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Auswahl der wissenschaftlichen Literatur zum Thema „Entrepreneurship education components“
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Zeitschriftenartikel zum Thema "Entrepreneurship education components"
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Ustav, Sirje, und Urve Venesaar. „Bridging metacompetencies and entrepreneurship education“. Education + Training 60, Nr. 7/8 (23.08.2018): 674–95. http://dx.doi.org/10.1108/et-08-2017-0117.
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PurposeThe purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students’ expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education.Design/methodology/approachThe empirical study is based on qualitative data retrieved from students’ reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity.FindingsDifferent degrees of appearance of students’ metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students’ metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship.Practical implicationsPractical implications are connected with the entrepreneurship course design, supporting the development of students’ metacompetencies and self-awareness.Social implicationsSocial implications bring learners’ physical participation in the courses into the spotlight, influencing students’ attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change.Originality/valueThis paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students’ awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship.
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Maritz, Alex, und Christopher R. Brown. „Illuminating the black box of entrepreneurship education programs“. Education + Training 55, Nr. 3 (12.04.2013): 234–52. http://dx.doi.org/10.1108/00400911311309305.
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PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.
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Salem, Mohamed Imam. „Higher Education As A Pathway To Entrepreneurship“. International Business & Economics Research Journal (IBER) 13, Nr. 2 (27.02.2014): 289. http://dx.doi.org/10.19030/iber.v13i2.8443.
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The driving force of every successful economy in the world is entrepreneurship. Entrepreneurial university is a concept which explains universities that provide a good environment, culture, opportunities, and practices that enhance student entrepreneurship. This study discusses components that characterize the entrepreneurial university such as leadership and governance, organizational capacity, people and incentives, entrepreneurship development in learning and teaching, university relationship for exchange of knowledge, and entrepreneurial university as an international institution. The study confirms the critical role that higher education institutions play in fostering entrepreneurial culture among university students and staff.
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Justus, Xenia. „Academic Entrepreneurship Education: Does Gender Matter?“ SHS Web of Conferences 90 (2021): 02005. http://dx.doi.org/10.1051/shsconf/20219002005.
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Academic entrepreneurship education aims to train and raise awareness amongst students about entrepreneurial activity, thereby increasing the number of academic start-ups and spin-offs. However, as yet, there are very few findings on the gender-specific differences amongst potential entrepreneurs. Building on the current state of research, gender-specific differences in the form of various different components of entrepreneurial competence are examined. This study focuses in particular on (1) entrepreneurial knowledge, (2) domain-specific interest in entrepreneurship, (3) interest in leadership roles, and (4) entrepreneurial and (5) intrapreneurial intention. Based on an online survey of 281 students of a German and Czech university, the mean differences show that there are statistically significant lower values for female students than for male students for all the variables investigated, that is with exception to intrapreneurial intention. These findings underline the need for targeted promotion of female entrepreneurship within the context of academic entrepreneurship education.
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Toding, Martin, und Urve Venesaar. „Discovering and developing conceptual understanding of teaching and learning in entrepreneurship lecturers“. Education + Training 60, Nr. 7/8 (23.08.2018): 696–718. http://dx.doi.org/10.1108/et-07-2017-0101.
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Purpose The purpose of this paper is to discover and develop the conceptual understanding of teaching and learning in entrepreneurship lecturers and how this is influencing the change in teaching experience. Design/methodology/approach The study was carried out among Estonian entrepreneurship lecturers who participated in a lecturer-training programme. A qualitative research method was adopted, focussing on thematic analysis. The framework for research and the analysis of results relied on the teaching and learning model, enabling the model to be tested in the context of entrepreneurship education. Findings The results show that the lecturers with learning-centred mind-sets tended to make changes in their teaching approaches and introduced changes in other teaching and learning components, such as the content (learning process) and outcomes of the learning subject. These inconsistent applications of changes justify the need for a systematic approach to entrepreneurship teaching and learning. Practical implications The results of the study contribute to a more systematic understanding of conceptions of teaching entrepreneurship among entrepreneurship lecturers, thereby allowing school management to understand the need for developing staff in addition to curricula. The study results are useful for informing training for entrepreneurship lecturers, designing entrepreneurship courses and choosing the appropriate methodology in such design. Originality/value This paper provides input for creating a conceptual teaching and learning model of entrepreneurship education that contributes to a more systematic understanding of the relationships between the components of teaching and learning when designing entrepreneurship education programmes. In the context of entrepreneurship education, the use of the teaching and learning model is required when considering the timeline between different components of the model. This means that it is important to first make decisions about the presage factors (including conceptual understanding of teachers), which provide the frame (context) for the teaching and learning process, as well as learning outcomes.
