Um die anderen Arten von Veröffentlichungen zu diesem Thema anzuzeigen, folgen Sie diesem Link: Entrepreneurship education components.
Zeitschriftenartikel zum Thema „Entrepreneurship education components“
Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an
Machen Sie sich mit Top-50 Zeitschriftenartikel für die Forschung zum Thema "Entrepreneurship education components" bekannt.
Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.
Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.
Sehen Sie die Zeitschriftenartikel für verschiedene Spezialgebieten durch und erstellen Sie Ihre Bibliographie auf korrekte Weise.
1
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.
Der volle Inhalt der QuelleAnnotation:
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.
2
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.
Der volle Inhalt der QuelleAnnotation:
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.
3
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.
Der volle Inhalt der QuelleAnnotation:
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.
4
Justus, Xenia. „Academic Entrepreneurship Education: Does Gender Matter?“ SHS Web of Conferences 90 (2021): 02005. http://dx.doi.org/10.1051/shsconf/20219002005.
Der volle Inhalt der QuelleAnnotation:
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.
5
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.
Der volle Inhalt der QuelleAnnotation:
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.
6
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.
Der volle Inhalt der QuelleAnnotation:
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.
7
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.
Der volle Inhalt der QuelleAnnotation:
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.
8
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.
Der volle Inhalt der QuelleAnnotation:
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.
9
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.
Der volle Inhalt der QuelleAnnotation:
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.
10
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.
Der volle Inhalt der QuelleAnnotation:
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.
11
Pant, Sushil Kumar. „The Role of Education and Training in Entrepreneurship Development in Nepal“. Prithvi Academic Journal 2 (01.05.2019): 1–9. http://dx.doi.org/10.3126/paj.v2i0.31501.
Der volle Inhalt der QuelleAnnotation:
There is a growing interest among policymakers and academics around the world about the role of entrepreneurship in the socio-economic development of a country. It is believed that if any society works towards encouraging its people to pursue their careers in creating enterprises through creative ideas it will be able not only to grow economically but will also be able to sustain in the long run. Various factors contribute to the development of entrepreneurship in a society; socio-cultural influence is one of the important factors. Though there are various components of socio-cultural factors, this study focused on the impact of education and training on entrepreneurship development. The method adopted was a cross-sectional survey and the design is descriptive. The findings show that education and training play some roles in making an individual motivated towards entrepreneurship. However, the significance of the influence could not be found in the present study. Therefore, it can be concluded that to develop entrepreneurship in a society, education and training on various dimensions of it should be encouraged by societies for their socio-economic growth.
12
Ruškytė, Lect Dr Džiuljeta, Habil Marijona Barkauskaitė und Prof Dr Vytas Navickas. „Multiple Criteria Evaluation of Influence of Components of Entrepreneurship Education Programmes on Formation of Competencies“. European Journal of Economics and Business Studies 8, Nr. 1 (19.05.2017): 176. http://dx.doi.org/10.26417/ejes.v8i1.p176-185.
Der volle Inhalt der QuelleAnnotation:
The article substantiates the concept of entrepreneurship education from the holistic perspective, which is interpreted in the context of education in its broad meaning and is related to knowledge, abilities of economics and business, value orientations, personal traits and their comprehensive development. The significance of content areas of the General Education Curriculum to development of entrepreneurship skills in schools of general education in Lithuania was analysed. Multiple criteria evaluation, based on expert evaluations, was applied for evaluation of significance of areas of the programme content mathematically processing and systemising the data. The significance of areas of programme content evaluated by experts was established using methods of indirect evaluation (ranking) and direct evaluation (percentage expression). The research showed that the data of expert evaluations, conducted using the methods of indirect and direct evaluation, coincide and, therefore, the data can be regarded as reliable. The conducted mathematical calculations show that multiple criteria methods can be successfully applied evaluating any other programme of similar kind.
13
Sun, Hongyi, Choi Tung Lo, Bo Liang und Yuen Ling Belle Wong. „The impact of entrepreneurial education on entrepreneurial intention of engineering students in Hong Kong“. Management Decision 55, Nr. 7 (21.08.2017): 1371–93. http://dx.doi.org/10.1108/md-06-2016-0392.
Der volle Inhalt der QuelleAnnotation:
Purpose Theory of planned behavior (TPB) has been used to study the impact of entrepreneurial education (EE) on entrepreneurial intention (EI) for more than 20 years, yet an intensive literature review reveals that there are gaps in both the conceptual models and the research methods. The purpose of this paper is to investigate the impact of EE on EI with a view to address the gaps in previous research. Design/methodology/approach This research proposes a conceptual model that links the entire antecedent variables of TPB and the elaborated four components of entrepreneurship education (Why, What, How, and Who). The model is tested by a structural equation modeling with the empirical data from 200 engineering students from three universities in Hong Kong. Findings The empirical test reveals that the four components of entrepreneurial education do influence attitude, social norm, self-efficacy, and EI, correspondingly. Additionally, it also reveals that the four EE components and the three TPB antecedent variables are also interrelated with each other. Originality/value This study bridges specific education components and EI, providing significant insight into how the key components influence the entrepreneurial attitudes and intentions of students. It fills the gap in the knowledge required for fostering EI through entrepreneurship education. It not only answers the question on whether EE influences EI but also on how to nurture the intention by designing a relevant EE course.
14
Putra, Bayu Airlangga, Hermien Tridayanti und Agus Sukoco. „The Role of Entrepreneurship Education in Cultivating Student’s Entrepreneurial Intention“. IJEBD (International Journal Of Entrepreneurship And Business Development) 1, Nr. 2 (30.03.2018): 120–30. http://dx.doi.org/10.29138/ijebd.v1i2.555.
Der volle Inhalt der QuelleAnnotation:
Purpose: This research seeks to prove whether entrepreneurship education can significantly grow student’s entrepreneurial intention. The approach of theory of planned behavior (TPB) is used to examine whether the effect of entrepreneurship education on student’s entrepreneurial intention initially goes through attitude variables, subjective norms, and perceptions about behavioral control first. The population of this study is the students of Narotama University who were taking the course of Strategic HR Management in the odd semester of 2017/2018. Data was analyzed using path analysis method. The result shows that entrepreneurship education has no direct effect on student’s entrepreneurial intention. As for the three elements of TPB, only attitude variable which is able to significantly mediate the influence of entrepreneurship education on student’s entrepreneurial intention.
Design/methodology/approach: In this research, data in the form of respondents’ perceptions were analyzed quantitatively using path analysis method.
Findings: Entrepreneurship education has no direct effect on student’s entrepreneurial intention and solely mediated by attitude of the students in order to effectively influence their entrepreneurial intention.
Research limitations/implications: In this research, entrepreneurship education is seen from the learning process in one course only, not viewed holistically starting from a policy making process at the top management level of the university, the preparation of an integrated entrepreneurship curriculum, to its implementation in the learning process in each course. Also, the family background of each student was not considered as one of the determinants of their entrepreneurial intention.
Practical implications: There is a need to increase affective content so that a stronger persuasive ability will be established among students to influence the norms in their social environment. Addition in psychomotor content is also needed to form more positive perception about students’ competence in doing entrepreneurial activity.
Originality/value: This research combines the study of entrepreneurship education with the latest development in TPB study. This research also focuses on a population of students who are taking a certain course. Thus, the components in a learning process can be better observed.
Paper type: Research paper
Keyword: Entrepreneurship, Entrepreneurial Intention, Entrepreneurship Education, Theory of Planned Behavior
15
Asıcı, Esra. „Social Entrepreneurship and Psychological Well-being in Teaching Candidates: Mediator Role of Hope“. International Journal of Research in Education and Science 7, Nr. 2 (01.04.2021): 505–24. http://dx.doi.org/10.46328/ijres.1186.
