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Relevant bibliographies by topics / Journalism Experiential learning Problem-based learning

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Academic literature on the topic 'Journalism Experiential learning Problem-based learning'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Journalism Experiential learning Problem-based learning"

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Kartveit, Kate. "Journalism teaching and experiential learning." Žurnalistikos Tyrimai 2 (January 1, 2009): 34–48. http://dx.doi.org/10.15388/zt/jr.2009.2.72.

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TV-journalism can never be thought successfully entirely on a theoretical basis. The students must experience the professions challenges and difficulties by exercising and experiencing the TV-journalistic methods, TV-tools and TVaesthetics in practice in order to achieve skills within TV-journalism. The article discusses how Kolb’s learning circle successfully provides a pedagogic approach in practical journalism learning and teaching. Kolb experiential learning theory says that ideally the learning process represents a learning cycle or spiral where the learner touches four bases in process,

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DebBurman, Shubhik K. "Learning How Scientists Work: Experiential Research Projects to Promote Cell Biology Learning and Scientific Process Skills." Cell Biology Education 1, no. 4 (2002): 154–72. http://dx.doi.org/10.1187/cbe.02-07-0024.

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Facilitating not only the mastery of sophisticated subject matter, but also the development of process skills is an ongoing challenge in teaching any introductory undergraduate course. To accomplish this goal in a sophomore-level introductory cell biology course, I require students to work in groups and complete several mock experiential research projects that imitate the professional activities of the scientific community. I designed these projects as a way to promote process skill development within content-rich pedagogy and to connect text-based and laboratory-based learning with the world

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Njuguna, Joseph, and Margaret Jjuuko. "Online journalism education in Rwanda: students find value in the Experiential Learning Approach." Scholarship of Teaching and Learning in the South 3, no. 2 (2019): 84. http://dx.doi.org/10.36615/sotls.v3i2.91.

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The digital age is reshaping media industries locally and globally, forcing media firms and media producers to master new media tools in order to remain competitive and employable. This technological revolution has had a marked impact on the structures and economic viability of media, necessitating media training institutions to rethink how they prepare future media professionals for work in the twenty-first century. In order to keep pace with these rapid technological changes, educational institutions have had to adjust journalism curricula to integrate online or multimedia journalism courses

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Steeves, H. Leslie. "Experiencing International Communication: An Internship Program in Ghana, West Africa." Journalism & Mass Communication Educator 60, no. 4 (2005): 359–75. http://dx.doi.org/10.1177/107769580506000405.

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A University of Oregon School of Journalism and Communication summer program in Ghana addresses students' desire for internships and short-term study abroad, as well as ongoing efforts to diversify and internationalize the undergraduate curriculum. The educational value of the internships is interpreted via the experiential learning theories of John Dewey and Paolo Freire. Student reactions are highlighted in three areas: problem posing, identifying solutions and taking action, and critical reflection and growth.

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Stoker, Ruth. "An investigation into blogging as an opportunity for work-integrated learning for journalism students." Higher Education, Skills and Work-Based Learning 5, no. 2 (2015): 168–80. http://dx.doi.org/10.1108/heswbl-01-2014-0002.

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Purpose – Blogging has become a well-established method of online communication and publication, used by individuals and organisations to disseminate news, ideas and information. In their earlier forms, blogs were used as online diaries, but have now evolved into complex digital environments. The purpose of this paper is to consider whether blogging can be framed as a mode of work-integrated learning in the context of journalism and media education, and to ask whether blogging can develop transferable skills useful in graduate-level employment. Design/methodology/approach – Semi-structured int

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Frey, Elsebeth, Ragnhild K. Olsen, and G. Anthony Giannoumis. "Exploring Journalism and Computer Science Student Collaboration." Nordicom Review 40, no. 2 (2019): 129–42. http://dx.doi.org/10.2478/nor-2019-0037.