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Et. al., Norlidah Alias,. „Entrepreneurship skills in the curriculum of a selected vocational college in Selangor“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 5 (10.04.2021): 1911–22. http://dx.doi.org/10.17762/turcomat.v12i5.2272.
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Entrepreneurship is important in generating economic growth and social capital. Although entrepreneurship programs have been conducted in educational institutions, there seems to be uncertainty on components of entrepreneurship required in the curriculum. In addition, there has been very few successful entrepreneurs from these programmes. Further, there has been few studies onentrepreneurship in Malaysian Vocational Colleges and hence the implementation of programmes related to teaching entrepreneurship needs to be investigated to determine the skills required for entrepreneurship.A survey among 71 students and teachers at a premier vocational college to investigate current practices and EE components required was administered using a questionnaire and analysed using percentages and cross-tabulation while the open-ended responses were analysed according to emerging themes. The findings indicate that although EE was implemented in all colleges, the stakeholders required autonomy to design the curriculum according to the needs of the local community. Lack of resources and teacher preparedness were the main challenges in implementing EE. Marketing skills were required in most of the courses related to technology (Industrial Machinery Technology, Construction Technology and Computer and Networking System) whilesales management was important for Computer and Networking System, and Accountancy courses. Innovation was important for Electronic Technology. Further, some suggestions for the improvement of the vocational and technical courses in relation to entrepreneurship skills, were made.
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Маркова, M. Markova, Сазанова und S. Sazanova. „Business Education, Institute of Business, and Entrepreneurship in Modern Russia“. Administration 4, Nr. 1 (17.03.2016): 79–83. http://dx.doi.org/10.12737/18797.
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The authors have revealed the interrelation of business education, institute of business, and entrepreneurship
in modern Russia. The authors’ analysis of motivation for business schools’ prospective students has
allowed reveal this motivation’s components, factors, stipulating the motivation, and the desire of business
schools’ students to start the entrepreneurship. On the basis of theoretical and practical study the authors
have justified practical recommendations aimed at enhancing of the business schools’ attractiveness for
potential consumers.
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Oganisjana, Karine, und Harry Matlay. „Entrepreneurship as a Dynamic System“. Industry and Higher Education 26, Nr. 3 (Juni 2012): 207–16. http://dx.doi.org/10.5367/ihe.2012.0100.
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Entrepreneurship, as an important aspect of modern economic thought, is often described as facilitating innovation, job creation and national prosperity. Given the current economic conditions in Europe, entrepreneurship growth and small business development are seen as synonymous with economic recovery and growth. Consequently, in recent years entrepreneurship has climbed steadily towards the top of political agendas in Eastern, Central and Western Europe. In turn, entrepreneurship education has emerged as the most cost-effective and speedy way to increase both the quality and quantity of entrepreneurs entering an economy. The education and development of entrepreneurial students has become a topical and much debated European issue, despite the conceptual vagueness and controversial aspects highlighted by entrepreneurship education researchers. In this article the authors postulate that entrepreneurship represents more than an accumulation of relevant knowledge, skills and attitudes. Instead, entrepreneurship is envisaged as lifelong learning and conceptualized in terms of the continuous development of an individual's key entrepreneurial competences. Thus, entrepreneurship education emerges as a dynamic system of lifelong learning steps and entrepreneurship components which are to be developed holistically in order to enhance its impact on entrepreneurial outcomes.
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Matricano, Diego. „Higher education and start-up intentions: The role of intellectual capital in entrepreneurial processes“. Industry and Higher Education 34, Nr. 3 (11.11.2019): 151–59. http://dx.doi.org/10.1177/0950422219886259.
