Auswahl der wissenschaftlichen Literatur zum Thema „Entrepreneurship educator“
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Zeitschriftenartikel zum Thema "Entrepreneurship educator"
Wraae, Birgitte, und Andreas Walmsley. „Legitimizing the entrepreneurship educator“. European Conference on Innovation and Entrepreneurship 18, Nr. 2 (18.09.2023): 1074–76. http://dx.doi.org/10.34190/ecie.18.2.1808.
Der volle Inhalt der QuelleWraae, Birgitte, und Andreas Walmsley. „Behind the scenes: spotlight on the entrepreneurship educator“. Education + Training 62, Nr. 3 (18.03.2020): 255–70. http://dx.doi.org/10.1108/et-01-2019-0009.
Der volle Inhalt der QuelleBrush, Candida, Birgitte Wraae und Shahrokh Nikou. „Understanding influences on entrepreneurship educator role identity“. Education + Training 66, Nr. 10 (16.01.2024): 1–28. http://dx.doi.org/10.1108/et-01-2022-0007.
Der volle Inhalt der QuelleDominik, Michael Thomas, und Devika Banerji. „US community college entrepreneurship educator practices“. Journal of Small Business and Enterprise Development 26, Nr. 2 (23.04.2019): 228–42. http://dx.doi.org/10.1108/jsbed-06-2018-0174.
Der volle Inhalt der QuelleBell, Robin, und Heather Bell. „Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education“. Journal of Small Business and Enterprise Development 27, Nr. 6 (02.10.2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.
Der volle Inhalt der QuelleVizdák, Károly, und Judit Katonáné Kovács. „Higher Education Educator Roles in Developing Entrepreneurship“. Köz-gazdaság 18, Nr. 3 (18.09.2023): 115–34. http://dx.doi.org/10.14267/retp2023.03.07.
Der volle Inhalt der QuelleHannon, Paul D., Lorna A. Collins und Alison J. Smith. „Exploring Graduate Entrepreneurship“. Industry and Higher Education 19, Nr. 1 (Februar 2005): 11–23. http://dx.doi.org/10.5367/0000000053123600.
Der volle Inhalt der QuelleBell, Robin, und Peng Liu. „Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education“. Journal of Small Business and Enterprise Development 26, Nr. 2 (23.04.2019): 209–27. http://dx.doi.org/10.1108/jsbed-01-2018-0025.
Der volle Inhalt der QuelleJong-In Choi und 황보윤. „Development on Educator for Entrepreneurship Program“. Asia-Pacific Journal of Business Venturing and Entrepreneurship 7, Nr. 1 (März 2012): 207–14. http://dx.doi.org/10.16972/apjbve.7.1.201203.207.
Der volle Inhalt der QuelleBalan, Peter, Alex Maritz und Matthew McKinlay. „A structured method for innovating in entrepreneurship pedagogies“. Education + Training 60, Nr. 7/8 (23.08.2018): 819–40. http://dx.doi.org/10.1108/et-05-2017-0064.
Der volle Inhalt der QuelleDissertationen zum Thema "Entrepreneurship educator"
Price, Kariema. „Entrepreneurship education courses across multidisciplinary programmes at a South African university of technology: educator and student perspectives“. Doctoral thesis, Faculty of Commerce, 2018. http://hdl.handle.net/11427/30142.
Der volle Inhalt der QuelleMakaya, Sylvain Christian. „Incidence de la posture interactionnelle de l’enseignant en entrepreneuriat sur la soutenabilité de la génération de connaissances : une approche écosystémique“. Electronic Thesis or Diss., Paris 10, 2023. http://www.theses.fr/2023PA100144.
