Narrow Results

Human Behavior and Social Environment is the compulsory course of social work department. The goal of the course is to build the students’ knowledge for professional workers in the future. One of the focuses of this course is to understand the developmental significance of the physiological, psychological and social dimensions and the key influencing factors in each stage of human life cycle.

Hence, the teaching design concept of this course, in addition to let students acquire relevant theoretical views and learn the basic concepts of helping people from life experience and situational cognition, also it abandons the original dull teaching methods.

The core competencies of this course are mainly set in understanding the ability of theoretical knowledge of social work, cultivating social work professional practice ability and multi-thinking and humanistic care ability. It can be provided the improvement direction of the teaching in the future through self-designed teaching materials, teaching methods and learning assessment methods, and also from the results of the students’ assessment and the feedback from the three focus groups.

According to this, it proposes five teaching effectiveness and conclusion that the course linking the curriculum with practice, analysis of Multiple Arguments, interactive application of theory and cases, multicultural learning, as well as effectiveness of proficient learning. In the interactive process of “teaching” and “learning”, it has indeed effectively improved the professional ability of students and also improved the teaching quality of this course.

Universities across the world are adopting entrepreneurial programs to meet the needs and challenges of the global economy. However, by accident or design, the entrepreneurial programs tend to focus almost exclusively on start-ups and do not necessarily encourage or enable corporate entrepreneurship (CE). Therefore, much of the content is not applicable in a corporate scenario, yet business students typically start working for established companies for initial positions or as continuation of graduate training. With the lack of corporate entrepreneurship modules in the entrepreneurial curriculum, business students are less prepared to enter the job market and incumbent organizations and miss out on opportunities to recruits with corporate entrepreneurship knowledge, skills, and abilities. This is unfortunate, as companies are also affected by the absence of next-generation leaders oriented to CE, which may contribute to the vulnerability of existing organizations facing increasingly dynamic environments. To address this knowledge deficiency and encourage future research on this important topic, we conducted 20 in-depth interviews with CE scholars, educators, and administrators. In this chapter, we synthesize a Corporate Entrepreneurship Education Framework and propose high-potential directions for future research.