Relevant bibliographies by topics / Curriculum of entrepreneurship education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Curriculum of entrepreneurship education'

Author: Grafiati
Published: 26 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Curriculum of entrepreneurship education"

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Prakapas, Romas, and Gintautė Žibėnienė. "POSITION OF ENTREPRENEURSHIP EDUCATION IN LITHUANIAN GENERAL EDUCATION CURRICULUM AND IN EDUCATIONAL PROCESS IN GENERAL EDUCATION SCHOOL." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 26, 2017): 163. http://dx.doi.org/10.17770/sie2017vol2.2272.

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Entrepreneurship, as one of today’s most relevant competences, is widely discussed in the public space. We must admit that scientific discussions have not yet led to a unanimous definition of the phenomenon, although the studies themselves are quite abundant. On the other hand, considering the social reality as being subject to constant change, it is also important to analyse the documents which are directly related to change of content of the said education. Scientific problem can be set as follows: what entrepreneurship education is provided in today’s general education school of Lithuania. Purpose – toreveal position of entrepreneurship education in Lithuanian general education curriculum and in educational process in general education school. It analysed the regulations on the Lithuanian general school curriculum content of the school year 2016-2017 in terms of the development of entrepreneurship: strategies, curricula, resources, etc. The analysis shows that in terms of modelling of curriculum formal education is aimed at training entrepreneurship following the principles of holistic approach, integrity and consistency. Lithuanian general curricula for general education are modelled in such a way that the learners integrally understand entrepreneurship, from different perspectives of subjects, as an integral competence.
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Karim, Mohd Sufian Abdul. "Entrepreneurship Education in an Engineering Curriculum." Procedia Economics and Finance 35 (2016): 379–87. http://dx.doi.org/10.1016/s2212-5671(16)00047-2.

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Nyukorong, Remy. "A proposed entrepreneurship education curriculum framework." International Journal of Higher Education and Sustainability 2, no. 2 (2018): 81. http://dx.doi.org/10.1504/ijhes.2018.096104.

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Nyukorong, Remy. "A proposed entrepreneurship education curriculum framework." International Journal of Higher Education and Sustainability 2, no. 2 (2018): 81. http://dx.doi.org/10.1504/ijhes.2018.10017327.

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Martin, W. Marty, John Mazzeo, and Briana Lemon. "Teaching Public Health Professionals Entrepreneurship: An Integrated Approach." Journal of Enterprising Culture 24, no. 02 (June 2016): 193–207. http://dx.doi.org/10.1142/s0218495816500084.

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Entrepreneurship is reflected in mass media and pop culture by television shows like Shark Tank and The Profit. In fact, entrepreneurship was characterized as the hype of the 1990s (De Leeuw, 1999) and entrepreneurship education has since been described as booming (Fayolle, 2013). The increase in college degree programs in entrepreneurship has been documented by a range of researchers (Jones et al., 2012; Kuratko, 2005; Wakefield, 2012). Recently, such entrepreneurship programs have begun to extend across campuses and beyond the walls of business schools. Such cross campus programs are currently to be found in curricula in the arts, the sciences, and engineering, as well as in medical schools (Nambisan, 2015). The aim of the present paper is to describe an interdepartmental entrepreneurship curriculum with extra-curricular activities developed at DePaul University in Chicago, Illinois, for graduate students in public health. Before describing this entrepreneurship curriculum, the changing healthcare landscape is briefly reviewed; the conceptual links between entrepreneurship and the social determinants model of health explored, and entrepreneurship education in the health professions discussed. Shepherd and Patzelt (2015) assert that entrepreneurship scholarship has pushed health topics largely to the periphery. This paper represents an attempt to bring entrepreneurial education among public health professionals closer to the core of healthcare.
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Ulya, Inayatul. "Entrepreneurship Education in Islamic Higher Education (Paradigm of Higher Education Curriculum Development Based on Entrepreneurship)." Ijtimā'iyya: Journal of Muslim Society Research 3, no. 1 (October 25, 2018): 37–56. http://dx.doi.org/10.24090/ijtimaiyya.v3i1.1726.

