Thematische Bibliographien / Objectives of entrepreneurship education

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

Autor: Grafiati

Veröffentlicht am 26. Juni 2021

Zuletzt aktualisiert am 5. Februar 2022

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Zeitschriftenartikel zum Thema "Objectives of entrepreneurship education"

Boocock, Grahame, Regina Frank und Lorraine Warren. „Technology-Based Entrepreneurship Education: Meeting Educational and Business Objectives“. International Journal of Entrepreneurship and Innovation 10, Nr. 1 (Februar 2009): 43–53. http://dx.doi.org/10.5367/000000009787414226.

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The UK government's ‘Third Mission’ for Higher Education (2000) encourages universities to teach entrepreneurship to ‘STEM’ students (those studying science, technology, engineering and mathematics), in part to support the technology transfer agenda. Technology-based entrepreneurship education (TEE) incorporates the key elements of entrepreneurship education (EE), concentrating on the creation of economic value from technological change. In this paper, the key challenges associated with EE and TEE are outlined, and the authors propose that the way to meet these challenges is through a systematic process that takes a technology from an initial idea in the laboratory to full commercialization as a high-growth firm. The ‘Technology Entrepreneurship and Commercialization Algorithm’ developed at North Carolina State University (NCSU) offers such a framework for multidisciplinary teams. The paper describes why and how the Algorithm was adapted for use at Loughborough University (LU). The focus is on the educational and business objectives of the programme and the extent to which those objectives have been achieved. The paper thus makes a contribution to the TEE literature by spelling out specific challenges, discussing a potential solution to these challenges and thereby adding to our understanding of the linkages between education, innovation and entrepreneurship.

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Maritz, Alex, und Christopher R. Brown. „Illuminating the black box of entrepreneurship education programs“. Education + Training 55, Nr. 3 (12.04.2013): 234–52. http://dx.doi.org/10.1108/00400911311309305.

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PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.

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Falkäng, Joakim, und Fernando Alberti. „The Assessment of Entrepreneurship Education“. Industry and Higher Education 14, Nr. 2 (April 2000): 101–8. http://dx.doi.org/10.5367/000000000101294931.

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The past twenty years have witnessed an enormous growth in the number of entrepreneurship courses at different educational levels. Nevertheless, there is still little uniformity in content and approach among courses and the research on entrepreneurship education remains sparse. So far, it has addressed topics such as course contents, pedagogical techniques, audience characteristics, teaching objectives, intended results, and so on. There is a need for much more research on methodologies for measuring entrepreneurship education effectiveness. Therefore, the purpose of this paper is to reflect upon the development of a general conceptual framework for assessing entrepreneurship education.

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Daneshjoovash, Seyedeh Khatereh, und Mirza Hassan Hosseini. „Evaluating impact of entrepreneurship education programs“. Education + Training 61, Nr. 7/8 (12.08.2019): 781–96. http://dx.doi.org/10.1108/et-08-2017-0128.

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Purpose The purpose of this paper is to evaluate the impact of Entrepreneurship Education Programs (EEPs) from students’ and educators’ viewpoint to improve the quality of EEPs. Design/methodology/approach This research applies a qualitative-quantitative methodology. Its sample is included 291 students were selected randomly and 35 educators were chosen by convenience technique from universities of Applied Science and Technology of Iran. Findings The results revealed that essence of EEPs had a positive direct effect on objectives and content of EEPs; objectives and content of EEPs had a positive direct effect on methods of EEPs; essence of EEPs had a positive direct effect on impact of EEPs; and essence of EEPs had a positive indirect effect on methods through objectives and content based on students’ and educators’ perspective. Moreover, as opposed to educators’, students believed that methods of EEPs have not a positive direct effect on impact, while educators were opponent to students approach about the positive direct effect of essence of EEPs on methods. Research limitations/implications The study was limited to Applied Science and Technology universities were selected by convenience sampling method. Similar studies in other universities are needed to be conducted by simple random sampling to evaluate EEPs. Practical implications The study recommends policy-makers to be aware of students’ needs of EEPs’ methods, as well inform educators about effective and initiative methods. Originality/value Evaluating impact of EEPs based on demand and supply-side viewpoint is the first study conducted in Applied Science and Technology universities of Iran.