Der volle Inhalt der QuelleThe proliferation of entrepreneurship education over the past two decades has led educational institutions to welcome a diverse range of learners into their entrepreneurship courses. Emerging within a neoliberal-inspired political context that promotes entrepreneurship, entrepreneurship education faces challenges related to considering the subjectivity of learners and, most importantly, the sustainability of terrestrial ecosystems. Entrepreneurial practice has contributed to the onset of the Anthropocene era, in which humans represent the primary force for transformation and destruction on Earth. Our research aligns with the call for an epistemological and ethical renewal of entrepreneurship education, a field that has seen substantial growth over the past fifteen years.We view the entrepreneurship educator as a relevant lever for transformation and explore how this educator, through their stance, can contribute to the sustainability of their practice. We propose to consider the entrepreneurship course as an ecosystem involving individuals interacting within an environment. Our aim is to establish how the educator can manage diversity within this ecosystem, facilitate interactions, impart a virtuous entrepreneurial mindset, and envision the environment in which the actors in this ecosystem operate.Rooted in an interpretive approach and drawing on 34 months of experience as a consultant-trainer within an entrepreneurship training structure, our research began with a case study exploring the impact of learner diversity in two entrepreneurship training programs for adults (Article 1). The second article focuses on the management of interactions in the application of ten active entrepreneurship learning methods, drawing from a systematic literature review and exploring the potential contributions of ecological sciences to optimize interaction management. The third article is an integrative literature review aiming to understand how the educator can integrate sustainable development issues into entrepreneurship education, suggesting an operationalization framework inspired by permaculture. Finally, the fourth article is a scientific essay questioning the garden as a potential space for reinventing entrepreneurship education based on ecological sciences.Collectively, these works lead to the proposal of a logic for creating and animating sustainable entrepreneurial educational ecosystems at the level of entrepreneurship courses: "biogogy." Our study provides a fresh understanding of the role and stance of the entrepreneurship educator and can inspire the design of dedicated training programs for these actors. Additionally, our research paves the way for exploring the emotions of the educator, enriching the field of research on emotions in entrepreneurship mentoring and training. The ecosystemic approach adopted invites us to take a fresh look at the dynamics at play in an entrepreneurship course in terms of diversity, interactions, and sustainability. New perspectives are explored to understand sustainable entrepreneurship education. By considering permaculture as a means of operationalizing the course and the garden as a learning space, alternative approaches to entrepreneurship are apprehended, focusing on ecosystem balance and opening opportunities to rethink entrepreneurship and its relationship to sustainability
Naess, Emmy, und Melinda Sjölander. „Entreprenöriellt lärande : En fenomenologisk studie om pedagogers uppfattningar av entreprenöriellt lärande i skola och fritidshem“. Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131417.
Der volle Inhalt der QuelleLangston, Carol. „An interpretative phenomenological analysis of educators' experiences of entrepreneurship education in UK HEIs“. Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239373.
Der volle Inhalt der QuelleSoepatini. „Entrepreneurship education in Indonesian higher education institutions“. Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
Der volle Inhalt der QuelleYouderian, Christopher J. „Essays on entrepreneurship and education“. Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.
Der volle Inhalt der QuelleDepartment of Economics
Dong Li
The first essay tests whether the returns to education are different between entrepreneurs and regular employees. If the signaling model of education is correct, entrepreneurs should receive lower returns from education (relative to employees) because they have no need to signal their productivity to an employer. However, this result should only hold if the researcher is able to control for selection into self-employment and the endogeneity of ed- ucation. This is illustrated using a stylized model of signaling. The relationship between self-employment and the returns to education is tested using data from the 1996 Survey of Income and Program Participation. This rich panel dataset makes it possible to control for many business-specific characteristics, like business equity, that have been previously unaccounted for in the literature. Ordinary least squares regressions find the correlation between education and earnings to be weaker for entrepreneurs. To control for selection, I utilize a Heckman selection model using spousal health insurance and housing equity as instruments. It shows that selection biases downward the correlation between education and income for entrepreneurs. Finally, a fixed effects model is employed to control for any time invariant unobserved heterogeneity. This approach indicates that education is as valu- able, if not more valuable, to entrepreneurs as it is to employees. This does not support the signaling hypothesis. The finding is robust to different measures of entrepreneurial earnings. The second essay explores whether unemployed workers make successful transitions into self-employment. It is well established that unemployed workers are more likely to transition into self-employment than individuals coming from paid employment. A growing body of literature suggests that these formerly unemployed entrants tend to exit self-employment earlier than typical entrants. It is tempting to attribute this result to differences in ability between the two groups. However, using an adapted version of Frank (1988)’s Intertemporal Model of Industrial Exit, I show that this is not the case. In this model, entrants to self- employment receive noisy information about their true entrepreneurial ability from their earnings in the market. I show that low ability entrants to entrepreneurship should be no more likely to exit self-employment than high ability entrants to self-employment. This is because although low ability entrants will earn less as entrepreneurs, their outside wage in paid employment will also be proportionately lower. Survival in self-employment, therefore, is a function of how initial expectations match reality. This leads me to suggest that the high exit rates out of self-employment for the formerly unemployed may be because this group systematically overestimates their entrepreneurial ability at entry. This hypothesis is justified by evidence from the psychology literature that low ability individuals tend to overestimate their performance. Duration analysis on data from the 1996 and 2001 panels of the Survey of Income and Program Participation confirms that the formerly unemployed are more likely to exit self-employment. I also find preliminary evidence consistent with the hypothesis that the unemployed overestimate their likelihood of success in self-employment. These findings should give policymakers pause before incentivicing the unemployed to enter self-employment.