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This article investigates the influence that attending university classes can have on entrepreneurial processes leading to the creation of start-ups. In particular, attention is focused on the three main components of intellectual capital (IC) – human, relational and structural capital – that individuals can develop in university classes and that can affect their intentions with regard to entrepreneurship. From an empirical point of view, the article tests whether human, relational and structural capital have a different impact on start-up expectations by comparing young university students, young graduates and older people. The statistical analysis is based on binomial logistic regression models and uses second-hand data retrieved from Global Entrepreneurship Monitor website and provided by 2000 Italian respondents. The results reveal noticeable differences between young university students, young graduates and older people, indicating that IC components affecting entrepreneurship processes do vary in relation to the profiles of aspiring entrepreneurs.
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Kamovich, Uladzimir, und Lene Foss. „In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education“. Education Research International 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/1450102.
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This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15-year period (2000–2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.
Dissertationen zum Thema "Entrepreneurship education components"
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Taylor, James Grant. „Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs“. Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7096.
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The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study sought to identify the best practices in graduate entrepreneurship education programs from the perceptions of faculty in the field.
Research questions guiding the study were: (1) What Core components related to the following Broad question areas are perceived by faculty to be effective in their prominent graduate entrepreneurship education programs: Activities and initiatives; Adult education principles and practices; Alumni and mentoring; Course offerings; Curriculum and degrees; Faculty data; Institutional characteristics; Instructional methods; Student companies; and Student data. (2) What other Core components and/or general observations are identified by faculty in the survey comments? (3) What are faculty perceptions of the popular marketplace publication rankings of graduate entrepreneurship education programs?
A survey was distributed via the internet to faculty at 54 prominent graduate entrepreneurship education programs identified by The Princeton Review, US News & World Report, or the AACSB Entrepreneurship Spotlight Challenge. The survey was developed through several phases using panels of individuals with expertise related to this study.
The resulting 106 Core components were divided into 10 Broad question areas and were evaluated individually and averaged for each Broad question area. Questions regarding the accuracy of graduate program rankings and student intent were also included, along with demographics, open-ended questions regarding additional Core components, and additional survey comments.
The results of the study indicated the most important Core components in the Broad question areas were Alumni and mentoring and Institutional characteristics, while the Curriculum and degrees area was perceived to be much less important to graduate entrepreneurship education effectiveness. The results also indicated that student intent and popular marketplace publications were only moderately accurate in evaluating entrepreneurship education effectiveness. Four top programs dominated the perceptions of faculty as effective programs: Stanford, Babson, MIT, and Harvard. Findings indicated that faculty perceptions differed from other measures of effectiveness of graduate entrepreneurship education programs.
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Obeng-Koranteng, Monica. „The challenges of entrepreneurship education : a case study at a selected Ghanaian higher educational institution“. Thesis, 2021. http://hdl.handle.net/10500/27539.
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The objectives, curriculum, pedagogy, teachers, and students are components of entrepreneurship education, perceived as challenges for its implementation and growth. Consequently, most research and discussions have focused on measures to improve them even though little is known about how they constrain entrepreneurship education. Not much is also known about any positive attributes they might have.
This study sought to address this gap in literature by exploring the attributes of these educational components, and how they impacted on teaching and learning in a higher education institution in Ghana. Adopting the qualitative case study research approach, data was collected from two classroom sessions, 20 students, four teachers and a programme coordinator, using observation, focus groups and face to face interviews respectively.
The study found the educational components had positive and negative attributes that impacted favourably and adversely on teacher decisions and behaviour, and on teaching and learning. The findings points to the need for a more holistic examination of the educational components by researchers and practitioners, to also focus on their merits, to help fashion out more effective and sustainable policies and strategies for entrepreneurship education.
The study contribute to literature by shedding light on some merits of the educational components and how they enhance teaching and learning and support the aims of entrepreneurship education. Further research to replicate this study or aspects of it in other contexts and populations is recommended.Educational Management and Leadership
Ph. D. (Education Management)
Buchteile zum Thema "Entrepreneurship education components"
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Kruse, Tina P. „Youth Social Entrepreneurship Preparation, Education, and Advocacy“. In Making Change, 156–69. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190849795.003.0019.
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This chapter focuses on the need to prepare future researchers and practitioners to continue the growth of the youth social entrepreneurship model. More specifically, this chapter explores the contexts and constituents most ripe for integrating youth social entrepreneurship terminology, concepts, and practical components, as well as for growing the field through strategic and feasible scaffolding efforts. Current, promising examples illustrate the means to this goal, while more general principles are offered in order to transcend time and place. The aim is to communicate both singular and specific opportunities for advancing this work, as well as the broad interconnectedness of education, professional development, philanthropy, and policy that can be unified toward youth social entrepreneurship advocacy.
