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Thematische Bibliographien / Challenges of entrepreneurship education

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Auswahl der wissenschaftlichen Literatur zum Thema „Challenges of entrepreneurship education“

Autor: Grafiati

Veröffentlicht am 26. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Challenges of entrepreneurship education"

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Kuratko, Donald F. „The Emergence of Entrepreneurship Education: Development, Trends, and Challenges“. Entrepreneurship Theory and Practice 29, Nr. 5 (September 2005): 577–97. http://dx.doi.org/10.1111/j.1540-6520.2005.00099.x.

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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced. With that expansion has come a similar increase in the field of entrepreneurship education. The recent growth and development in the curricula and programs devoted to entrepreneurship and new–venture creation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful in the 1970s to over 1,600 in 2005. In the midst of this huge expansion remains the challenge of complete academic legitimacy for entrepreneurship. While it can be argued that some legitimacy has been attained in the current state of entrepreneurship education, there are critical challenges that lie ahead. This article focuses on the trends and challenges in entrepreneurship education for the 21st century.

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Vanevenhoven, Jeff. „Advances and Challenges in Entrepreneurship Education“. Journal of Small Business Management 51, Nr. 3 (13.06.2013): 466–70. http://dx.doi.org/10.1111/jsbm.12043.

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Mets, Tõnis, Jack Holbrook und Siim Läänelaid. „Entrepreneurship Education Challenges for Green Transformation“. Administrative Sciences 11, Nr. 1 (14.02.2021): 15. http://dx.doi.org/10.3390/admsci11010015.

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Associated with global climate agreements and the European Union’s focus on climate-neutral goals by 2050, the development of Green Transformation competencies in society has become topical. This viewpoint paper proposes a conceptual model for applying Entrepreneurship Education (EE) to designing an integrated transdisciplinary, Green Transformation Competence framework. In line with this, EE is seen as a tool for developing an active, informed, responsible, yet sustainable, living ecosystem-oriented and green orientation of citizens in the education system. Nevertheless, this viewpoint recognises several challenges for further research.

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Ubogu, Rowell. „Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria“. Academic Journal of Interdisciplinary Studies 9, Nr. 5 (21.09.2020): 125. http://dx.doi.org/10.36941/ajis-2020-0091.

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Entrepreneurship education has great success in the field of education. Its activity has increased significantly in the USA, Asian and European countries during the last decades. Nevertheless, the training programme in developing countries like Nigeria has concentrated more on teaching knowledge and skills basically in principle. Products of these training are expected to be engaged in either self-employment or being employed. Unfortunately, the Niger-delta region of Nigeria is characterized by high levels of youth restiveness, unemployment, poverty and crime. Attempting to solve these ill, the questionnaire titled Entrepreneurship Education and Students challenges (EESC) was used to gather data from eight hundred and sixty-four students sampled from faculty of education and social sciences in Niger-delta region universities of Nigeria. The study identified various challenges, prospects and government efforts aimed at building the entrepreneurship culture among undergraduate students of Nigerian Universities especially graduates of the Niger-delta region. The study concluded by postulating certain recommendations which if adopted will drastically reduce the social vices faced in this region.

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Utha, Karma, Sonam Rinchen, Bhupen Gurung, Ganeshman Gurung, Tshewang Rabgay und Changa Dorji. „Entrepreneurship Education in Bhutan: Perception, Culture and Challenges“. World Journal of Educational Research 3, Nr. 2 (04.11.2016): 460. http://dx.doi.org/10.22158/wjer.v3n2p460.

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<p><em>The present study was </em><em>undertaken</em><em> to determine </em><em>the perception of Bhutanese students towards entrepreneurship and the influence of entrepreneurship in their career choice by a team of lecturers from Samtse College of Education and a teacher from the Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples include 921 students [19 diploma, 248 undergraduate, 654 school students (460</em><em>=</em><em>HSS & 194</em><em>=</em><em>MSS)], currently studying in the schools, colleges and VTIs under Samtse, Chhukha and Thimphu Dzongkhags. The major findings include: perception of students is inclined more towards entrepreneurship second to government jobs, students and parents are aware of the increasing unemployment scenario in Bhutan, minimal focus on entrepreneurship education in the school and university level curriculum, and the pedagogical practices doesnot adequately favour entrepreneurship knowledge and skill development. Some of the recommendations are a need to include entrepreneurship education in the school curriculum right from primary education, and to disseminate information related to entrepreneurship among students in all the schools and colleges.</em></p>

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Buntat, Yahya, Wan Nurmira Wan Roslan, Norahim Ibrahim, Liza Md Salleh und Azian Abd Aziz@Ahmad. „Challenges of Entrepreneurship Education for Disabled People“. Advanced Science Letters 22, Nr. 12 (01.12.2016): 4355–58. http://dx.doi.org/10.1166/asl.2016.8154.