Der volle Inhalt der QuelleAnnotation:
The investigation and supporting variables related to the mental health of teaching candidates is important since teachers’ psychological traits will affect students’ personal, social, and academic development. In this paper, the intermediary role of hope in the relationship between the social entrepreneurship characteristics and psychological well-being of teaching candidates was investigated. The sample consisted of 855 teaching candidates were chosen randomly. The data were collected by using the Psychological Well-being Scale, the Social Entrepreneurship Characteristics of the Pre-service Teachers’ Scale, the Dispositional Hope Scale and a Demographic Information Form. In the analysis descriptive statistics, Pearson’s correlation, and regression-based bootstrapping method were used. The results showed that teaching candidates’ social entrepreneurship characteristics were positively and significantly correlated with psychological well-being and two components of hope (alternative ways of thinking and actuating thinking). Besides, it was found that alternative ways of thinking and actuating thinking had partial mediating roles in the relationship between teaching candidates’ social entrepreneurship characteristics and psychological well-being. The obtained findings were discussed in the light of related literature and suggestions were offered.
16
Jones, Paul, David Pickernell, Rebecca Fisher und Celia Netana. „A tale of two universities: graduates perceived value of entrepreneurship education“. Education + Training 59, Nr. 7/8 (14.08.2017): 689–705. http://dx.doi.org/10.1108/et-06-2017-0079.
Der volle Inhalt der QuelleAnnotation:
Purpose The purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers. Design/methodology/approach This research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques. Findings The evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes. Research limitations/implications The study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design. Practical implications The HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation. Originality/value This study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees.
17
Sudarwati, Ninik, und _. Rukminigsih. „Evaluating E-Learning as a Learning Media: A Case of Entrepreneurship E-Learning Using Schoology as Media“. International Journal of Emerging Technologies in Learning (iJET) 13, Nr. 09 (29.09.2018): 269. http://dx.doi.org/10.3991/ijet.v13i09.7783.
Der volle Inhalt der QuelleAnnotation:
This study aimed to describe and identify the effectiveness of e-learning strategy on entrepreneurship class at economic education program of STKIP PGRI Jombang. It is an evaluation study using discrepancy evaluation method. The data was from questionnaires and observation, and it would be analyzed descriptively. The result showed that the implementation of e-learning in STKIP PGRI Jombang corresponded to the standard of quality in all management aspects of e-learning with average percentage tile on 71% for all components, including: design of material, delivery methods of e-learning, learning interaction, and evaluation of e-learning activity. In general, the implementation of e-learning at entrepreneurship class in economic education program of STKIP PGRI Jombang is considered effective to improve the quality of learning entrepreneurship.
18
Oganisjana, Karine, und Tatjana Koke. „Does Competence-Oriented Higher Education Lead to Students’ Competitiveness?“ Engineering Economics 23, Nr. 1 (15.02.2012): 77–82. http://dx.doi.org/10.5755/j01.ee.23.1.1228.
Der volle Inhalt der QuelleAnnotation:
According to the analysis of the stage of economic development of the countries reflected in “The Global Competitiveness Report 2010-2011” and conducted within the framework of the World Economic Forum, the EU countries have either innovation-driven economies or are in the transition stage from efficiency-driven to innovation-driven economies. Focusing on the educational aspects and human capital for further economic development of EU countries, quality higher education and training, business sophistication and innovation are what should be developed. These three competitiveness aspects are not independent: they tend to reinforce each other, and a weakness in one area often has a negative impact on other areas (World Economic Forum, 2010). Moreover, all of them are tightly related to entrepreneurship and their development concerns the promotion of students’ entrepreneurship in the study process at higher educational institutions. Being recognized as one of the lifelong learning key competences, in the European documents entrepreneurship is defined as a combination of entrepreneurial knowledge, skills and attitude (Commission of the European Communities, 2005). However, the PhD research “The development of students’ enterprise in study process” conducted by Karine Oganisjana under the scientific supervision of Tatjana Koke in the University of Latvia (Oganisjana & Koke, 2008; Oganisjana, 2010 a,b) revealed that the concept of entrepreneurship is broader than just a mechanical combination of entrepreneurial knowledge, skills and attitude. Entrepreneurship is defined as a dynamic system of individual's causally interrelated personality traits, motivation, cognition, needs, emotions, abilities, learning, skills and behaviour, on the basis of which an individual or a group of individuals interact with the context (environment) for identifying, generating and realizing opportunities into new values (Oganisjana, 2010b). Therefore, if higher education (HE) is oriented towards the development of students’ competence only, which is acknowledged as a combination of knowledge, skills and attitudes, the development of the other components of entrepreneurship are not taken care of and the creation of new economic values which then makes the key determinant of entrepreneurship not to be in the focus of such HE. The paper presents the main findings of the research and raises a question about the reconsideration of the capacity of competence-oriented higher education for promoting students’ entrepreneurship and as a result for increasing their competitiveness.DOI: http://dx.doi.org/10.5755/j01.ee.23.1.1228
19
О.О., Романовський, Романовська Ю.Ю., Романовськa О.О. und Махді M.Ель. „«АКАДЕМІЧНИЙ КАПІТАЛІЗМ» І КОМЕРЦІАЛІЗАЦІЯ НОВИХ ЗНАНЬ“. Economics and Management, Nr. 86(2) (22.05.2020): 127–39. http://dx.doi.org/10.36919/2312-7812.2.2020.127.
Der volle Inhalt der QuelleAnnotation:
The author analyzes the features of the appearance, existence and world spread “academic capitalism”, “academic (or university) entrepreneurship” phenomena, as well as a new type of university-oriented universities – “entrepreneurial universities”. The reasons for the emergence of “academic capitalism” in the United States have been examined. It has been noted that “academic capitalism” is an intellectual, knowledge-based entrepreneurial component of the economic system of capitalism and directly affects its subsystems – productive forces, technical and economic relations, industrial relations and economic mechanism. It has been noted that academic capitalism is a specific type of a holistic process of expanded capitalist reproduction, dissemination and consumption of new knowledge as intellectual capital and intellectual property, technics, technologies, methods and techniques for the formation of innovative means of production, the identification of new resources and innovative methods of management. The authors consider the theoretical and methodological foundations of the innovative development of higher education based on a comprehensive analysis of university (academic) entrepreneurship phenomenon. Assessment of its role in the innovative development of society and on the basis of a study of the historical cause and effect relationships of the emergence of “academic capitalism” and the development of university entrepreneurship. It has been also indicated that the causal relationship between the emergence of “academic capitalism” and the emergence of university entrepreneurship should be studied in a sequence of interrelated events and stages of development of society, science and higher education, as its components. The scheme of the process of evolution of new knowledge in the system of creating knowledge from the beginning of R&D to the commercialization has been considered. The authors’ research will be useful for the further development of national economic and entrepreneurial education, own academic (university) entrepreneurship and innovative reform of higher education in Ukraine.
20
Rae, David. „Entrepreneurship: Too Risky to Let Loose in a Stormy Climate?“ International Journal of Entrepreneurship and Innovation 10, Nr. 2 (Mai 2009): 137–47. http://dx.doi.org/10.5367/000000009788161325.
Der volle Inhalt der QuelleAnnotation:
Entrepreneurship, ‘the pursuit of opportunity regardless of the consequences’, is a privileged instrument of liberal market economics worldwide. Yet the financial turmoil resulting from the credit crunch suggests that the social and economic effects of unregulated entrepreneurial behaviour in pursuit of short-term profit are severe and self-defeating, resulting in massive destruction of value for national economies, businesses and individuals. This article examines the wider consequences of this ‘old’ entrepreneurship and, using examples, proposes the development of a ‘new’ entrepreneurship led by education, of which social responsibility, environmental sustainability and the practice of ethical and moral frameworks become integral components.
