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This is a survey of MBA students'preparedness for launching new businessinitiatives or other entrepreneurialactivities. It explores the readiness of theMBA students, estimated on dimensionscomprising knowledge, attitude, skills,experience, opportunity and networks. Thevariation of the postgraduate students'perceptions along these six dimensions andcertain demographic factors, including gender,stage of the MBA programme, students' permanentresidence, their funding source, enrolmentstatus, employment status, marital status andyears of work experience, was considered. Multiple regressions then established therelationship between entrepreneurialpreparedness and the six dimensions. Finally,some broad implications for the MBA curriculumare considered. 相似文献
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V. Thandi Sulé Rachelle Winkle-Wagner Dina C. Maramba 《Equity & Excellence in Education》2017,50(2):196-208
Using critical discourse analysis, this study assesses reader comments to newspaper articles on the Fisher v. University of Texas at Austin Supreme Court case. The Fisher case challenges the consideration of race in the college admissions process at UT. Findings show that this racial equity practice was framed as being antithetical to individualism, merit, and competition. Many comments, divorced from social and historical contexts, used colorblind rationale to justify their opposition to affirmative action yet relied heavily on popular polarizing racial discourse in their argumentation. Social policy implications related to facilitating college diversity and promoting educational equity are presented. 相似文献
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Venice Thandi Sulé 《Equity & Excellence in Education》2015,48(2):212-226
Given the prevalence of racial segregation in the U.S., college is an opportunity to prepare students for diversity through cross-racial interaction. Hip-hop, a culture steeped in black and Latino experiences, has significant white supporters. Through diversity and critical whiteness frameworks, this research considers how white hip-hop collegians discuss and practice diversity in ways that can inform work on cross-racial interaction in higher education. The findings indicate that the participants, through their awareness of social inequities and enactments of diversity, can function as catalysts for campus cross-racial interaction. 相似文献
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Through an analysis informed by critical race feminism, this paper examines the intersection of professional socialization and agency among tenured Black female faculty at Predominantly White Institutions (PWIs). Professional socialization entails the transmission and reproduction of professional norms. However, within PWIs, professional socialization emanates from a legacy of race and gender exclusion. Thus, normative conceptualizations of professional development may not adequately address how Black women negotiate institutional cues to define their professorial role. The findings show that a three-prong model of engagement: enacting, discarding, and transforming institutional norms, comprised the participants’ socialization process; agency played an important role in their career success. Implications for facilitating agency among Black female faculty and similarly situated groups are discussed. 相似文献
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V. Thandi Sulé Tiffany Williams Michelle Cade 《International journal of qualitative studies in education》2013,26(10):895-910
AbstractTo address the tension between public education norms and the lived experiences of racially marginalized students, this study examines how Brother to Sister (BTS), a community group, promotes sense of belonging and college access among Black high school students using the school as a primary dialogical space. Specifically, through qualitative assessment, this study interprets the pedagogy of Brother to Sister through narrative accounts of how the organization functioned in the lives of its members. As experienced by participants, BTS enacts culturally centered pedagogy and African-centered education to promote personal development and community enrichment outcomes. 相似文献
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