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Kuratko, Donald F. "The Emergence of Entrepreneurship Education: Development, Trends, and Challenges." Entrepreneurship Theory and Practice 29, no. 5 (September 2005): 577–97. http://dx.doi.org/10.1111/j.1540-6520.2005.00099.x.
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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced. With that expansion has come a similar increase in the field of entrepreneurship education. The recent growth and development in the curricula and programs devoted to entrepreneurship and new–venture creation have been remarkable. The number of colleges and universities that offer courses related to entrepreneurship has grown from a handful in the 1970s to over 1,600 in 2005. In the midst of this huge expansion remains the challenge of complete academic legitimacy for entrepreneurship. While it can be argued that some legitimacy has been attained in the current state of entrepreneurship education, there are critical challenges that lie ahead. This article focuses on the trends and challenges in entrepreneurship education for the 21st century.
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Vanevenhoven, Jeff. "Advances and Challenges in Entrepreneurship Education." Journal of Small Business Management 51, no. 3 (June 13, 2013): 466–70. http://dx.doi.org/10.1111/jsbm.12043.
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Mets, Tõnis, Jack Holbrook, and Siim Läänelaid. "Entrepreneurship Education Challenges for Green Transformation." Administrative Sciences 11, no. 1 (February 14, 2021): 15. http://dx.doi.org/10.3390/admsci11010015.
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Associated with global climate agreements and the European Union’s focus on climate-neutral goals by 2050, the development of Green Transformation competencies in society has become topical. This viewpoint paper proposes a conceptual model for applying Entrepreneurship Education (EE) to designing an integrated transdisciplinary, Green Transformation Competence framework. In line with this, EE is seen as a tool for developing an active, informed, responsible, yet sustainable, living ecosystem-oriented and green orientation of citizens in the education system. Nevertheless, this viewpoint recognises several challenges for further research.
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Ubogu, Rowell. "Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria." Academic Journal of Interdisciplinary Studies 9, no. 5 (September 21, 2020): 125. http://dx.doi.org/10.36941/ajis-2020-0091.
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Entrepreneurship education has great success in the field of education. Its activity has increased significantly in the USA, Asian and European countries during the last decades. Nevertheless, the training programme in developing countries like Nigeria has concentrated more on teaching knowledge and skills basically in principle. Products of these training are expected to be engaged in either self-employment or being employed. Unfortunately, the Niger-delta region of Nigeria is characterized by high levels of youth restiveness, unemployment, poverty and crime. Attempting to solve these ill, the questionnaire titled Entrepreneurship Education and Students challenges (EESC) was used to gather data from eight hundred and sixty-four students sampled from faculty of education and social sciences in Niger-delta region universities of Nigeria. The study identified various challenges, prospects and government efforts aimed at building the entrepreneurship culture among undergraduate students of Nigerian Universities especially graduates of the Niger-delta region. The study concluded by postulating certain recommendations which if adopted will drastically reduce the social vices faced in this region.
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Utha, Karma, Sonam Rinchen, Bhupen Gurung, Ganeshman Gurung, Tshewang Rabgay, and Changa Dorji. "Entrepreneurship Education in Bhutan: Perception, Culture and Challenges." World Journal of Educational Research 3, no. 2 (November 4, 2016): 460. http://dx.doi.org/10.22158/wjer.v3n2p460.
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<p><em>The present study was </em><em>undertaken</em><em> to determine </em><em>the perception of Bhutanese students towards entrepreneurship and the influence of entrepreneurship in their career choice by a team of lecturers from Samtse College of Education and a teacher from the Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples include 921 students [19 diploma, 248 undergraduate, 654 school students (460</em><em>=</em><em>HSS & 194</em><em>=</em><em>MSS)], currently studying in the schools, colleges and VTIs under Samtse, Chhukha and Thimphu Dzongkhags. The major findings include: perception of students is inclined more towards entrepreneurship second to government jobs, students and parents are aware of the increasing unemployment scenario in Bhutan, minimal focus on entrepreneurship education in the school and university level curriculum, and the pedagogical practices doesnot adequately favour entrepreneurship knowledge and skill development. Some of the recommendations are a need to include entrepreneurship education in the school curriculum right from primary education, and to disseminate information related to entrepreneurship among students in all the schools and colleges.</em></p>
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Buntat, Yahya, Wan Nurmira Wan Roslan, Norahim Ibrahim, Liza Md Salleh, and Azian Abd Aziz@Ahmad. "Challenges of Entrepreneurship Education for Disabled People." Advanced Science Letters 22, no. 12 (December 1, 2016): 4355–58. http://dx.doi.org/10.1166/asl.2016.8154.
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Hannon, Paul D. "Philosophies of Enterprise and Entrepreneurship Education and Challenges for Higher Education in the UK." International Journal of Entrepreneurship and Innovation 6, no. 2 (May 2005): 105–14. http://dx.doi.org/10.5367/0000000053966876.
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This conceptual paper presents critical thoughts and observations on the recent phenomenon of entrepreneurship education in higher education in the UK. The key challenge the paper emphasizes is the need for greater insight into the conceptual and theoretical development of that phenomenon and a more robust locating of the philosophical foundations of entrepreneurship education within a higher education institution (HEI) adult-learning context. Although concepts and models of entrepreneurship abound, it is difficult to find related concepts and models of entrepreneurship education and, in particular, their underpinning philosophical foundations. Philosophies of adult education have emerged, but there appears to have been no attempt to locate entrepreneurship education within these contextual theoretical paradigms. This is somewhat surprising, as the underpinning philosophy of an educational programme will partially determine the outcomes of the educational process and influence the educational experience. However, this insight may help to explain why, conceptually, entrepreneurship education has mixed meanings and a conflicting discourse. The paper introduces a framework of adult-learning philosophies as a foundation for reflecting and analysing current approaches against philosophical beliefs. The application of the framework leads to a discussion about the potential contrasts and conflicts between underpinning foundations and purpose-in-action. The paper concludes with various perspectives on the building of an emerging robust concept of entrepreneurship education within an HEI adult-learning context.