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One of proplems of Islamic Higher Education is the lack of competence of its graduates so that the output of higher education do not have the competence expected and needed by society and have low competitiveness in the world of work. The conditions also supported by the fact that the majority of college graduates tend to be more as a job seeker rather than creators of jobs. Base on these conditions, Islamic Higher Education need to evaluate, such as by implementing entrepreneurship education. This study used a qualitative research with a primary focus on curriculum studies in Islamic Higher Education through the identification of problems and needs based curriculum development of entrepreneurship. The final result of this research is the design of a curriculum model Islamic Higher Education based entrepreneurship. While implementation of this research is the integration of entrepreneurship in the vision, mission and goals of Islamic Higher Education, the graduate profile, the values are developed and the structure of subjects. The benefits of entrepreneurship education in the development of Muslim communities can be a spirit of expanding employment, encouraging economic power, the emergence of Muslim entrepreneurs and fostering a work ethic for Muslim communities
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Allahar, Haven, and Candace Brathwaite. "Entrepreneurship education for executive MBAs." Industry and Higher Education 31, no. 5 (July 17, 2017): 305–17. http://dx.doi.org/10.1177/0950422217718764.

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Entrepreneurship courses are now a feature of the curricula of many tertiary-level business schools. While there is a growing body of research on the subject of entrepreneurship education and learning, studies of the executive master of business administration (EMBA) are relatively sparse. This article offers an example of an entrepreneurship course specifically tailored to the more mature and experienced EMBA participants. The curriculum offered in this article is the result of 25 years of teaching, testing and refining of content and learning approaches in a university setting. The argument is that the course, as currently designed, can serve as a template for courses to be conducted in business schools located in similar cultural contexts and economic environments.
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Kazakeviciute, Agne, Renata Urbone, and Monika Petraite. "Curriculum development for technology-based entrepreneurship education." Industry and Higher Education 30, no. 3 (June 2016): 202–14. http://dx.doi.org/10.1177/0950422216656050.

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University-based entrepreneurship education is facing a paradigm shift between the classical ‘business school’ and the contemporary cross-disciplinary ‘technology venturing’ approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured ‘business planning and executing’ following a tradition of management education, and ‘opportunity search and exploitation’, following Schumpeterian entrepreneurial thought and reflecting the method common to cross-disciplinary discoveries in science, thus reflecting the nature of entrepreneurship. In the latter approach, the entrepreneurship curriculum is built as a platform for the interaction of a variety of disciplines to enhance cross-disciplinary thinking. Based on a comparative analysis of internationally acknowledged entrepreneurship education programmes, this article presents the cross-disciplinary and cross-cultural approach to the technology entrepreneurship curriculum development for undergraduates at Kaunas University of Technology in Lithuania. The method relies on the sequential development of individual, team-based and business skills. These three levels of competence development build the framework for the curriculum design and course didactics, which focus on mixed group work, international curriculum design and teaching, and participation in international innovation challenges. The efficiency of the method was assessed using student entrepreneurial attitude testing (at the start and end of the course) and international student achievement testing (achievements in the international business idea contest). The article offers an insight into the development of a technology-based entrepreneurship curriculum which is relevant to universities in Europe and worldwide.
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Amatucci, Frances M., Nelson Pizarro, and Jay Friedlander. "Sustainability: A paradigmatic shift in entrepreneurship education." New England Journal of Entrepreneurship 16, no. 1 (March 1, 2013): 7–18. http://dx.doi.org/10.1108/neje-16-01-2013-b001.

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This article proposes that sustainability represents a paradigmatic shift from traditional perspectives in entrepreneurship education. This “call to action” argues that it is imperative for entrepreneurship scholars and practitioners to add sustainability to academic curricula and consulting support activities. The evolutionary development of entrepreneurship from the traditional profit-oriented perspective to sustainable entrepreneurship is described. A case study of an academic institution, which has successfully incorporated sustainability principles into its curriculum, is provided.This article is among the first that details the importance of a paradigmatic shift because “business as usual” is no longer effective in the twenty-first century.
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Schultz, Christian. "Entrepreneurship Education an Hochschulen." WiSt - Wirtschaftswissenschaftliches Studium 49, no. 10 (2020): 4–10. http://dx.doi.org/10.15358/0340-1650-2020-10-4.