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„An overview of the higher education system and its components“. In Supporting Entrepreneurship and Innovation in Higher Education in Austria, 21–47. OECD, 2019. http://dx.doi.org/10.1787/8839f223-en.
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Turuk, Mladen. „An Overview of Digital Entrepreneurship in Central and Eastern European Countries“. In E-Business - Higher Education and Intelligence Applications. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.95961.
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The aim of the study is to explore and present an overview of digital entrepreneurship in Central and Eastern European countries and to examine how certain components of the DESI index affect GDP per capita in CEE countries and in what way modern information technologies affect their economies. The paper uses secondary data sources, mostly scientific and professional journals from the studied area, DESI reports, Eurostat data, and other Internet sources. The first part of the paper presents a short introduction on digitization digital entrepreneurship and digital technologies. The second part provides a descriptive analysis of digital entrepreneurship indicators and explores business demography in the ICT sector while the third part refers to the analysis of the DESI index. The panel method on data from 2015 to 2019 was used to show the influence of the different DESI index components on the observed countries’ GDP per capita. The hypothesis that the components of the DESI index have a positive impact on GDP per capita has been partially confirmed. DESI rank, Connectivity and Human capital did not prove to be significant, while Use of internet services, Integration of digital technology, and Digital public services proved their significant positive effect.
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Airy, Samuel P. G., und Gavin T. L. Brown. „Community Education in New Zealand“. In Global Adaptations of Community College Infrastructure, 135–54. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5861-3.ch010.
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The U.S. community college model does not currently operate in New Zealand. In addition to university and vocational programs at polytechnics, further education within the community is provided through open-entry, low-cost, “night-school” courses run from various high schools and community centers. Courses once covered “general interest” subjects to basic academic and vocational skills with significant government subsidies. However, government funding changes now prioritize programs containing core numeracy and literacy components, leading to the cancellation of some nonconforming classes. This raises questions regarding the role of community education for delivering certain programs. For example, many non-subsidized business and entrepreneurship courses are provided through night-school education. To illustrate this type of community education program, entrepreneurship courses taught in four different night schools are described. This chapter will help readers understand the nature of community education in New Zealand and the challenges it currently faces.
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Lourenço, Rodrigo Teixeira, und Fernando Manuel Valente. „Importance of Entrepreneurship in the Organizational Performance of Higher Education Institutions“. In Handbook of Research on Entrepreneurship, Innovation, and Internationalization, 230–57. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8479-7.ch009.
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The traditional mission of higher education institutions (HEIs) are training, research, and the transfer of knowledge to society. Nowadays, the third mission has been gaining importance, considering the increasing relevance given to the creation of value by HEIs for society. Entrepreneurial activity is one of the components with more impacts that value creation, but it is still seen as an activity parallel to the main missions of HEIs, where training still takes on special importance. At the same time, the generalized movement of analysis of the organizational performance of HEIs, associated to its strategy but essentially associated with national agencies for accreditations and the rankings, have been direct impacts on its external image and the capacity to obtain students and financing. For the entrepreneurial activity to move from an activity parallel to a prominent activity within HEIs, it must firstly have a strategic framework, but also have measurement mechanisms, based on indicators, that allow to understand the evolution of performance in this area.
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Fakokunde, Mogbekeloluwa Oluyinka. „Counselling and Psychological Strategies for Improved Entrepreneurial Tendencies in the Nigerian Military“. In Advances in Business Strategy and Competitive Advantage, 148–68. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6655-8.ch008.
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This chapter examines post-retirement career pathways of ex-service personnel in the Nigerian military via entrepreneurship activities. One of the measures taken to assist ex-service personnel get adjusted into the civil life is the establishment of vocational training, which helps to facilitate viable entrepreneurial events. However, there are psychological issues that must be tackled in order to effectively transit into entrepreneurship. The chapter, therefore, looks at these issues to address the concept of entrepreneurship and its tendencies in the Nigerian military. The findings suggest that objectives and components of entrepreneurship education being advocated should be given to personnel early enough and throughout their military career.
