Vol 5 Iss 1

H. Hersugondo, Sugeng Wahyudi, M. Chabachib, P. Prasetiono, M. Kholik Mahfud Faculty of Economics and Business, Diponegoro University, Semarang, Indonesia

The study investigates the affect of corporate social responsibility on the value of a company with the size of the organization as a moderating variable. The research focusing on the fabricating enterprises that registered on the Indonesian Stock Exchange (IDX) as a manufacturing company with influence / impact on the surrounding environment as a result of the activities of the company. Sample option is done by using purposive sampling method with the objective to obtain a representative sample in accordance with the criteria specified. The processed data underwent multiple linear regression analysis (multiple regression analysis). The Company Society Awareness rate is according to the GRI standards (Global Reporting Initiative), while the grade of the enterprise is using the measuring tool of Tobin's Q. The outcomes of research showed that the variables of Corporate Social Responsibility (CSR) has a remarkable positive impact on the grade of the organization while the variable size (size) of the enterprise acted as a moderating variable which giving an impact towards the relationship of CSR and corporate value. Pages 1 to 14

Armend Tahirsylaj, Norwegian University of Science and Technology, Trondheim, Norway; Jack Matson, Pennsylvania State University, University Park, Pennsylvania, USA. Leonora Gashi, Norwegian University of Science and Technology, Trondheim, Norway

Major environment, economic and social challenges permeate the world, while simultaneously, rapid technological developments are reshaping human experience. This emerging context accelerates the need for education to innovate solutions to ongoing challenges and ill-defined, anticipated, and unknown problems. Against this backdrop, the purpose of the article is to problematize the latest push in global education policy towards competence-based approaches to education, primarily through the Organisation for Economic Cooperation and Development (OECD). Methodologically, the article relies on document analyses of policy documents and select curriculum frameworks to conceptually address the extent competency-based education policies have the potential to prepare students for the Age of Innovation. The article finds that the recent OECD’s Education 2030 policy agenda falls short of providing learning opportunities for students to address current challenges locally and globally. The authors conclude that educating minds for the age of innovation requires students to explore deeply their creative potentials and learn how to innovate – ethically and morally – for continued development of democratic societies. Pages 15 to 32. 

Phonetic Transcription and Audiobooks as Tools to Improve Listening Comprehension Skills in English

Goretti Faya-Ornia, University of Valladolid, Spain

Spanish and English phonological systems vary considerably regarding the number of vowel sounds (12 in English, but only 5 in Spanish). This makes that Spanish-speaking students present many difficulties when interacting orally in English. For this reason, a Teaching Innovation Project approved by the University of Valladolid was carried out on the Soria Campus with the aim of improving students’ listening comprehension skills by providing them with basic phonetic notions and training in transcription, as well as doing some pre-arranged self-study practice. The results obtained were slightly higher in the final test in most cases, suggesting the positive impact of the intervention. Pages 33 to 49

Exploration of Students’ Creativity Based on Demography

Alizamar Alizamar, Afdal Afdal, Ifdil Ifdil and Yuda Syahputra, Universitas Negeri Padang, Indonesia

Creativity development can be implemented through a directed and systematic program. However, no research to date provides a comprehensive insight into student creativity, which results in the absence of well-programmed activities. The purpose of this study is thus to provide an overview using the creativity profile of the students of Universitas Negeri Padang (UNP), Indonesia to obtain preliminary information that can be used in the preparation of a student’s creativity development program. This study was conducted with 333 randomly selected UNP students. The Creativity Inventory was employed to measure various dimensions of creativity, and results were analyzed descriptively. The results showed that the creativity of UNP students mostly feel within the ‘high enough’ category (55.56%). Furthermore, this study discussed differences in student creativity concerning gender, field of study, and year of entry. Such context is necessary for the improvement of programs related to creativity development. Pages 50 to 65.

Santosh Baheti and Usha Lenka, Indian Institute of Technology, Roorkee Uttarakhand India.

This paper reviews 29 years of academic literature published in the domain of creativity and innovation in order to identify the format styles and geographical distribution of seminal authors. This quantitative review of papers published in the creativity and innovation domain revealed that scientific publications have shown an upward trend from the year 1990 to 2018. Of these publications, 90.27 percent were written in English language only. An analysis of the top fifteen journals in this domain identified the European Journal of Innovation Management and Creativity and Innovation Management as the most productive with 15.5 percent of the total publications. 21.33 percent of articles were written by the top ten influential authors to constructively contribute to the literature on creativity and innovation. 98.68 percent of articles were written in collaboration with co-authors. Single author contributions account for 1.31 percent of publications. A geographic analysis shows that while 49 countries have shown growing interest in the creativity and innovation domain, the contribution of academic literature is predominantly from the USA and the UK where the leading management, educational and research institutions are located and whose national policies favor creativity and innovation research. Pages 66 to 93

Hajar Mahfoodh and Shadiya Al-Hashmi, University of Bahrain, Bahrain

Teaching English worldwide has proved to be more challenging with the development of technical and advanced science disciplines. Science and technical fields have made strides in introducing new curricula to supply the marketplace with employees and researchers by employing partnerships and modernized courses while some researchers argue that English language curricula maintain the same content and pedagogic practices (Colarusso, 2010; West and William, 2015). Although many English language practitioners have incorporated some cultural topics, they still face resistance from both students and colleagues. Therefore, English language teachers strive to re-examine their curriculum and educational outcomes in order to cope with the vibrant academic as well as global culture, especially in Higher Education sectors. While some English departments and centres have approached changing course materials and sometimes the curriculum itself, more research can help English teachers consider engaging students in designing and developing the curriculum. Many teachers complain about the lack of student engagement and motivation, especially in the Cooperation Council for the Arab States of the Gulf (GCC, henceforth) region, and hence this paper aims to encourage more active engagement with Higher Education students in interdisciplinary research. This paper critiques research-based education as discussed by contemporary pedagogic scholars and explores possibilities of engaging students in research and designing the curriculum as part of their higher education process. The paper focusses on research that solves real-world problems as indicated in 21 Century Skills. This research suggests that English teachers can implement constructive education through two research approaches. The first is research to develop the English language curriculum while the second is to involve students in an interdisciplinary research that employs English as a language as well as a knowledge vessel in their field. Pages 94 to 105

