Volunteering as an Explanatory Factor of Social Entrepreneurship: An Analysis of an Educational Context

The promotion of entrepreneurial intention in educational contexts is a priority that is increasingly present in academic planning, especially at university level. Furthermore, social entrepreneurship has been gaining prominence not only as a formula for improving the welfare and equity of society as a whole, but also as a mechanism for professional development. Taking into account both aspects, this paper analyzes the effect of university students participating in volunteer activities on their intention to carry out social entrepreneurship projects. With this objective, this study is based on the Theory of Planned Action of Ajzen. A sample of 208 university students was analyzed, 96 of whom had some experience of volunteering. The results confirm that taking part in volunteering, during students’ education, positively affects their intention to start social entrepreneurship projects. This result allows us to conclude that encouraging volunteering could be a good methodological tool to promote social entrepreneurship within the educational field. In addition, the implementation of this type of social project could benefit university students not only by making social improvements to their environment, but also as a labor insertion tool.

Oversampling technique in student performance classification from engineering course

<span>The first year of an engineering student was important to take proper academic planning. All subjects in the first year were essential for an engineering basis. Student performance prediction helped academics improve their performance better. Students checked performance by themselves. If they were aware that their performance are low, then they could make some improvement for their better performance. This research focused on combining the oversampling minority class data with various kinds of classifier models. Oversampling techniques were SMOTE, Borderline-SMOTE, SVMSMOTE, and ADASYN and four classifiers were applied using MLP, gradient boosting, AdaBoost and random forest in this research. The results represented that Borderline-SMOTE gave the best result for minority class prediction with several classifiers.</span>

Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria

Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.

Academic Planning Functions as Predictors of Goals Achievement in Colleges of Education, Kwara State, Nigeria

Academic planning is an essential function of Higher Education Institutes (HEIs). The extent towhich academic planning functions are performed determines to a large degree the attainment of the goals of HEIs in Nigeria. This research was conducted toexamine if academic planning functions as a predictor of goal achievement in the Colleges of Education in Kwara State, Nigeria. Survey research method was used to establish the relationship between academicplanning functions and goal achievement in/for the above mentioned colleges. A sample size of 421 out of 1,668 staff was determined using research advisors. The sample size of 421 participants comprised 147 academic staff and 274 non-teaching staff selected using a stratified and proportionate samplingtechnique. Two instruments were designed and used to collect the relevant data for this study. These instruments were Academic Planning Functions Questionnaire (APFQ) and Goals AchievementQuestionnaire (GAQ). The data collected were analyzed using Smart PLS 3.1.4. The findings showed that program accreditation, information processing, and monitoring functionspredicted goal achievement in the said colleges, while program initiation, internal quality assurance, resourceprojection, and financial planning functions did not predict goal achievement. Based on the findings, recommendations weremade to improve the academic planning unit for increased efficiency, effectiveness, and productivity in these colleges.

Analysis on the influence factors of college students about the willingness to work in rural e-commerce

In recent years, rural e-commerce has been actively improving, but the contradiction between talent demand and supply has become increasingly prominent. This article combines the four dimensions of personal characteristics, professional attitude, family background and external environment to conduct empirical research on willingness to engage in rural e-commerce among e-commerce major students. The results show that the willingness to engage in rural e-commerce is generally low, which influences internship experience, academic planning, salary expectations, career perception, family attitudes, school guidance and public opinion.

Tools and Rubrics for Assessment of Learning Outcomes

Student learning outcomes articulate what a student should know or can do after completing a course or program. The assessment of student learning outcomes provides information that puts student learning at the forefront of academic planning processes. Student learning outcomes statements clearly state the expected knowledge, skills, attitudes, competencies, and habits of mind that students are expected to acquire at an institution. Assessment tasks are the activities learners will undertake to confirm whether or not ‘the outcome has in fact been achieved' during and at the end of the learning process. There are many different kinds of assessment activities you can use, the most commonly used including tests, quizzes, examinations, essays, paper, presentation, reflective journals, project, portfolio, etc. One most important determinant of the assessment tasks is the assessment has to be consistent with the learning outcomes.