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Torres-Coronas, Teresa, und María-Arántzazu Vidal-Blasco. „Becoming a Successful Entrepreneur through Emotional Intelligence Development“. In Handbook of Research on Learning Outcomes and Opportunities in the Digital Age, 198–220. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9577-1.ch009.
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Networking is a must-do activity for entrepreneurs as professional contacts link entrepreneurs with critical opportunities, support and resources. In consequence, it is essential to investigate entrepreneurial behavior in terms of networking practices and predictors. Emotional Intelligence (EI) is an important factor in the prediction of entrepreneurial outcomes and behavior. Given the social nature of entrepreneurial activities, EI can predict entrepreneurial success. In this context, this chapter adds to the literature by evaluating how emotional intelligence supports proactive networking behavior amongst successful entrepreneurs. A quantitative and qualitative research study was conducted to collect detailed information about trait EI and networking behavior and activities of local entrepreneurs. Managerial implications of our research findings relate to the fact that emotional intelligence has positive effect on proactive networking behavior. This might indicate that entrepreneurs with higher scores in these components will proactively manage their professional networks. Therefore, this research offers several practical implications for understanding successful entrepreneurship and for entrepreneurship education.
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Adera, Beatrice, und Michelle Fisher. „Best Practices for Online Training and Support for Online Instructors“. In Handbook of Research on Virtual Training and Mentoring of Online Instructors, 378–96. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-6322-8.ch018.
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The educational landscape in the past decade has seen exponential growth in online education with online enrollments in many graduate programs outpacing traditional enrollments. This rapid expansion has been attributed to increased student demand, declining budgets, recruitment and retention efforts. A study conducted by Babson College's Arthur M. Blank Center for Entrepreneurship reported that approximately 33.5% of college students completed at least one online course before graduation. The authors also reported that 70.8% of Chief Academic Officers (CAOs) reported that expansion of online course offerings was critical to the long-term strategic plan for their universities. Despite the growth in online enrollment, many institutions find online course development to be a costly, labor-intensive process. This chapter provides an overview of the different components of a quality online course and examines best practices for training and supporting online instructors through the course development and delivery process.
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Lopes, Arminda Guerra, und Eurico Ribeiro Lopes. „Entrepreneurship Learning“. In Handbook of Research on Approaches to Alternative Entrepreneurship Opportunities, 13–31. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1981-3.ch002.
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This chapter focuses on entrepreneurship having students as actors. Students were engaged in the development of a business project. They turned ideas into action in a creative and innovative process. The academic study was conducted at a Polytechnic Health school. They used the management common tools to develop the idea and they experienced the role of an entrepreneur. Conversely, one of the aspects that contributed to the motivation for this work lies into the existing gap concerning project management applied to entrepreneurship. The current literature focuses on the definition of the business plan, a static component of entrepreneurship, which is fundamental for financing domains, but it neglects the dynamic component essential for the development of a business idea. The student majors' rewards were related with the teamwork environment: collaboration, communication, and creativity. This chapter provides to entrepreneurship educators, valuable insights on how to improve the effectiveness of the business project requirements in entrepreneurship education curriculum.
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Pires, José Adriano Gomes, Francisco José García Peñalvo, Jorge Humberto Marinho Sampaio und Rosa María Martínez Vázquez. „Framework Entrepreneurship Process“. In Advances in Educational Marketing, Administration, and Leadership, 228–54. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2116-9.ch012.
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The thematic of entrepreneurship has assumed a great importance in recent times and is regarded by the governments of all countries as a lever for economic and social development of nations. Entrepreneurship is generally recognized by the process that leads to the creation of companies, and consequently, creates wealth and employment. In their genesis, entrepreneurial ventures, emerged mainly as small business, associated with creative ideas or innovative approaches implemented in most situations, using empirical processes, without major concerns with the scientific rigor that can also contribute in a sustainable way to add value to these business initiatives. In this way, together with the empirical component, resulting from the business opportunity perception by promoter, the process of setting up a business, commonly known as entrepreneurship, should follow a methodology and make use of tools and techniques best suited to each stage of the process. The perspective proposed, Framework Entrepreneurship Process, intends to position itself as a guide for business creation, which took as its starting point a particular idea with potential business leads in a systematic process of transforming it into a successful company. This framework intends to provide an integrated view of the whole process of setting up a company, while it indexes each of the different stages of the process, a set of techniques and tools, perfectly validated in scientific contexts.