21
Efrata, Tommy C., Wirawan E. D. Radianto und Junko A. Effendy. „THE DYNAMICS OF INDIVIDUAL ENTREPRENEURIAL ORIENTATION IN THE RELATIONSHIP BETWEEN ENTREPRENEURSHIP EDUCATION AND ENTREPRENEURIAL INTENTION“. Jurnal Aplikasi Manajemen 19, Nr. 3 (01.09.2021): 688–93. http://dx.doi.org/10.21776/ub.jam.2021.019.03.20.
Der volle Inhalt der QuelleAnnotation:
Studies on individual entrepreneurial orientation as well as the relationship between innovativeness, proactiveness, and risk-taking have not received much attention in the entrepreneurship literature. Therefore, this study aims to explore the relationship between the components of individual entrepreneurial orientation and examine the relationship between entrepreneurship education, individual entrepreneurial orientation, and entrepreneurial intention. The model developed was tested on 231 management and business students who have completed an entrepreneurship education program in the university. The data obtained were processed using PLS-SEM statistical programming to evaluate the outer and inner structure of the model. This study indicates that most of the arguments of the model compilers as explicitly observed in determining the effect of proactiveness on innovation have been confirmed. At the same time, risk-taking was discovered not to affect personal innovativeness. Entrepreneurship education was also proven to have affected individual entrepreneurial orientation, while only innovativeness and risk-taking were confirmed to have the ability to increase entrepreneurial intention. The findings succeeded in filling the void related to the study on the relationship dynamics between the dimensions forming individual entrepreneurial orientation. They also comprehensively complement the study model designed in the scope of individual entrepreneurial orientation, which was partially completed. Therefore, the results are expected to provide direction for educators and scholars in the area of entrepreneurship.
22
Sultan, Hikmat Rasheed, und Avan Yousef Haji. „The Role of Strategic Leadership Components in Achieving the Dimensions of Higher Education Quality Field Study in a Sample of Local Universities in the Kurdistan Region of Iraq“. Journal of University of Human Development 2, Nr. 2 (30.06.2016): 167. http://dx.doi.org/10.21928/juhd.v2n2y2016.pp167-188.
Der volle Inhalt der QuelleAnnotation:
The study aimed to determine the role of strategic leadership components in achieving the quality of higher education dimensions in private universities in the Kurdistan region of Iraq, the field side has been developed a model that based on a set of assumptions to teste field study which includes (4) private universities as population of research, and the questionnaire was a key for data collection, and were answered by (79) of administrative leadership in universities population. statistical tools have been used to analyze the nature of the correlation between the variables of the study, as well as analysis of simple linear regression to determine the nature of the impact between the variables of the study, and the study found a significant positive correlation relationship between the strategic entrepreneurship and the quality of higher education in the study population, and there are significant effect of strategic entrepreneurship in achieving the dimensions of the quality of higher education in the study population, the study made a number of proposals concerning universities study population and how to raise the standards of quality of higher education to benefit from the synrgy of the strategic entrepreneurship.
23
Husin, Azizah, Yosef Yosef, Maria Elvira Asuan, Sri Sumarni, Portio O. Surino und Carl O. Dellomos. „Entrepreneurship Education for Family Investment Values in Indonesia and the Philippines“. Journal of Nonformal Education 6, Nr. 1 (06.02.2020): 1–8. http://dx.doi.org/10.15294/jne.v6i1.22624.
Der volle Inhalt der QuelleAnnotation:
Education at home is preparing a child for the future even though parents educate their child without a specific goal. But the child gets the knowledge, value, skills, and habits of parental education with love and compassion. The purpose of this research is to know the entrepreneurial education conducted by parents to children in Indonesia and the Philippines. The study was conducted in Indonesia and the Philippines. The population of this research comes from university students in Indonesia and the Philippines. The research respondent is the first semester student to become a respondent, as it is still heavily influenced by family education, the spread of questionnaires using Google forms, where the intended student is 2019 class students to fill the form provided. The maximum sample amount is determined, 216 respondents were acquired for each country. Data analysis techniques use percentages, data is outlined based on the educational aspect given to students by parents in the family. Shows that parents in Indonesia and the Philippines have done their job well. Indonesia acquires higher average value than the Philippines for all components, namely: knowledge, values, habits, and entrepreneurial skills. Overall, it looks how much the average acquisition shows the difference in the results of Indonesia and the Philippines in educating future entrepreneurs by parents. Habituation in children through assignments to do something at home or homework. The value of skills educated by parents in the form of leadership values and the ability to network, communicate, and make decisions quickly. Entrepreneurship education can provide an intensive investment value as long as the child is still in the educational process of his parents at home.
24
Stebljuk, Svitlana. „Professional competence of future specialists of entrepreneurship, trade and exchange activities, and their structure“. Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Pedagogical Sciences 66, Nr. 3 (2019): 238–43. http://dx.doi.org/10.33310/2518-7813-2019-66-3-238-243.
Der volle Inhalt der QuelleAnnotation:
The article reveals the essence of the concept of «professional competence» based on the analysis of researches of scientists. It is defined as an integrative personality quality that determines a specialist's ability to solve professional problems and tasks; a set of professional and personal qualities of a specialist, which combines fundamental knowledge of economic theory, innovative economic way of thinking, skills to analyze and establish interpersonal relationships. The purpose of the article is to determine the structure of professional competence of future specialists in entrepreneurship, trade and exchange activities. Objective: to find out the state of the problem under study in scientific sources and to formulate the vision of the components of professional competence in future specialists in this specialty. The concept of professional competence of future specialists in entrepreneurship, trade and exchange activities is formulated as a complex, multicomponent personality-psychological formation on the basis of integration of knowledge, skills, purposeful practical training, ability of the individual to self-improvement and self-expression on the basis of formed civic and moral and ethical values. It has been established that in the structure of professional competence of education personal-individual, subject-practical, informational, managerial, analytical, economic, scientific and research methods are included. The components of professional competence of future specialists in entrepreneurship, trade and exchange activities are includes: entrepreneurial (in the field of business planning, enterprise strategy in national and international markets, research), economic (normative-legal; mathematical-statistical, economic modeling), general culture (education of culture of interpersonal relations, tolerance). The components of formation of professional competence of future specialists in entrepreneurship, trade and exchange activities are defined.
25
Hamburg, Ileana, Emma O’brien und Gabriel Vladut. „Entrepreneurial Learning and AI Literacy to Support Digital Entrepreneurship“. Balkan Region Conference on Engineering and Business Education 1, Nr. 1 (01.10.2019): 132–44. http://dx.doi.org/10.2478/cplbu-2020-0016.
Der volle Inhalt der QuelleAnnotation:
AbstractThe formation of the entrepreneur as a person for digital transformation is important and considered, in a large part, to be due to learning. Entrepreneurship is “a process of new value creation” and digital entrepreneurship is understood as “a subcategory of entrepreneurship in which some or all of what would be physical in a traditional organization has been digitized”. The integration of artificial intelligence - AI into business world can automatize some tasks and make entrepreneurs more “creative” and fulfilled, which would obviously benefit the companies that they work for.” Entrepreneurial learning is a basis for education of entrepreneurs and should supports digital entrepreneurship within the process of designing, lunching and running a new business within digital transformation. It should include AI courses in the learning and teaching process to achieve AI Literacy competence.The first part of the paper includes results of literature review and of interviews that the author has done with entrepreneurs within some European projects about different forms of entrepreneurship, particularly digital entrepreneurship and the use of AI. A review of literature about entrepreneurial learning and basis components, which characterizes it, is given in the next part including also experience of the author in teaching and training entrepreneursThe last part of the paper presents some new approaches within education by using entrepreneurial learning including AI Literacy oriented to digital workplaces and digital entrepreneurship. Developments within European projects with the participation of the authors are also given.
26
Morozova, Mariia. „Structure of the Economic Competence of Bachelors of Entrepreneurship, Trade, and Exchange Activity of the Educational Program «Commodity and Commercial Activity»“. Education and Pedagogical Sciences, Nr. 2 (174) (2020): 35–44. http://dx.doi.org/10.12958/2227-2747-2020-2(174)-35-44.