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Hannon, Paul D. „Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK“. International Journal of Entrepreneurship and Innovation 6, Nr. 2 (Mai 2005): 105–14. http://dx.doi.org/10.5367/0000000053966876.

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This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.

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Nketekete, Malefetsane E., und Maletele B. Motebang. „Entrepreneurship education in Lesotho secondary schools: pedagogical challenges“. Education, Knowledge and Economy 2, Nr. 2 (15.12.2008): 121–35. http://dx.doi.org/10.1080/17496890802221357.

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Mallett, Oliver. „Collaboration in entrepreneurship education: challenges, opportunities and innovations“. Journal of Small Business & Entrepreneurship 31, Nr. 3 (29.01.2019): 177–82. http://dx.doi.org/10.1080/08276331.2018.1541681.

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Aicha, DIF. „Co-Creation Strategy, New Challenges in Entrepreneurship Education“. 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, Nr. 1 (08.10.2021): 1. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(1).

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Co-creation in entrepreneurship education is related to the teacher's ability to innovate and develop new practice among the student-teacher relationship; it is also a new way to enhance creativity and student value creation. In this approach, the teacher is considered the first actor of co-creation; he creates value among co-teaching, he is a facilitator for the launch of a start-up, and he is at the core of the entrepreneurial ecosystem. Thus, teaching with value co-creation, as we define, is a learning process that combines co-creation as a venture creation tool and provides personalised support for business plan competition (Dif et al., 2019). In the higher education system, innovation is an indicator of quality in teaching in all discipline. For entrepreneurship education, innovation with co-creation is a pedagogical practice based on project learning experimentation. This practice is efficient when it creates value for the learner in a co-creation process that combines knowledge sharing between the stakeholders. However, selecting the appropriate pedagogical practice is a curial element in the skills development in entrepreneurship education. Indeed, using co-creation as co-teaching implicates a pre-selection of the participant.

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Dissertationen zum Thema "Challenges of entrepreneurship education"

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Ritter, von Marx Susanne [Verfasser]. „Identifying Domain-Specific Challenges for Entrepreneurship Education Programs – Empirical Analyses / Susanne Ritter von Marx“. München : Verlag Dr. Hut, 2018. http://d-nb.info/1168535042/34.

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Steenekamp, André Gerard. „An assessment of the impact of entrepreneurship training on the youth in South Africa / A.G. Steenekamp“. Thesis, North-West University, 2013. http://hdl.handle.net/10394/9698.