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Nketekete, Malefetsane E., and Maletele B. Motebang. "Entrepreneurship education in Lesotho secondary schools: pedagogical challenges." Education, Knowledge and Economy 2, no. 2 (December 15, 2008): 121–35. http://dx.doi.org/10.1080/17496890802221357.
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Mallett, Oliver. "Collaboration in entrepreneurship education: challenges, opportunities and innovations." Journal of Small Business & Entrepreneurship 31, no. 3 (January 29, 2019): 177–82. http://dx.doi.org/10.1080/08276331.2018.1541681.
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Aicha, DIF. "Co-Creation Strategy, New Challenges in Entrepreneurship Education." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 1. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(1).
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Co-creation in entrepreneurship education is related to the teacher's ability to innovate and develop new practice among the student-teacher relationship; it is also a new way to enhance creativity and student value creation. In this approach, the teacher is considered the first actor of co-creation; he creates value among co-teaching, he is a facilitator for the launch of a start-up, and he is at the core of the entrepreneurial ecosystem. Thus, teaching with value co-creation, as we define, is a learning process that combines co-creation as a venture creation tool and provides personalised support for business plan competition (Dif et al., 2019). In the higher education system, innovation is an indicator of quality in teaching in all discipline. For entrepreneurship education, innovation with co-creation is a pedagogical practice based on project learning experimentation. This practice is efficient when it creates value for the learner in a co-creation process that combines knowledge sharing between the stakeholders. However, selecting the appropriate pedagogical practice is a curial element in the skills development in entrepreneurship education. Indeed, using co-creation as co-teaching implicates a pre-selection of the participant.
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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.
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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs.
Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view.
Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning.
Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives.
Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.
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Miranda, Constanza, Julian Goñi, Bruk Berhane, and Adam Carberry. "Seven Challenges in Conceptualizing and Assessing Entrepreneurial Skills or Mindsets in Engineering Entrepreneurship Education." Education Sciences 10, no. 11 (October 30, 2020): 309. http://dx.doi.org/10.3390/educsci10110309.
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The growth of undergraduate entrepreneurship education programs and research, both within and outside of business programs, has led to a diverse array of academic literature on this topic. The diversity of perspectives has led to many conceptual and educational challenges that remain unresolved within the literature. The following conceptual paper offers a critical perspective on challenges that have been identified. A narrative-style literature review was conducted to explore challenges emerging from both (a) the practice of teaching entrepreneurship and (b) the definitions and assessment of entrepreneurial mindsets and skills that result from those education processes in entrepreneurship education, particularly within an undergraduate engineering education context. We achieve this objective by discussing previously dispersed sources of literature from disciplines that have critically discussed and explored entrepreneurial themes, such as business education, sociology, psychology, and philosophy. Contemporary debates within multiple disciplines are integrated and organized as challenges to inspire new theoretical discussions among scholars, educators, and other practitioners that can inform a more comprehensive way to conceive and assess entrepreneurship in engineering education. Seven challenges were identified ranging from the definition of entrepreneurship in education to the role of ethics in the teaching and assessment of entrepreneurship. We use these seven challenges and research questions as a starting point for the disambiguation of the working definition of entrepreneurship in the context of engineering education.
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Boocock, Grahame, Regina Frank, and Lorraine Warren. "Technology-Based Entrepreneurship Education: Meeting Educational and Business Objectives." International Journal of Entrepreneurship and Innovation 10, no. 1 (February 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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Strachan, Glenn. "Can Education for Sustainable Development Change Entrepreneurship Education to Deliver a Sustainable Future?" Discourse and Communication for Sustainable Education 9, no. 1 (June 1, 2018): 36–49. http://dx.doi.org/10.2478/dcse-2018-0003.
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Abstract An objective of the European Union’s Entrepreneurship 2020 Action Plan is to address high levels of youth unemployment in Europe by promoting entrepreneurship. Implementing entrepreneurship education in schools, colleges and universities is one of three strategic interventions proposed by the Action Plan. Sustainable entrepreneurship is a recognised branch of the wider field of entrepreneurship and the literature on sustainable entrepreneurship sees it as a means of addressing some of the sustainability challenges of the 21st century. This article compares the pedagogical approaches and the competences of ESD (Education for Sustainable Development) with those of entrepreneurship education to identify how ESD might influence entrepreneurship education in order to develop entrepreneurs that contribute to a sustainable future. This comparison is placed in the context of the broader debate on the need to transform the dominant neo-liberal economic systems as part of the precondition for achieving a more sustainable future.
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Radianto, Wirawan E. D., and Eko Budi Santoso. "Start-Up Business: Process and Challenges in Entrepreneurship Education." Mediterranean Journal of Social Sciences 8, no. 4 (July 27, 2017): 97–110. http://dx.doi.org/10.1515/mjss-2017-0009.
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Abstract This research aims to explore the process of entrepreneurship education and its challenges based on the facilitators′ viewpoints who take parts in the students′ business in entrepreneurship education. This case study determines the respondents purposively, and through in-depth interviews by using validated triangulation of methods, the data obtains. The research findings showed the process of entrepreneurship education starts from the process of incubating the students′ business. During this process, the research gains several important aspects, for instance, changing student’s mindset, bringing up their passion, and formulating target, performance indicators, and business process. This research also discusses the use of non-financial indicator as the indicator mostly used the faciltators to measure the students′ business performance. Furthermore, this research reveals that the facilitators should provide stimuli, give gradual assistance and guidance, and know the business needs of the students. Finally, the challenges identified are the difficulties to change mindset, the distinctiveness of each student’s business, the resources required by the facilitators, and facilitation and time management skills.
