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A platform for research: civil engineering, architecture and urbanism
Conceptualizing Inclusive Learning and Development: A Framework towards Entrepreneurial Competency Practices for Sustainability
This paper reviews the position of entrepreneurial competency practices for sustainability within the learning and development (L&D) narrative over the last three decades. In alignment with the United Nations’ 2030 Agenda for Sustainable Development, gaps within the context of entrepreneurial learning theories, learning delivery, and roles of interlocutors are addressed. The discourse unfolds the meaning and measurement attributes of entrepreneurial competencies, advocating for developing an inclusive framework within the entrepreneurial L&D space. Extant literature posits exclusivity in learning theories, learning delivery, and role of interlocutors as approaches to achieving Entrepreneurial Competencies (EC); however, scarcity in research adapting a dynamic and inclusive framework for amalgamating learning theories, learning delivery, and roles of interlocutors can impact entrepreneurial competency sustainability. This paper analyzes EC to achieve L&D sustainability, employing a mixed-method content analysis to develop a dynamic and inclusive framework encompassing learning theories, learning delivery, and roles of interlocutors. The paper concludes by establishing an Inclusive Framework of Entrepreneurial Competency Practices (IFECP) that bridges learning and development gaps, namely learning theories, learning delivery, and roles of interlocutors. The IFECP is aimed at assisting interlocutors and learners from nascent to mastery stages in ECs to embody the core values of the 2030 Agenda for Sustainable Development.
Conceptualizing Inclusive Learning and Development: A Framework towards Entrepreneurial Competency Practices for Sustainability
This paper reviews the position of entrepreneurial competency practices for sustainability within the learning and development (L&D) narrative over the last three decades. In alignment with the United Nations’ 2030 Agenda for Sustainable Development, gaps within the context of entrepreneurial learning theories, learning delivery, and roles of interlocutors are addressed. The discourse unfolds the meaning and measurement attributes of entrepreneurial competencies, advocating for developing an inclusive framework within the entrepreneurial L&D space. Extant literature posits exclusivity in learning theories, learning delivery, and role of interlocutors as approaches to achieving Entrepreneurial Competencies (EC); however, scarcity in research adapting a dynamic and inclusive framework for amalgamating learning theories, learning delivery, and roles of interlocutors can impact entrepreneurial competency sustainability. This paper analyzes EC to achieve L&D sustainability, employing a mixed-method content analysis to develop a dynamic and inclusive framework encompassing learning theories, learning delivery, and roles of interlocutors. The paper concludes by establishing an Inclusive Framework of Entrepreneurial Competency Practices (IFECP) that bridges learning and development gaps, namely learning theories, learning delivery, and roles of interlocutors. The IFECP is aimed at assisting interlocutors and learners from nascent to mastery stages in ECs to embody the core values of the 2030 Agenda for Sustainable Development.
Conceptualizing Inclusive Learning and Development: A Framework towards Entrepreneurial Competency Practices for Sustainability
Naidu Chander (author) / May Ling Siow (author) / Sridar Ramachandran (author) / Puvaneswaran Kunasekaran (author) / Thanuja Rathakrishnan (author)
2020
Article (Journal)
Electronic Resource
Unknown
entrepreneurial competency , inclusive framework of entrepreneurial competency practices (IFECP) , learning and development , pedagogy–andragogy–heutagogy (P-A-H) , learning theories , learning delivery , Environmental effects of industries and plants , TD194-195 , Renewable energy sources , TJ807-830 , Environmental sciences , GE1-350
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