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At the bottom tip of the African continent lies South Africa – the economic powerhouse of the continent complimented by its rainbow nation with a myriad of cultures and even more opportunities, but an equal number of pressing challenges: Poverty, inequality, the prevalence of HIV/AIDS, a shortage of skilled people (or rather a surplus of unskilled people), poor quality of basic education, unemployment, and of particular importance for this study, youth unemployment. In September 2011 more than 1.3 million young South Africans aged 15 to 24 years were unemployed, and 1.85 million aged 25 to 34 years were without jobs. Combined these figures represented 71 percent of total unemployment in the third quarter of 2011. As a result, the problem statement central to this study is the expectation that the poor quality of general (basic) education and the lack of purposive entrepreneurship education and training in South African schools will continue to contribute towards high levels of youth unemployment and poverty, as well as the proliferation of dysfunctional communities and increased levels of state dependency among a large part of the country’s population. This study set out in search of answers – answers to questions regarding the impact of entrepreneurship training on the youth in South Africa as the primary objective and the potential for entrepreneurship to serve as the panacea for many of the country’s ills. The end result is a rendering of more than three years of intensive research culminating in valid conclusions and practical, attainable recommendations to promote entrepreneurial activity in the country. The study examines the theories and definitions of entrepreneurship and concludes that entrepreneurship is a combination of opportunity and risk in the presence of extraordinary levels of ‘want’ (desire) to promote self-interest, whether it being monetary reward or the attainment of personal fulfilment, as the main motivational factor driving entrepreneurial behaviour (Schumpeterian theory). The contemporary challenges facing South Africa are expounded to create a platform for the presentment of entrepreneurship as the ‘magical genie’, captured in the ‘bottle’ that is mainly the small and medium sized enterprise (SME) sector in the country, and capable of redressing many of the country’s ills by empowering the youth to take both charge of and responsibility for their own future. The concomitant discussion shows that the ‘genie’ is held firmly in the confines of its ‘bottle’ by barriers obstructing the free flow of an enterprising spirit, confirming that the release of an enterprising spirit among South Africans faces many obstacles to be overcome before the ‘genie’ can be released successfully to work its ‘magic’. The concept of entrepreneurship education is examined to determine whether it is a reality or a myth. The discussion concludes that entrepreneurship is indeed a learnt phenomenon – it can be taught successfully. It is put forward that it can only be deemed a reality to the extent in which measurable evidence of its positive impact on learners exists. This conclusion sets the tone for the empirical research in later chapters by questioning the capacity for effective entrepreneurship education in South Africa. The empirical research conducted for this study includes a pilot study and a national main study focused on examining the impact of entrepreneurship training on young learners in South African secondary schools. It is based upon the attitudinal and intentional approaches to entrepreneurship research and employs six validated entrepreneurship surveys suitable for use with young individuals to respectively measure entrepreneurial attitudes, entrepreneurial intentions, general enterprising tendencies, subjective personal wellbeing, adaptive cognition and innovation skills. A total of 342 learners from secondary schools in the Harrismith region (Free State province) participated in the pilot study, followed by 898 respondents in the pre-testing phase and 751 in the post test phase of the AEG-3 main study and 910 respondents in the pre-testing phase and 749 in the post test phase of the PMY-3 main study. Participants in the main study originated from seven of the nine provinces of South Africa and were mainly female black Africans aged 15 to 17 years attending grades 10 and 11 at secondary schools. The datasets gathered from both the AEG-3 and PMY-3 studies were subjected to extensive statistical analyses by Statistical Consultation Services of the North-West University (Potchefstroom campus). The results lead to the conclusion that the Mini-Enterprise Programme (MEP) of Junior Achievement South Africa (JASA) did not have any visible or practically significant impact on the entrepreneurial attitudes, entrepreneurial intentions, subjective personal wellbeing, adaptive cognition and innovation skills of learners in either of the two samples examined in the empirical research project. This conclusion reaffirms the challenges and barriers associated with releasing the spirit of enterprise among the South African youth. Although entrepreneurship can be taught effectively, it is dependent on long-term strategies providing adequate support to learners with the attitude and aptitude to become competent entrepreneurs, as well as suitable methods for continuous assessment and improvement. It further demands entrepreneurial learning enhanced by an extended period of deliberate practice (the ‘Eureka’-factor proposed in this study) flowing from ‘want’ (desire) on the part of the learner to have any chance of being truly effective. The study concludes that content and methodology borrowed from other countries may not be suited for the South African context. This conclusion exclaims the need for purposive South African entrepreneurship education and training programmes assessed with purposive South African entrepreneurship measuring scales. These conclusions are subsequently used to formulate practical and attainable recommendations for the promotion of effective youth entrepreneurship education and training in the country, including the need to get rid of high expectations, to never give up, stricter selection of learners for enrolment in entrepreneurship education and training programmes (other than those included in basic education), the need for continuous research, embracing the ‘power of one’, and finally, adopting an entrepreneurial solution for what is evidently an entrepreneurial problem. The outcome of this study brings forward the message that the challenge in South Africa is to create entrepreneurs, not young people with the capacity to perform entrepreneurial tricks. True entrepreneurs are not ordinary people, regardless of whether they are born or ‘made’. Although entrepreneurship can be learnt by any person, it takes a very special kind of ‘want’ (desire), determination and practise to become a successful entrepreneur, and even more ‘want’, determination and practise to become an expert entrepreneur.
Thesis (PhD (Business Administration))--North-West University, Potchefstroom Campus, 2013.

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Konayuma, Gabriel Syantema. „A study of the enablers and challenges in the implementation of e-learning policies in technical education, vocational and entrepreneurship training colleges in Zambia“. Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/20063.