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French, Tracey, und Petra Püchner. „Entrepreneurship — An Objective for Education“. Industry and Higher Education 13, Nr. 6 (Dezember 1999): 372–75. http://dx.doi.org/10.5367/000000099101294708.

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This special issue of Industry and Higher Education comprises a selection of papers based on presentations at the international conference on ‘Entrepreneurship – an Objective for Education in Europe’ held in Stuttgart, Germany, on 8–10 June 1999. In the context of the need to establish an entrepreneurial culture within European education systems and research institutes, the conference was organized to provide participants with an opportunity to debate the various ideas and approaches either in practice or under consideration in Europe and in other countries. In this introductory article, the authors report on the main views that emerged in the course of the conference and summarize the recommendations formulated to help develop a European policy on entrepreneurship.

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TAM, KIN YUEN RAYMOND. „EDUCATING SOCIAL ENTREPRENEURSHIP: INSIGHTS FROM THE HIGHER EDUCATION COURSES IN HONG KONG“. Hong Kong Journal of Social Work 51, Nr. 01n02 (Januar 2017): 145–64. http://dx.doi.org/10.1142/s0219246217000092.

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The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It was also found that curricular differences among the courses offered by various schools or faculties were not that obvious. To understand this, the author had undertaken an analysis of the schools where these courses resided, course objectives, course content, and teaching and learning strategies among these various social entrepreneurship courses. Discussion of these has given insights to arguing for the need of multidisciplinary collaborations among social entrepreneurship educators.

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Sambo, Wise. „Factors affecting youth entrepreneurship development within Kibera, Kenya: the perspective of entrepreneurship education“. Problems and Perspectives in Management 14, Nr. 2 (13.06.2016): 331–38. http://dx.doi.org/10.21511/ppm.14(2-2).2016.09.

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All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government’s provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via e-mails with a total response rate of 83.3% (250) returned for analysis

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Firmansyah, Firmansyah, und Rusmin Rusmin. „Preparation of a Learning Module for Entrepreneurship Course at Economic Education Study Program of Faculty of Teacher Training and Education Sriwijaya University“. International Education Studies 11, Nr. 5 (23.04.2018): 14. http://dx.doi.org/10.5539/ies.v11n5p14.

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The objective of this study was to prepare teaching materials in the form of entrepreneurship learning module to be used as a handbook in the classroom learning process. Entrepreneurship lecture of study program at FKIP UNSRI has various material differences delivered in lecturing activity. One of the objectives to be achieved in this study was to obtain a general description of the entrepreneurship learning materials that should be the subject. 14 materials obtained from the results of data processing from questionnaires given to lecturers of entrepreneurship courses were as follows: the scope of entrepreneurship, determination of ideas and entrepreneurial opportunities, business plan, innovation and creativity in entrepreneurship, the concept of management in entrepreneurship, marketing strategy and the concept of Break Event Point (BEP), subject of entrepreneurial ethics, entrepreneurial mindset, competitive strategy, motivation theory in entrepreneurship, risk management of customer behavior and the path to successful entrepreneurship. The materials obtained from this data processing were then used as a guide for the preparation of entrepreneurship learning modules starting from the preliminary study, in the form of needs analysis of the learning module and found out that entrepreneurship learning module needed to be prepared to support the achievement of learning objectives. The next step was to map the module based on the syllabus to obtain the title of the module developed, followed by the preparation of the opaque module and the module writing stages containing the introductory section (introduction, table of contents, list of figures, list of tables, description, module usage guide, glossary), section of learning materials (14 Materials) and references. Finally the entrepreneurship learning module for the students was prepared.

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Zondo, Robert Walter Dumisani. „EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)“. CBU International Conference Proceedings 5 (23.09.2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.