Cook, Vania Saretta. „Entrepreneurship education at a FET college“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.
Der volle Inhalt der QuelleFarzin, Farnaz. „Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran“. Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.
Der volle Inhalt der QuelleJacobsen, Petter Jacob. „A Case Study: action based Entrepreneurship Education“. Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.
Der volle Inhalt der QuelleQoto, Nomonde Monica. „Assessing entrepreneurship education programmes in secondary schools“. Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.
Der volle Inhalt der QuelleBücher zum Thema "Entrepreneurship educator"
Mellon, Donald E. The role of the entrepreneur-educator in private business education in the United States from 1850-1915: A study in conditioned entrepreneurship. New York: Garland Pub., 1986.
Den vollen Inhalt der Quelle findenSawang, Sukanlaya, Hrsg. Entrepreneurship Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48802-4.
Der volle Inhalt der QuelleManimala, Mathew J., und Princy Thomas, Hrsg. Entrepreneurship Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3.
Der volle Inhalt der QuelleBijedić, Teita, Ilona Ebbers und Brigitte Halbfas, Hrsg. Entrepreneurship Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27327-9.
Der volle Inhalt der QuelleWeber, Richard. Evaluating Entrepreneurship Education. Wiesbaden: Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-3654-7.
Der volle Inhalt der QuelleGeiger, Jan-Martin. Schwellenkonzeptorientierte Entrepreneurship Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39479-0.
Der volle Inhalt der QuelleHalberstadt, Jantje, Antonieta Alcorta de Bronstein, Jean Greyling und Shaun Bissett, Hrsg. Transforming Entrepreneurship Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11578-3.
Der volle Inhalt der QuelleVesper, Karl H. Entrepreneurship education 1993. Los Angeles (Ca.): Entrepreneurial Studies Center, 1993.
Den vollen Inhalt der Quelle findenXu, Xiaozhou, Hrsg. Comparative Entrepreneurship Education. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1835-5.
Der volle Inhalt der QuelleLarios-Hernandez, Guillermo J., Andreas Walmsley und Itzel Lopez-Castro, Hrsg. Theorising Undergraduate Entrepreneurship Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8.
Der volle Inhalt der QuelleBuchteile zum Thema "Entrepreneurship educator"
Wraae, Birgitte. „Setting the Scene: The Student-Process-Educator Nexus in Entrepreneurship Education“. In Theorising Undergraduate Entrepreneurship Education, 15–32. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8_2.
Der volle Inhalt der QuelleBlock, Joern H., Jantje Halberstadt, Nils Högsdal, Andreas Kuckertz und Helle Neergaard. „The Future of Entrepreneurship Education and Training: Some Propositions“. In FGF Studies in Small Business and Entrepreneurship, 1–9. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_1.
Der volle Inhalt der QuelleHuxtable-Thomas, Louisa, und Taiga Brahm. „The Role of (Self-)Reflection in an Increasingly Digital Entrepreneurship Education Environment“. In FGF Studies in Small Business and Entrepreneurship, 303–16. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_20.
Der volle Inhalt der QuelleOmeihe, Kingsley Obi, und Ibiyemi Omeihe. „Transformative Action and the Structure of Reflexivity: Aspects of Enterprise Teaching and Quality Pedagogy“. In FGF Studies in Small Business and Entrepreneurship, 317–35. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_21.
Der volle Inhalt der QuelleRamsgaard, Michael Breum, und Birgitte Wraae. „Making Sense of Educator Identity and Pedagogical Approach in Changing Times“. In Entrepreneurship Education and Internationalisation, 11–29. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003378570-3.
Der volle Inhalt der QuelleThomassen, Mette Lindahl. „Educational Practice and Its Effect on the Educator Role in Entrepreneurship Education“. In Encyclopedia of Educational Innovation, 1–6. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_170-1.
Der volle Inhalt der QuelleCrammond, Robert, Ibiyemi Omeihe und Alan Murray. „Re-evaluating Entrepreneurship Education Through a Team-Based Approach: Activities and Archetypes Within a Scottish University“. In FGF Studies in Small Business and Entrepreneurship, 73–85. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-28559-2_6.
Der volle Inhalt der QuelleBainée, Jonathan. „Entrepreneurship Education“. In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 873–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_213.
Der volle Inhalt der QuelleAff, Osef, und Gerhard Geissler. „Entrepreneurship Education“. In Becoming an Entrepreneur, 17–33. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-596-0_2.
Der volle Inhalt der QuelleBainée, Jonathan. „Entrepreneurship Education“. In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 649–54. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_213.
Der volle Inhalt der QuelleKonferenzberichte zum Thema "Entrepreneurship educator"
Løje, Hanne. „Experiences from using formative feedback in entrepreneurship course“. In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1450.