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This study investigated the enablers and challenges in the implementation of e-Learning policies in public technical education, vocational and entrepreneurship training (TEVET) institutions under the Ministry responsible for Vocational Education and Training in Zambia. The aim of this study was to explore how implementation of e-Learning policies in a developing context could be enhanced so as to lead to improved access to TEVET. The study was guided by the following research questions: what knowledge do managers and lecturers have of e-Learning; what are the key enablers and challenges in implementing e-Learning policy; what criteria do individuals/institutions use to make the decision to adopt or reject e-Learning innovations and how are decisions made in the implementation of e-Learning in the TEVET sector. The study used the Diffusion of Innovation (DOI) theory to answer the main research question in the study. The theory was used to gain insights into TVET implementers and policy makers motivations and actions. The study was qualitative with seven (7) individuals interviewed. In the study, interviews of TEVET managers and lecturers were conducted to provide the data required to answer the research questions.

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Imedashvili, Sopiko, Ani Kekua und Polina Ivchenko. „Rural Entrepreneurship: Challenges and Opportunities“. Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21482.

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According to World Bank Report published in 2012, the rural population in Sweden is 15.3 %. Rural population is calculated as difference between total populations minus urban population. 15.3 % clearly shows how important rural areas are for Sweden’s future development. Entrepreneurship plays the integral role in rural area development. However, earlier research has shown only economic perspective of rural development. On the other hand, the new ways to discover the challenges and opportunities for entrepreneurs in small firms were needed.

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Nsengimana, Simon. „Challenges to women entrepreneurship in Kigali, Rwanda“. Thesis, Cape Peninsula University of Technology, 2017. http://hdl.handle.net/20.500.11838/2589.

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Thesis (MTech (Business Administration (Entrepreneurship))--Cape Peninsula University of Technology, 2017.
Given good conditions, women can run businesses, support their families and the community, and contribute to economic growth. The lack of women’s involvement in entrepreneurship is a huge loss to the nation and society. Women make up 51.83% of the population in Rwanda, but are underrepresented in business – largely due to social customs, religion, and cultural beliefs. Society perceives women as too weak to conduct business, and prefers them to be confined to housekeeping activities and dependency on men. Interestingly, literature indicates that involving women in entrepreneurial activities help. Despite this, women in Rwanda have broken the barrier and started up business. However, they face many challenges; their businesses remain small scale compared to their counterparts. The aim of this study is to determine the challenges experienced by women entrepreneurs in Kigali. This research is significant because it attempts to identify the challenges to entrepreneurship in Kigali, by allowing the voices of women entrepreneurs to be heard. The study uses a quantitative descriptive approach. The target population was women in formal and informal business in the districts of Gasabo, Kicukiro, and Nyarugenge in the city of Kigali. A self-administered structured questionnaire was used to obtain data from 398 women entrepreneurs after obtaining their informed written consent. The data was analysed using recent Statistical Package for the Social Sciences (SPSS) version 24. Findings were interpreted and discussed in a numerical narrative featuring frequency, percent, valid percent, cumulative percent, mean, and standard deviation. The results show that women entrepreneurs in Kigali experience more challenges, among others including: High shop rentals, lack of start-up capital, lack of collateral to obtain a loan, high taxes, high interest rate and high transport, and a lack of information technology skills. This study has uncovered that women entrepreneurs face a lot of challenges while running their business in Kigali. Fortunately, the solution is within reach. For instance, women entrepreneurs themselves, family, society, government, stakeholder, and researchers should work together to eradicate these challenges. Women entrepreneurs should work together in cooperatives to minimise shop rentals, possible access to capital and so forth. In addition, they can leverage their experience and know-how.

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Gutoi, Paula Antonia, und Ifra Abbas. „Student entrepreneurship in Sweden : Motivation & Challenges“. Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-104677.

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Entrepreneurship today is an attractive option for future graduates due to various perks and benefits. However, there are also challenges and disadvantages that come with being an entrepreneur. This study is aimed at investigating the motivating factors and challenges that student entrepreneurs are facing when starting their own business in Sweden. For this study, a qualitative approach is chosen, and semi-structured interviews are used on six student entrepreneurs that live in Sweden. The results are analyzed by using thematic analysis and the study concluded that student entrepreneurs are motivated by the desire of independence, flexible schedules, following family traditions or parental self-employment, the desire to turn their hobby into a money-making enterprise, creativity, the fear of unemployment, social status, motivating others, personal skills and entrepreneurial capabilities. Moreover, the study also discovered three new motivational factors such as support from their previous employer, influence from friends and other people on the internet and the desire to experience new and exciting things. When it comes to challenges, student entrepreneurs are facing difficulties such as lack of resources, being a student while running a business, lack of networks, lack of knowledge, lack of entrepreneurial and administrative skills, lack of support from family/ business partner, lack of legal/formal help, negative personality traits and dealing with tax systems. Furthermore, two new challenges are also identified in the study that are the lack of credibility and the cultural differences and language barriers.

