Jun 18, 2015 - Maia Chankseliani. Department of Education. 18 June ... Ken Mayhew. Maia Chankseliani. Jennifer Allen. Marta Mordarska. Stephanie Wilde.
WorldSkills competitors and entrepreneurship: strengths and limitations of the study design, data analysis, and findings Maia Chankseliani Department of Education 18 June 2015
‘A youth festival in which competitors would recognise their role in helping to construct the future. Individual excellence is recognised in sports and the arts, and for this reason it was felt that achievements in vocational education and training were deserving of the same (Wilson, 2000, p. 201).
Developing and Understanding Vocational Excellence (DUVE) Research Overarching research questions:
What are the characteristics of individuals who excel? What kinds of support enable the development of highlevel vocational skills?
How can vocational education be structured to aim not just for minimum standards of high achievement but for high achievement that reflects world class standards? Can broader societal benefits to developing vocational excellence be identified?
DuVE research team
Susan James Ken Mayhew Maia Chankseliani Jennifer Allen Marta Mordarska Stephanie Wilde www.vocationalexcellence.education.ox.ac.uk
Developing and Understanding Vocational Excellence (DUVE) research projects Project 1. Modelling the characteristics of vocational excellence Aim: to study the characteristics of young people involved in the WorldSkills UK programme.
Project 2. Learning environments to develop vocational excellence Aim: to understand what constitutes a learning environment where world-beating performance can be developed. Project 3. Benefits of developing vocational excellence Aim: to examine how and in what way skills competitions provide social and economic benefits, not only to the individual involved but also to society. Project 4. FE college participation in WorldSkills Aim: to establish benefits and costs of involvement in skills competitions for FE colleges. Project 5. WorldSkills contestants and entrepreneurship Aim: to illustrate how the acquisition of greater skill and capability might develop entrepreneurial instinct and ideas and to investigate the sustainability of the activities involved. Project 6. Training managers: benefits and barriers to WorldSkills UK participation Aim: to identify the main benefits and barriers facing TMs in order to inform WorldSkills UK in the recruitment, selection and training of TMs in the future.
WorldSkills competitors and entrepreneurship: Research context, aims, and questions The main research question: How does WorldSkills experience facilitate the discovery, evaluation, and exploitation of opportunities to create future goods and services? Three sub-questions: How does WorldSkills competitors' propensity to become entrepreneurial relate to various motivators, industry-specific factors, and geographical contexts? How, if at all, did WorldSkills influence competitors' motivation to become entrepreneurial? How do WorldSkills competitors' psychological capital, social capital, and human capital facilitate the discovery, evaluation, and exploitation of opportunities to create future goods and services? How is the development of these three forms of capital linked with competitors' WorldSkills experience? How do entrepreneurial competitors view their core business challenges? How can WorldSkills support entrepreneurial competitors?
Methodological overview
Method Instruments
Sample Limitations
Data analysis • Qualitative data analysis • Quantitative data analysis
Is the knowledge constructed/co-produced during the interview or is the knowledge a pre-existing phenomenon? Miner
Source: http://kmuw.org/post/kansas-coal-miner-featured-new-usps-stamp
Traveller
Source: http://www.historytoday.com/becky-taylor/britains-gypsy-travellers-people-outside
Psychological capital: average scores for different groups 5.5 5.4
5.39
5.38
5.3
5.2
5.2 5.1 5
4.9 4.77
4.8 4.7 Intrapreneurs
Entrepreneurs
Latent
Not interested
Hope/willpower – Tell me about your experience that developed your willpower to attain goals and ability to see the pathways to these goals, redirecting paths to goals in order to succeed. Are you more determined to achieve your goals and is it difficult to distract you from your targets than it used to be prior to that experience? Can you give an example? [HOPE]
Psychological capital
Self-efficacy/confidence Tell me about your most important experience that developed your confidence to take on challenging tasks, complete them and reach goals [SELF-EFFICACY] Resiliency - Tell me about your experience that was most influential in developing your resilience, i.e. the ability to recover from unfavourable events or stressors. When beset by problems and adversity, are you more likely to continue working hard towards achieving your goals than you used to before that experience? Can you give an example? [RESILIENCY]