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The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participation in this study. These institutions are registered in terms section 54 (1) (c) of the South African Act (SAQA, 2012). For the study to achieve its objectives, the South African Qualification Authority (SAQA) provided a sample frame of all the private HEIs in SA. From the 78 HEIs identified, 22 offered the pastoral courses and were excluded from the study. As a result, a target population of 56 HEIs participated in the study. This research has two objectives. That is, examining the perception of Academic Managers on entrepreneurship education, and the reasons for offering such education in the private HEIs in SA. This study uncovers the need for entrepreneurship education in private HEIs of SA. The results present the value of entrepreneurship education as a practice that develops students into cross functional innovative thinkers. It provides valuable data relating to the significance of entrepreneurship education for developing students into business minded individuals.

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Jin, Xiaozeng. „Objectives, Principles and Path Optimization of College Students' Innovation and Entrepreneurship Education“. Lifelong Education 9, Nr. 4 (22.07.2020): 261. http://dx.doi.org/10.18282/le.v9i4.978.

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The rapid development of the economy has made the demand for talents in social positions more stringent. Under the current practical conditions of employment difficulties for fresh graduates every year in our country, many colleges and universities have introduced innovation and entrepreneurship education into the classroom in order to help students establish In the process of correct entrepreneurial goals, it can achieve better development through its own efforts. Therefore, this article mainly analyzes the goals, principles and implementation methods of innovation and entrepreneurship education in colleges and universities. It is hoped that students can exercise their entrepreneurial spirit and guide them to accumulate entrepreneurial experience while achieving comprehensive development.

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Dissertationen zum Thema "Objectives of entrepreneurship education"

Soepatini. „Entrepreneurship education in Indonesian higher education institutions“. Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.

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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.

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Youderian, Christopher J. „Essays on entrepreneurship and education“. Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.

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Doctor of Philosophy
Department 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.

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O'Connor, Allan. „Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /“. Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.

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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.
Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)

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Cook, Vania Saretta. „Entrepreneurship education at a FET college“. Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.

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The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.

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Chan, Yiu-wing, und 陳耀榮. „Political and economic objectives in post-Mao educational policy“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31949770.

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Gilbert, Shad Allen. „The use of instructional objectives in youth ministry“. Online full text .pdf document, available to Fuller patrons only, 2004. http://www.tren.com.

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Farzin, 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.

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Marks, Lori J. „Addressing IEP Goals and Objectives Through Switch Accessible Software“. Digital Commons @ East Tennessee State University, 2000. https://dc.etsu.edu/etsu-works/3714.

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Puente, Eric. „A critique of the taxonomy of educational objectives by Jonathan Edwards“. Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1181.

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Jacobsen, 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.

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This paper contributes by providing suggestions on how to analyze business ideas forexploitation in an entrepreneurial education context, and how the institution can provide support activities to enhance the chance of successful exploitation. Active learning has become the preferred choice of teaching entrepreneurship and external ideas are used to provide the students with business opportunities to exploit. An instrumentaø case study on the Norwegian University of Science and Technology – School of Entrepreneurship, however, finds challenges on collaborating with these external partners. By reviewing theory, ways to improve the analysis of business opportunities are found and presented. Additionally a structured idea search process and mentors are suggested as a mean of gaining access to sufficient business ideas and the experience and network necessary for a successful evaluation and exploitation process.

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Bücher zum Thema "Objectives of entrepreneurship education"

Fairweather, James Steven. Entrepreneurship and higher education: Lessons for colleges, universities, and industry. Washington, D.C: Association for the Study of Higher Education, 1988.

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Buck, Goldstein, Hrsg. Engines of innovation: The entrepreneurial university in the twenty-first century. Chapel Hill: University of North Carolina Press, 2010.

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

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

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

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

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

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Ormell, C. P. Behavioural objectives in education. Geelong, Vic: Deakin University : distributed by Deakin University Press, 1991.