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Mansberger, Paul, und Filip Projic. „Survival Challenges of Environmental Entrepreneurs“. Thesis, Högskolan i Jönköping, Internationella Handelshögskolan, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-39687.

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Environmental entrepreneurs are considered to be important drivers for an environmentally sustainable development. As other entrepreneurs, they face survival challenges while operating their businesses. Due to the increased importance of environmental entrepreneurs in counteracting environmental issues we argue that it is necessary to gain an understanding of their specific challenges of survival. In this thesis, we build theory based on environmental venture cases located in Sweden. We provide an extensive overview of the current literature and contribute by identifying an institutional dimension being of high relevance in this field. Our findings are of particular interest for policy makers, public institutions, environmental entrepreneurs and their advisors. Additionally, we provide further necessary access to this relatively new research field and suggest future research directions.

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Gherhes, Cristian. „The challenges of entrepreneurship in peripheral post-industrial places“. Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20317/.

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The UK has a long history of spatial disparity in economic prosperity across its regions which, despite periodic shifts in its geographies of economic development governance, have persisted. As such, a key question that continues to preoccupy economic geographers is why some local and regional economies are more capable of renewal and transformation than others which remain locked in decline or underperformance. Research has hitherto highlighted the importance of ‘place’ and institutional context in shaping the outcomes of economic development. At the same time, the role of entrepreneurship as an engine of economic development is widely acknowledged, yet there is significant heterogeneity in the nature and level of entrepreneurial activity across places, with previous research highlighting the key role of institutions in shaping its outcomes. The thesis addresses these debates through a focus on entrepreneurship in peripheral post-industrial places (PPIPs), with the aim of examining the institutional challenges to fostering more entrepreneurial and resilient PPIPs.

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KURZ, ELISA. „Analysis on fashion design entrepreneurship : Challenges and supporting models“. Thesis, Högskolan i Borås, Institutionen Textilhögskolan, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20115.

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Entrepreneurship in the fashion industry is a substantial issue since the fashionbusiness landscape consists of many small actors that compete on the fashion market.On their way to a distinct position in the textile and fashion world, many fashion designentrepreneurs, who start up an own label, are confronted with personal challenges anda multitude of external obstacles. These companies need a structured venture launchand strong business foundations to survive the always troublesome first years of a newentrepreneurial venture. To run a sustained venture within the apparel industry may bemore complex and demanding than one would believe. In the fashion sector severalconcepts exist in order to support entrepreneurial companies’ growth. Three selectedsupportive concepts received by fashion entrepreneurs at early stage have beenexamined and analysed. The supportive models are business incubators for creativeentrepreneurs, the partnership of a designer and business partner and the concept ofan external professional management.
Program: Magisterutbildning i fashion management med inriktning modemarknadsföring

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Agbenyegah, Albert Tchey. „Challenges facing rural entrepreneurship in selected areas in South Africa“. Thesis, North-West University, 2013. http://hdl.handle.net/10394/9493.

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South Africa, unlike other developing countries, is classified as one of the best performing economies in Africa. Unfortunately the economic growth of the country continue to be limited by the general constraints of the small business sector, due to challenges of skills such as managerial skills, lack of global competition and the weak entrepreneurial performance. The primary objective of the study is to investigate the influence of selected challenges on the perceived success of entrepreneurship and small businesses within selected rural areas. The primary objective is aided by other secondary objectives including understanding the concept of entrepreneurship and the identification and assessment of entrepreneurial challenges, amongst others. The study was conducted using the quantitative process with main focus to identify the challenges that limit entrepreneurship in the study areas of John Taolo Gaetsewe and Frances Baard District Municipalities of the Northern Cape Province. Drawing from the findings of the study, an integrated framework was designed to improve rural entrepreneurship and small businesses. The study identified the dependent and independent variables of typical, business and operational, personal and specific challenges. From the empirical study, it emerged that these challenges bear significant relationship to entrepreneurial success. An exploratory factor analysis research was conducted using a convenience sample of 282 owner-managers of small businesses to gather relevant data. Besides, a 7- point Likert scale was distributed to owner-managers (entrepreneurs) of small businesses for data. It was revealed that most of the respondents’, who operated most businesses as a sole proprietorship, were male. The majority of the owner- managers (entrepreneurs) ranged between 40 to 49 years old. Most of the small businesses (63.82%) are established in the John Taolo Gaetsewe District Municipality. It further emerged that only 10.28% of respondents were aged between 20 to 29 years. There is the need to embark on serious entrepreneurial education for the youth in South Africa. Generally, most of the owner-managers (entrepreneurs) received some formal level of education; data indicated that 23.05% received matric education whilst 22.70% received education that was below the matric level; 18.09% qualified as diplomats and 7.09% received education as university graduates. The empirical study further indicated that most of the small businesses offered full-time employment opportunities to between four to six employees. According to the report, most of the small businesses are able to survive only for a maximum period of 6 years; the annual turnover of these businesses ranged from R30 000 to R50 000. Throughout the study, all the requirements and the criteria set for a credible study were met. Thus it was possible to realise that the primary and secondary objectives that were set initially for this study were satisfied. As a result, this study provides the owner-managers (entrepreneurs) with different forms of challenges that impact on entrepreneurial activities within rural communities. Drawing from the empirical study, it was also possible to highlight specific recommendations that can be utilised to enhance entrepreneurial success.
Thesis (PhD (Business Administration))--North-West University, Potchefstroom Campus, 2013.

