Essay On Emerging Adulthood Sample Essay

Emerging adulthood is a theory that proposes a new life stage existing between adolescence and young adulthood. This life stage has been observed over the past half-century in industrialized society (Arnette). As mentioned in the article, I believe this life stage is between eighteen and twenty-five. If I could compare this current generation and that of my grandparents, then I agree with the article’s writer, ‘ emerging childhood.’ for instance, my grandmother had her first child at the age of nineteen. This was considered a normal period for people to get into marriages and start families. Most men had a stable source of income at that time, and life stability came early. However, currently, this is the age where many young adults are indecisive about what they want out of life.

One of the features discussed in the article that make emerging adulthood distinctive is identity exploration (Arnette). I am 21 years old, and I fit perfectly into the age bracket of emerging childhood. Therefore, believe me when I say that identity crisis has recently been a major challenge in my life. I am currently exploring the many different possibilities in my love life and even my work life. I am yet to understand my identity, capabilities, and my limitations. This feature is relatable to my peers and me. My main challenge has been moving out of my parent’s house right into the uncertainty of college life. The many romantic and friendship frustrations I am currently enduring are a sign of my identity exploration.

Secondly, this emerging childhood age is the age of instability, as clearly put by the author. As we, the young adults, constantly explore our identities, what we want out of life, the people we want to associate with, and many more, our lives are always in constant motion with a roller coaster of emotions. In other words, this age is quite unstable. Furthermore, besides emotional stability, financial instability is also one issue that I go through. I have come to realize how high the cost of living is. It has forced me to juggle between school and part-time work. It is one hell of a hustle, I must say.

Emerging adults are most likely to move out of home at the age of eighteen or nineteen. In my case, I was only eighteen when I moved out. It was a scary time for me, especially since I had to go to a new state for my college education. Nevertheless, this emerging age has made me self-focused as never before. I have managed and still currently improving my knowledge, self-awareness, and trying out different skills. As the author Arnett mentioned, this is the time my peers in the emerging age bracket and I can make independent decisions about life choices and even the little decisions on what to eat or how to dress.

Another distinctive feature mentioned in the article is that many people in the emerging age bracket feel in-between most time (Arnett). I am currently at the stage where I do not know how to feel about my life. Sometimes, I feel, dress, and act like an adolescent, while I behave maturely like an adult. I may describe this stage as a transitional age.

Finally, I have found this emerging age to be an age of many possibilities. So many options are at my disposal, and all I have to do is choose wisely. I have great expectations for my future, and hopefully, it will turn out to be as I have imagined. I want to have a loving family with three children, a stable career, and a happy life. I hope to travel the world and test out new food and cultures. The author Arnett describes this stage as the hopeful stage.

In conclusion, the theory of emerging childhood is most likely to be factual. I have gone through all the features that make this stage of life distinctive. With all that being said, I believe this transitional age exists internationally, not only in my country but also in most industrialized countries.


Arnett, J. J. (2007). Emerging adulthood: What is it, and what is it good for?. Child development perspectives, 1(2), 68-73.

Employment And Staffing Writing Sample

Industry and Organization Description

The veterinary clinics and animal hospitals industry is made up of veterinary services sales and related products by veterinary clinics and animal hospitals. These organizations provide veterinary care for pets, farm animals, and animals held in zoos and wildlife parks, among other things. Veterinary clinics and animal hospitals that provide veterinary healthcare services such as treatment, consultations, and curative medicine to animals are included in this industry. When an animal is sick or injured, it is necessary to seek medical attention. In my current position, I work in a small animal hospital dedicated to improving the lives of pets, people, and the community as a whole. Not only do we care about the pets we see in our facilities, but we also care about the communities we serve and the pets that live there. Our primary focus is on dogs and cats.

Selection strategies, policies, or practices in effect at this company

The primary selection process that the company has adopted for the past decade is the internal selection strategy. When a corporation has open positions, internal recruiting is used to fill them. This differs from external recruiting, in which an organization seeks to fill vacancies by bringing in candidates from outside. Internal selection allows the organization to fill positions that require an insider’s perspective and knowledge while also incentivizing employee loyalty and a sense of advancement (Heneman , H (2018). Internal recruiting is a critical component of every company’s success when compared to external recruiting. Promotions, transfers, and temporary employment are the primary methods used by the organization for internal hiring. During promotions, current employees are promoted to higher positions rather than searching for new hires with specialized skills. Transfers happen when an employee transfers to the same place in a new location or to a similar position in a new department. In addition, temporary recruiting involves making a temporary position holder, which is very similar to the process of promotion.

