THE ACTIVITIES of the entrepreneur have come to be associated with national development goals.

In countries everywhere, entrepreneurs are prized for their potential to create jobs, generate income, and help wage war against poverty and attain inclusive growth.
During the 1960s, sociologists probed into the origins of the entrepreneurial personality. They found entrepreneurs were not always born or raised in a family setting but could also be developed in the classroom.

Philippine campuses began to throb with entrepreneurial energy by the 1970s. Business schools introduced entrepreneurship as a credit course or as field of specialization.

Young entrepreneur clubs proliferated. Students, individually or in groups, owned promising startups even before they graduated.

Since 2005, the Commission on Higher Education (CHED) has issued a series of policies and standards to guide universities and colleges in developing and running entrepreneurship courses. Implicitly, the guidelines sought to raise the quality of entrepreneurship education to maximize the potentials of graduates who will help the country attain self-reliance.

Among the most important determinants of quality education is the quality of the teaching manpower and teaching methods used.

Enterprising values, attitudes and skills are best taught by enterprising teachers using enterprising learning methods.

Teachers must be able to provide enterprising role models for students. According to Prof. Alan Gibb of Durham University Business School, students must appreciate they are learning from mentors “who know what they are talking about and who personify the entrepreneurship values they teach.”

Does this make the entrepreneur the best teacher of entrepreneurship?

Not necessarily, according to Miriam College Department of Entrepreneurship chair Maria Luisa B. Gatchalian, who explains entrepreneurs may not have the necessary skills and time for teaching. “It is possible for trainers and educators to teach entrepreneurship as long as they know how to teach a model that works.”
This assigns the teacher to multiple roles of mentoring, coaching, teaching and facilitating multiple disciplines that require various sets of teaching skills and attributes.

Entrepreneurship learning in formal education involves exercises in personal competency building, idea generation, opportunity identification, problem solving and decision-making skills, venture development, resource building, business planning, and business startup and operation.

Business idea generation, for one, takes much time to learn. So does business planning.

“They are part of a long and arduous journey that requires the commitment of both the student and the teacher to work together,” Gatchalian explains.

The process goes through incubation stage until the student entrepreneur reaches his or her goals. The entrepreneurship teacher, therefore, often has to be generous with time and may work with students way beyond classroom hours.

Dr. Paz H. Diaz, Small Enterprises Research and Development Foundation (Serdef) board secretary and who has been involved in entrepreneurship education for more than 30 years, says teachers and trainers must be enterprising in their use of teaching methods and resources. “Entrepreneurship faculty should be resourceful and go beyond a prescribed manual or textbook to get real-life examples of local startups that made good. Those that failed can also be sources of lessons in venturing in a project.”

The traditional learning mode is teacher-centered. Entrepreneurship education requires teachers to relinquish full control. Best results may be expected when students take responsibility for their learning.

This means, according to Gibb, that students take active part in setting goals, planning learning activities and engaging the teacher to facilitate learning. It also means students have a say in selecting projects, choosing when, where, and how to learn, reflecting on the learning process, and assessing learning outcomes.

The enterprising learning mode is designed to include elements of uncertainty, commitment, ownership, risk-taking, flexibility and other challenges associated with entrepreneurship.

A typical entrepreneurship classroom should be “noisy,” says Diaz. “Noisy in the sense of palpable involvement and excitement among students and faculty in simulating entrepreneurial life within the classroom. Later in life, these ’noises’ will be better remembered and the lessons learned from such activities will be indelible guides ingrained in students’ mind-set and values.”

Diaz adds these “21st century learning methods engage the whole personality of the student. The teacher, therefore, must be creative and enterprising in the selection of teaching methods in class.”

Diaz and Gatchalian lead Serdef’s faculty workshops and training of trainers programs in various schools and communities throughout the country.
Serdef cooperates with other institutions with similar goals to propagate entrepreneurship education nationwide.

The workshops aim to train teachers in enterprising methodologies and student-centered activities to stimulate interest and motivation for learners to become entrepreneurs.

(Those interested in attending or organizing Serdef faculty workshops may call 355-5348 or e-mail serdef1976@serdef.org)


SOURCE: Philippine Daily Inquirer > business.inquirer.net/206434/of-enterprising-learning-enterprising-teachers

Grade 6 Science teacher Hardie Gieben M. Cruz (bottom photo, right) won 2nd Best Presenter in the Tertiary Category for his research entitled Exploring Fairness and Justice: Meanings, Relationships and Values. The paper was presented at the International Educators’ Conference held last year and is set to be published in The Association of Science, Education, and Technology (TASET) International Journal this year.  

The conference, which was held at St. Paul University in Tuguegarao City, carried the theme Bridging the Gaps in Education: Fortifying International Cooperation. It gathered educators, researchers, and practitioners who shared knowledge and discussed current trends in different areas of education and training. The conference also introduced the concept of Mind Brain Education and how it can enrich the field of education in general.