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Bücher zum Thema "Challenges of entrepreneurship education"

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Simpson, Donald. Entrepreneurs in education: Canada's response to the international human resource development challenge. Ottawa, Ont: International Development Research Centre, 1989.

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Simpson, Donald. Entrepeneurs in education: Canada's response to the international human resource development challenge. Ottawa, Ont: International Development Research Centre, 1989.

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Bijedić, Teita, Ilona Ebbers und Brigitte Halbfas, Hrsg. Entrepreneurship Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27327-9.

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Manimala, Mathew J., und Princy Thomas, Hrsg. Entrepreneurship Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3.

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Sawang, Sukanlaya, Hrsg. Entrepreneurship Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48802-4.

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Weber, Richard. Evaluating Entrepreneurship Education. Wiesbaden: Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-3654-7.

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Vesper, Karl H. Entrepreneurship education 1993. Los Angeles (Ca.): Entrepreneurial Studies Center, 1993.

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Tõnis, Mets, und Andrijevskaja Janita, Hrsg. Towards entrepreneurial regions: Universities & innovation networks challenged by the knowledge society : second BEPART Conference, Tartu, 26-27 October 2006 : proceedings abstracts. [Tartu]: University of Tartu, 2006.

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Roundtable on Entrepreneurship Education Asia 2009 (2009 : Hong Kong and Shenzhen, China), Hrsg. Entrepreneurship education in Asia. Cheltenham, UK: Edward Elgar, 2011.

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Henry, Colette. Entrepreneurship education and training. Aldershot: Ashgate, 2003.

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Buchteile zum Thema "Challenges of entrepreneurship education"

1

Gobby, Brad. „Competitive entrepreneurship and community empowerment“. In Challenges for Public Education, 59–72. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Local/global issues in education: Routledge, 2018. http://dx.doi.org/10.4324/9780429436765-5.

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Vorbach, Stefan, Elisabeth Poandl und Ines Korajman. „Digital Entrepreneurship: MOOCs in Entrepreneurship Education the Case of Graz University of Technology“. In The Challenges of the Digital Transformation in Education, 545–55. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11935-5_52.

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Mbeteh, Alfred, und Massimiliano M. Pellegrini. „Entrepreneurship Education in Developing Countries: A Study of the Key Challenges in Sierra Leone“. In African Entrepreneurship, 89–116. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73700-3_5.

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Samara, Georges, und Jessica Terzian. „Challenges and Opportunities for Digital Entrepreneurship in Developing Countries“. In Digital Entrepreneurship, 283–302. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53914-6_14.

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AbstractThis chapter explores the obstacles and opportunities that digital entrepreneurs encounter when they operate in developing countries. Drawing on the varieties of institutional systems framework and on three interviews (two digital entrepreneurs and one consultant), this chapter chalks out the idiosyncratic challenges and opportunities for digital entrepreneurs operating in a developing context. Our findings indicate that digital entrepreneurs face a weak institutional infrastructure and an environment characterized by corruption that obstructs their operations. These weak infrastructures result in the inaccessibility to necessary start-up funds, the lack of policies and regulations that protect and support e-commerce, a weak digital infrastructure, and to a deficiency in digitally competent and experienced labor capital. At the same time, our findings indicate some opportunities stemming from the unique institutional setting in which digital entrepreneurs operate. The opportunities translate into the use of family wealth as a source of start-up financial capital, the use of personal connections as a source of social and human capital, and the rising education on digital entrepreneurship and its benefits. We conclude with some suggestions to improve the current institutional infrastructure for digital entrepreneurs in developing countries.

