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SENIOR ENTREPRENEURSHIP IN EUROPEAN CONTEXT: KEY DETERMINANTS OF ENTREPRENEURIAL ACTIVITY

100%

Červený J. , Pilková A. , Rehák J.

Ekonomický časopis (Journal of Economics)

2016

tom 64

nr 2

99 – 117

This paper examines the determinants of total early stage entrepreneurial activity (TEA) within European countries and the different effect of these determinants on general population and senior cohort (aged 50+) in Eastern and Western Europe. We exploit the Global Entrepreneurship Monitor (GEM) dataset spanning years 2001 – 2012 to address this issue. We examined both standard individual characteristics and indicators of social capital, and entrepreneurial potential (based on entrepreneurial skills, perception of opportunities and fear of failure). We analysed also impact of specific characteristics of entrepreneurial environment using a multi-level logistic regression. The results show that negative perception of skills and opportunities significantly lowers the probability to be involved in TEA. We find also that cultural norms, government programs and good banking services have a positive impact on TEA.

ASKING BETTER QUESTIONS! A REVIEW OF THE PEDAGOGICAL STRATEGIES USED IN ONE SENIOR LEVEL AWARD IN SCOTLAND

88%

Thorburn M. , Seatter K.

Pedagogický časopis (Journal of Pedagogy)

2015

tom 6

nr 1

123 – 149

Previous related research on teaching effectiveness in one senior level award - Higher Still Physical Education (HSPE) in Scotland - revealed a number of extended challenges in adopting the practical experiential teaching and learning approaches advised. However, these studies were restricted by lack of observation of teaching and learning in action and of detailed analysis of the types and timings of questions asked. The present study addressed these limitations. Data were collected through observations of teaching, questionnaire responses on the uses of discussions by pupils and teachers and semi-structured teacher interviews. Findings revealed that there were encouraging signs of a broad range of purposeful question techniques being used in practical sessions. However, there was still a lack of full teacher trust in these approaches, despite high pupil endorsement for their usage. We conclude that perceived subject content and external assessment demands continue to constrain pedagogical strategies in HSPE.