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Abstract The digitalization of journalism has resulted in an increased overlap between technology and journalism in the newsroom. This development has profound implications for journalism education. The present study investigates a team-based experiential learning project between journalism and computer science students in a digital feature journalism course. Using the concept of trading zones as our analytical lens, we explore the students’ thoughts and opinions regarding professional roles and boundaries as well as areas of tension and spaces of mutual understanding in the collaborative cont

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Bennett, Dawn, Anne Power, Chris Thomson, Bonita Mason, and Brydie-Leigh Bartleet. "Reflection for learning, learning for reflection: Developing Indigenous competencies in higher education." Journal of University Teaching and Learning Practice 13, no. 2 (2016): 99–118. http://dx.doi.org/10.53761/1.13.2.7.

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Reflection is an essential part of students’ critically reflective development within experiential-learning contexts; it is arguably even more important when working cross-culturally. This paper reports from a national, arts-based service-learning project in which students in creative arts, media and journalism, and pre-service teachers worked with Aboriginal people in urban and rural areas of Australia. The paper uses Ryan and Ryan’s (2010) 4Rs model of reflective thinking for reflective learning and assessment in higher education to ascertain the effectiveness of the project work toward enge

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Rupprecht, Peggy M. "A Phenomenological Study Exploring the Meaning of Global Engagement Among Former Participants of a Backpack Journalism Program." Journal of Public Interest Communications 4, no. 1 (2020): 61. http://dx.doi.org/10.32473/jpic.v4.i1.p61.

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This phenomenological qualitative study explores the meaning of global engagement among former students who participated in a Backpack Journalism course from 2010 through 2016. Through semi-structured interviews, the researcher explored the meaning of global engagement as it relates to global education, experiential/project-based learning, and public interest communications. The resulting participant themes (community, unexpected/eye opening, discomfort, making a difference, and reflection/discernment) will further inform classroom instruction for upcoming Backpack Journalism courses and may s

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Caputo, John S. "Media ecology classroom assignment: Comparative media paper." Explorations in Media Ecology 18, no. 4 (2019): 435–38. http://dx.doi.org/10.1386/eme_00014_1.

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This essay discusses a foundational theory in media studies and uses an experiential approach to learning the concept. Based on the foundational writings of Sapir, Innes, McLuhan, Postman and others, the following is a two-part assignment that appears simple but can be quite complex. When looking at the cultural influence of media, we are often misled by the illusion of content. This assignment requires the student to examine how the form of a medium of communication influences the content. The student is asked to write a brief comparative analysis (two to four pages) of the same story in two

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Woolley, Bruce. "Teaching Undergraduate Journalism Students Foreign Correspondence: Can It Be Done?" Asia Pacific Media Educator 27, no. 1 (2017): 85–102. http://dx.doi.org/10.1177/1326365x17701794.

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The University of Queensland has conducted five international field reporting courses in India and Vietnam since 2012,1 as well as three more courses based on similar work integrated learning principles (i.e., intensive, immersive and experiential) on campus at St Lucia in Brisbane during the same period. Previous research has found them to be valuable pedagogical innovations that have led to solid academic outcomes. The students themselves have also reported enjoying greater self-confidence, better reporting and technical skills, and increased employment prospects as a direct result of taking

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Dissertations / Theses on the topic "Journalism Experiential learning Problem-based learning"

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Boyd-Bell, Susan. "Experiential learning in journalism education a New Zealand case study : a thesis submitted to AUT University in partial fulfilment of the requirements for the degree of Master of Education (MEd), 2007." Click here to access this resource online, 2007. http://repositoryaut.lconz.ac.nz/theses/1381/.

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Thesis (MEd) -- AUT University, 2007.<br>Primary supervisor: Sue Stover. Includes bibliographical references. Also held in print (125 leaves : col. ill. ; 30 cm.) in City Campus Theses Collection (T 070.4071193 BOY)

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Casey, Matthew Scott. "PROBLEM-BASED INQUIRY: AN EXPERIENTIAL APPROACH TO TRAINING EVALUATION." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1164649402.