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Irmawita, Irmawita. "Entrepreneurship Education in Developing People’s Economy." KOLOKIUM: Jurnal Pendidikan Luar Sekolah 7, no. 1 (April 30, 2019): 53–60. http://dx.doi.org/10.24036/kolokium-pls.v7i1.21.
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The various impacts that have been taken in the era of globalization and increasingly widespread transformation will have positive and negative impacts. Various potentials faced, both natural resources and human resources must be a priority to be developed, especially by the Study Program of Non Formal Education as one of the educational institutions that must be a solution for an increasingly developing age. One way that can be taken to develop human resources, especially the PLS study program is through student self-development towards the cultivation of entrepreneurial spirit in aspects of life. It is very important to do outside school education that is closely related to education for the community to continue to be a pioneer in the development people's economy which has an entrepreneurial spirit, devotion and conduct economic business through koperasi and small and medium enterprises so that intact human resources can be built independent, productive and able to become the hope of the nation that responds to the flow of globalization with various challenges. The challenge of globalization towards self-reliance and productive endeavors for students of study programs outside of school is a shared hope towards people's economy and the transparent world of work and accountability.
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Lima, Edmilson, Rose M. Lopes, Vânia Nassif, and Dirceu da Silva. "Opportunities to Improve Entrepreneurship Education: Contributions Considering Brazilian Challenges." Journal of Small Business Management 53, no. 4 (April 4, 2014): 1033–51. http://dx.doi.org/10.1111/jsbm.12110.
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Hameed, Irfan, and Zainab Irfan. "Entrepreneurship education: a review of challenges, characteristics and opportunities." Entrepreneurship Education 2, no. 3-4 (November 4, 2019): 135–48. http://dx.doi.org/10.1007/s41959-019-00018-z.
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Berglund, Karin, Ulla Hytti, and Karen Verduijn. "Unsettling Entrepreneurship Education." Entrepreneurship Education and Pedagogy 3, no. 3 (May 4, 2020): 208–13. http://dx.doi.org/10.1177/2515127420921480.
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This special issue confronts taken-for-granted views on entrepreneurship education (EE), raises critical questions both about EE and how it is taught, and allows investigations of the potential dark sides of entrepreneurship and EE. The contributions in this issue challenge our teaching positions and evoke a pedagogical approach to invention where curiosity, cocreation, though-provoking questions can follow.
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Bell, Robin, and 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, no. 2 (April 23, 2019): 209–27. http://dx.doi.org/10.1108/jsbed-01-2018-0025.
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PurposeThe purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.
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Liguori, Eric, and Christoph Winkler. "From Offline to Online: Challenges and Opportunities for Entrepreneurship Education Following the COVID-19 Pandemic." Entrepreneurship Education and Pedagogy 3, no. 4 (April 4, 2020): 346–51. http://dx.doi.org/10.1177/2515127420916738.
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Without question, the global spread of COVID-19 poses a challenge to the higher education landscape at a magnitude we have not seen since the emergence of technology supported and online instruction. The impact of this hits entrepreneurship education classrooms especially hard. Thus, in this editorial, we discuss how the pandemic is impacting entrepreneurship education globally and call for additional scholarship and the development of additional resources for online entrepreneurship education.
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Destiana, Dwi. "Pendidikan Entrepreneurship sebagai Alternatif Menjawab Tantangan Pendidikan Global." INSANIA : Jurnal Pemikiran Alternatif Kependidikan 22, no. 2 (January 26, 2018): 302–12. http://dx.doi.org/10.24090/insania.v22i2.1220.
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Global competition that demands the development of society in the world, has an impact on the education which becomes the foundation of the nation's scientific. Globally, all nations are vying to improve progress in all areas of technology, economics, and education. Unavailability jobs for the nation's intellectuals, the low economic community, and the competitiveness of the nation, became an internal challenge of Indonesia to be able to fix and strengthen the nation building. Education entrepreneurship comes as an alternative education to answer the challenges of global education. The existence of entrepreneurship education curriculum at every level of education, government and community support, and actualization of entrepreneruship education in universities, become the carrying capacity expected to realize the nation's progress in this global era.
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Sulisno, Sarwadi, and Azis Abdullah. "Islamic Boarding School and Community Empowerment." International Journal of Education and Learning 1, no. 2 (December 11, 2019): 73–82. http://dx.doi.org/10.31763/ijele.v1i2.38.
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Islamic education has contributed since before independence. As a long journey requires a spirit that can guide and support to get to the point of success at any time. Mental entrepreneurship can provide the spirit of education to be able to disrupt itself in order to be able to exist with all the challenges of globalization in the digital era. Mental entrepreneurship is a skill that does not only make things from nothing and makes some things from some other things, but also the ability to see and predict the challenges of current and futuristic challenges, then do disruption either by reshape old one -Create a new one to the existing pattern. Entrepreneurship ability will be formed after soft skill entrepreneurship abilities are possessed by students. Until the peak of entrepreneurship of Islamic edication was to view disruption as an opportunity to lead to a new Islamic education.
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Roslan, Rosfashihah, and Nisrina Abd Ghafar. "E-COMMERCE CHALLENGES AMONG DIGITAL ENTREPRENEURSHIP STUDENTS, DEPARTMENT OF COMMERCE." International Journal of Entrepreneurship and Management Practices 4, no. 13 (March 1, 2021): 41–52. http://dx.doi.org/10.35631/ijemp.413004.