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

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

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Buchteile zum Thema "Objectives of entrepreneurship education"

Zagelmeyer, Stefan. „EMLYON: Educating Entrepreneurs as a Prime Objective of a Private Business School“. In Entrepreneurship Education at Universities, 327–51. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55547-8_12.

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Morselli, Daniele. „Why Entrepreneurship?“ In Enterprise Education in Vocational Education, 5–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552617_2.

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Bainée, 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.

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Lindner, Johannes. „Entrepreneurship Education“. In Handbuch Entrepreneurship, 1–18. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-05263-8_35-1.

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Lindner, Johannes. „Entrepreneurship Education“. In Handbuch Entrepreneurship, 407–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-04994-2_35.

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Uebe-Emden, Nadine. „Entrepreneurship Education“. In Entrepreneurship Education an Hochschulen für Gründer und Nachfolger, 36–65. Wiesbaden: Springer Fachmedien Wiesbaden, 2011. http://dx.doi.org/10.1007/978-3-658-24358-6_3.

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Bainée, 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.

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Aff, 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.

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Halbfas, Brigitte, und Verena Liszt-Rohlf. „Entwicklungslinien und Perspektiven der Entrepreneurship Education – eine Analyse von Definitionen“. In Entrepreneurship Education, 3–20. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27327-9_1.

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Dinh, Anh, und Diana Püplichhuysen. „Viral Entrepreneurship: Die Wirkung von Vorbildern auf die Gründungsintention und Implikationen für eine vorbildzentrierte Entrepreneurship Education“. In Entrepreneurship Education, 173–91. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27327-9_10.

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Konferenzberichte zum Thema "Objectives of entrepreneurship education"

Fatah, Amir, Dinn Wahyudin und Rusman Rusman. „The Using of ICT to Achieve Objectives Learning in Craft Education and Entrepreneurship“. In International Conference of Science and Technology for the Internet of Things. EAI, 2019. http://dx.doi.org/10.4108/eai.19-10-2018.2281322.

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Torniainen, Anna-Maija. „Start It Up - Support for young entrepreneurship“. In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8143.

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The aim of the paper is to disclose how entrepreneurship education can be developed and examined in a Higher Education Insitution (HEI) via a EU funded local project. The paper examines HEI students´ motivation factors and needs concerning Entrepreneurship education (EE). Start It Up – Support for young entrepreneurship project´s objective is to support students and young people in entrepreneurship, new business creation and innovation, and also employment in and out the innovation ecosystems. Differentiating entrepreneurial methods, best practices, entrepreneurship coaching, and entrepreneurship spirit are tested and organized throughout the project. The project strives to deliver tools and motivation towards entrepreneurship. This article introduces the activities that have been done to support EE and a case study which examines how the entrepreneurship education can be improved to develop EE in the Finnish HEI. The main testing platforms for EE are presented and the results of the case study show that to promote entrepreneurship and to enhance students´ awareness and motivation towards entrepreneurship in the Finnish HEI, the offering of EE teaching, events and competitions for students should be increased and promoted more effectively.

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

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

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Yu, Qin. „Reform and Innovation of Curriculum System of Architecture Specialty Under the Application-Oriented Training Objectives“. In International Conference on Modern Educational Technology and Innovation and Entrepreneurship (ICMETIE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.113.

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Karaköy, Çağatay, Necati Alp Erilli, Sema Babayiğit und Emine Rabia Ersoy. „The Effect of Entrepreneurship Education and Culture, the Transition Economies of Field Research for University Students in Kyrgyzstan“. In International Conference on Eurasian Economies. Eurasian Economists Association, 2015. http://dx.doi.org/10.36880/c06.01224.