The company potentially faces legal issues as a result of this strategy

Discrimination stands to be the most potential legal issue that the company potentially faces in the future. Discrimination during internal recruitment creates a jealous environment in the workplace that could result in reduced productivity. Discrimination occurs when a hiring manager picks candidate for any reason other than their experience and qualifications and treats them unfairly because of that protected characteristic. It is against the law to discriminate in the hiring and selection of workers. Direct discrimination, harassment, and indirect discrimination are the three primary forms of bias that the company may encounter (Compton, 2009). Indirect discrimination includes enforcing regulations or procedures that have a detrimental impact on someone because of one of these characteristics. Harassment is the deliberate creation of a hostile atmosphere to target one of these characteristics. Hiring managers can unintentionally exclude specific candidates from consideration when conducting internal recruitment.

Some biases are learned over time and are unconsciously ingrained. They influence hiring managers to make judgments in favor of one individual or group at the expense of others. This “may stifle efforts to increase diversity in hiring, advancement, and retention at work.” Left uncontrolled, bias can affect an entire industry or even the entire culture of an organization.


To avoid future discrimination, hiring managers should be objective when stating the required abilities or experience for the position and be critical of the language used to ensure it doesn’t contain any loaded or gendered words. Also, they should outline the competencies and utilize them as a framework to evaluate all applications. As a result, all applicants are certainly treated equally. This would also assist them in avoiding potential discrimination while writing employment advertisements.

There are some questions you should not ask job candidates when conducting interviews. A candidate’s age, whether or not they plan to have children, and whether or not they are married are all examples of discriminatory questions. There may be legal ramifications associated with bringing up any of these questions. In addition, candidates who are not selected for the position should receive feedback on their abilities and interview performance. All of the reasons they failed must align with the criteria that established your framework.


Heneman, H (2018). Staffing Organizations (9th Edition). McGraw-Hill Higher Education (US).

Compton, R. L. (2009). Effective recruitment and selection practices. CCH Australia Limited.

Entrepreneur Enhanced Learning Is Defined As ‘Beyond’ Traditional Classroom Sample College Essay


The global factors being the rapid development of digital media and technology, changing demands of international businesses and economies, increase in online education and communication changes on national levels; the Chinese government’s support for digital education innovation through local initiatives such as XJLTU learning mall. The Chinese government has been urging educational institutions to use technology in the improvement of teaching and learning, instead of the ‘old-style’ lecture-based classrooms.

This study focuses on XJLTU learning mall an innovation hub by Xi’an Jiaotong-Liverpool University’s (XJTLU) in China. It is an online platform that uses a variety of learning approaches including face-to-face and interactive digital multimedia to help learners learn through self-paced, self-guided activities at their home. The case study addresses of how XJTLU Learning Mall Virtual Learning Environment works, why it works, who drives the innovation, what is unique about it over other systems or innovations, when it was developed and where it could go next), the digital learning ecology innovation model that drives XJTLU digital entrepreneurship innovations, student employability, and lifelong learning.

Digital Entrepreneurship

The term ‘Digital Ecologies’ was first coined by Anders Ericsson, a researcher in expertise, who describes how people learn in order to make it their way through various situations they come across. The key concept of digital ecologies is that individuals have both a personal and social identity, an embodied knowledge of the external world, and a body of acquired expertise. A person’s digital ecology integrates personal and social identities with their bodies’ knowledge of the environment. The ‘entrepreneurial learning’ idea is based on this idea of ‘digital ecological learning’, resulting in learner entrepreneurship (Kraus et al., 2019). Traditional education focuses on knowledge-based learning. Digital entrepreneurial learning is an innovative way of developing a new sense of self which aims to create a sense of self-awareness and design thinking among learners, which enables them to be more creative and innovative.