Niroj Dahal, Bal Chandra Luitel and Binod Prasad Pant, Kathmandu University, School of Education, Nepal

This article investigates perceived existing classroom practices in mathematics pedagogy and the impact on Nepalese mathematics teachers’ understanding and uses of questioning. For this study, a narrative inquiry approach has been used to focus on the experiences of six mathematics teachers working in schools in Kathmandu Valley, Nepal. A criterion-based selection strategy was used to choose research participants for this research (Roulston, 2010). This article aims to examine the complexities of mathematics classroom experiences by gaining insight into the use of questioning. This inquiry utilizes a variety of theoretical lenses, including sociological perspectives and behaviorists through constructivist approaches to categorize questioning using the criteria of expertise, critical pedagogical perspectives and algorithmic and daily life practices.  Through this methodological approach an analysis of relative power relations in mathematics classroom established through teacher perspective in questioning is made. This study is framed through the research question: How do teachers narrate their experience of understanding and usage of questioning in relation to mathematics pedagogy? Subscribing to a narrative inquiry for meaning-making, this article thus studied six mathematics teachers’ voices and experiences to explore classroom power relationship in the context of whose experiences are valued and whose voice can be heard in during student questioning. In conclusion it was found that the majority of the studied mathematics teachers seem to be conformist to a perceived appropriate method of questioning at the beginning of their teaching career but become nonconformist, defined as being more flexible in questioning technique later in their career. Further it was found that the majority of the research participants asked more questions within the simple to complex level with greater focus on simple (low level) questioning due to a belief that this encourages students to engage in mathematical discussion. Pages 118 to 146.

Vusumuzi Malele, Faculty of Engineering and Built Environment, Tshwane University of Technology, South Africa.

This paper used questionnaires to explore students' interest and understanding of entrepreneurship and innovation; then it adopted a problem-solving methodology to develop and test a model that South African Universities of Technology could use problem-solving assignments to entrench a culture of entrepreneurship and innovation in their students. The findings revealed that the majority of students (based on their study level and exposure) were interested in entrepreneurship and innovation. These findings were validated by the use of the developed model; of which the results revealed that students were keen to establish business ventures of their own. In general, entrepreneurship and innovation should be entrenched in the curriculum and this paper provided the strategy on how to do so. Pages 147 to 164

Creative Intelligence Analysis in Ethnomathematics Learning 

S. Supriadi, I. N. Chudari, N.Sundari, Tiurlina, I.R. Ridwan, S.Wuryastuti, F.Alfarisa,  F. Robiansyah, Universitas Pendidikan Indonesia (UPI), Serang Campus 

Cultural extinction in a society is one of the concerns in Indonesia nowadays: specifically Sundanese culture. Moreover, the impact of globalization also requires people to be creative in learning many aspects beyond their own culture. Ethnomathematics emerge as an idea that is able to combine mathematics and cultural learning in order to understand cultural values. This study aims at developing the role of ethnomathematics learning in enhancing the creative intelligence of mathematics while maintaining the traditional culture. This study involved 90 elementary school teacher education students, consisting of 42 Sundanese people and 48 non-Sundanese people. The data were gathered using questionnaires regarding creative intelligence, then analysed using Rasch Wins Step Model. The results revealed that most students agreed to develop creative intelligence with ethnomathematics learning. The more common science and Sundanese origin approve ethnomathematics learning compared to non-science and non-Sundanese mathematics creative intelligence. Pages  169  to 188

The Myth of Left- vs Right-Brain Learning

Dr Kelly-Ann Allen^a & Dr Rick van der Zwan^b

^a Senior Lecturer, Monash University, Australia ^b Cognitive Neuro-Scientist  Consultant, Australia

It has been more than a decade since researchers began calling for caution over certain brain-learning strategies supposedly based on neuroscience. Nonetheless, misconceptions still persist. This paper explores the myth of hemispheric dominance in learning, and provides advice to educators, parents, and others in the field. It has long been a popular view that some people favour one hemisphere over the other and that such cognitive preferences have implications for learning. Scientific research into the structures and functions of normal brains, both as they develop and on into adulthood, has demonstrated the fallacy of this belief. As such, interventions and products that target left- or right-brain learning should be treated with caution. It is unlikely that these interventions successfully target one hemisphere over the other, or that they improve learning outcomes in ways that depend on such perceived differences. Educators, parents, and others in the field are urged to inform themselves about the fundamental features of neuroscience, and to look for significant independent research that supports specific learning programs. While many school-based programs in mainstream settings are supported by research, school leaders, teachers and parents should take into consideration the quality of evidence available, the purpose of the intervention and how the intervention or program may fit the needs of the students and context. Pages 189 to 200

Market Orientation and Enterprise Resources Planning: Do They Influence Small-Medium-Enterprises’ Marketing Performance?

Harry Soesanto^*; M Mudiantono; Danang Kurniawan; I Made Sukresna; Suryono Budi Santosa; K Kholidin and H Hersugondo, Universitas Diponegoro, Jl. Prof. Sudarto, Semarang, Indonesia. ^*E-mail : harryjogja99@gmail.com; hersugondo@lecturer.undip.ac.id