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Akhmetshin, R. M., und R. B. Palyakin. „Challenges of Entrepreneurship Education in the Republic of Tatarstan“. In Engineering Economics: Decisions and Solutions from Eurasian Perspective, 633–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53277-2_75.

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Krajger, Ines, Wolfgang Lattacher und Erich J. Schwarz. „Creating and Testing a Game-Based Entrepreneurship Education Approach“. In The Challenges of the Digital Transformation in Education, 697–709. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_65.

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Lindner, Johannes. „Entrepreneurship Education by Youth Start - Entrepreneurial Challenge-Based Learning“. In The Challenges of the Digital Transformation in Education, 866–75. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_80.

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Dunwell, Ian, und Petros Lameras. „A Game for Entrepreneurship Training Supporting Dual-Career Paths“. In The Challenges of the Digital Transformation in Education, 722–32. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11932-4_67.

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Fastré, Greet, und Anita Van Gils. „COMPETENCE DEVELOPMENT IN ENTREPRENEURSHIP“. In The Challenges of Educating People to Lead in a Challenging World, 385–98. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5612-3_19.

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Thijssen, Thomas J. P., und Fons T. J. Vernooij. „SOCIAL ENTREPRENEURSHIP AND CULTURAL CHANGE“. In The Challenges of Educating People to Lead in a Challenging World, 555–79. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-5612-3_28.

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Konferenzberichte zum Thema "Challenges of entrepreneurship education"

1

Afonso, Margarida, Helena Margarida Tomás, Paula Péres und José Pedro Marques. „EDUCATION IN SCIENCE AND ENTREPRENEURSHIP - POTENTIAL AND CHALLENGES“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1164.

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de la Vega Meneses, Jose Gerardo. „SMALL BUSINESS AND ENTREPRENEURSHIP: TRENDS AND CHALLENGES“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1807.

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Stern, Glenn, Jacques Bazen und Denis Gavrikov. „Building Challenge: International education model for construction education“. In Regional Innovation & Entrepreneurship Conference. Saxion, 2016. http://dx.doi.org/10.14261/postit/db158b96-42e6-4619-ab9259ad8729c0ac.

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Estima, Ana, und Ana Carolina Carvalho. „CHALLENGES OF ENTREPRENEURSHIP EDUCATION – A PROJECT-BASED LEARNING EXPERIENCE“. In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0483.

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PÕDER, Anne. „ENTREPRENEURSHIP ACTIVITIES AND ENTREPRENEURSHIP COMPETENCIES OF ESTONIAN UNIVERSITY GRADUATES FROM BIO-ECONOMY FIELDS“. In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.219.

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Constant and rapid global economic and social developments and environmental processes create considerable new challenges, but also new opportunities for bio-economy. Entrepreneurs have a crucial role harnessing the new opportunities and addressing the challenges through innovation. The aim of the present paper is to study the entrepreneurship activities and entrepreneurial competencies of Estonian university graduates in the fields connected with bio-economy. The paper studies the data from a survey of three Estonian universities carried out in 2016 in the program “Systemic Development of Entrepreneurship education throughout all educational levels”. The analysis focuses on the share of entrepreneurs, assessments of the entrepreneurship competencies among the alumni, who graduated university in the fields of agriculture, forestry, fisheries; life-sciences, and veterinary medicine, and on their comparison with alumni of the other curricula. Chi-square test, ANOVA are used the compare the entrepreneurship activities, competencies of alumni of different curricula. The results show that the graduates’ field of study had significant impact on their entrepreneurship activities after the graduation, and on the attainment of entrepreneurship competencies. A quarter of the agriculture, forestry and fisheries, and a fifth of veterinary alumni were entrepreneurs, although a significantly smaller share of them in comparison with graduates of other fields had received entrepreneurship education during their studies. The share of entrepreneurs was lowest among all the fields of study in case of life-sciences alumni. The study demonstrates the need to integrate entrepreneurship education into the agricultural and life-sciences education and to address the attainment of key competencies in university’s curricula.

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Župan, Vesna. „EDUCATION FOR ENTREPRENEURSHIP IN SERBIAN ACADEMIC ENVIRONMENT: CHALLENGES FOR LIBRARIES“. In 2nd International Scientific Conference. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2018. http://dx.doi.org/10.31410/itema.2018.930.