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In modern production labor, capital and natural resources the fourth factor is included as an element of entrepreneurship, participation or implementation in the production as profit or loss to the performing element is faced with. According to the other production factors are dealt with more risk element of the entrepreneur, as well as entrepreneurial function with the same time in economic growth locomotive power is on. For many years, enterprise element carrying out the state interference in socialist countries, the collapse of the iron curtain in 1991 transitional recession and hyperinflation become inevitable experience. In other expression, economic developments and social life as result of the change in the importance of the concept of entrepreneurship has been further increased. Entrepreneurship is a kind of genetic element, or is it potential education and draw from revealing whether the topic of discussion is. The resulting depending on these two alternative viewpoint even equipped with higher education made the younger generation in production as well as the tendency to have more skilled labor force as reflection of education they receive visions of their enterprise ability to affect. Determination of specifications of entrepreneurship of university students, the entrepreneurial potential of development of the country’s important step because on of this property is the value of interest. The main objective of this research, long time socialist system managed entrepreneurial characteristics of university students in Kyrgyzstan determinants will be examined.

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Lin, Hong-Zhen. „Research on the Objective of Entrepreneurship Legal Education in Universities of Science and Technology“. In 3rd Annual International Conference on Social Science and Contemporary Humanity Development (SSCHD 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/sschd-17.2017.77.

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Martínez-Gómez, Mónica, José Jabaloyes und Andrea Conchado Peiró. „EDUCATIONAL INITIATIVES TO DEVELOP TRANSVERSAL SKILLS IN THE MANAGEMENT SUBJECT OF MASTER'S DEGREE IN INDUSTRIAL ENGINEERING AT UNIVERSITAT POLITÉCNICA DE VALÉNCIA“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end099.

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This work presents an improvement of the structure and methodology of a subject entitled Management, belonging to the Master's Degree in Industrial Engineering (ETSII) at the Universitat Politècnica de València (UPV). The presented subject deals with the basic and fundamental aspects that the student will need in order to correctly perform the functions of business management in changing and competitive markets and environments and contributes to the formation of professionals capable of carrying out management, direction and evaluation tasks in productive organizations. From the subject, the students' management skills are strengthened to elaborate and build strategic alternatives of decision, both in relation to the understanding of the problems, as well as in the decision making and in the evaluation of the consequences that the own actions can have for the company and for the people. It is centered on the improvement of professional skills. In this context, UPV transversal competences (TC), aim to synthesize a competence profile acquired by all UPV graduates. This study comes from an Institutional Educational Innovation and Improvement Projects to develop a methodological coordination through webs of support in ETSII CT (PIME/19-20/151). The main goal of this project was to make easier our students to acquire the more complex CTs-UPV with an effective model that does not place an additional burden on instructors, providing students with e-learning resources such as support for their training. This study is focused in CT04.-Innovation, Creativity and Entrepreneurship. Innovation is shown as a key competence for companies to remain competitive in the market. Innovation is based on creativity, knowledge and organization, understood as a way of working to achieve objectives. A new trend in higher education is the current shift towards improving innovation, creativity and entrepreneurship of students. To work on these skills, students of Management have to do different exercises in groups where there are 4 to 6 randomly selected students with different roles. Each working group will start by creating a company, on which the different tools and methodologies will be developed through practical cases to achieve innovative and creative solutions that add value to the main stakeholders. The achievement of the proposed techniques for developing Innovation, Creativity and Entrepreneurship competency has been revealed as a significant aspect for the students, and the web CTs-UPV designed on the project (https://ctetsii.blogs.upv.es) has been considered as a strong support for their achievement.

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Gonçalves, Vitor, Juliana Costa, Arlinda Semedo und Sofia Bergano. „Contributions of the SocialNEET project to the development of skills for active life“. In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13186.

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The SocialNEET project, promoted at the Polytechnic Institute of Bragança, between November 2020 and February 2021, whose main goal is the (re)integration in the labour market of young people, through the creation of innovative social business solutions and finding employment in companies or associations in the social sector. It provides learning for active life and education for entrepreneurship, through the participation of facilitators (students of higher education) who will simplify the connection between mentors (successful entrepreneurs and consultants) and young NEET (not in education, employment or training), in the sense of creating life projects, social projects or innovative social business and job search solutions in companies or associations in the social sector. The essential focus of this article corresponds on the training of facilitators (N=10) and its objective is to understand the capacities developed by them in this process, as well as the limitations felt and the strategies to minimize them. For this purpose, a qualitative case study was carried out based on the documentary analysis of the training, namely an observation grid, a questionnaire to the trainees and the reflective analysis of the trainers. We conclude that the strengthening of soft skills, intercultural communication and education for entrepreneurship may be the priority ways to promote social improvements and thus contribute to the 2030 Agenda.