Writing is not a gift, it’s a skill that needs to be practiced. This was how resource-facilitator Sherilyn Siy framed the interactive workshop hosted by the Department of International Studies. Entitled, "Strengthening Our Writing", the workshop was held January 9, 2016 at the Miriam College Board Room and attended by select IS faculty and IS students.

Sherilyn Siy, a summa cum laude graduate from Ateneo de Manila University, worked as a research assistant at the Institute of Philippine Culture on a research concerning an urban poor settlement. She then went to teach English at the Xiamen Radio and Television University in China as a Jesuit Volunteer for two years before she came back to Ateneo for an MA degree in Applied Social Psychology. She also worked for the Special Projects office of Miriam College during Dr. Patricia Licuanan’s time. Now residing in Japan, she is a fulltime mother and blogger and considers herself a popular audience writer rather than an academic writer. 

The sharing of innovative approaches to writing and the discussion on the assigned reading entitled, “Why Academics Stink at Writing,” by Steven Pinker, got the IS faculty and students to examine and rethink their own writing styles and approaches. Participants left the workshop motivated to write, write and re-write. Peter Jonas David, Department of IS Faculty

The Commission on Higher Education (CHED) identified Miriam College’s Business Administration and Entrepreneurship Departments as Centers of Excellence (COE) through a CHED Memorandum Order No. 38 released in December 2015.

The same memorandum order also named the school’s Communication Department as a Center of Development (COD).

The Business Administration and Entrepreneurship Departments fall under school’s College of Business, Entrepreneurship and Accountancy (CBEA). Both departments pride itself in having simulation facilities and laboratories in place to ensure that the students are learning by actually doing business. To date students are involved in running the school’s Souvenir Shop, Café Entrep, Internet Research Center, and Bookstore. It also has a Finance Laboratory to access real time stock market data. The College also offers Leisure and Tourism Management, Accountancy, and Accounting Technology.

Communication, on the other hand, is one of the flagship courses of Miriam College and is under the College of Arts and Sciences. Apart from its highly qualified faculty, it has strong linkages with key local and international organizations. This is to ensure that its students are exposed to the developments and innovations in the communication field both here and abroad. The department is also proud of its researches and published articles both by students and faculty.

COEs are colleges/departments within Higher Educational Institutions, which continuously demonstrates excellent performance in the areas of instruction, research and publication, extension and linkages and institutional qualifications while CODs refers to a department within a higher education institution which demonstrates the potential to become a COE in the future.


The College of Business, Entrepreneurship, and Accountancy (CBEA) through the Department of Leisure and Tourism Management (LTM) brought onboard a total of 36 students composed of 3rd year and 4th year students to cruise Singapore-Thailand-Malaysia via M.V. Costa Victoria  on December 15 to 19, 2015. 

Together with the students were Dr. Ruby Alminar-Mutya, LTM Department chair,and faculty members Glenda R. Villanueva and May Jerelyn Mariano. The International Cruise Learning and Actualization Program was conducted in coordination with Costa Cruises and TravelPeople Ltd., Inc. 

The program aims to introduce the students to international standards of leisure-tourism-hospitality management in cruise line travel and operation; gain confidence through an authentic experience from learning interaction across geographical-cultural contexts; and prepare the students to be at par with tourism industry’s demands and expectations on knowledge, skills, and values of future tourism practitioners.   

The students attended and participated actively in a series of orientation and training sessions which include Introduction to cruising; interaction with the cruise officers and crew; tour of ship facilities; on-site demonstration of buffet/ala-carte preparation and service, bar operation, and housekeeping; and management of onboard and onshore activities.

Middle School students celebrated the Feast of the Immaculate Conception of the Blessed Virgin Mary last December 8, with fun-filled and spirit-filled activities. Offering their 3 T’s—Time, Talent, and Treasure—to God, the students started the day with a Eucharistic Celebration. After the Mass, students donated adult diapers and assorted crossword puzzles for the chosen community of the Faculty Outreach Activity, the Little Sisters of the Elderly in San Juan. This was followed by an 'Agape’ outreach activity, where the students shared a meal, interacted, and expressed their appreciation to the janitors and maintenance group of Miriam College, the helpers and the students from the Miriam Adult Education.

The day ended with the culminating activities for Christian Living Education Week. With the theme “Christ In Us, Hope in Glory,“ the Grade 6 students sang and danced their hearts out in their PraiseFest. Grade 7 students narrated the Salvation History through dance, original poems, and OPM songs for their SaTulaWit. Grade 8 students composed original songs in their activity Psalms and Verses Through Songs and Voices.

It was a celebration full of faith, hope, and love which demonstrated how the Miriam College Middle School community lives out the Miriam Spirituality — a community that shows service with a heart.

