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Thematische Bibliographien / Entrepreneurship education students / Bücher

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Bücher zum Thema „Entrepreneurship education students“

Autor: Grafiati

Veröffentlicht am 26. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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1

Golovach, Valentina, und Irina Turchaeva. Organization of production and entrepreneurship in the agro-industrial complex. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047845.

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The textbook reveals the main categories and concepts in the field of organization of production and entrepreneurship in the field of agro-industrial complex. Special attention is paid to the issues of primary production planning in agricultural organizations and their divisions using process maps. Each section of the manual contains the main theoretical provisions, practical tasks with methodological recommendations, control questions in order to better assimilate the educational material. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for studying the discipline "Organization of production and entrepreneurship in the agro-industrial complex" in the preparation of students of higher educational institutions studying in the direction 35.03.04 "agronomy". It can also be useful for students of other agricultural fields of training and specialties of higher educational institutions, as well as for economists, managers, other employees of agricultural organizations, teachers, etc.

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2

Pinkney, Andrea Davis. Teen business blasts off! New York: Network for Teaching Entrepreneurship, 2010.

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3

Reznik, Semen, und Irina Igoshina. Management. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1514558.

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The system of intensive introduction of junior students in the direction of "Management"is presented. The theoretical foundations of management and requirements for the main educational program for an enlarged group of training areas 38.00.00 "Economics and Management"are given. The technologies of life activity that allow students to actively engage in the educational process and practical activities, get a job on the profile of training even during their studies at the university are considered. Special attention is paid to the formation of personal competitiveness and entrepreneurship of the student. Meets the requirements of the federal state educational standards of higher education of the latest generation. For junior students of higher educational institutions.

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4

Bridging the skills gap: How the STEM education pipeline can develop a high-skilled American workforce for small business : roundtable before the Committee on Small Business and Entrepreneurship, United States Senate, One Hundred Thirteenth Congress, first session, May 22, 2013. Washington: U.S. Government Printing Office, 2014.

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5

Krupina, Nadezhda. Topics business ideas. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013021.

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In the textbook revealed effective analytical and communication potential of diverse methods of visualization: the nature, principles and rules of application, the techniques applied aspects in business planning and strategic management of a commercial organization. Presents the theoretical and practical material will allow students of vocational education institutions to develop knowledge in a number of disciplines including "business Organization", "Organization and management of trade-marketing activities", "Management", "Economics", "Commerce", "Entrepreneurship". Meets the requirements of Federal state educational standards of secondary professional education of the last generation. For students and listeners of educational institutions of higher and secondary vocational education, post-graduate students of humanitarian, economic and managerial professions, and others interested in issues of business visualization.

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6

Greenspan, Aaron. Authoritas: One student's Harvard admissions and the founding of the Facebook era. Palo Alto: Think Press, 2008.

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7

Greenspan, Aaron. Authoritas. Palo Alto: Think Press, 2008.

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8

A study of the practise of entrepreneurship education for Calgary high school students. 1989.

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9

H, Bishop Janet, und Pennsylvania Council on Economic Education., Hrsg. Taking charge: Learning economics through entrepreneurship ... a nine-week curriculum in economics, entrepreneurship, and job-readiness education for students in grades 7-12. Reading, Pa: Pennsylvania Council on Economic Education, 1991.

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10

I Said Yes! Real Life Stories of Students, Teachers and Leaders Saying YES! to Youth Entrepreneurship in America's Schools. Gazelles Publishing, 2006.

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11

Authoritas: One Student's Harvard Admissions and the Founding of the Facebook Era. Palo Alto, CA: Think Press, 2008.

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12

Allen, Kathleen. Entrepreneurship and Small Business Management: Student Edition. Glencoe/McGraw-Hill, 1999.

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13

Allen, Kathleen. Entrepreneurship and Small Business Management: Student Edition. 2. Aufl. Glencoe/McGraw-Hill, 1999.

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14

Knight, Eric, und Sotirios Paroutis. Expanding the Paradox–Pedagogy Links. Herausgegeben von Wendy K. Smith, Marianne W. Lewis, Paula Jarzabkowski und Ann Langley. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198754428.013.31.

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This chapter focuses on what it means to teach students to have an appreciation of paradox. Although scholars have long attended to the competing tensions facing leaders, a paradox lens suggests that tensions should be embraced rather than being a distraction that managers should minimize. A paradox lens has become increasingly important to studies on innovation, social entrepreneurship, and strategic management, yet the implications for pedagogy, and particularly management education, have been under-explored. This chapter examines the potential for conceptualizing paradox as a threshold concept in curriculum design and proposes how this approach can be achieved for students’ learning. Overall, we contribute to a richer understanding of paradoxical theory, and provider greater clarity regarding the ways educators can employ to advance the paradoxical capabilities of participants in management education courses.

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15

Clarke, Indako E., Kit S. Double und Carolyn MacCann. Rethinking How We Prepare Students for the Workforce. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0010.

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The 21st century has heralded many changes to the nature of work, and to contemporary workplaces. These changes demand workers who can adapt and thrive in dynamic environments and roles. It is the role of educational institutions to cultivate these future workers and foster a range of cognitive and noncognitive skills that are easily transferrable between careers and workplaces. This chapter outlines four noncognitive graduate attributes discussed in previous chapters—respect for diversity, entrepreneurship, interest, and conscientiousness. Each attribute is discussed in terms of its importance to contemporary workplaces and employers, how potential employers or educational institutions may be able to identify the attribute, and how educational institutions can better prepare students for the workforce. In a rapidly changing economy in which individuals are expected to change careers multiple times, widely applicable knowledge, skills, and abilities are becoming far more valuable to employers, and more central to educational programs.

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16

Gill, Brian, Laura Hamilton, J. Lockwood, Julie Marsh, Ron Zimmer, Deanna Hill und Shana Pribesh. A Decade of Entrepreneurship in Education: A Look at Edison Schools' Improvement Strategies and Their Effects on Student Achievement. RAND Corporation, 2004. http://dx.doi.org/10.7249/rb9149.

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