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Dissertation (Ph. D.)--University of Akron, Dept. of Curricular and Instructional Studies-Secondary Education, 2006.<br>"December, 2006." Title from electronic dissertation title page (viewed 04/28/2008) Advisor, Qetler Jensrud; Committee members, Sandra C. Coyner, Dennis Doverspike, Xin Liang, Carole Newman, Susan Olson; Interim Department Chair, Bridgie Ford; Dean of the College, Patricia Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.

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Blackwell, Mary Alice. "An Undergraduate Theatre History Course Design Utilizing Problem-Based Learning." VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1188.

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This thesis was written to provide an alternative teaching model for an undergraduate theatre history class. The course design, utilizing the Problem-Based Learning educational model, aims to create a student-centered, experiential theatre history class. The first section explores the history and evolution of the theatre discipline in academia. These chapters examine the expansion and transformation of the theatre curriculum within the discipline and higher education. The second part examines the history and the methodologies of Problem-Based Learning. Based on the philosophy of educator John

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Vallino, Linda, and Brenda Louw. "Revolutionizing Classroom Teaching in Cleft Palate: A Hybrid of Traditional, Problem-Based & Experiential Learning." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7752.

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Walker, Candace Lynette. "Implementing Inquiry-Based Learning in a General Microbiology Laboratory." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/43973.

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In recent years there has been an increased interest in inquiry-based learning, also known as experiential learning or problem-based learning, as a more appropriate model of teaching science. The purpose of this study was to incorporate inquiry-based learning in a college sophomore-level General Microbiology Laboratory. The goal of this laboratory course is to introduce students to basic techniques and procedures necessary for the study of microorganisms. Laboratory sections were randomly assigned to an experimental group or a control/reference group. The experimental group was taught the conc

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Julie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&amp.

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The purpose of the study wass to describe the professional and personal development of nursing students who were placed at the Saartjie Baartman Centre for Abused Women and Children for the service-learning trial run of this Gender-Based Violence module i

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Bosch, Ronel. "The perceptions of adolescents of an adventure-based education programme." Thesis, Link to the online version, 2007. http://hdl.handle.net/10019/591.

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Van, Kleef Heidi. "Fasilitering van krities reflektiewe leer in verpleegonderwys." Diss., 2002. http://hdl.handle.net/10500/1544.

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Text in Afrikaans<br>The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the context of nursing education. The research question was stated as follows: What guidelines does the nursing tutor need to facilitate critical reflective learning in student nurses? The research design was qualitative, contextual, explorative and descriptive of nature. Ten nursing tutors were selected for participation on the basis of their expertise and experience. Data collection was in the form of written narratives

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Kleynhans, Andries Mentz. "The design of an undergraduate chiropractic curriculum." Diss., 1998. http://hdl.handle.net/10500/17099.

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Evidence is provided to support Kierkegaard's phenomenology that only what is learned through experience is truly known. It is demonstrated that the chiropractic curriculum represents a unique area of investigation and that it is possible to define curriculum; to create a functional and integrative model which subsumes elements from the traditional, cyclical and process models; and to design an integrative, problem-based, evidence-based, experiential chiropractic curriculum. A taxonomy is proposed for curriculum design in four domains which deal respectively with a) curriculum processes

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De, Villiers Louise 1953. "Model vir kurrikulumontwikkeling in verpleegkunde." Thesis, 1998. http://hdl.handle.net/10500/17978.

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Teoretiese navorsing is onderneem om 'n model vir kurrikulumontwikkeling vir die Diploma vir Registrasie as Verpleegkundige (algemene, psigiatriese, gemeenskaps-) en Vroedvrou te ontwikkel. Twee hooffaktore beinvloed verpleegonderwys. Op globale vlak word verpleegonderwys beinvloed deur die realiteite van 'n inligtingtegnologie-gedrewe samelewing. Dit noodsaak die ontwikkeling van kritiese denke, aanpasbaarheid ten opsigte van konstante sosiale verandering en 'n verbintenis tot lewenslange leer. Op nasionale vlak word verpleegonderwys beinvloed deur 'n nasionale gesondheidstelsel wat gek

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Books on the topic "Journalism Experiential learning Problem-based learning"

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Beginning reflective practice. Nelson Thornes, 2003.