Digital Entrepreneurship is the integration of technological knowledge, social intelligence and human capital, or in other words, it is about creativity and innovation underpinned by technological competence. XJTLU’s Entrepreneurial Learning is applied in digital learning spaces and in the format of digital-based tools to encourage social interactions among students, teachers and entrepreneurs (Ratten & Usmanij, 2021). This is an innovative way of how students are encouraged to develop a new sense of self which aims to create a sense of self-awareness and design thinking among learners, which enables them to be more creative and innovative. This innovative approach to entrepreneurship development shifts the traditional pedagogy, which is knowledge-based, onto a more experiential learning of entrepreneurial thinking. Traditional education focuses on knowledge-based learning. Entrepreneurial learning is designed to create a sense of self- awareness and design thinking among learners, which enables learners to be more creative and innovative.

Innovative technologies and learning methods are useful for enhancing student learning. The digital education system is also a new way of teaching and learning. The use of digital tools and solution can be used by educators to enhance teaching; promote the effective use of student’s time and improve the overall learning process. Research shows that Digital Ecologies and digital learning technologies can result in a more fun, engaging and creative classroom environment (Kraus et al., 2019). The use of digital tools can also be used by educators to enhance teaching, promote the effective use of students’ time and improve the overall learning process.

The effectiveness of the innovative use of technology has been examined through several studies. A study looked at the effects on student perceptions when engaged in a VE system in which they were able to look back on their work through recordings. They found significant differences between students using VE systems or not, including increased engagement in the activities and increased self-assessment (Perrin, 2022). XJTLU aims to promote innovative approaches in technology towards enhancing student’s knowledge, competencies, and entrepreneurial thinking in order to develop a new sense of self which aims to create a sense of self-awareness and design thinking among learners, which enables them to be more creative and innovative.

XJTLU Learning Mall

A study by the University of Nottingham found that in relation to PBL (Problem Based Learning), CBT (Computer Based Training) and VLEs, integrating VLEs into PBL rather than CBT resulted in higher student engagement with the activities and positive attitudes towards the VE system, which was found to be important for lesson design. The XJTLU Learning Mall acts as an innovation and entrepreneurial research and development hub as well as project and partner center. It provides online and onsite space, or “storefronts,” for premier global partners to share their learning content with its user audience (Bodolica & Spraggon, 2021). XJTLU’s innovation-driven entrepreneurial education is based on digital learning technology. The XJTLU Learning Mall officially launched on May 22nd, 2020. The XJTLU learning mall was established for students who want to dive more into entrepreneurship research as well as content that are in concern with entrepreneurship as a career path.

This platform is commonly used by all kinds of people who are interested in researching or learning about business and entrepreneurial ideas. It is based on an open learning platform that can be accessed online and onsite. The learning mall has become an innovative platform for teaching and learning for the school. It aims to create a new digital-based learning experience that meets the needs of modern students by providing relevant content, resources, and services. At the same time, it increases their ability to learn in a self-directed way, as well as their self-awareness and entrepreneurial thinking among learners.

The XJTLU learning mall is an innovative approach that is designed to be in-line with the needs of modern day students. It aims to promote digital education and foster innovation in technology practices within an educational setting. The university has become the most innovative and entrepreneurial institution of the country, which offers various kinds of programs, services, specialties and courses in order to enhance their knowledge, skills, and competencies. The XJTLU learning mall is an innovative hub for promoting entrepreneurial thinking, innovating ideas and developing new enterprises amongst students and teachers (Perrin, 2022). XJTLU is an integrated learning environment that seizes the opportunity to provide new resources for generations of students to develop its entrepreneurial thinking skills through implementations in digital learning technology.

How the XJTLU Learning Mall works

XJTLU uses the theoretical-practice approach to enhance and enrich its entrepreneurship program. Replication is the best way of ensuring that an innovation is successfully adopted within a given environment because it is necessary to identify the factors that are instrumental in ensuring the sustainability of any innovation for instance, replication within XJTLU requires careful planning and orchestrating (Duruflé et al., 2018). XJTLU makes sure that entrepreneurial learning programs are designed for students by students themselves which also creates a sense of ownership among students. Another important aspect of the replication process is the collaboration between business communities and universities. Universities should collaborate with both community and business leaders in order to create an environment that promotes innovation and entrepreneurship to ensure the success of an entrepreneurial learning program.

The challenge is that present students are unable to identify new threats or opportunities. Therefore, the university’s entrepreneurial learning model can be applied to any student population, which is based on a sense of ownership from students’ perspectives and focuses on entrepreneurships through digital learning technology which can also encourage innovative approaches to enterprise development (Perrin, 2022). The concept of entrepreneurial learning at XJTLU can be applied in different universities across China as a new approach for higher education in China.