Der volle Inhalt der QuelleAnnotation:
The article characterizes the basic requirements for the professional training of bachelors of entrepreneurship, trade, and exchange activity based on the Standard of Higher Education (Specialty: 076 «Entrepreneurship, Trade, and Exchange Activity»), the educational program «Commodity and Commercial Activity». The paper presents modern scientific approaches to determining the essence and structure of the economic competence of specialists in various fields. Taking into account the competency approach and the relevant standard, the essence of the economic competence of future professionals in the field of entrepreneurship, trade, and exchange activity is determined. It has been discovered that the economic competence is characterized by a set of educational elements, including the system of economic knowledge, skills, values, attitudes towards economic knowledge. The structural components of the economic competence of future specialists in this field have been revealed: value-motivational, cognitive, personal, activity-communicative.
27
Sudrajat, Jajat, Muhammad Ali Rahman, Antonius Sianturi und Vendy Vendy. „Entrepreneurship Learning Process by using SWOT Analysis“. Winners 17, Nr. 1 (31.03.2016): 67. http://dx.doi.org/10.21512/tw.v17i1.1811.
Der volle Inhalt der QuelleAnnotation:
The research objective was to produce a model of learning entrepreneurship by using SWOT analysis, which was currently being run with the concept of large classes and small classes. The benefits of this study was expected to be useful for the Binus Entrepreneurship Center (BEC) unit to create a map development learning entrepreneurship. Influences that would be generated by using SWOT Analysis were very wide as the benefits of the implementation of large classes and small classes for students and faculty. Participants of this study were Binus student of various majors who were taking courses EN001 and EN002. This study used research and development that examining the theoretical learning components of entrepreneurship education (teaching and learning dimension), where there were six dimensions of the survey which was a fundamental element in determining the framework of entrepreneurship education. Research finds that a strategy based on a matrix of factors is at least eight strategies for improving the learning process of entrepreneurship. From eight strategies are one of them strategies to increase collaboration BEC with family support. This strategy is supported by the survey results to the three majors who are following the EN001 and EN002, where more than 85% of the students are willing to do an aptitude test to determine the advantages and disadvantages of self-development and more of 54% of the students are not willing to accept the wishes of their parents because they do not correspond to his ideals. Based on the above results, it is suggested for further research, namely developing entrepreneurship research by analyzing other dimensions.
28
Bedő, Zsolt, Katalin Erdős und Luke Pittaway. „University-centred entrepreneurial ecosystems in resource-constrained contexts“. Journal of Small Business and Enterprise Development 27, Nr. 7 (09.10.2020): 1149–66. http://dx.doi.org/10.1108/jsbed-02-2020-0060.
Der volle Inhalt der QuelleAnnotation:
PurposeResearch on entrepreneurial ecosystems has advanced over recent years and has become a popular topic. Despite the interest, previous work has focused on entrepreneurial ecosystems in large cities in the United States. Ecosystems in small cities, underpopulated rural areas, university towns and outside the USA have not been considered much. This paper begins to address this deficit by reviewing three groups of literature.Design/methodology/approachFrom the review, the paper builds a conceptual framework to consider entrepreneurial ecosystems led by universities. After summarizing the literature on entrepreneurial ecosystems, entrepreneurial universities and entrepreneurship education, the paper suggests a conceptual framework outlying the structure, components and mechanisms that enable universities to operate as catalysts in the creation of entrepreneurial ecosystems.FindingsIt is evident that on many of the “ingredients” of a successful entrepreneurial ecosystem, a resource-constrained environment would have many gaps. Building an entrepreneurship ecosystem in such contexts would be inherently challenging. The model presented suggests that the presence of a university in such locations should enhance the prospects of progress but that the nature of the university itself would impact any outcomes. Universities that make concerted efforts to be entrepreneurial and that have entrepreneurship programmes have strategies available to them that can enhance entrepreneurship ecosystems over time.Originality/valueThe contribution of this paper is to show “how” a university and its entrepreneurship programme can operationally address deficits in a local ecosystem and how it might bring about positive change. The paper also opens new avenues for entrepreneurship education researchers.
29
Sanadgol, Siyamak, und Mahboubeh Dadfar. „Students’ evaluation of entrepreneurial university activities: A case from the Iran University of Medical Sciences“. Industry and Higher Education 34, Nr. 6 (01.05.2020): 446–50. http://dx.doi.org/10.1177/0950422220921142.
Der volle Inhalt der QuelleAnnotation:
Among the key strategies in higher education is to prioritize the development of the entrepreneurial university. An appropriate entrepreneurship ecosystem in universities promotes higher education–industry relationships. Third-generation (innovative and entrepreneurial) universities and other higher education institutions depend on creativity, innovation, discovery and novelty. The aims of the present study were (a) to investigate the attitudes of Iranian students towards entrepreneurial university activities; (b) to investigate the psychometric properties of the Entrepreneurial University Activities Scale (EUAS); (c) to explore the factorial structure of the EUAS; and (d) to estimate gender-related differences. The EUAS was administered anonymously to 225 Iranian students. The mean of the EUAS total score was 43.44 (standard deviation = 26.61); Cronbach’s α was 0.98. The indicator total correlations ranged from 0.82 to 0.95 (all significant at the 0.01 level). One component was extracted, labelled ‘Entrepreneurial University Activities’ (70.89% of the total variance). Gender-related differences were significant. Iranian students’ evaluation of entrepreneurial university activities was negative, with entrepreneurial university indicators rated from none to very low. Iranian universities need to engage with industry and business. Knowledge-based companies should be supported. Technology parks, growth and accelerator centres should be equipped and updated. A sustainable financial strategy to support the development of creativity, innovation, technology, commercialization and entrepreneurship should be developed. Internationalization, as an important part of entrepreneurship strategy in a university, should be considered. The analytic hierarchy process network analysis technique is recommended for the evaluation of entrepreneurial university activities and the components influencing it.
30
Taneja Chawla, Neha, und Hitesh Bhatia. „Measuring Entrepreneurial Self-efficacy: A Comprehensive Scale“. Journal of Entrepreneurship and Innovation in Emerging Economies 7, Nr. 2 (06.06.2021): 194–215. http://dx.doi.org/10.1177/23939575211019605.
Der volle Inhalt der QuelleAnnotation:
With the increasing popularity of entrepreneurship education programs across the world, the impact assessment of such programs has gathered considerable interest of the researchers. Growing number of studies are including entrepreneurial self-efficacy (ESE) as a key predictor of future entrepreneurial behaviour and hence the scale for measuring ESE is central to majority of studies pertaining to entrepreneurship education and entrepreneurial behaviour. This study attempts to refine the existing instruments for measuring ESE by extensively reviewing the notable scales of ESE in literature and develops a comprehensive scale of ESE relevant in the Indian context. The additional components are added to the existing scales through expert discussions with the academicians as well as entrepreneurs. The scale is further verified for its reliability and validity by using appropriate statistical methods.
31
Galvão, Anderson, Carla Susana Marques und Carlos Peixeira Marques. „Antecedents of entrepreneurial intentions among students in vocational training programmes“. Education + Training 60, Nr. 7/8 (23.08.2018): 719–34. http://dx.doi.org/10.1108/et-03-2017-0034.