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Pelse, Modrite, und Maira Lescevica. „Analysis of digitalization referred to in strategic policy documents in the lifelong education context“. In 21st International Scientific Conference "Economic Science for Rural Development 2020". Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2020. http://dx.doi.org/10.22616/esrd.2020.54.030.

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Previous research studies on digitalization as an important driver of development has been largely discussed in the context of entrepreneurship, determining its effects on economic growth. Over the past decade, the role of digitalization in public administration – in providing quality and user-friendly services – has been stressed, with less emphasis being placed on its importance in strategic planning. The driving force of change is digital transformation, which requires digital skills and knowledge. The digital literacy of European Union residents has improved, yet in seven EU Member States it was rated as low or very low. Lifelong education helps to deal with this problem, and it has become a necessity for the entire society. The aim of the present research is to determine the role of digitalization in strategic policy documents in the context of lifelong education. The paper analysed the National Development Plan of Latvia 2021-2027 (final version), the Digital Agenda 2020 for Estonia and the Progress Strategy “Lithuania 2030”. The mentioned strategic documents have set a number of goals and objectives directly relating to the implementation of digitalization in order to facilitate the work of society, enterprises and public administration. The policy documents refer to digitalization in lifelong education as mostly a communication and information tool requiring adequate digital skills to be provided by educational institutions. The research employed the monographic, content analysis and descriptive methods. The strategic policy documents of Latvia have been compared with the corresponding documents of the other Baltic States, as the historical and economic development of the countries has followed a relatively similar scenario, and all the Baltic States are EU Member States.

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Johnston, Kevin, Barry Andersen, Jennifer Davidge-Pitts und Mark Ostensen-Saunders. „Using Personality Tests to Identify Potential ICT Entrepreneurs“. In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3160.

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Literature relating to personality and entrepreneurship has focused primarily on personality characteristics of traditional entrepreneurs. The focus of this study was on personality characteristics and temperaments of potential ICT entrepreneurs. The main objective of the study was to evaluate the impact of personality characteristics as identifiers of potential ICT entrepreneurship. In order to meet this objective, the personality characteristics of the participants had to be determined. The Keirsey Temperament Sorter was used as a personality indicator, as it is a proven research instrument. Two entrepreneurial tests were used to determine entrepreneurial ability. The temperament of the individuals was ascertained, and compared to their entrepreneurial ability. The population sample used for this study was comprised of third year and honours information systems students from the University of Cape Town, and current ICT entrepreneurs. A positive relationship between the “Martian” temperaments and potential ICT entrepreneurs was found. No significant relationship between specific personality types and potential entrepreneurial ability were evident in the study. A positive connection was noticed between potential ICT entrepreneurs, and being male. Unfortunately the number of female respondents was insufficient, leading to an inconclusive result.

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Berichte der Organisationen zum Thema "Objectives of entrepreneurship education"

Johnson, 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.

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From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.

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Sanz, 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.

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.

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

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

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

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

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

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

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Shapovalov, S. M., Hrsg. Marine expedition research on R/V of the Ministry of Science and Higher Education of the Russian Federation in 2019. Shirshov Institute Publishing House, November 2020. http://dx.doi.org/10.29006/0149-2019-0016.

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The volume contains brief information on sea expeditions carried out in 2019 on research vessels operated by organizations subordinate to the Ministry of Science and Higher Education of the Russian Federation. Information selected from preliminary reports from expedition leaders. The goals and objectives of the expeditions are included, the areas of work and the location of the sections and stations are shown, the scientific equipment used in the expeditions is listed, and the main results of the expeditions are given.

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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi und L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.

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