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Digital Entrepreneurship Course (Digital Entrepreneurship) is a common core course that must be taken by Diploma level students at the Department of Commerce, Malaysian Polytechnic. The course offering aims to produce entrepreneurs who are able to conduct business online in line with the development of IR4.0. This study was conducted to identify the challenges faced by Merlimau Polytechnic Digital Entrepreneurship’s students and the differences faced by students based on the duration of business experiences and programme studies. This survey research using a quantitative approach was conducted on 113 students in the Commerce Department, as a sample to answer the questionnaire. The questionnaire has 15 items questions covering three aspects of the study namely technical and knowledge, security, and finance. Research data were collected and analyzed using descriptive statistics and inferential statistics. The results of the study found that the challenge of e-commerce among Digital Entrepreneurship students is at a moderate level between 2.93 to 3.29. The findings of the study also found that there was no significant difference between e-commerce challenges on the duration of business experience p (113) = 0.466 and programme studies with the value of p (113) = 0.594. The effect of offering these courses can polish students' skills to become entrepreneurs and provide experience in facing the challenges of doing business online. It can also be used as a guide to lecturers and curriculum in producing teaching content aligned to the organization's objectives to develop holistic, entrepreneurial, and balanced TVET graduates through dynamic education comply with the industrial revolution (IR4.0).
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Roy, Subhadip, and Sakshi Goenka. "Xplant: entrepreneurship challenges for student entrepreneurs." Emerald Emerging Markets Case Studies 4, no. 6 (November 25, 2014): 1–17. http://dx.doi.org/10.1108/eemcs-08-2013-0173.
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Subject area The case is aimed at pointing out the basic nuances of entrepreneurship without a profit motive and the challenges faced in the course of achieving the same. Study level/applicability This case could be a part of the Entrepreneurship course in a Post-Graduate Program in Business Management. In case of an Executive Education Program, this case can be used to facilitate issues in Entrepreneurship Development and Non-Profit Marketing. Case overview The present case is a field-based illustrative study on Xplant, a unit set up by Xavier Research Foundation to promote production and selling of seasonal and ornamental plants with accessories to prospective buyers. The uniqueness about the organization was that it was solely governed and run by the students of Biotechnology Course at Xaviers College, Ahmedabad, India. However, in early 2012, it was found that the organization was facing a lot of issues such as competition, lesser demand and lack of motivation of the employees (students). All of which were taking the unit away from achieving sustainability. Expected learning outcomes Understanding the basics of a new venture and entrepreneurship; understanding the role of the team members in promoting the entrepreneurship venture; role of leadership in entrepreneurship; impact of independence of the entrepreneur and transference of business vision on long-term success of the venture; role of environment in success/failure or entrepreneurial ventures; and problems faced by entrepreneurship ventures. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email subhadip.roy@iimu.ac.in to request teaching notes.
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Malcienė, Dr Zita, Laima Skauronė, and Dr Rasa Glinskienė. "Youth Entrepreneurship Promoting in Rural Municipality Situation and Challenges." International Journal of Social Sciences and Humanities Invention 7, no. 06 (June 6, 2020): 5988–94. http://dx.doi.org/10.18535/ijsshi/v7i06.01.
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State and society goes through strong change processes impacting social, economic, cultural and especially – demographic situation and development of rural municipalities. Youth entrepreneurship promotional environment is defined by these processes as well as conditions forming this environment. Young people reaching for the expression and creativity in the sociocultural environment are the most active part of the society. Many researches declare importance of municipal participation in entrepreneurship education, help youth ideas realization in society, competitions, support or sponsorship, but real situation reveals problems and important challenges .This article describes entrepreneurship concept and factors stimulating entrepreneurship. In order to clarify entrepreneurship promotion situation in rural municipality, Rokiškis regional municipality was chosen as the municipality having lowest numbers of young people in Lithuania.
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Fulgence, Katherine. "Assessing the status of entrepreneurship education courses in higher learning institutions." Education + Training 57, no. 2 (March 16, 2015): 239–58. http://dx.doi.org/10.1108/et-05-2013-0063.
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Purpose – The purpose of this paper is to assess the status of entrepreneurship courses offered in education schools. It provides recommendations for how to address the existing challenges by developing entrepreneurship initiatives in education schools. Design/methodology/approach – A survey was circulated to the management of all education schools in Tanzania, respective entrepreneurship educators and graduates from these schools. Random sampling was used to select teachers who had graduated from education schools. Findings – The findings show that all education schools have an entrepreneurship module in the development studies course, which is mandatory for all students in first year. From 2008 to date, six education schools (31.6 per cent) have introduced stand-alone courses at undergraduate level reflecting entrepreneurship in their title and 68.4 per cent are planning to introduce entrepreneurship courses both at undergraduate and postgraduate level. Although entrepreneurship educators demonstrate subject specialty, they use traditional teaching and assessment techniques. The lack of books on entrepreneurship and the large number of students were cited as the main challenges affecting their role as subject facilitators. Research limitations/implications – The study was limited to education schools in higher education institutions. Similar studies in non-business disciplines need to be conducted to establish how entrepreneurship is developed among graduates of higher education institutions. Practical implications – The study recommends that the management of all education schools should be made aware of the need to provide courses in entrepreneurship, to integrate experiential learning and innovative techniques in the teaching and assessment processes and to involve students in extra-curriculum activities. Originality/value – This is the first study to be conducted in Tanzanian higher education institutions that focuses on the teaching of entrepreneurship to education school students.
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Dovbiy, I. P. "ENTREPRENEURSHIP EDUCATION: CHALLENGES AND THE DEMANDS OF THE DIGITAL ECONOMY." «Современная высшая школа инновационный аспект», no. 4 (2017): 44–54. http://dx.doi.org/10.7442/2071-9620-2017-9-4-44-54.
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Duval-Couetil, Nathalie. "Assessing the Impact of Entrepreneurship Education Programs: Challenges and Approaches." Journal of Small Business Management 51, no. 3 (June 13, 2013): 394–409. http://dx.doi.org/10.1111/jsbm.12024.
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Damásio, Manuel José, and Joana Bicacro. "Entrepreneurship education for film and media arts." Industry and Higher Education 31, no. 4 (June 8, 2017): 253–66. http://dx.doi.org/10.1177/0950422217713110.