Der volle Inhalt der QuelleAnnotation:
Purpose The purpose of this paper is to contribute to research on individual entrepreneurial intention (IEI) by assessing the importance of entrepreneurship education to students in vocational training programmes and using the theory of planned behaviour (TPB) to analyse these students’ entrepreneurial intentions. The family background of the students and their exposure to entrepreneurship subject matter were included as antecedents of TPB components and IEI. Design/methodology/approach To test the research model, the primary data were collected with questionnaires distributed to students in their last year of vocational training programmes with and without entrepreneurship coursework, in a region of Northern Portugal. The data were analysed using structural equation modelling. Findings The results show that TPB dimensions substantially contribute to explaining students’ IEI. However, their family background makes only a minor contribution, and exposure to entrepreneurship education has no influence on IEI. Research limitations/implications Given these results, the authors propose a broader discussion is needed of the importance of introducing business classes into the curricula of vocational training programmes. Originality/value This research’s results show that IEI models need to assign greater importance to variables related to previous exposure to entrepreneurial experiences through direct family members. The findings contribute to a fuller understanding of IEI and the factors that precede the formation of this intention among students in training programmes.
32
Liu, Zhi-Jiang, Marina Galichkina, Anastasia Kurilova und Svetlana Vlasova. „"Start-Up" in E-Learning Mode as a Basic Project of the Final Year of Entrepreneurship Education“. International Journal of Emerging Technologies in Learning (iJET) 16, Nr. 04 (26.02.2021): 82. http://dx.doi.org/10.3991/ijet.v16i04.18085.
Der volle Inhalt der QuelleAnnotation:
The study discusses the main positive aspects of the implementation of start-up projects at universities. In the context of the migration of most of the businesses to the network, the most important skill of an entrepreneur is the ability to build an online business from the very first steps. The basis for this is the creation a start-up in e-learning mode. A sample of domestic and foreign universities has been designed to compare new domestic practices with foreign experience of e-learning in entrepreneurship. It has been confirmed that the introduction of start-ups in e-learning mode in the final year of entrepreneurship education positively affects the development of professional qualities of students both in online and off-line business and helps to better consolidate the material. In addition, based on the work done, a final year model of entrepreneurship education with e-learning has been proposed; it is based on 3 main components (the student as a generator of ideas; the mentor as necessary support, and information online channels as the main source of information) and is aimed at solidifying knowledge through the start-up project defense. The importance of the role of universities in this process has been proved and the idea of involving a business mentor in e-learning process to achieve a synergistic effect has been considered.
33
Suprihatin, Yeni, und Etika Lisyana Dewi. „IMPLEMENTASI PENDIDIKAN LIFESKILL SEJAK DINI DALAM PEMBELAJARAN ENTERPRENEURSHIP“. Elementary: Jurnal Ilmiah Pendidikan Dasar 4, Nr. 1 (17.06.2018): 85. http://dx.doi.org/10.32332/elementary.v4i1.1074.
Der volle Inhalt der QuelleAnnotation:
Life skill education is an education that provides basic supplies and training to learners about the values of life needed and useful for the development of everyday life. Research on integrated life skill education in enterpreneurship subject in SMP Cahaya Bangsa School aims to know what life skill orientation in Entrepreneurship subject and examine the extent of life skill education implementation in Enterpreneurship subject. The design of this study used qualitative research with case study type. A descriptive inductive approach is used to describe a case by understanding symptoms and meaning. Researchers use in-depth interview techniques, digging information with direct observation, and study documentation. In analyzing the data, the researcher through three main components, namely, data reduction, display data, and data conclusion drawing. The results showed that the concept of life skill education is internalized in the entrepreneurship subject syllabus, then the teacher describes it in various learning activities such as washing activities, ironing activities, live in program, and market day. Evaluation done by teacher in assessing ability of life skill of student is by observing directly activity in enterpreneurship subject and student also given duty to write report result of activity live in.
34
Kenny, Breda. „Meeting the entrepreneurial learning needs of professional athletes in career transition“. International Journal of Entrepreneurial Behavior & Research 21, Nr. 2 (13.04.2015): 175–96. http://dx.doi.org/10.1108/ijebr-07-2013-0113.
Der volle Inhalt der QuelleAnnotation:
Purpose – A career at the professional, elite level in sports does not last forever. One way or another, the day comes when players have to hang up their boots and move on, but to what? Some stay in the sport as managers or coaches, become broadcast announcers, or use their name recognition to pitch a product. However, for many their future opportunities lie in entrepreneurship. The purpose of this paper is to explore the concept of the entrepreneurial learning needs of professional rugby players preparing for a career transition and asks the following questions: What are the specific needs of professional athletes in relation to entrepreneurial learning?, and, what are the key elements of designing an entrepreneurship programme to meet these needs? Design/methodology/approach – The author adopted an interpretivist philosophical standpoint for this research, with an inductive research approach to explore various components of a tailored entrepreneurship training programme called the “Certificate in Enterprise Potential” (CEP) using the process of emergent inquiry. This programme was designed specifically for professional rugby athletes in Ireland. In gathering the data for the case study, the author pursued established principles of data collection, and used multiple sources of evidence. Findings – The findings provide evidence of the entrepreneurial learning needs of professional athletes in career transition and identifies the key elements to be considered when designing an entrepreneurship programme to meet these needs. The findings are presented under the headings context, objectives and outcomes, audience, content, pedagogy, assessment and evaluation. Research limitations/implications – There are multiple implications from this study. For entrepreneurship educators, the various components of designing a tailored entrepreneurship programme for professional athletes are identified and outlined. For researchers, it opens the door for research with other sports people from different contexts. For professional athletes and professionals working with athletes, it provides evidence of a non-athletic and an entrepreneurial career transition model that builds on the player’s social identity, social networks and taps into an existing HEI entrepreneurship ecosystem. The research was confined to a single case study for a specific target audience and needs replication with other cohorts in order to reduce the chance of these findings being unique to one single case. Originality/value – This paper focuses on the career transition and mid-career aspect of entrepreneurship education and in particular the career transition needs of the professional athletes. These findings provide a deeper understanding of mid-career entrepreneurship education, specifically in the contexts of professional athletes and HEI’s. Many athletes are forced to end their sporting careers early and with little hope of a meaningful or alternative long-term career options. This paper goes some way in addressing this concern.
35
Dr. Minakshi Tripathi. „Role of Entrepreneurship Education in Development and Promotion of Entrepreneur Skills in the Youth of Madhya Pradesh“. International Journal of Engineering and Management Research 11, Nr. 1 (18.02.2021): 134–41. http://dx.doi.org/10.31033/ijemr.11.1.19.
Der volle Inhalt der QuelleAnnotation:
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
36
Holienka, Marian, Jana Holienková und Peter Gál. „Entrepreneurial Characteristics of Students in Different Fields of Study: a View from Entrepreneurship Education Perspective“. Acta Universitatis Agriculturae et Silviculturae Mendelianae Brunensis 63, Nr. 6 (2015): 1879–89. http://dx.doi.org/10.11118/actaun201563061879.
Der volle Inhalt der QuelleAnnotation:
The aim of our article is to examine the entrepreneurial characteristics of university students in different disciplines, and to develop implications and recommendations for entrepreneurship education programing according to the observed differences. The main research question is to identify whether students from different selected disciplines exhibit different rates of enterprising potential (i.e. tendency to start up and manage projects), and if so, which are the differentiating attributes. To answer this question we conducted a study using the General Enterprising Tendency v2 Test (GET2 test) and analysed the enterprising potential of 370 university students in four different majors (business administration, applied informatics, psychology and pedagogy). The findings of our analysis suggest that there are significant differences in the general enterprising tendency levels, as well as in levels of three out of five its components (namely need for achievement, calculated risk taking and internal locus of control) between the students in analysed majors. In other words, students in different disciplines exhibit different rates of entrepreneurial predispositions. In our article we present and further discuss these findings, especially from the entrepreneurship education perspective in its broadest sense.
37
Holzmann, Patrick, Robert J. Breitenecker, Aqeel A. Soomro und Erich J. Schwarz. „User entrepreneur business models in 3D printing“. Journal of Manufacturing Technology Management 28, Nr. 1 (06.02.2017): 75–94. http://dx.doi.org/10.1108/jmtm-12-2015-0115.