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Ţiţan, Emilia, Daniela-Ioana Manea, Mihaela Mihai und Cristina Cărămidaru. „The Impact of Digital Innovation on Education in Romanian Education“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/29.

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Due to the accelerated pace of information and communication technology developments, the digital society and the digital economy have become real and, in turn, pose specific challenges. In this environment, digital skills and competences are essential to achieve the professional success and personal development of any individual. The positive impact that information and communication technology has on education cannot be disputed, but there are also some obstacles that need to be overcome in order to make the most of these benefits. An essential aspect to consider is that technology has repercussions not only on pupils and students, but also on teachers, who must adapt and acquire the knowledge necessary to disseminate information. Having as the main objective of reflecting the impact of digitalization on the educational sector, the paper highlights the basic concepts in the field of digital technology and, at the same time, the current implications on educational processes. At the same time, through logistic regression, the way in which the means of digital innovation influence the education in Romania is analysed and to determine the factors with the highest degree of influence. Modern technology can be considered as synonymous with the future and that is why it is essential that all young students acquire the digital knowledge necessary to revolutionize the educational process and at the same time redefine the recruitment of the labour market.

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Fernandes, Sandra, Alfredo Regueiro, Miguel Magalhães, José Dinis-Carvalho und Cristina Costa-Lobo. „DEVELOPING TRANSFERRABLE SKILLS THROUGH ENTREPRENEURSHIP PROJECTS: STUDENT’S EXPERIENCES AND CHALLENGES“. In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0375.

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Li, Gang. „Opportunities and Challenges Faced by Graduate Students in Entrepreneurship“. In 2016 International Conference on Management Science and Innovative Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msie-16.2016.50.

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Leniston, Niamh, und Nicola Mountford. „Born or made - Can interdisciplinary and intersectoral doctorate education create institutional entrepreneurs? A systematic review“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12960.

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Solving grand societal challenges such as equitable healthcare provision and climate change will require institutional entrepreneurs – people who can challenge prevailing regulations, behaviors, and ways of thinking. As the pinnacle of educational achievement, the doctoral degree should be the fire in which such fledgling institutional entrepreneurs are forged. Doctoral education has, however, been criticized as overspecialized and divorced from reality. We systematically review the doctoral education literature in our search for doctoral education programs that challenge institutional norms by bridging sectoral and disciplinary divides. We ask whether such programs can help to nurture institutionally entrepreneurial researchers. We find that students must manage ambiguous identities and wide networks but that such programs have the potential to equip them for both sense-making and sense-giving activities of institutional entrepreneurship.

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Berichte der Organisationen zum Thema "Challenges of entrepreneurship education"

1

Kaeding, Evan. Venture Capital Dynamics: Challenges in Financing Technological Entrepreneurship. Portland State University Library, Januar 2016. http://dx.doi.org/10.15760/honors.244.

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Blimpo, Moussa P., und Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), Oktober 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Benneworth, Paul Stephen, und Mike Osborne. Understanding universities and entrepreneurship education: towards a comprehensive future research agenda. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.08.

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Research Institute (IFPRI), International Food Policy. Mothers’ non-farm entrepreneurship and child secondary education in rural Ghana. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1024320660.

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Davis, Lizhau, Li Zhao und Dean Davis. It Is About the Time! Incorporate Entrepreneurship Education in Fashion Merchandising Curriculum. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.8374.

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Romantseva, Eugenia, und Elizabeth A. Strychalski. CELL-FREE (comparable engineered living lysates for research education and entrepreneurship) workshop report. Gaithersburg, MD: National Institute of Standards and Technology, Februar 2020. http://dx.doi.org/10.6028/nist.sp.1500-13.

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Krafft, Caroline. Challenges facing the Egyptian education system: Access, quality, and inequality. Population Council, 2012. http://dx.doi.org/10.31899/pgy2.1081.

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Krafft, Caroline. Challenges facing the Egyptian education system: Access, quality, and inequality [Arabic]. Population Council, 2012. http://dx.doi.org/10.31899/pgy2.1087.

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Chakeredza, S., A. B. Temu, A. Yaye, S. Makungwa und J. D. K. Saka. Mainstreaming climate change into agricultural education: challenges and perspectives ICRAF Working Paper no. 8. World Agroforestry Centre (ICRAF), 2009. http://dx.doi.org/10.5716/wp15993.pdf.

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Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.2629.

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