There are several reasons for leading universities in China to move towards digital industrial and entrepreneurial learning. Firstly, it is becoming increasingly apparent that traditional universities are no longer able to provide students with the support they need to develop their entrepreneurial spirit. Secondly, China’s government is working alongside with some businesses to set up a large number of entrepreneurship education centers for students to be self-employed after graduation. Thirdly, the digital revolution in China has provided new ways of learning, teaching and training in higher education (Duruflé et al., 2018).

XJTLU’s approach to entrepreneurial learning mainly focuses on the knowledge-based learning which includes the teaching curriculum, teaching mode and study materials. The teaching mode and study materials are the tools that teachers use to teach students and the learners use to study. In XJTLU, teaching is based on project-based learning with a focus on experiential learning. This is a way of how teachers engage in learning from students and how students engage with teacher-student interaction. The knowledge-based education provides an educational experience for creation of knowledge through various ways such as laboratory, group work, online group work, simulation appraisals, design thinking and community service.

Why the XJTLU learning mall is unique about it over other systems or innovations

The unique feature of the XJTLU learning mall is that it uses digital technologies and innovative learning methods to promote social interactions among students, teachers and entrepreneurs. This innovation has been used in many countries since the 1980s (Zhang, 2011). Digital technologies such as computers, networked software and mobile communications can be employed in innovative ways to enhance student learning. This will allow students to share and explore information with one another, thus enhancing the teaching and learning process. Furthermore, it will help promote a sense of belonging to a community of learners and provide the opportunity for students to collaborate on projects with their peers.

The use of innovative digital technologies and methods promoting social interactions with students, teachers and entrepreneurs is a new way of teaching and learning. It is a means of enhancing student learning experience. It approaches student’s learning in an innovative approach. The XJTLU learning mall is also unique because of its approaches to teaching and learning. The XJTLU learning mall focuses on the use of knowledge-based education which aims to improve the quality of student’s understanding, further their advanced skills and increase their academic attainment (Zhao et al., 2011). This innovative approach to teaching focuses on providing students with a practical knowledge through technology based on project work and problem solving.

Innovating for higher education in China

The idea of knowledge-based learning has been embraced in many countries since the 1980s. Over time, it has contributed to student learning development (Zhao et al., 2011). When students are engaged in the creation of knowledge through various ways such as laboratory, group work, online group work, simulation appraisals, design thinking and community service they learn to be creative, innovative, resourceful and more flexible in order to overcome challenges which enables them to be more efficient. China ’s government is now giving universities the freedom to innovate in higher education. In recent years, China’s higher education system has been undergoing a period of great reform. Universities have been encouraged to evolve innovative teaching and learning methods that help students apply practical knowledge and skills to their everyday lives (Duruflé et al., 2018). This innovation can provide students with practical and theoretical knowledge combined with their ability to understand the world around them.

In recent years, China’s higher education system is undergoing a period of great reform. This innovation can provide students with practical knowledge through technology based on project work and problem solving. China’s government is now giving universities the freedom to innovate in higher education. The Chinese government has enacted a policy of encouraging the use of technology to provide educational resources and information. The government has also promoted “Innovation-driven Education” which focuses on developing innovation among students for high achieving learners this is done by providing them with practical learning experiences (Ratten & Usmanij, 2021). The overall objectives of these reforms are to ensure that graduates are enabled to compete and collaborate in an increasingly globalized world. With students at higher levels being encouraged to innovate on a practical level they will be equipped with skills that are required by employers.

There is an increase in there being a focus on New Media and Mobile technologies within education. This is due to the spread of mobile internet access in China. As mobile devices become more affordable and widely accessible, students will be able to use them as a tool to enhance their learning by accessing information and resources that are relevant to their course (Duruflé et al., 2018). This enhanced learning experience can provide students with useful information that is specific to their studies.