Der volle Inhalt der QuelleDonaldson, Colin, Jorge Villagrasa und Felipe Sánchez. „THE AUTONOMY SUPPORTING ENTREPRENEURSHIP EDUCATOR: PEDAGOGIES AND PERCEPTIONS“. In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0257.
Der volle Inhalt der QuelleBanek Zorica, Mihaela. „SCHOOL LIBRARIAN AS PROMOTOR AND EDUCATOR OF ENTREPRENEURSHIP COMPETENCES“. In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1413.
Der volle Inhalt der Quelle„Embedding Innovation and Entrepreneurship in Engineering Education Through Curriculum Development and Educator Training: A Case From Denmark“. In European Conference on Innovation and Entrepreneurship 2021. Academic Conferences International Ltd, 2021. http://dx.doi.org/10.34190/eie.21.265.
Der volle Inhalt der QuelleSaukkonen, Juha. „Educating entrepreneurial engineers. To be context-aware or generic?“ In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1104.
Der volle Inhalt der QuelleWorkman, David. „THE ROLE OF MEDIA IN TODAY’S EDUCATIONAL ENVIRONMENT“. In New forms of production and entrepreneurship in the coordinates of neo-industrial development of the economy. PD of KSUEL, 2020. http://dx.doi.org/10.38161/978-5-7823-0731-8-2020-229-232.
Der volle Inhalt der QuelleBjekić, Dragana, und Lidija Zlatić. „Preduzetničke kompetencije vaspitača u kontekstu profesionalnog osposobljavanja“. In Savremeno predškolsko vaspitanje i obrazovanje – tendencije, izazovi i mogućnosti. University of Kragujevac, Faculty of Edaucatin in Uzice, 2023. http://dx.doi.org/10.46793/spvo23.171b.
Der volle Inhalt der QuelleÁrváné Ványi, Georgina, Judit Katonáné Kovács, Péter Popovics und Tímea Gál. „EDUCATORS’ ROLE AND TASKS IN ENTREPRENEURSHIP EDUCATION“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1867.
Der volle Inhalt der Quellede Krosse, Luc E. P. T. „Learning entrepreneurship by entrepreneurial learning?“ In 18th Annual High Technology Small Firms Conference, HTSF 2010. University of Twente, 2010. http://dx.doi.org/10.3990/2.268476198.
Der volle Inhalt der QuelleČiutienė, Rūta, und Ramunė Čiarnienė. „Blended Learning Approach to Youth Entrepreneurship Skills Development“. In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002395.
Der volle Inhalt der QuelleBerichte der Organisationen zum Thema "Entrepreneurship educator"
Robano, Virginia, und Néstor Gandelman. Intergenerational Mobility, Middle Sectors and Entrepreneurship in Uruguay. Inter-American Development Bank, Juli 2012. http://dx.doi.org/10.18235/0011394.
Der volle Inhalt der QuelleBlimpo, Moussa P., und Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), Oktober 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.
Der volle Inhalt der QuelleBenneworth, Paul Stephen, und Mike Osborne. Understanding universities and entrepreneurship education: towards a comprehensive future research agenda. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.08.
Der volle Inhalt der QuelleResearch Institute (IFPRI), International Food Policy. Mothers’ non-farm entrepreneurship and child secondary education in rural Ghana. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1024320660.
Der volle Inhalt der QuelleDavis, Lizhau, Li Zhao und Dean Davis. It Is About the Time! Incorporate Entrepreneurship Education in Fashion Merchandising Curriculum. Ames (Iowa): Iowa State University. Library, Januar 2019. http://dx.doi.org/10.31274/itaa.8374.
Der volle Inhalt der QuelleBeadle, Jorhie. Addressing food insecurity: Experiential learning through entrepreneurship education in a second year Career and Technical Education setting. Ames (Iowa): Iowa State University, Januar 2020. http://dx.doi.org/10.31274/cc-20240624-113.
Der volle Inhalt der QuelleRomantseva, Eugenia, und Elizabeth A. Strychalski. CELL-FREE (comparable engineered living lysates for research education and entrepreneurship) workshop report. Gaithersburg, MD: National Institute of Standards and Technology, Februar 2020. http://dx.doi.org/10.6028/nist.sp.1500-13.
Der volle Inhalt der QuelleJohnson, Mark, John Wachen und Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.
Der volle Inhalt der QuelleSanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso und J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.
Der volle Inhalt der QuelleChioda, Laura, Paul Gertler und Nicole Perales. Empowering Women: Teaching Leadership Skills to Youth in Uganda. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/crpp10.
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