursue higher education in Ethiopia, campus-based interventions focused on GBV and sexual risk are greatly needed. © 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group.
Problem-solving skills as correlates of attention span and working memory of low ability level students in senior secondary schools
by Barnabas O. Ellah
The study sought to determine the relationship between problem-solving skills and measure of working memory and attention span of science students of low ability level. The study adopted correlational survey research design. The population for the study comprised all Secondary School I (SSI) that offered physics, chemistry and biology as school subjects in all the public senior secondary schools in the study area for 2017/2018 academic session while the sample was 450 science students from 24 Senior Secondary Schools in the study area. Wechsler Adult Intelligence Scale (WAIS) backward digit span task and Attention Lapses Clicker (ALC) were used for data collection. Multiple regression analysis was used to analyse data used to answer the research questions and test null hypotheses at 0.05 level of significance. Findings revealed that low percentage variation in students’ problem-solving skills in science can be attributed to measure of working memory and attention span. There exist no significant relationship between measure of working memory, attention span and the combination of working memory and attention span of students. It was recommended among others that science teachers should vary concentration spans of science students by inherently mimicking the same kind of cognitive gear shift in the activities that require creative problem-solving skills and thinking, Also interventions and accommodation need be designed by school administrators to help science teachers differentiate instruction with explanations on how techniques or strategies can address students with working memory difficulty and attention deficits in the classroom. © 2019 by the authors.
© 2026 AERD Database System. All Rights Reserved. Developed by Strategic Technologies.