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Entrepreneurship education is a complex topic that can be discussed from a variety of perspectives. One key question in the discussion concerns how one can adapt the general core principles of entrepreneurship education, many of which are closely linked to business education, to other academic areas that currently lack this type of education. This article discusses the challenges of developing a model of entrepreneurship education for the creative industries sector. Focusing specifically on film and media arts education, the authors examine the results of a qualitative and quantitative study of both industrial and educational (teachers and students) stakeholders’ perceptions of the relevance and role of entrepreneurship education in this field. In light of the results of the study, the authors propose a strategy and methodology for entrepreneurship education for the creative industries.
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Kenney, Matthew, and Bahaudin G. Mujtaba. "Entrepreneurs Entering The Higher Education Market To Make A Difference: The Kenney College Of Entrepreneurship." Journal of Business Case Studies (JBCS) 4, no. 1 (June 27, 2011): 99. http://dx.doi.org/10.19030/jbcs.v4i1.4749.
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Higher education today is becoming more complex than ever and entrepreneurs are capitalizing on this market by making it more competitive and, hopefully, better. The Kenney College of Entrepreneurship, as one example, leverages the strengths of the established online operating systems in higher education, while implementing innovative strategies that will enhance student-professor interaction and student learning in a cyber environment. The key to the Kenney College of Entrepreneurships strategy is appreciating the fact that entrepreneurs tend to learn differently than most other students and are interested in having some control in designing their learning outcomes. Therefore, this case discusses an innovative student-professor pedagogical model that is employed by the Kenney College of Entrepreneurship. The model strives to satisfy each students internal locus of control and the colleges desire to build a premium brand by emphasizing the humanistic, scholarly, and practical aspects of entrepreneurship. The case further discusses some of the challenges and opportunities facing educators and administrators.
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Arikpo Sampson Venatius, Aede Hatib Musta'amal, Ogumbe Boniface Ekwok, and Otu Aniema Edet. "Growing Metalwork Craft Businesses through the Lens of Entrepreneurship Education." International Journal of Entrepreneurial Research 4, no. 1 (December 2, 2020): 4–9. http://dx.doi.org/10.31580/ijer.v4i1.1523.
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The problems of unemployment and poverty among technical education graduates require students to develop employability skills. One way of solving these problems is through the effective teaching of entrepreneurship education, especially at technical-based higher institutions. The research adopted the narrative review approach that seeks to give an understanding of current knowledge on the rationale of metalwork craft, the concept of entrepreneurship education, school-based enterprise and their usefulness for graduates’ employment and productivity in Nigerian. The review showed that entrepreneurship education in the Nigerian higher education institutions seems to be more about creating entrepreneurship awareness, as against the practical approach, which is a means for developing entrepreneurship skills. Some challenges were highlighted that impede the successful implementation of entrepreneurship studies in Nigeria and recommendations made towards the practical realization of entrepreneurship education in our higher institutions.
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Fernandez Hurtado, Saul Rick, and Luz Angela Martinez Martinez. "Challenges to Undertake and Innovate in Colombia: Is the New Problematic of the 21st Century?" International Education Studies 11, no. 3 (February 25, 2018): 29. http://dx.doi.org/10.5539/ies.v11n3p29.
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Entrepreneurship in general brings with it certain challenges and risks, which generate a long learning path before reaching success; Colombia for example, there is a complex panorama, the entrepreneurs are limited, and the entrepreneurship projects are not executed with totality. Therefore, the article´ objective is to identify the main factors that impede the work of undertaking in Colombia; supported by sources of descriptive information from previous studies focused on the transition from academia to industry, which were elaborated by recent students and graduates students in Colombia. The above, allowed to synthesize that the main obstacles of entrepreneurship are framed in collective and cultural thinking, or academic training in the face of entrepreneurship where a bureaucracy, tramitology and innovation end with the visible need to restructure sociocultural and business models, generating an efficient and constant transition that leads to the economic development of the country increasing, in turn, the quality of life of society.
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Grivokostopoulou, Kovas, and Perikos. "Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education." Sustainability 11, no. 20 (October 12, 2019): 5623. http://dx.doi.org/10.3390/su11205623.
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Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.
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Thobile N Radebe. "The Challenges/Barriers Preventing the South African Youth in Becoming Entrepreneurs: South African Overview." Journal of Economics and Behavioral Studies 11, no. 4(J) (September 26, 2019): 61–70. http://dx.doi.org/10.22610/jebs.v11i4(j).2921.
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Youth entrepreneurship is commonly measured as a significant determinant of poverty reduction, economic development and job creation but the participation of the youth in entrepreneurship is worrisome. Against this background, this study aims to evaluate the challenges that are preventing the youth in starting their own businesses. A qualitative research approach was adopted to enable the use of secondary data literature. The research methodology was undertaken by systematically reviewing and contextualizing the literature regarding the challenges preventing the youth from participating in entrepreneurship activities. The data was analyzed using thematic content analysis. The results showed that the lack of education, society’s attitude towards youth entrepreneurship, lack of access to finance and a poor entrepreneurship culture are the barriers that prevent youth from engaging in entrepreneurial activities. A policy implication arising from these findings is that there is a need for entrepreneurship education, better support from society and the provision in terms of the easy access to finance.
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Dr.K. Ganga Raju, Dr K. Narendra Kumar,. "SCOPE OF PROMOTING INNOVATIONS IN RURAL ENTREPRENEURS AND ARTISANS IN WEST GODAVARI DISTRICT,ANDHRA PRADESH." Psychology and Education Journal 57, no. 9 (March 22, 2021): 6090–95. http://dx.doi.org/10.17762/pae.v57i9.2678.
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Rural Entrepreneurship development set as A challenge in this scenario of globalization. 68.84 % of people live in rural areas of India, according to the 2011 Census. People in rural areas are suffering from unemployment and inadequate infrastructure facilities that can be addressed through rural entrepreneurs' growth. "Rural entrepreneurship can be defined as village-level entrepreneurship such as farming, business and acts as a powerful economic development factor." But these rural entrepreneurs are suffering from a number of problems, such as fear of risk, lack of capital, illiteracy and urban entrepreneurial rivalry. By providing job opportunities to citizens in cities, rural entrepreneurs raise the quality of life and buying power of people. In the sense of rural growth in India, this paper is an effort to explain the problems and challenges of rural entrepreneurship, artisans and potential suggestions to address the problems.