Optimism - Tell me about your experience that was the strongest influence on developing your optimism, i.e. expectation of positive and desirable events in the future. Since that event, are you more likely to attribute positive events to personal, permanent and pervasive causes and interpret negative events in terms of external, temporary and situation-specific factors now than you used to before that experience? Can you give an example? [OPTIMISM]
The proportions of participants who recognised WorldSkills as the most important influence for the development of these psychological characteristics (n=40) 5% Self-efficacy
95%
65%
67% Hope
5%
65%
35%
65%
No Yes
95% Optimism
35%
35%
33% Resiliency
Resiliency
65%
35%
33%
0%
10%Optimism 20% 30%
40%
50% Hope 60%
67%
70% Self-efficacy 80% 90%
100%
%
Entrepreneurship category of those who recognised WorldSkills as the most important influence on developing these psychological characteristics Hope
93%
Self-efficacy
7%
74%
Optimism
26%
71%
Resiliency 93%
29%
62%
38%
7% 0%
10%
20%
30%
40%
50%
60%
26%
Entrepreneurial group 29%
Non-entrepreneurial group
70%
80%
90%
100%
Social capital very few occasions when you achieve something completely on your own. You rely on other people, whether it’s your partner making you dinner when you get home, or whether it’s a supplier who has to send something on time. The relationships you build up really matter (I1, 1999).
Five key networks Type of network
Entrepreneurial
% (number of respondents in the
category
entrepreneurial or non-entrepreneurial groups, respectively) recognising the
importance of the network Professional networks Entrepreneurial
80% (24)
Non-entrepreneurial
80% (8)
Entrepreneurial
67% (20)
Non-entrepreneurial
30% (3)
WorldSkills
Entrepreneurial
47% (14)
community networks
Non-entrepreneurial
50% (5)
Customer-base
Entrepreneurial
40% (12)
Non-entrepreneurial
0% (0)
Entrepreneurial
20% (6)
Family networks
Friends
[WorldSkills] gives you the right tools to go and network, you can ask questions and you feel confident asking the questions. It puts you where high profile [professionals] would be, like designers to go and work with them, you would never get that anywhere. You go and you use what you can to make the most of that opportunity so it’s not wasted and you keep in touch with those people just through meeting them. Not always but they get in touch with you back. (E9, 2011)
Human capital • • • • •
education and training (E&T) attainment technical skills business interaction skills work experience exposure to entrepreneurship within the family
Author’s publications on this topic Chankseliani, M., & James Relly, S. (2015). From the provider-led to an employer-led system: implications of apprenticeship reform on the private training market. Journal of Vocational Education & Training, 67(4), 515–528. https://doi.org/10.1080/13636820.2015.1076499 Chankseliani, M., & James Relly, S. (2016). Three-capital approach to the study of young people who excel in vocational occupations: a case of WorldSkills competitors and entrepreneurship. International Journal for Research in Vocational Education and Training, 3(2). Retrieved from http://www.ijrvet.net/index.php?journal=IJRVET&page=article&op=view&path%5B%5D=144 Chankseliani, M., James Relly, S., & Laczik, A. (2016). Overcoming vocational prejudice: how can skills competitions improve the attractiveness of vocational education and training in the UK? British Educational Research Journal, 42(4). https://doi.org/DOI: 10.1002/berj.3218 Chankseliani, M., James Relly, S., & Mayhew, K. (2015). Benefits of Developing Vocational Excellence. A Report to the National Apprenticeship Service of Project 3 (Phase II) of the DUVE suite of projects. Oxford, UK: University of Oxford. Retrieved from http://vocationalexcellence.education.ox.ac.uk/our-research/project-3/ Chankseliani, M., James, S., & Mayhew, K. (2015). WorldSkills competitors and entrepreneurship (DuVE: Developing and understanding Vocational Excellence). Oxford, UK: University of Oxford. Retrieved from http://vocationalexcellence.education.ox.ac.uk/our-research/project-5/
Mayhew, K., James, S., Chankseliani, M., & Laczik, A. (2013). Benefits of Developing Vocational Excellence. A Report to the National Apprenticeship Service of Project 3 of the DUVE suite of projects. Oxford, UK: University of Oxford. Retrieved from http://vocationalexcellence.education.ox.ac.uk/our-research/project-3/