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Schon, Donald A. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in the Professions. Jossey-Bass Publ, 1990.

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Educating the reflective practitioner. Jossey-Bass, 1990.

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Miller, Blair Johnson. The use of outdoor-based training initiatives to enhance the understanding of creative problem solving : a project in creative studies. 1992.

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Peter, Errington Edward, ed. Developing scenario-based learning: Practical insights for tertiary educators. Dunmore Press, 2003.

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(Editor), Tony Ghaye, and Sue Lillyman (Editor), eds. Caring Moments (Reflective Practice). Quay Books,a division of Mark Allen Publishing Ltd, 2000.

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1951-, Mabey Christopher, and Iles Paul, eds. Managing learning. Routledge in association with the Open University, 1994.

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Beginning Reflective Practice. Cengage Learning, 2013.

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Jasper, Melanie. Beginning Reflective Practice: Foundations in Nursing and Health Care (Foundations in Nursing & Health Care). Nelson Thornes, 2003.

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Beginning Reflective Practice. Cengage Learning, 2013.

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Book chapters on the topic "Journalism Experiential learning Problem-based learning"

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Reimann, Peter, and Sieghard Beller. "Computer-Based Support for Analogical Problem Solving and Learning." In Simulation-Based Experiential Learning. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78539-9_7.

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"Problem-Based Learning in Virtual Worlds: Two Case Studies in User Interface Design." In Experiential Learning in Virtual Worlds. BRILL, 2013. http://dx.doi.org/10.1163/9789004372153_004.

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Morreale, Cathleen, and Nicholas Fronczak. "Experiential Learning in Postsecondary Education." In Learning and Performance Assessment. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0420-8.ch069.

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This chapter focuses on the theories of experiential learning as applied to undergraduate education in the context of personal and career development of students through a learner-centered online internship program model. The chapter explores the need for experience and problem-based applied learning strategies that are transferrable to the world of work with value to students in arenas of their lives extending into their educational, professional and personal spheres. The chapter explores essential building blocks and best practices for faculty as teachers and mentors to implement in the online internship program experience to capitalize on traditional experiential learning practices. Furthermore, valuable assessment techniques, useful to experiential learning strategies to measure growth in student learning from application of experiential learning are included. The chapter concludes with challenges associated with deviating from traditional instructional teaching modes.

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Cheers, Chris, Chen Swee Eng, and Glen Postle. "Experiential Space." In Physical and Virtual Learning Spaces in Higher Education. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-114-0.ch016.

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The description of learning environments as physical or virtual spaces focuses on the tools and infrastructure that support learning as opposed to the learning interactions. The authors of this chapter advocate the view that to maximise the potential of any learning environment, educators need to understand how students learn in the first instance and then design the learning environment based on these insights. Throughout this chapter, formal learning is conceived as an individualised experience within an organised learning community, and as such, it is suggested that this learning environment is described as an experiential space. Within this chapter, an approach to designing an experiential space that uses problem based learning to engage students and facilitate their active construction of knowledge is described. The Holmesglen built environment degree program is used as a case study to illustrate a particular solution to designing an experiential learning space.

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Morreale, Cathleen, and Nicholas Fronczak. "Experiential Learning in Postsecondary Education." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch018.