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Tarekegne, Wudu Melese, and Alebachew Hailu Gelaneh. "The Practice of Entrepreneurship Education through Extracurricular Activities in Higher Education: Students Perspective." IJEBD (International Journal Of Entrepreneurship And Business Development) 3, no. 1 (September 30, 2019): 1–13. http://dx.doi.org/10.29138/ijebd.v3i1.817.
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This study was aimed at investigating the practice of entrepreneurship education through extracurricular activities in higher education from students perspective. To achieve this objective descriptive survey research design was used. Data were collected from university students. Accordingly, four universities were selected as sample universities by using simple random sampling technique. From these sample universities departments that give entrepreneurship course with all its students were taken as sample of the study. Data were collected by using questionnaire and interview from the participants. The result shows that students have participated in extracurricular activities and have a willingness to participate if they get an opportunity. However, students did not participated in business plan competition outside the university, company visit, competition events between students and external stakeholders, seminars and workshops. The major challenges identified are lack of funding available to support the entrepreneurship education, lack of support from the top management and the government and lack of teachers support and encouragement of students practice of entrepreneurship education through extracurricular activities.
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Hakami, Sami. "The Role of Social Entrepreneurship in Community Development. A Case Study of Social Entrepreneurship in Saudi Arabia." Psychology and Education Journal 58, no. 2 (February 4, 2021): 154–61. http://dx.doi.org/10.17762/pae.v58i2.1065.
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Social entrepreneurship is taking shape in Saudi Arabia. The country, like most of the entire Middle East, is famous for socially innovative approaches. Saudi Arabia much supports its social norms through a conservative culture. However, the emergence of social issues grants the urge to bring more opportunities to the community. Saudi Arabia boasts immense opportunities in entrepreneurship. In 2019, Global Entrepreneurship Monitor acknowledged good options to start businesses in the country. About 76.3 percent of the population foresaw an excellent climate for business encounters. Youth unemployment in the country remains one of the challenges despite the rapid changes over the years. It is one of the significant challenges meant to be solved through social entrepreneurship. People from diverse social backgrounds remain ambitious through the government’s 2030 initiative. Social entrepreneurship is mainly persuaded through vision 2030’s pillars; an ambitious nation, a thriving economy, and a vibrant society. A flourishing economy best fits Saudi’s vision, enhancing a wide array of social opportunities through entrepreneurship. The paper addresses the role of social entrepreneurship and community development in Saudi Arabia. There is a literature review focusing on social entrepreneurship theories aiding in the appropriate determination of the current practices in Saudi Arabia. The current status of social entrepreneurship in Saudi Arabia is also discussed.
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Lackéus, Martin, Mats Lundqvist, and Karen Williams Middleton. "Bridging the traditional-progressive education rift through entrepreneurship." International Journal of Entrepreneurial Behavior & Research 22, no. 6 (September 5, 2016): 777–803. http://dx.doi.org/10.1108/ijebr-03-2016-0072.
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Purpose The purpose of this paper is to use entrepreneurship to bridge the traditional-progressive education rift. Design/methodology/approach The rift between traditional and progressive education is first deconstructed into five dualisms. Conceptual question-based analysis is then applied to determine if and how three entrepreneurial tools could contribute to bridging this rift; effectuation, customer development and appreciative inquiry. Finally, pattern-based generalizations are drawn from this analysis. Findings Patterns in the analysis motivate the articulation of an overarching educational philosophy – learning-through-creating-value-for-others – grounded in entrepreneurship and capable of bridging the educational rift. Research limitations/implications Only three entrepreneurial tools are included in the conceptual analysis, signifying a need to explore whether other tools could also help teachers bridge the traditional-progressive education rift. Entrepreneurial tools and the new educational philosophy manifesting entrepreneurship could also need to be further contextualized in order to be useful in education. Practical implications The tentatively new educational philosophy has been shown to be capable of bridging five dualisms in education which are currently problematic for teachers in their daily practice, and to remedy teacher challenges such as complexity, lack of resources, assessment difficulties and student disengagement. Originality/value An educational philosophy grounded in entrepreneurship has arguably not been proposed previously. Contrasting existent educational philosophies, this new philosophy goes beyond learning-through to also emphasize creating-value-for-others. This could facilitate bridging between traditional and progressive education, one of the most important challenges in education. It could also be used to facilitate the infusion of entrepreneurship into general education.
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Blenker, Per, Stine Trolle Elmholdt, Signe Hedeboe Frederiksen, Steffen Korsgaard, and Kathleen Wagner. "Methods in entrepreneurship education research: a review and integrative framework." Education + Training 56, no. 8/9 (November 4, 2014): 697–715. http://dx.doi.org/10.1108/et-06-2014-0066.