Der volle Inhalt der QuelleAnnotation:
Purpose 3D printing possesses certain characteristics that are beneficial for user entrepreneurship. The purpose of this paper is to investigate the business models of user entrepreneurs in the 3D printing industry. In addition, various business opportunities in 3D printing open to user entrepreneurs are classified according to their attractiveness. Design/methodology/approach The authors review the literatures on user entrepreneurship and on business models. Data from eight user entrepreneurs in Europe and North America are analyzed, applying qualitative content analysis. Multiple correspondence analysis is used to analyze their respective business models. Findings User entrepreneurs in the 3D printing utilize a number of different business models, which show similarities in particular business model components. User entrepreneurs focus primarily on the combination of low opportunity exploitation cost and a large number of potential customers. Research limitations/implications Online business seems to be beneficial for user entrepreneurship in 3D printing. Policy makers can foster user entrepreneurship by expanding entrepreneurship education and lowering administrative barriers of business foundation. The results of this study are based on a small European and North American sample. Thus, they might not be applicable to other markets. Originality/value This is the first study of user entrepreneur business models in 3D printing and, thus, contributes to the literature on business models and on user entrepreneurship. In view of the novelty of the field, the business models identified in the study could serve as blueprints for prospective user entrepreneurs in 3D printing.
38
Rocha, Michele Medeiros, Jasmin Lemke, Leonardo de Jesus Loura Fagundes, Emmanuel Paiva De Andrade und Luis Perez Zotes. „Strategy to promote research and innovation in the pharmaceutical sector through interdisciplinary education“. International Journal for Innovation Education and Research 6, Nr. 2 (28.02.2018): 154–78. http://dx.doi.org/10.31686/ijier.vol6.iss2.960.
Der volle Inhalt der QuelleAnnotation:
Health products and services innovation have a strong economic and social impact, particularly by a BRICS member such as Brazil, considered the 6th largest consumer market for pharmaceutical products. Among the many national strategies to address the vulnerability of the country in this aspect, it is the training of the pharmacist one of the key players in the innovation process. In 2017 Generalist Pharmacy Curriculum Guide was published, which includes innovation, entrepreneurship and interdisciplinarity for the first time as components of the Brazilian pharmacist training. The present study analyzed 3742 disciplines currently offered by 42 universities, taking as a parameter the requirements induced by the new curriculum guideline. The method used was the content analysis, supported by NVivo® software, which generated 113 categories of disciplines, distributed in 8 core areas and 9 areas of knowledge. The result showed there is insufficiency related to health care and health management core areas as well as hours of internship, while there is predominance of health technology (> 75%) with only 2% of innovation besides inexpressive presence of entrepreneurship and interdisciplinarity. The study demonstrates that paradigmatic and substantial changes must be made by Universities in order to comply with the new Curriculum Guide and proposes strategic solutions to promote innovation from an interdisciplinary perspective.
39
VERITOV, ALEXANDER. „PEDAGOGICAL CONDITIONS OF FORMATION OF ENTREPRENEURIAL THINKING OF HIGHER EDUCATION SEEKERS“. Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, Nr. 2 (06.04.2021): 84–94. http://dx.doi.org/10.25128/2415-3605.20.2.12.
Der volle Inhalt der QuelleAnnotation:
The relevance of the chosen research topic is due to the fact that modern social and economic environment requires specialists in the area of physical culture and sports to be ready for self-realization of professional potential in terms of market economy, which requires certain knowledge and skills to start and develop their own business. The purpose of the article is to suggest the pedagogical construction of forms and methods of teaching within the disciplines which ensure the formation of entrepreneurial thinking of future bachelors in physical culture and sports. To achieve this goal, abstract-logical and system-structural research methods have been used. The author’s concept of the process of formation of information and communication, economic and managerial components of entrepreneurial culture of future bachelors in physical culture and sports involves the implementation of preparatory, theoretical and practical stages. The formation of entrepreneurial culture at the preparatory stage is associated with the compulsory discipline “Information Technology in Physical Culture and Sports” (second semester). The theoretical stage involves mastering the study material of optional courses “Management in Physical Culture and Sports” (third semester), “Marketing of Physical Culture and Sports” (fourth semester), “Entrepreneurship in Physical Culture and Sports” (fifth semester), “Innovative technologies of sports training and physical culture” (sixth semester). The practical stage includes the preparation and defense of a course work and internships at enterprises that provide physical culture and health services. The disciplines ensuring the formation of entrepreneurship in higher education are defined as “Entrepreneurship in physical culture and sports” and the content module “Startups in the field” of the discipline “Innovative technologies of sports training and physical culture”. The discipline “Entrepreneurship in Physical Culture and Sports” has four credits, each of which corresponds to a certain module. The following forms and methods of organization of educational process have been offered: traditional lectures, lectures-press conferences, lectures-presentations, a round table, business games, method of problem-based learning, work in small groups and a method of individual work. These pedagogical conditions for the development of entrepreneurial thinking contribute to the creation and consolidation of certain patterns of successful business projects in the field, the acquisition of skills of self-analysis of entrepreneurial thinking using appropriate diagnostic techniques, create conditions for creative communication with the audience, collaboration in the creation process, emotional interaction and activate students’ independent cognitive activity, encourage them to perform search and research activities.
40
유, 현경, und 정민 남. „Effects of Young People's Participation in Start-up Education on Entrepreneurship : Verification of Intermediate Effects of Self-efficacy Components“. Korean Career, Entrepreneurship & Business Association 5, Nr. 2 (30.05.2021): 28–52. http://dx.doi.org/10.48206/kceba.2021.5.2.28.
Der volle Inhalt der Quelle
41
Mutanda, Mary, Lawrence Mpele Lekhanya und Sibusiso Moyo. „The Role of International Academic Professionals in the Development of Entrepreneurial Universities in South Africa: Government Funded Universities Perspective“. Journal of Economics and Behavioral Studies 10, Nr. 5(J) (03.11.2018): 284–96. http://dx.doi.org/10.22610/jebs.v10i5(j).2517.
Der volle Inhalt der QuelleAnnotation:
There is a wide belief and acceptance from leading government and business experts that small enterprises and entrepreneurship are the key components to unemployment and poverty alleviation in any country. Unfortunately, high unemployment levels, low entrepreneurial activity and high small business failure rate have become the main characteristics of the South African economy. Post-school education is partially blamed for the dropping levels of entrepreneurial activities in the country. South Africa’s tertiary education system continues to focus on producing job-seekers instead of job creators. This problem has forced South African Universities to explore more on their potential of becoming more entrepreneurial, but lack of academics in the field of entrepreneurship has been found to be a hindrance to success in this agenda. To avert this obstacle, it is reiterated that internationalisation is key to any university entrepreneurship strategy, and therefore universities are encouraged to internationalise through attracting international entrepreneurial staff. The purpose of this literature review paper is twofold. The first part explores the role played by international academic professionals in the establishment of entrepreneurial universities in South Africa, while the second aims at evaluating the state of entrepreneurship development in higher education and the potential of South African universities becoming more entrepreneurial. The study employs both quantitative and qualitative research techniques (mixed method). The study reveals that South African universities should internationalise if they are to succeed in the entrepreneurial strategy. In addition, it is found that foreign academics have the required skills and bring in the diverse expertise needed for the establishment of entrepreneurial universities. Moreover, the presence of international academics has enhanced entrepreneurship mindset of local staff and students. It is recommended that universities should establish entrepreneurial institutes which are affiliated to them in order to drive this initiative and that the establishment of entrepreneurial universities is the way to go in South Africa if the country is to beat poverty and unemployment.
42
Halytska-Didukh, Tamara. „Formation of the Competences “Initiative And Entrepreneurship” at the Lessons of History of Ukraine (10th Grade)“. Journal of Vasyl Stefanyk Precarpathian National University 7, Nr. 1 (21.04.2020): 177–83. http://dx.doi.org/10.15330/jpnu.7.1.177-183.