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In Deutschland werden immer weniger Start-ups in der Wissenswirtschaft gegründet. Frühindikatoren, wie Gründungsabsicht oder die Vorbereitung von Gründungsaktivitäten, verharren auf geringem Niveau. Um die Anzahl der Start-ups zu steigern und das Gründungspotential zu erhöhen, wird die Entrepreneurship Education an deutschen Hochschulen ausgeweitet. Ein balanciertes Curriculum, das die unternehmerische Entfaltung der Studierenden adäquat fördert, entfaltet viele positive Effekte.
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Dissertations / Theses on the topic "Curriculum of entrepreneurship education"

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Disi, David Alan. "Education for Sustainable Development| Business School Preparation of Student Social Entrepreneurs." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976701.

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The research examines the state of social entrepreneurship curricula, that is, programs that combine education for sustainable development and traditional business entrepreneurialism instruction, at leading business school MBA programs in the United States. The research seeks to contribute to understandings of how sustainable development and entrepreneurial curriculum can be best integrated to enhance the training of social, or sustainable development, entrepreneurs. The research shows how sustainability leadership theories have become increasingly important to businesses and their corporate strategies, and then focuses specifically on entrepreneurial ventures to determine if any models of social enterprise education have been devised by experts in the fields of business, entrepreneurship, or sustainability. This research then shows that theories that incorporate sustainable development principles into basic business and entrepreneurial theory do exist. The field research then examines the presence of these social entrepreneurship-related training and resources in MBA curricula and shows that there is still an absence of comprehensive curricula that incorporate sustainability leadership into university-level coursework on entrepreneurship and business. The second part of the field research synthesizes the feedback of social enterprise practitioners, i.e. individuals with an MBA from a top-rated school are involved in the creation and running of social enterprise, on the efficacy of this training offered and at top-rated MBA programs and on the effectiveness of the current social enterprise curricula and how to further develop social enterprise training in these top-rated MBA programs and also in other MBA programs.

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Chaplin, Shimon. "Inculcating values through entrepreneurship : research into an Israeli curriculum project." Thesis, Anglia Ruskin University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341658.

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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
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Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.

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Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
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Ungar, Bethany. "Reflection Assignments in Undergraduate Business Education: Evaluation and Recommendations for Effective Implementation." Ohio University Honors Tutorial College / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ouhonors1587737540651443.

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Le, Roux Ingrid. "Economic and management science learning area of Curriculum 2005 and entrepreneurial orientation." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-11242003-170243/.

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Olivier, Marina. "The development of a model for the assessment of the subject entrepreneurship and business management at the N4 level using an outcomes based education approach." Thesis, Port Elizabeth Technikon, 2002. http://hdl.handle.net/10948/86.

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The focus of this study is on assessment in an Outcomes Based Education environment. The question arises as to how assessment of Entrepreneurship and Business Management-N4 can be changed to suit an Outcomes Based Education approach. Action research was used as the research methodology and the findings were reported as case studies. A sample of three colleges in the Eastern Cape was chosen to take part in the study. Only two modules of the Entrepreneurship and Business Management-N4 syllabus were adapted to suit an Outcomes Based Education approach, as the students still had to write the normal external examination at the end of the semester as required by the Department of Education. In the first two cycles the participants implemented Outcomes Based Education in the classroom using only the resources available at the college for the old education system. During the third cycle the researcher implemented Outcomes Based Education in the classroom under the same circumstances, but with the advantage that the researcher benefited from the reflections of the first two cycles. In order for assessment to meet the requirements of an Outcomes Based Education approach, it was necessary to change teaching practices as well. Important aspects such as group work, new assessment methods, the role of resource materials and the training of lecturers were included in the study. At the end of the third cycle a model for the assessment of Entrepreneurship and Business Management-N4 was developed. Recommendations on aspects such as students, lecturers, resources and assessment were made.
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Gutierrez, Zepeda Paulina Andrea. "Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2633.