Konferenzberichte zum Thema "Entrepreneurship education components"
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Manghiuc, Iulia, und Ciprian Petrescu. „Integration of Generation Z in the Professional Environment“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/30.
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This study highlights the assimilation of generation Z in the professional environment and its adaptation to the requirements of the organization it is part of. The candidates who have advanced knowledge in the field of technology are the target audience that will generate personalized education over time, but also interesting opportunities, who are growing in an environment relying only on technology and will be much more flexible in thinking and decision making, being those who grew up online. Born during the digital age, they will prefer an independent brand at the expense of a traditional / experienced brand. The intersection method used by combining the quantitative and qualitative approach will seek to identify the components of an effective professional integration system. The results obtained also highlight the fact that this process plays a key role in creating a convenient environment where the members of generation Z can explore their native creativity. The whole integration process will consist of a series of challenges that organizations will be facing in attracting and keeping the members of this generation, but also of methods used for its capitalization. The conclusions highlight the importance of this reference process for any member of Generation Z.
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Gutium, Tatiana. „Approaches to Measurement of Well-being: Case of the Republic of Moldova“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/20.
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The development strategy of a modern state is oriented towards ensuring economic growth, increasing the well-being of citizens and reducing the level of poverty. The COVID-19 pandemic had a negative impact on national economies, including the economy of the Republic of Moldova. That is why, the assessment of well-being, identify impact factors, the elaboration of recommendations for increasing well-being become current. Contemporary approaches to quantifying well-being focus on both the economic and social spheres. In this study are identified the weaknesses and strengths of the well-being indices, the dynamics of two composite welfare indices have been analyzed. In the research process, the influence of different factors was identified and their influence on the well-being of citizens and living standards was estimated. Applying the method of correlation and regression analysis, and using the software Eviews 9 were developed two multifactorial linear regression models: a model of the well-being and a model of living standard of population of the Republic of Moldova. Based on the analysis of the pillars of the Legatum Prosperity Index and the components of the Social Progress Index, priority sectors were identified, such as: health care, education, economic quality, enterprise conditions, environmental quality. At present, it is necessary to promote strategies to ensure sustainable economic growth, which will inevitably lead to an increase in the well-being of the local population.
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Bal, Harun, Erhan İşcan und Birgül Katar. „The Importance of Entrepreneurship Education on Economic Growth“. In International Conference on Eurasian Economies. Eurasian Economists Association, 2016. http://dx.doi.org/10.36880/c07.01765.
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Entrepreneurship is one of the prominent individual properties in transition from industrial society to artificial intelligence society. It is extremely important to raise entrepreneurs who can easily adapt to changing circumstances, in a society’s economic growth and development. An entrepreneurship has different qualities in terms of manners and attributes such as leadership, ability to see the opportunities, to pursue the innovations, to take risk, independence, diligence, creative thinking, fast problem solving. It is thought to be the economic growth depended on physical capital increase as well as labor and capital. Education is the most crucial component of human capital. In recent years, the most striking result of endogenous growth model of Romer who contributed the improvement of human capital theory is relatively the economies that have higher sum of human capital rate will have higher economic growth rate. The main aim of this study is to determine the impact of the entrepreneurship education on economic growth and development. For this aim a questionnaire is prepared to analyze the potential impact of the entrepreneurship education on economic growth and development. Results of analyze shown that the entrepreneurship education is necessary and important for entrepreneurship. Therefore, entrepreneurship education and training is sufficient for economic growth. The policy makers should spend more resources on the education that increases the human and social capital.
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SERB (TANISLAV), Maria Cristina. „Digitalization – a Key Factor in the Personal Professional Development of Human Resources in Educational Organizations“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/28.
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In the European Union, we are trying to achieve an extended common area of education, that will have to face the challenges of a more global economy. The current European context offers the possibility of harmonizing VET education systems in the component countries and also the perspective of ensuring the education quality. Present-day researches show that students’ emotional development is decisive for school and life success or mental health. An important role in this process is played by the human resource in VET education. The teacher must be able to provide the opportunity for students to identify, use, understand and manage emotions, in order to communicate effectively, to empathize with those around us, to overcome challenges and to prevent and mitigate conflicts. This research presents an analysis of the role of digitalization in the personalprofessional development of human resources in educational organizations. Mindfulness practices are an important factor in intensifying focus and clarity of mind, processes that can help improve cognitive functions, ultimately having an impact on improving the balance between personal and professional life. This research presents the most important results regarding the need for personal-professional development of teachers through the processes digitalization. The data obtained are the result of applying a questionnaire on a representative sample of teachers from pre-university VET education, from Dambovita county. These served to shape a system of factors with a role in increasing the quality of the teaching process.