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Purpose – Research in entrepreneurship education faces substantial tensions and methodological challenges. Building on a review of extant empirical studies in the field, the purpose of this paper is to develop an integrative methodological framework for studying entrepreneurship education. Central questions are: What forms of entrepreneurship education research exist? Which data sources, research methods and approaches are used in this research? What are the methodological strengths and weaknesses of entrepreneurship education research? How can entrepreneurship education research be improved methodologically? Design/methodology/approach – The paper combines a literature review with a conceptual discussion. The review identifies 88 journal articles reporting empirical studies of entrepreneurship education published between 2002 and 2012. The literature is coded according to method used, type of study, data collection and analysis techniques. From the analysis of the reviewed literature, a conceptual discussion of the advantages and drawbacks of various methods is undertaken, and an integrated approach to entrepreneurship education research is proposed. Findings – Research in entrepreneurship education is fragmented both conceptually and methodologically. Findings suggest that the methods applied in entrepreneurship education research cluster in two groups: first, quantitative studies of the extent and effect of entrepreneurship education; and second, qualitative single case studies of different courses and programmes. Benefits and drawbacks haunt both clusters. Quantitative studies bring objectivity, comparability and generalizability, but show limited appreciation of the heterogeneity of the education they seek to measure. Qualitative single case studies are ripe with contextually sensitive descriptions and best pedagogical practices, but suffer from limited comparability and generalizability as well as severe biases of teacher-researcher conflation. Originality/value – The suggested methodological framework builds on a systematic review of the research methods applied in extant entrepreneurship education research. It integrates qualitative and quantitative techniques, the use of research teams consisting of insiders (teachers studying their own teaching) and outsiders (research collaborators studying the education) as well as multiple types of data. To gain both in-depth and analytically generalizable studies of entrepreneurship courses and programmes, the suggested framework integrates the empirical sensitivity of qualitative techniques and diverse research positions, with the rigour of quantitative measures. The authors argue that studies of entrepreneurship education benefit from this integration. Furthermore, the authors describe a variety of helpful methods, explore the potential relation between insiders and outsiders in the research process and discuss how different types of data can be combined. The integrated framework urges researchers to extend investments in methodological efforts and to enhance the in-depth understanding of the dynamics and challenges of teaching entrepreneurship.
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Bisanz, Andrea, Susanne Hueber, Johannes Lindner, and Eva Jambor. "Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 142–56. http://dx.doi.org/10.2478/dcse-2019-0024.
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Abstract This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.
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Kao, Raymond W. Y. "ENTREPRENEURSHIP EDUCATION: A CHALLENGE TO CANADIANS." Journal of Small Business & Entrepreneurship 9, no. 3 (January 1992): 2–3. http://dx.doi.org/10.1080/08276331.1992.10600401.
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Rudhumbu, Norman, EC (Elize) du Plessis, and Cosmas Maphosa. "Challenges and opportunities for women entrepreneurs in Botswana: revisiting the role of entrepreneurship education." Journal of International Education in Business 13, no. 2 (May 6, 2020): 183–201. http://dx.doi.org/10.1108/jieb-12-2019-0058.
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Purpose The purpose of this paper is to investigate challenges faced by and opportunities open to women entrepreneurs in Botswana and how entrepreneurship education can boost their knowledge and skills of doing business profitably and contribute to women empowerment. Design/methodology/approach In total, 400 women entrepreneurs of different ages, educational levels and from trades and different geographical locations were selected using a stratified random sampling procedure to participate in the study from ten towns and cities in the country. A structured questionnaire that used a five-point Likert scale was used for data collection. One-way ANOVA, regression analysis and descriptive statistics were used as tools for data analysis. Findings Findings showed that women entrepreneurs faced a complex web of challenges among which were access to finance, lack of training leading to lack of technical skills, lack of knowledge of sources of financing and technical support, high competition in the market, marginalisation of women and lack of knowledge of marketing strategies. The key findings were that while women entrepreneurs faced a number of challenges, the legal and regulatory environment in Botswana was highly conducive and supportive of women entrepreneurship and also that customised entrepreneurship education and training offered opportunities for women entrepreneurs to enhance their knowledge and technical skills. Research limitations/implications The study only used a quantitative approach to collect data. It could have perhaps been more enriching if a mixed-methods approach were used to help probe the participants more. The study also only used women entrepreneurs in cities and towns. Perhaps, it could have also got some women entrepreneurs from rural areas to hear what they say. These limitations will be addressed in future studies. Practical implications Practical implications of the study are that women entrepreneurs need more training in business entrepreneurship for them to gain more knowledge and skills; finance houses become more accommodating to women entrepreneurship they could help in the empowerment of these people as they show potential in their businesses; and if more pro-women entrepreneurship policies are developed, they could enhance the activities of women entrepreneurs. Social implications Women can perform as much as men in business if given the necessary support. Originality/value This study contributes to the body of knowledge on women entrepreneurship as it helped expose challenges women entrepreneurs face as well as opportunities for them to take advantage of and improve their business operations.
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Nkirina, Severina P. "The challenges of integrating entrepreneurship education in the vocational training system." Journal of European Industrial Training 34, no. 2 (March 2, 2010): 153–66. http://dx.doi.org/10.1108/03090591011023998.
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Kamar, Khalil, Iorhemen Terzungwe, and Sani Muhammad. "ENTREPRENEURSHIP EDUCATION: A PANACEA FOR JOB CREATION AND SUSTAINABLE DEVELOPMENT IN NIGERIA." International Journal of Innovative Research in Education, Technology & Social Strategies 8, no. 1 (March 25, 2021): 11–25. http://dx.doi.org/10.48028/iiprds/ijiretss.v8.i1.02.
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The main task of entrepreneurship education is to prepare young people to enter the labor market, as well as to develop a sense of initiative and entrepreneurial skills among them. Therefore, it is important how national education systems adapt to changing skill requirements within a globalized economy. This study examines Entrepreneurship Education as a Panacea for Job Creation and Sustainable Development in Nigeria. Human capital theory (HCT) and Risk taking theory (RTT) guided the study. Among other concern areas examined in this study include; literature review, concept of entrepreneurship, basic aspects of an entrepreneur, entrepreneurship education and job creation, brief history of entrepreneurship, benefits of Entrepreneurship for sustainable development, contribution of entrepreneur in development of Nigeria economy, challenges and possible solutions and conclusion was drawn. It was however, recommended that the government should give adequate attention to entrepreneurial development in the country through the provision of good economic environment to encourage individual participation in business while this is guaranteed entrepreneurship will thrive and consequently improve economic growth.
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Henry, Colette, Albert Titterington, and Kate Wiseman. "Developing Industry-Sponsored Entrepreneurship Education Programmes." Industry and Higher Education 12, no. 3 (June 1998): 147–54. http://dx.doi.org/10.1177/095042229801200304.