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Entrepreneurs play a major role in the 21st century economy, especially in developing countries such as Chile. Entrepreneurial individuals generate innovative ideas, create jobs, and push older businesses to improve competitiveness. To encourage entrepreneurial skills and mindset among the next generation of students, different public and private initiatives have started to include entrepreneurship education (EE) in all levels of education, especially in higher education. Nowadays, EE is not only about business creation, it is about educating individuals to be capable of creating opportunities using entrepreneurial skills to deal with complex and uncertain environments. Yet, while much is known about how entrepreneurs not only create social, environmental, and economic value, the entrepreneurial process is still not understood well enough. This lack of understanding limits our ability to teach entrepreneurship. The purpose of this mixed methods study was twofold: (1) to explore relationships between faculty teaching perspectives, the experience of the faculty and student entrepreneurial intentions in required entrepreneurship courses at Chilean universities. From this information, I identified those faculty who seem to have differential impact on students entrepreneurial intentions (Phase I: quantitative, secondary data), and (2) to describe and explain how the entrepreneurship faculty define and think about entrepreneurship education and teaching methods (Phase II: qualitative, primary data). This study found that the required entrepreneurship courses in a Chilean university had no impact on student entrepreneurial intentions. However, the study also showed that faculty entrepreneurial experience might be a factor that impacts student entrepreneurial intentions. The qualitative part of the study indicated that while faculty hold a perspective in which entrepreneurship is more than simply business creation and are already using some "learning through" entrepreneurship pedagogical elements, but are still primarily basing classes on "learning for" entrepreneurship strategies such as business plan development.
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Abd, Hamid Munirah. "Entrepreneurship education : the implementation in Year 1 primary school curriculum in Malaysia : a case study of one district in East Peninsular Malaysia." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/6141/.

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In recent years, there has been an increasing interest in entrepreneurship education and it has taken hold across the world, including Malaysia. In 2011, the Malaysian Ministry of Education (MOE) reformed its primary school curriculum and introduced entrepreneurship education into the new curriculum on a cross-curricular basis. Based on field work undertaken in one of the districts in Malaysia, this study investigates the perceptions of a selected group of respondents concerning the implementation of the government’s new entrepreneurship education programme in Year 1. It looks at respondents’ understanding of the entrepreneurship element, their views on the purpose of its implementation and the pedagogical and political issues faced during the implementation process. The research also focuses on other important theoretical issues including curriculum reform, human capital and entrepreneurship education. This is a qualitative research study using a case study approach. It was conducted based on in-depth interviews with 48 respondents from five different groups of professionals (officers, headteachers, subject teachers, expert teachers and teachers’ trainers). Respondents were selected using different sampling methods and the acquired data were analysed using Nvivo 9 software. A thematic analysis approach was used to identify themes. The findings suggest that there were relatively different views on the concept and purpose of entrepreneurship education. Specific differences between the implementers (the teachers), headteachers and curriculum developers were also identified. Nevertheless, most respondents agreed that the implementation was a positive development and most respondents had similar opinions concerning the cross-curricular approach. As expected, the findings also showed that the lack of monitoring and poor training had slowed down the implementation. Since there has been little research carried out on entrepreneurship education in primary schools especially in Malaysia, this study will be relevant for the design of future policies in the region and future academic research. It not only reveals the respondents’ perceptions and the actual practice in schools, but it also contributes to the body of knowledge on entrepreneurship education and curriculum reform for future reference.
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Schray, Vickie Lynn. "A study of prospective entrepreneurs' perceptions of knowledge required for success : and its implications for curriculum development and revision." PDXScholar, 1990. https://pdxscholar.library.pdx.edu/open_access_etds/4146.