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Yu, Suiran, Jing Tao, Qingyan Yang, Jianpu Zhang und Fengfu Yin. „Case Study of Chinese SMEs Oriented Environmental Impact Assessment on Refrigerator Production“. In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48920.
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This paper presents a Life Cycle Assessment (LCA) case study aiming at assisting Chinese Small and Medium Enterprises (SMEs) to identify the environmental improvement opportunities. A typical refrigerator SME located in suburb of Shanghai is visited for data collection. Besides, related project reports, academic papers, and LCA software and databases are referred for necessary data. Environment inventory of manufacturing a typical Chinese household refrigerator model is calculated and analyzed. Results show that ABS components are the major contributors to energy consumption; production of rubber (for gaskets), MDI (for insulation) and packaging materials are the most water polluting processes, while phosphatizing treatment of compartment plates and door panels generates most of the waste water with phenol; the majority of CO2 (eq.) and SO2 (eq.) is emitted during ABS component and steel sheet production while the use of F-containing coolant causes most of the CFC-11(eq.) emission, which is the major cause of ozone depletion. The opportunities of environmental improvements are then assessed by sensitivity and economical analysis. It is suggested that for refrigerator manufacturing SMEs, reduction in ABS use and eco-optimized packaging solutions are the most cost-effective measures for environmental improvements. Also, there are improvement potentials in material and energy utility management of SMEs. However, considering their limited management capability and access to resources and information, SMEs needs support from the public sector in entrepreneurship and environmental education, technological and financial help and regulatory protection for sustainable development.
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Mlitwa (Mlita), Nhlanhla B. W., und Presilia Masamba. „INTEGRATION OF THE ENTREPRENEURSHIP COMPONENT INTO UNDERGRADUATE CURRICULA AT THE UNIVERSITY OF ZULULAND“. In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1864.
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Revtiuk, Yevhen, und Arkadiusz Kalemba. „ENTREPRENEURSHIP COMPONENT IN THE CURRICULUM OF STUDENTS OF MANAGEMENT MAJORS: COMPARISON OF UNIVERSITIES IN UKRAINE AND POLAND“. In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1266.
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Constantin, Mihai, Anamaria Bucur und Andra-Nicoleta Borţea. „Efficient Workforce Management within the Concept of "Smart City". Using Artificial Intelligence as Part of the Future Counterterrorism Strategy“. In International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/52.
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Today, the world is going through an unprecedented wave of urbanization, an evolution that tends to focus on both the biggest social problems and the biggest opportunities in the area of big cities. Once the concept of "smart city" appeared brought its new challenges for our society. In addition to the many benefits, such as increased quality of life, a smart city is challenging the current government. The security of the citizens in the smart cities is gaining new perspective, but also brings a number of threats, mostly considering the strategies regarding counter-terrorism. The human component, specifically the workforce adapted to the smart city, faces new challenges: the emergence of artificial intelligence, increased demand for digital skills, a must have also in labour market, together with the technologization of all areas of activity, which produces changes in all aspects of daily life. Under these conditions, the human factor is affected by all these changes. One side of the story regards the training and, also, the education of individuals, which must increase digitalisation skills; the other side involves the government who must adapt its strategies and policies to enable these changes in a safe manner for citizens and public workers, who perpetuate these changes through local administrations. Therefore, human resources are an important component in the project that aims developing smart cities that includes also developing adapted protection for citizens, specific to these cities. The use of artificial intelligence in smart cities seems to be the solution to the problems raised by smart cities in relation to the human factor and its vulnerability. But at what cost?
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Zhang, Rui. „Evaluation of Urban Land Intensive Use in Wuhan City Based on Principal Component Analysis“. In 2020 International Conference on Modern Education Management, Innovation and Entrepreneurship and Social Science (MEMIESS 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210206.036.
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