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This paper relates the specific experiences of Dundalk Institute of Technology – DKIT (formerly Dundalk Regional Technical College) – in instigating a new entrepreneurship training programme in conjunction with the Irish concentrate plant of Coca-Cola. Launched in January 1996 with the support of both Coca-Cola Atlantic (Drogheda) and the Coca-Cola Foundation in Atlanta, the Coca-Cola National Enterprise Award targeted young Irish graduates with a business idea at the concept stage and offered them the opportunity to develop their ideas into meaningful commercial propositions. The programme combined formal education with practical workshops, assessment sessions, mentoring and financial reward, and allowed participating graduates to gain a recognized qualification – an NVQ in Owner Management Business Planning. Through the initiative, a three-way partnership of industry higher education and the state was formed to provide comprehensive support to aspiring entrepreneurs. The challenges posed in managing such a complex arrangement are discussed in this paper, as are the difficulties of delivering such a programme on a nation-wide scale. The participating entrepreneurs were surveyed at the end of the programme to gauge their reaction to the support they had received and their views are summarized and presented here. The authors also report on the entrepreneurs' progress one year after completing the programme and examine the contribution of such an initiative to the overall existing enterprise support structure.
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Vorbach, Stefan, Elisabeth Poandl, and Ines Korajman. "Digital Entrepreneurship Education - The Role of MOOCs." International Journal of Engineering Pedagogy (iJEP) 9, no. 3 (June 11, 2019): 99. http://dx.doi.org/10.3991/ijep.v9i3.10149.
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Digital entrepreneurship has gained more attention in theory and practice in recent years. Among other forms of digital entrepreneurship education, MOOCs (mas-sive open online courses) are one of the strongest trends and influence the content and flow of teaching and learning. The paper contributes to a better understanding of the necessary skills, opportunities and risks arising from the use of MOOCs as a new way of teaching entrepreneurship. It empirically examines challenges and drivers for the use of MOOCs as a novel pedagogical concept. The results show that a lack of self-discipline to complete a MOOC and a lack of interaction with others are the main obstacles compared to lectures with compulsory univer-sity attendance. However, the results also show that MOOCs are flexible in time and space and can thus facilitate the accessibility of education, especially entre-preneurial education.
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Mandel, Richard, and Erik Noyes. "Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs." Education + Training 58, no. 2 (February 8, 2016): 164–78. http://dx.doi.org/10.1108/et-06-2014-0067.
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Purpose – The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to offering experiential entrepreneurship and identify affordable, viable options. Surveying undergraduate program deans, chairs and administrators, the authors inventory and analyze experiences offered in top entrepreneurship programs. The target audience for the research is entrepreneurship education researchers and business program leaders. Design/methodology/approach – The methodology is a survey approach. A survey was sent to the entrepreneurship program leaders of the “Top 25” business schools according to recently published rankings. In total, 57 percent of the target population responded to the survey. Findings – The authors find that credit-yielding experiential entrepreneurship offerings are abundant. Yet an array of challenges constrain the growth this mode of delivery – including finding suitable faculty, mentors and other support resources. Research limitations/implications – A potential limitation of the study is its focus on “Top 25” undergraduate entrepreneurship programs, as this may not be reflective of activity in the wider sample of entrepreneurship programs. Practical implications – The first inventory of its kind, this study provides vital knowledge about the array of practices by leading programs. The study may be used to drive benchmarking and further innovation by leaders of entrepreneurship programs. Originality/value – To the best knowledge of the authors, this is the most comprehensive, recent study of undergraduate, experiential entrepreneurship education.
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Maina, Sule. "The Role of Entrepreneurship Education on Job Creation among Youths in Nigeria." International Letters of Social and Humanistic Sciences 15 (October 2013): 87–96. http://dx.doi.org/10.18052/www.scipress.com/ilshs.15.87.
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The progress of a nation is a function of the level of the resourcefulness of the people which to a great extent, relates to the level of quality of the training and purposeful development of education in that nation. Such progress or development could only occur when an individual in the society is gainfully employed and per capital income is enhanced. This could only be possible when government educational policies are geared towards a functional education that can lead to job creation and also self reliance. Entrepreneurship education is a means through which government could attain such development in the society. Therefore, this paper examines how the role of entrepreneurship education and how it could help in job creation in Nigeria. The challenges of quality entrepreneurship education were also discussed. Finally, the paper advanced some suggestions on how to overcome the challenges so as to reduce unemployment and enhances job creation in Nigeria.
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Jones, Colin, Kathryn Penaluna, Andy Penaluna, and Harry Matlay. "The changing nature of enterprise: Addressing the challenge of Vesper and Gartner." Industry and Higher Education 32, no. 6 (October 9, 2018): 430–37. http://dx.doi.org/10.1177/0950422218804075.
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During the course of the past 30 years, a challenge made to entrepreneurship educators has gone unaddressed. While acknowledging that there has never been a more exciting time to be an enterprise educator, we suggest that there has also never been a more challenging time. On the one hand, the changing nature of employment landscapes globally is forcing a freelancer world on us all. In this new world, our students must increasingly be capable of developing an enterprising career, regardless of any additional start-up aspirations. Conversely, the legitimacy of our teaching practice remains challenged at a level slightly above the student–educator interface. These concerns tend to question our collective purpose and relevance. This article seeks to offer a holistic framework through which enterprise and entrepreneurship educators can act in greater unison. In doing so, it also aims to move us collectively on from the current focus of our scholarly writings to analyse more deeply how we promote and define our purpose and relevance as enterprise and entrepreneurship educators. Our observations inform us that the greater challenge lies not in finding a starting point for new ideas in enterprise education, but rather in engaging all key stakeholders and developing an inclusive scholarship of teaching. At a time when higher education stands accused of failing graduates, we offer leadership on addressing long-running challenges in our field of education.