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The purpose of this study was to provide information to secondary, post-secondary and vocational teachers on what instructional areas should be taught to prospective entrepreneurs involved in pre-venture training. In addition it was hoped that information gained from the study would add to the existing body of knowledge on entrepreneurship education and validate entrepreneurship education practices in Oregon.
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Books on the topic "Curriculum of entrepreneurship education"

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Menzies, Teresa V. Entrepreneurship and the Canadian universities: Report of a national study of entrepreneurship education. St. Catherines, Ont: Faculty of Business, Brock University, 2004.

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Branch, Alberta Curriculum. Enterprise and innovation, program of studies. Edmonton, Alta: Alberta Education, Curriculum Branch, 1992.

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Education, Ontario Ministry of. Entrepreneuriat : affaires et commerce : cycle supérieur: Programme-cadre. [Toronto]: Le Ministère, 1990.

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Branch, Alberta Curriculum Standards. Enterprise & innovation: Guide to standards and implementation. --. Edmonton, AB: Alberta Education, Curriculum Standards Branch, 1992.

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Education, Alberta Alberta, Alberta Curriculum Branch, and Alberta. Alberta Education. Career and Technology Studies Program, eds. Enterprise and innovation 20-30: (Business education 10-20-30) (Basic business 20-30) : teacher resource manual February 1991-January 1992. [Edmonton]: Alberta Education, Curriculum Branch, 1991.

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Branch, Alberta Curriculum. Enterprise and innovation: Teacher resource manual. Edmonton, Alta: Alberta Education Curriculum Branch, 1992.

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Branch, Alberta Curriculum Standards. Enterprise & innovation: Guide to standards and implementation. Edmonton, Alta: Alberta Education, Curriculum Standards Branch, 1996.

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Schultz, Michael. National Post business studies program: A newspaper-based teaching guide for secondary school business studies curriculum. Don Mills, ON: National Post, 2000.

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Empirica, Wirtschafts- und Sozialwissenschaftliche Forschungs- und Beratungsgesellschaft., ed. Bildungswesen und Schritt in die wirtschaftliche Selbständigkeit. Bonn: Der Bundesminister, 1986.

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Branch, Alberta Curriculum Standards. Enterprise & innovation: Guide to standards and implementation. Edmonton, AB: Alberta Education, Curriculum Standards Branch, 1997.

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Book chapters on the topic "Curriculum of entrepreneurship education"

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Basheer, Az-har, and M. M. Sulphey. "Entrepreneurship Curriculum in Management Programmes: Benchmarking with the Curricula of Top International Universities." In Entrepreneurship Education, 121–34. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_6.

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Sekhar, Chandra, Manoj Patwardhan, and Vishal Vyas. "Developing a Curriculum for Entrepreneurship Education: Prioritizing the Content Using TOPSIS Method." In Entrepreneurship Education, 85–102. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_4.

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Kanagaraj, K., and Joy Mukhopadhyay. "Curriculum Reform for Entrepreneurship Education: An Exercise based on Focused Group Deliberations." In Entrepreneurship Education, 103–20. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_5.

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Amatucci, Frances M. "Embedding Sustainability in the Entrepreneurship Curriculum." In Incorporating Sustainability in Management Education, 9–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-98125-3_2.

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Vaidya, Shipra. "Curriculum Design for Entrepreneurship Education: An Experimental Project." In SpringerBriefs in Education, 53–64. New Delhi: Springer India, 2014. http://dx.doi.org/10.1007/978-81-322-1789-3_4.

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Hatt, Lucy. "Learning Enterprise and Entrepreneurship Through Real Business Projects." In Applied Pedagogies for Higher Education, 215–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-46951-1_10.

