Physical activity (PA) can have a substantial benefit in the prevention, treatment andrehabilitation of (breast) cancer. Wearable devices offer possibilities to monitor PA,to provide feedback and to set targets. Although the market for PA related wearabledevices is booming, the impact of these wearables is questionable. One of the mainconcerns is the limitations to address individual needs of users, among which specificgroups such as women with breast cancer. Through design, we see opportunities tostimulate for self-enhancement while encouraging PA after cancer treatment.Following a constructive design research approach, Aymée was designed. Aymée is asmart bra that changes its pattern based on the amount of PA. Through thisinteraction, Aymée aims to reinforce women recovering from breast cancer to feelgood about themselves and to be (more) active. In this paper, we describe both thedesign approach in co-creation with former breast-cancer patients, as well as firstresults. We also discuss implications for designing intelligent systems that address PAencouragement.
Worldwide entrepreneurship education (EE) is gaining popularity as an employability skill to prepare learners for a future of adaptability and lifelong learning. Its scholarship, however, is concerned that we have lost sight of what works, why, and how in EE. This is especially true for such novel learning objectives as preparation for lifelong learning. This quasi-experimental, mixed methods research sought answers to the question: of how EE pedagogy influences students’ self-directed learning readiness (SDLR). Statistically significant relations were found, especially between self-efficacy and SDLR. The impact of EE was found to be highly significant, which was explained by the effect of a stage-wise, mixed pedagogy approach to teaching/learning. Enhancement of self-efficacy and motivation for self-directed learning was found to benefit from a continuous cyclical teaching-learning process combining passive, participative and self-steered learning within and throughout each step of the learning process, in simulated and authentic learning contexts.
The swift enhancement of technology has affected the business environment while higher education alone no longer plays a definitive role in the employment process. To meet the emerging requirements of employers, individuals, specifically students, need to develop more entrepreneurial tendencies. The aim of this study is to investigate the factors affecting the entrepreneurial intention (EI) of university students. In order to do so, eight constructs (EI, individual entrepreneurial orientation (IEO), self-efficacy, perceived educational support, perceived relational support, perceived structural support, knowledge sharing and gender) and their items taken from existing literature were used within the proposed model, and the constructed hypotheses were evaluated using structural equation modelling (SEM). In total, 268 surveys were returned by students of various universities. The findings of this study show that self-efficacy is the strongest influencer of students’ EI. The findings also show the mediating influence of self-efficacy on the environmental components. Additionally, male students are more likely than female students to have EI. Overall, this study will help establish the influencers of EI among university students.