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This chapter focuses on the theories of experiential learning as applied to undergraduate education in the context of personal and career development of students through a learner-centered online internship program model. The chapter explores the need for experience and problem-based applied learning strategies that are transferrable to the world of work with value to students in arenas of their lives extending into their educational, professional and personal spheres. The chapter explores essential building blocks and best practices for faculty as teachers and mentors to implement in the online internship program experience to capitalize on traditional experiential learning practices. Furthermore, valuable assessment techniques, useful to experiential learning strategies to measure growth in student learning from application of experiential learning are included. The chapter concludes with challenges associated with deviating from traditional instructional teaching modes.

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Lower-Hoppe, Leeann M., Shea Brgoch, Yung-Ju Chen, and Sue Sutherland. "Inquiry-Based Learning in Action." In Handbook of Research on Innovations in Non-Traditional Educational Practices. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4360-3.ch003.

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Inquiry-based learning is a pedagogical strategy that shifts learning from an instructor-focused transfer of knowledge to learner-focused construction of knowledge. Based upon theoretical propositions that knowledge is constructed through social experiences, inquiry-based learning promotes greater understanding and integration of content. With instructors increasingly expected to utilize innovative teaching strategies and diversify the traditional lecture format, inquiry-based learning can cultivate complex learning experiences. This chapter reviews the theory of inquiry, experiential learning theory, and theory of social constructivism and describes the primary tenets of inquiry-based learning to provide theoretically grounded, evidence-based suggestions for instructors. Design, implementation, and evaluation of inquiry-based learning is discussed through examples of problem-based, project-based, and case-based pedagogical techniques. Outcomes and challenges of delivering inquiry-based lessons are presented as well as directions for future research to continue advancing educational practices.

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"Promoting interactive learning and teaching Introduction 67; Lectures 67; Learning groups: seminars, group learning and projects 70; Problem-based learning 72; Experiential learning 74; Critical analysis of theory 78; Supporting student learning:." In Effective Learning and Teaching in Social Policy and Social Work. Routledge, 2004. http://dx.doi.org/10.4324/9780203415894-18.

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Bishop, Robin M., and Jaede K. Ishikawa. "Strengthening Graduate Programs by Engaging Students as Co-Designers." In Reshaping Graduate Education Through Innovation and Experiential Learning. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4836-3.ch004.

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This chapter will tell the story of how a cohort of master's students were engaged in a project-based course in which their problem to be tackled was the re-design of their larger program curriculum. In addition to gaining transferable skills from this co-designer's experience, these students left with a sense of legacy and the satisfaction that the program would better serve future cohorts. The authors discuss how students-as-partners approaches are informed by tenets of project-based learning and inquiry-based learning. They explore how students navigate frustrations within the ambiguity of these learning environments, and how the navigation of this initial uncertainty may contribute to the development of greater agency. Finally, the authors offer a consideration of how these teaching approaches may help fulfill the goals of critical pedagogy.

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Saxena, Deepak. "Student-Centered Approach and Active Learning in Business Education." In Fostering Meaningful Learning Experiences Through Student Engagement. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4658-1.ch011.

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In recent years, the conception of learning has moved from a content delivery focus to experiential learning. In this regard, student-centered and active learning approaches are often recommended for fostering a meaningful experience for learners. This chapter discusses three key elements of student-centered learning—student choice, active learning, and student-teacher relationship—and notes examples from two Irish higher education institutions. Approaches like flipped classroom, interactive classroom, problem-based and collaborative learning, and case-based learning are discussed with examples from business education. Finally, the chapter concludes by offering recommendations and noting the potential of virtual learning environment tools in the post-COVID world.

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Abdallah, Salam, and Fayez Albadri. "Meaningful Learning from Sustained Online Communication." In Information Systems Applications in the Arab Education Sector. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-1984-5.ch015.