The E-learning Management System (ELMS) is another technological innovation that has been widely adopted by universities in China. This system is used by many universities to facilitate the delivery of their teaching and learning resources. ELMS provide features that allow schools to use digital technologies in delivering course content, which includes audio and video lectures, texts and other study materials. In addition, ELMS has the flexibility to allow teachers to upload lectures and resources remotely and share them with students, who then have the ability to access recorded teaching materials through the internet (Ratten & Jones, 2021). This enables students to view, listen to or download the materials from a remote location and in doing so enhances their ability to learn. As ELMS provides the ability for teachers to share teaching resources, who can be located anywhere in the world, it can provide students with greater diversity of learning (Keller & Kozlinska, 2019). This is because teachers throughout different countries will use this system and share their knowledge with students. With ELMS being adopted by many universities in China it allows for better quality teaching as well as promoting a global perspective on learning. In addition, it helps promote innovation among universities by encouraging them to focus on enhancing their teaching methods through the use of new technologies. It also promotes a focus on developing quality teaching and learning by using new technologies to enhance the delivery of resources.

The government has also promoted “Innovation-driven Education” which focuses on developing innovation among students for high achieving learners this is done by providing them with practical learning experiences. The overall objectives of these reforms are to ensure that graduates are enabled to compete and collaborate in an increasingly globalized world. With students at higher levels being encouraged to innovate on a practical level they will be equipped with skills that are required by employers. Students are easily absorbed into the job industry and are able to apply the knowledge they have acquired through their studies (Keller & Kozlinska, 2019). Innovation hubs help prepare students for the future by providing them with an environment that enables them to transfer their knowledge gained through coursework into practice. The hubs allow for students to interact, collaborate and develop new ideas; this helps students to build networks and create positive relationships within their discipline. Innovation hubs provide students with an opportunity for them to learn from different sources and be able to apply this knowledge within practice. In doing so they are provided with a diverse range of resources and skills which will help them in their everyday working environments.

As technology has developed there has been an increase in the number of online learning systems that have been implemented onto campuses all around China. These systems have been designed with the advantage of providing students with more flexibility and options when adopting to technology in their learning and work environments (Ratten & Jones, 2021). For example, China has had an increase in students participating in distance learning programs since the 1980s; this trend has continued through to today. However, this trend is expected to increase as Chinese universities have seen a rapid increase in their online participation rate due to the development of new technologies. In addition to online systems, China’s universities have also implemented Virtual Learning environments which are accessible from a remote location. By using these technologies universities are able to provide students with subjects that can be delivered at times and locations that are most suitable for them.

The challenges The XJTLU learning mall helps overcome in China.

This development is having a positive impact on the way that students learn. By increasing the delivery of teaching resources, information and resources can be made available to students that would not have previously been available to them. As the use of ICT within universities is becoming more common, students can now access resources at any time when they may need them and are able to access them using devices such as mobile phones or personal computers. To overcome issues regarding the distribution of these teaching resources well-designed e-learning management systems that allow for easy access to teaching materials are being developed by many universities. These systems not only allow for the distribution of teaching materials but also allow students to communicate with other students or teachers from other locations (Keller & Kozlinska, 2019). ELMS provide a forum for students to engage with each other in discussions and debate on topics relevant to the subject that they are studying. This interaction assists with their learning experience by allowing them to understand how their peers are interpreting and using the information provided to them. ELMS also encourages students to express their own opinions and by doing so they can develop their skills in creative writing. ELMS provides students with features that allow them to easily create assignments and share them with other students and teachers.

The XJTLU Learning Mall acts as an engaging innovation community, allowing its collaborators freedom to develop their resources within its creative hub. Here, resources can be created, shared and completed. The resource development is fueled by a multitude of enthusiasm from various stakeholders. This can be seen in the collaborative e-learning community developed within the XJTLU Learning Mall where a variety of staff members contribute in different ways: some are power users who create and revise resources; some are content specialists who develop new modules; and others are technical specialists who help optimize the components for higher quality performance.

For students, there is an engaging way to search for information. They are presented with a visual layout of course materials and other users’ interactions such as comments on posts or links left by other users. There is also a section where teachers could post their materials as well as a feature that allows student to have direct access to them. XJTLU also fosters a symbiotic ecosystem for pedagogical, research, innovation, entrepreneur and social development, disseminating advanced educational ideas and good practice, so as to better serve the economic and social development of Jiangsu province and beyond (Kraus et al., 2019). In fact, it is the very synergy of all these elements that has triggered this project.