Der volle Inhalt der QuelleAnnotation:
The article examines the components and importance of forming one of the key competences “initiative and entrepreneurship” in the context of reforming modern secondary education; possibilities of its introduction in school historical education are determined on the basis of development of historical competence of students. The components of historical competence by integrating the economic dimension into the content of the tasks are highlighted. The subject “History of Ukraine” is focused on the formation of competence “initiative and entrepreneurship” through integration of inter-curriculum relations at the lesson of History of Ukraine, creative and activity approaches to the educational process. It is important not the accumulation of knowledge, but the ability to identify and analyze problems (including specific economic situations), to seek ways of their rational solution, to be able to think critically and to apply the acquired knowledge, skills and expertise to solve new problems. This is largely facilitated by active teaching methods that encourage students to be initiative, sociable, personally responsible; forms skills and abilities of non-standard problem-solving, independent choice of effective life strategies. The project method, which involves the ability to creatively apply the acquired knowledge in non-standard situations to solve various educational problems, should be noted separately; ability to find the necessary information independently; to work with different sources of information; develop group collaboration skills; ability to argue their own opinion, discuss other topics. An example is the subject of 10th grade projects that shape a given competence. Thus, forming the initiative and entrepreneurship competences at the lessons of History of Ukraine will contribute to the improvement of the students' overall vital competences, form in them the ability to creatively apply the acquired knowledge, skills and expertise to solve social problems, improve their well-being in non-standard life situations and conditions in general.
43
Daniela, Mănescu (Dragomir), und Postiniuc (Onișoru) Georgiana Florența. „Performing Management in School Organizations and Entrepreneurship“. International Journal of Applied Research in Management and Economics 3, Nr. 3 (30.12.2020): 1–8. http://dx.doi.org/10.33422/ijarme.v3i3.497.
Der volle Inhalt der QuelleAnnotation:
In the specialized literature there is no unitary opinion regarding the definition of efficient management and managerial performance. For the managers of the Romanian organization, subject to multiple and increasingly complex contextual and endogenous challenges and prone to informational "claustrophobia" due to the volume of information that must be decisively capitalized, the effectiveness of their performance is much more important. A first factor that influences the level of managerial performance is the competence of those who exercise the management processes, respectively of the managers, but also of those who operationalize the decisions, i.e., of the subordinates. The managerial activity carried out by the principals and deputy principals of the pre-university education units is evaluated following certain components and attributions from the job description according to some performance criteria. The research aimed to analyze the performance criteria and the influence of the manager on the performance criteria in the case of management staff in a school organization. The most important criterion is the design of the coordination strategy and directions for the development of the educational unit, and the least important is the monitoring / evaluation / control of the activities in the educational unit. The conclusion of contracts with economic agents, NGOs and other organizations regarding the development of projects was evaluated negatively by the majority of respondents, as it has no influence on the increase of performance. The management of the school must play a catalytic role among teachers, in the sense of promoting, identifying, stimulating and rewarding creative teachers who participate in forming a positive image and increasing the prestige of the school in the community by creating its own organizational culture.
44
Costa, Priscila Rezende da, und Lucimar Da Silva Itelvino. „Grounded Theory with the Use of the Atlas.Ti Software: An Empirical Example of a Study on the Ascenting Strategy of Innovative Entrepreneurship in Social Business“. Revista Ibero-Americana de Estratégia 17, Nr. 3 (13.09.2018): 17–40. http://dx.doi.org/10.5585/riae.v17i3.2683.
Der volle Inhalt der QuelleAnnotation:
Purpose of the study: To explore how the innovative entrepreneurship strategy of social entrepreneurship qualifies the offer of educational and health products and services. Methodology / approach: We adopt the qualitative research termed Grounded Theory, based on empirical data. For this purpose, we develop a didactic example, with the detailed use of the ATLAS.ti Software. The hermeneutical unit (project in ATLAS.ti) contemplated the following primary documents: (a) life stories of six social entrepreneurs; (b) reports on the development of social affairs (Cren, Cies, Geekie, Imaflora, Educar and Noos) and (c) testimonials of impacted individuals. Main results: In relation to the main results, we highlight the didactic detail on how ATLAS.ti is used to support the codings (open, axial and selective), which underpin the Grounded Theory, promoting the organization, recovery and cross-referencing of data about the strategy of the rise of innovative entrepreneurship in social affairs; Theoretical / methodological contributions: The main contribution is the proposition of a Grounded Theory alignment matrix, with detailed use of the ATLAS.ti Software, considering as a didactic example the strategy of the rise of innovative entrepreneurship in social businesses, which qualify the supply of education and health products and services. Relevance / originality: We are able to demonstrate the associations between categories and subcategories of study analysis from characteristic components of ATLAS.ti (not available in other CAQDAS), such as Code Cooccurence and Networks.
45
Yao, Xiaofang, Xiyue Wu und Dan Long. „University students’ entrepreneurial tendency in China“. Journal of Entrepreneurship in Emerging Economies 8, Nr. 1 (07.03.2016): 60–81. http://dx.doi.org/10.1108/jeee-03-2015-0021.
Der volle Inhalt der QuelleAnnotation:
Purpose – This paper aims to explore the impact mechanism of Chinese university students’ perceived entrepreneurial environment on their entrepreneurial tendency in the context of Chinese economic transition. In particular, the paper provides a reference for relevant departments to make policies and entrepreneurship educators to perfect the pedagogical design and curriculum development in entrepreneurship education programs. Design/methodology/approach – The authors used questionnaires to collect data in Chinese universities via random sampling, and gained 729 valid questionnaires. Results from principal component analysis indicate that the scales have a good reliability. In particular, entrepreneurial attitude had three components. The hypotheses are tested by using Spearman correlation and multiple linear regression; the level of statistical significance of F-test was less than 0.05. Hence, multiple linear regression can be used in the analyses. Findings – The study found that university students’ perceived social environment and economic environment have a positive influence on their entrepreneurial tendency, and entrepreneurial attitude is partially playing a mediating role between students’ perceived entrepreneurial environment and entrepreneurial tendency. However, students’ perceived policy environment has no significant impact on entrepreneurial tendency. Originality/value – Environmental factors are often viewed as“gap fillers” in related studies, and mostly concentrated in the Western developed countries. This study attempts to fill the gaps in the context of Chinese economic transition.
46
Bazyl, L., V. Orlov, O. Fursa und L. Оruzha. „DEVELOPMENT OF ENTREPRENEURIAL COMPETENCE IN DESIGN EDUCATION“. Financial and credit activity: problems of theory and practice 2, Nr. 37 (30.04.2021): 493–502. http://dx.doi.org/10.18371/fcaptp.v2i37.230672.
Der volle Inhalt der QuelleAnnotation:
Abstract. The aim of the article is to analize the current state of design education in Ukraine, update the training curicula of future designers to start their own business and successful entrepreneurship activities in the field of design as a prerequisite for self-realization of professionals in a market economy, identify components of entrepreneurial competence and substantiate recommendations to develop it during the training of future designers. The theoretical significance of the article is that it is analyzed the current state of design education from the standpoint of preparing students for self-realization in a market economy and successful professional activity in a society of sustainable development, which is possible by starting their own successful business; the essence of the main directions and modern approaches to the development of entrepreneurial competence of future designers are revealed; the preconditions for effective training of future designers for entrepreneurship are determined; empirical data obtained as a result of implementation of the authots’ consept are analyzed; the main directions of design that will be successful for business activities are revealed; the updated content and effective ways of development of entrepreneurial competence in design education are presented. The practical significance of the article is to present the program of the authors’ modular course, the introduction of which will promote the development of entrepreneurial competence of future designers, as well as practical cases of business plans and business projects are presented. It ts characterized the features of entrepreneurial activity in the field of design as a process of development of innovative ideas and projects of young people — authors of extraordinary methods and technologies, inventors of new ways of society development. According to the qualification characteristics of the profession, the main professional functions of a designer are defined, different types of entrepreneurs in the field of design are systematized. Creative and innovative ideas are transformed by entrepreneurs in the field of design into sustainable business models, various innovative approaches are introduced. Today it is possible to identify a wide range of entrepreneurs in the cultural sector, who operate in the field of culture and art, engaged in various fields of creative industries. Problems and prospects of training of future designers for entrepreneurial activity are revealed, directions of further searches are outlined. The methodological basis for training of future designers are presented as an amalgam of socio-cultural, utilitarian-consumer and aesthetic-entrepreneurial functions of design. It is substantiated that entrepreneurs in the field of design must have a broad mindset, high intellectual potential and level of culture, ability to self-improvement solutions which have to be implemented in design education. Keywords: design, entrepreneurship, entrepreneur, professional training, content of professional training. JEL Classification I21, L33 Formulas: 0; fig.: 0; tabl.: 0; bibl.: 18.