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This case study discusses a model of evaluating a group of adult students learning resulting from using an online social constructivist tool. The study is based on using a discussion board for sharing and co-constructing knowledge. Learning through social interactions and critical thinking is increasingly considered an essential teaching approach and especially for adult students. This approach promotes active learning and leads to better understanding of the subject matter. Online interaction evidently promotes critical thinking, problem solving, and knowledge construction. The literature provides a large set of approaches for evaluating discussion boards. However, their uses are not easily adoptable by faculty who are primarily interested in measuring the quality of online discussion. The authors contend that faculty should not adhere to a single measure but rather to be experiential and to develop their own models of evaluation of the students’ online learning experience. This case study discusses our own model for understanding the students’ learning experience and the authors’ approach to assess an individual’s level of engagement in critical thinking. The study contributes to the body of knowledge on adopting e-learning technologies at institutions in the Arab World for teaching adult students.

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Conference papers on the topic "Journalism Experiential learning Problem-based learning"

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J. Gackowski, Zbigniew. "Case and Real-Life Problem-Based Experiential Learning with Information System Projects." In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2617.

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The focus of this paper is case and real-life problem-based (Ewell, 1997) experiential learning with computer information system projects at California State University Stanislaus. The experiential learning occurs within a four- stage cycle: concrete experience, reflective observation, abstract conceptualization, and active experime n-tation. The four principles and strategies applied to bring knowing and doing together are: concreteness, involvement, dissonance, and reflection. The paper shows how the four types of learning environments (affective, perceptually oriented, symbolic, behavioral)

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Siddique, Zahed, Mrinal C. Saha, Bipul Barua, and Firas Akasheh. "Learning Casting Through Interactively Creating a Scenario." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28593.

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Students can learn more effectively when actively involved in the learning process. Traditional approach is mainly “teacher-centered” and lacks in nurturing the students’ skills in today’s changing world. Various non-traditional approaches, that are based on experiential learning, such as project-based, problem-based or case studies-based learning have been developed and found to improve student’s learning concepts in engineering. Course modules that engage students can (i) stimulate active learning, (ii) prepare students to solve open-ended real-world problems in industries, and (iii) serve a

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Wei, Wei, and Xiaojun Wan. "Learning to Identify Ambiguous and Misleading News Headlines." In Twenty-Sixth International Joint Conference on Artificial Intelligence. International Joint Conferences on Artificial Intelligence Organization, 2017. http://dx.doi.org/10.24963/ijcai.2017/583.

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Accuracy is one of the basic principles of journalism. However, it is increasingly hard to manage due to the diversity of news media. Some editors of online news tend to use catchy headlines which trick readers into clicking. These headlines are either ambiguous or misleading, degrading the reading experience of the audience. Thus, identifying inaccurate news headlines is a task worth studying. Previous work names these headlines ``clickbaits'' and mainly focus on the features extracted from the headlines, which limits the performance since the consistency between headlines and news bodies is

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Lu, Wen Feng, Hong Wee Lim, and Kim Hoo Goh. "Engineering Design and Education: A Case Study on Designing a Competition Fuel Efficient Vehicle Through Experiential Learning." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48817.

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Engineering design involves a series of steps that lead to the creation of a product, a system, or a service to meet desired needs. The design and creation of innovative solutions to challenging engineering design problems require young engineers to be immersed in an education environment which challenges and nurtures the thought process and provides the necessary hands-on experience in design. There is increasing convergence in opinions that problem-based and experiential learning should be more integrated with the science-based engineering programs. Experiential learning is the key to engagi

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Hess Norris, Debra. "All you need is love." In SOIMA 2015: Unlocking Sound and Image Heritage. International Centre for the Study of the Preservation and Restoration of Cultural Property, 2017. http://dx.doi.org/10.18146/soima2015.3.13.

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Preservation of photographic materials, both physical and digital, presents numerous challenges, and photographic collections are at risk world-wide. In response to this danger, regional partners have worked with international organizations to forge global training initiatives and platforms centred on experiential learning and designed with curricula tailored to speci c climates, geographies, needs and outcomes. paper highlights three forward-thinking e orts. The Middle East Photograph Preservation Initiative (MEPPI) has provided training to collections in 16 countries. Préservation du Patrim

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Reports on the topic "Journalism Experiential learning Problem-based learning"

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Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be in

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