XJTLU already engages an international network of learners and premier partners, and the university’s robust online platform offers the perfect comprehensive engagement portal for global providers to connect with the Chinese learning community. The XJTLU learning mall not only creates a space that is productive and inspirational but also one that is versatile and scalable. The XJTLU Learning Mall team has already been working with some of the world’s largest universities, researchers and companies in order to develop this online portal. The XJTLU learning mall not only acts as a hub for learning resources but also provides educational resources and materials for students to learn about all aspects of being a professional in the 21st century. This enables them to have a greater awareness and knowledge about their potential future career choices. The XJTLU learning mall is also providing an engaging way for students to engage with each other. This not only enhances their academic experience but it also develops their leadership skills as well as their communication skills.

Additionally, XJTLU is the leading joint higher education institute in China with an accomplished international faculty, unparalleled disciplinary programming and innovative centers of excellence geared toward the cultivation of 4th industrial revolution skillsets. The students benefit from robust online platform and a tremendous network of premium partnerships and projects. The combination of these elements makes the XJTLU Learning Mall the premier portal for global providers to engage with the Chinese learning community.

As for the learners they are highly prepared for the industry with a multitude of experiences and resources offered. They are already active participants in the XJTLU learning community as they engage with each other and interact with their lecturers. The market-driven ELMS are suitable for students who have the desire and ability to learn independently, who prefer to work flexibly and participate in peer-to-peer learning (Bodolica & Spraggon, 2021). The ELMS combines the features of social network sites with the features of learning platforms. They provide two mechanisms: (1) building a community of knowledgeable users and (2) providing a forum for the exchange of knowledge, ideas, and viewpoints among peers.


Entrepreneur enhanced learning systems can be used by students to organize and exchange knowledge in a more convenient and flexible manner. ELMS provide features that allow students to easily create assignments and share them with other students or teachers. There are a number of factors influencing the use of ELMS technology in higher education, including the cultural background, attitude towards distance learning, access to technology, teaching methods used by lecturers and instructors. Although ELMS are still at the elementary stage of development in Taiwan’s higher education institutions, their potential for collaboration between lecturers and students is enormous.

The XJTLU Learning Mall is an example of entrepreneurial collaborative e-learning management systems (ELMS). It has both the features of social networks and learning platforms, which allow to enhance their communication, influencing student motivation and college performance. In the application of XJTLU’s ELMS in Taiwan’s higher education institutions, I believe that it provides an effective means to improve teaching performance by ensuring student engagement and facilitating peer-to-peer learning (Bodolica & Spraggon, 2021). Innovative technology can help maximize one’s potentialities by removing some of the limitations found in traditional education methods. The solution provided by ELMS can be utilized by lecturers to provide more flexible learning environments and opportunities for students as well as reducing administrative barriers.

The XJTLU Learning mall is an innovative concept that could be adapted or used as a model by other universities around the world that want to enhance their learning facilities. The use of ICT within this university is increasing and by focusing on community features in the learning mall it allows for a diverse range of users to interact in a way that helps promote the collaborative process. This can be done through encouraging students, teachers and other educators within an institution to share their resources with each other, which assists with enhancing their experience of using new technologies in education. It also allows students to interact with their peers, which can encourage students to have social awareness and promote global awareness within the realm of education.


Bodolica, V., & Spraggon, M. (2021). Incubating innovation in university settings: building entrepreneurial mindsets in the future generation of innovative emerging market leaders. Education + Training63(4), 613–631.

Duruflé, G., Hellmann, T., & Wilson, K. (2018). Catalysing entrepreneurship in and around universities. Oxford Review of Economic Policy34(4), 615–636.

Keller, P. G., & Kozlinska, I. (2019). Entrepreneurial Affect and Emotions in Entrepreneurship Education Impact Research: A Systematic Review and Research Agenda. Entrepreneurship Education and Pedagogy2(4), 281–307.

Kraus, S., Roig-Tierno, N., & Bouncken, R. B. (2019). Digital innovation and venturing: an introduction into the digitalization of entrepreneurship. Review of Managerial Science13(3), 519–528.

Perrin, S. (2022). In Innovative Approaches in Pedagogy for Higher Education Classrooms. Emerald Publishing Limited. The XJTLU Entrepreneurial Campus: A New Paradigm of University–Industry Partnerships.

Ratten, V., & Jones, P. (2021). Entrepreneurship and management education: Exploring trends and gaps. The International Journal of Management Education19(1), 100431.

Ratten, V., & Usmanij, P. (2021). Entrepreneurship education: Time for a change in research direction? The International Journal of Management Education19(1), 100367.