Miriam College hosted and organized the International Conference on Business and Communication (ICBC) last November 27-28, 2015 at the Marian Auditorium. Carrying the theme “Business, Tourism, and Identity in the ASEAN Economic Community,” the conference aimed to provide a platform for strengthening the relationship between business and tourism and for building identity in the context of the ASEAN integration initiative through various creative individuals, team-based activities, competitions, and exhibitions.

Dr. Rosario O. Lapus welcomed more than 500 international and local participants to the conference. Participating countries were Indonesia, Thailand, and Malaysia. Local participants were from UST, St. Paul’s College, Miriam College, Saint Pedro Poveda College, Assumption College, St. Scholastica’s College, National College of Business and Arts, Philippine School of Business Administration, Pamantasan ng Lungsod ng Maynila, Polytechnic University of the Philippines, Lyceum of the Philippines, and College of St. Benilde.

The keynote speaker was Honorary Consul General Robert Lim Joseph (top left photo). He is also the founder of the National Association of Independent Travel Agencies and the Tourism Educators and Movers Philippines. In his talk, Joseph noted that tourism is the biggest business in the country today. He emphasized that the age of Internet and social media has contributed much to the industry because knowledge and information have become accessible to everyone. Because of technology, people have no reason to say, “I don’t know” anymore, he said.  He also emphasized on the need to be savvy in sales and excellent in public relations and communications to be able to boost any business.

Plenary topics include Business, Entrepreneurship, Tourism Education in the ASEAN region, and the ASEAN Economic Community. In between plenary topics were parallel sessions that gave the participants an opportunity to discuss and learn about student study initiatives, cultural-based tourism development, and tourism education across the ASEAN region.

A highlight of the event was the Innovation Challenge, wherein students were grouped randomly and given three hours to develop an innovative product or service using coconut.  Awards were given for three categories: Band de Coco was named People’s Choice; Cocos Nucifera won Most Sustainable Product Innovation and Over-all Product Innovation; and the Layered Coconut Husk Breakwater got Most Socially Responsible Product Innovation award.

The conference was organized by the President’s Office through Christina Ibañez and the College of Business, Entrepreneurship & Accountancy.

The Women Peacemakers Program-The Netherlands together with the Center for Peace Education organized a Regional Consultation on "Gender & Militarism in Asia: Linking Regional Analysis to Local Practices” last December 7-9, 2015. The consultation, which  took place at the Marco Polo Hotel in Ortigas, brought together 30 men and women from nine different Asian countries, different Asian subregions, and various backgrounds: activists, academics,  as well as representatives of indigenous communities. 

During the meeting, participants discussed different aspects of militarization in the Asia region, the effects and obstacles for women and human rights activists, as well as successful approaches to confront the rising militarization in the region and promoting nonviolent approaches to conflict prevention and resolution, linking it to critical academic research from the region.

On December 9, 2015 the participants shared the results of the consultation with government officials, civil society representatives, academicians and members of the diplomatic community in the Philippines. Secretary Teresita Quintos-Deles, Presidential Adviser on the Peace Process, gave the Keynote Message. Professor Miriam Coronel-Ferrer shared her thoughts after participants have shared the result of the consultation.

Results of consultation are being compiled by WPP and will be circulated among stakeholders working on the women. peace and security agenda.

The MCHS Glee Club was the 2nd runner-up at the Children’s Museum & Library Inc.’s (CMLI) Voices in Harmony held at the AFP Theatre last December 6, 2015. The choir sang two choice pieces, Papanok a Lakitan by Nilo B. Alcala II and Kailangan Kita by Ogie Alcasid and arranged By Carl Elmore Facto. Their contest piece was Posible popularized by the group Rivermaya. It was arranged for the choir by Ma. Theresa V. Roldan. 

The semi-final round was held last October 4 at the Marian Auditorium. A total of 22 schools participated but only 10 made it to the finals.

Champions were Immaculate Conception Academy and St. Scholastica’s Marikina.

The Middle School celebrated its first-ever Leaders League last November 23 to 27. During the week, every student in the Middle School experienced how it really is to be a leader. They signed up to participate in various activities and talks that were prepared just for them.These included fun games during lunch break which brought out team-building and leadership skills of the students, and the Corners for Reflection at the lavatory mirrors where everyone could, literally and figuratively, reflect on prompts. These corners were extended to the corridors and main passageways. Interactive displays were also prepared which students diligently engaged in.

Noteworthy activities were the various talks given by students with different backgrounds and experiences in the area of leadership. Some were  veteran leaders, others first-time leaders and leaders-to-be.

For the class officers, a session on Solution-Focused Leadership was facilitated. The club officers, on the other hand, had a talk on how it is to be a Servant Leader.

Similar to the TED Talk concept, Speed Learning Sessions were held featuring four speakers from the MS community who shared their knowledge and insights on what it takes to  become a good leader. They cited skills such as valuing efforts,  practicing patience, dealing with rejection, and developing the will to be able to lead well.

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