47
Urban, Boris, und Stephanie Althea Townsend. „TymeBank: digital disruption in SA’s banking sector“. Emerald Emerging Markets Case Studies 11, Nr. 2 (15.07.2021): 1–32. http://dx.doi.org/10.1108/eemcs-06-2020-0193.
Der volle Inhalt der QuelleAnnotation:
Learning outcomes Amongst others, these are that students should be able to: identify key components of corporate entrepreneurship; assess the role of technology innovation in terms of creating a competitive advantage; appreciate how an entrepreneurial orientation is related to innovation and growth; and make an informed decision regarding key success factors in influencing growth and sustainability. Case overview/synopsis TymeBank became the first fully branchless, digital bank in South Africa when it launched in February 2019. Since then, the bank’s customer base had grown beyond expectation, but the market had also become more competitive, as new digital banks opened for business and traditional banks expanded their range of digital offerings. The case situates the chief executive officer, Tauriq Keeran, in November 2019, considering how whether the bank was doing enough to grow, in the face of this competition. Complexity academic level Master’s level business students, as well as entrepreneurship, innovation and digital business at both undergraduate and postgraduate level. Supplementary materials Teaching Notes are available for educators only. Subject code CSS 3: Entrepreneurship.
48
Devita, Reni, und Pupu Sopini. „Menumbuhkan Jiwa Minat Wirausaha Di Kalangan Mahasiswa Semester IV Fakultas Ekonomi Universitas Batanghari“. J-MAS (Jurnal Manajemen dan Sains) 5, Nr. 2 (27.10.2020): 244. http://dx.doi.org/10.33087/jmas.v5i2.190.
Der volle Inhalt der QuelleAnnotation:
In order to grow a spirit of entrepreneurial interest in students of the faculty of economics, this must be supported by an entrepreneurial learning system, especially through cognitive, affective, and conative components. This occurs because interest can be formed through direct experience or memorable experiences that provide opportunities for individuals to practice, obtain feedback, and develop skills that lead to personal education and the expectation of satisfactory results. Apart from entrepreneurship education, interest in entrepreneurship is also influenced by family factors, especially parents, which have a strong impact on the choice of entrepreneurial interests and other social environments. Students of the Faculty of Economics have a leadership spirit that will be useful for managing business activities. Having a sociable nature will also provide opportunities to open and develop business access. The ease of accepting suggestions and criticism will provide opportunities for business innovation so that it continues to develop and compete fairly with other business actors. Apart from entrepreneurship education, other factors to foster students; entrepreneurial interest can be done through observations from their family and other social environments. Students whose status work has a huge influence on efforts to foster entrepreneurial interest because work experience can influence career choices by introducing ideas. new, build the necessary skills. Based on the results of research that has been carried out using the descriptive analysis method Fostering Entrepreneurial Interest Among Students in Semester IV, Faculty of Economics, Bangtanghari University, from the 6 indicators in this study it can be seen that the total score of each indicator is very high seen from the scale range, namely between 478.8 - 570. Thus, this research hypothesis can be accepted.
49
Spiteri, Simeon, und Felix Maringe. „EU entrepreneurial learning: perspectives of university students“. Journal of Enterprising Communities: People and Places in the Global Economy 8, Nr. 1 (04.03.2014): 51–70. http://dx.doi.org/10.1108/jec-07-2013-0023.
Der volle Inhalt der QuelleAnnotation:
Purpose – This study addresses the issue of teaching in entrepreneurship courses in selected European universities in Malta and the UK. The paper aims to explore the views of students in different educational institutions about their understanding of entrepreneurship and the pedagogical aspects of teaching it. Design/methodology/approach – Qualitative case study data were collected through one-to-one interviews with 31 students engaged in entrepreneurship course in four educational institutions in Malta and the UK. Findings – Students identified four essential components that reflect the nature of entrepreneurial education. These consist of pedagogy, content, assessment and role model lecturer. Pedagogy of entrepreneurial courses was broadly seen as a mixture of traditional teaching and entrepreneurial learning. Students showed a preference for content aimed at developing creativity in practice-based situations. Preferred assessment strategies included individual assignments perceived as useful to deepen the concepts learned and stimulate individual thinking. Role model lecturers are inspiring to students. They should be individuals that are creative, have experience in entrepreneurial roles and hold academic knowledge that is useful to teach about entrepreneurship. There were variations in the views expressed by different groups of students interviewed in this study. Research limitations/implications – Due to the relatively small sample sizes, this study has limited generalisability implying the need for similar research more broadly across other universities in Europe. Practical implications – The study proposes a model for enhancing the teaching of entrepreneurial courses in universities in Europe. The model comprises teaching pedagogies responsive to the student learning needs; application of features present in the KTP model and proposes a structure for determining worthwhile knowledge that should be delivered in adherence to students learning needs. Originality/value – This study expands the understanding of the learning process of students and provides a methodological framework that can be used to research entrepreneurial education.
50
Bakalinska, Olga, Olena Belianevych, Olena Honcharenko und Yuriy Pyvovar. „Ukrainian educational policy on the culture of entrepreneurship in globalization, Europeanization, and glocalization“. Masyarakat, Kebudayaan dan Politik 33, Nr. 1 (30.04.2020): 110. http://dx.doi.org/10.20473/mkp.v33i12020.110-121.
Der volle Inhalt der QuelleAnnotation:
Today, many factors contribute to the formation of educational policy in Ukraine as regards to the culture of entrepreneurial activity, in particular: globalization, Europeanization, and glocalization. Regarding the culture of entrepreneurial activity, critical stratification in the construction and understanding of business is the characteristic feature of contemporary understanding and is connected with the ‘Europeanization’ of entrepreneurial culture, etc. This article investigates general factors that influence educational policy in Ukraine, the formation of educational policy on entrepreneurship and the culture of the business. The foundation of studies in this article was the methodology of factor analysis. Diagnostic and forecasting methods made it possible to determine the prerequisites and trends for the formation of educational policy on the culture of entrepreneurship in Ukraine. The method of sociological observation helped to study employers’ representations about the status of higher education in the field of entrepreneurship culture. The methods of analysis and diagnosis were used to identify signs of modification of the Ukrainian educational policy on the culture of entrepreneurship in the context of globalization, Europeanization, and glocalization. As a result, it was possible to identify the general factors that influence the formation of educational policy in general and special ones that relate exclusively to entrepreneurial activity and the culture of an entrepreneur. The researchers claim that the pursuit to new progressive, and consistency and imitation are new trends, which must be balanced in the ethical code of the entrepreneur. It is claimed that ethical codes of entrepreneurs and ‘good practice’ are important components of Ukrainian business. At the same time, these instruments are at the formative stage; therefore, their development depends in many respects on educational policy, on the education of entrepreneurs in the spirit of good faith, the honest running of the business, and a responsible attitude to their activities.