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Abstract Enterprise and entrepreneurship are widely regarded as important for economic, social and political change, and higher education (HE) institutions are seen as appropriate places to develop entrepreneurial competencies. This chapter describes an experiential, real world approach to entrepreneurship education in HE known as ‘Team Academy’ and suggests a complementary conceptual grounding to the accepted curriculum using candidate entrepreneurship threshold concepts and pedagogical approaches identified from doctoral research. Four case studies taken from the two oldest and largest UK Team Academy programmes illustrate the approach and highlight the way in which an understanding of a selection of candidate entrepreneurship threshold concepts have been successfully developed in the students.
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Currie, Ed, and Carl James-Reynolds. "Embedding Creativity in the University Computing Curriculum." In EAI International Conference on Technology, Innovation, Entrepreneurship and Education, 25–36. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16130-9_2.

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Mok, Joshua Ka Ho, and Kan Yue. "Promoting Entrepreneurship and Innovation in China: Transformations in University Curriculum and Research Capacity." In Higher Education Dynamics, 439–62. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-9570-8_22.

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Khan, Jashim, Tang Yuqing, Yuan Yue, and Zhang Yuheng. "Co-Creating Teaching Excellence in Curriculum Design Through Leadership and Entrepreneurship." In Exploring Disciplinary Teaching Excellence in Higher Education, 163–81. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69158-5_10.

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Halbfas, Brigitte. "University of Coimbra: Supporting Nascent Entrepreneurs by Extra-curricular Activities." In Entrepreneurship Education at Universities, 289–325. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-55547-8_11.

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Conference papers on the topic "Curriculum of entrepreneurship education"

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Ilea, Danut. "Integrating entrepreneurship education into electrical engineering curriculum." In 2012 IEEE 2nd Integrated STEM Education Conference (ISEC). IEEE, 2012. http://dx.doi.org/10.1109/isecon.2012.6204170.

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Xianning, Chen, and Li Dehua. "Entrepreneurship Education in Guangxi Universities Curriculum Development Inquiry." In 2020 5th International Conference on Humanities Science and Society Development (ICHSSD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200727.122.

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Setiawan, Ananda, Trisno Martono, and Gunarhadi Gunarhadi. "The Implementation of Curriculum:." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006881200920100.

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Oliveira E Sá, Susana, Miguel Magalhães, Cristina Costa-Lobo, Enrique Vázquez-Justo, Alan Ferreira, Ana Bessa, Dimas Pinto, et al. "HIGHER EDUCATION ENTREPRENEURSHIP OBSERVATORY: THE CURRICULUM AND EMPLOYABILITY CONNECTION." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0042.

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Jacques, Maxim, and Denise Fortier. "UPDATING THE BUSINESS CURRICULUM: REACHING SUSTAINABILITY THROUGH SOCIAL ENTREPRENEURSHIP." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0705.

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Gong, Chibing. "Research on Design Thinking Transforming the Curriculum of Entrepreneurship Education." In 4th International Conference on Culture, Education and Economic Development of Modern Society (ICCESE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200316.173.

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Phillips, Robert A., and Michael S. Jones. "A Qualitative Study of the Inclusion of Social Enterprise in the Entrepreneurial Education Curriculum." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12402.

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Despite rising interest amongst students and the general public in social enterprise, it is often taught as an add-on along with sustainability in more general entrepreneurship courses. This has led to under-equipping students with the skills and knowledge they need to start a business in this area. We spoke to both academics and students, using semi-structured interviews, about their views of current social enterprise inclusion and what could be improved. The research found that entrepreneurship academics included social issues in their courses as part of entrepreneurial education, however, this was at introductory level and students were frustrated there was little opportunity to follow up on this interest, especially those in their final year, with no clear path for those interested. Focus varied between institutions and it was suggested that the institutional focus on employability statistics could be harmful for social entrepreneurship education. We suggest that more institutions have social enterprise modules which are able to be accessed university wide to allow multidisciplinarity, and separated out from general entrepreneurship at a higher level to fully focus on these issues to fully prepare those who are interested in starting or joining a social enterprise.
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Wang, Tao, and Xiaohong Qin. "Study on Curriculum Construction of Integrating Innovation and Entrepreneurship Education with Professional Education." In Proceedings of the 2018 8th International Conference on Education and Management (ICEM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icem-18.2019.33.

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Azemi, Asad. "Promoting Innovation and Entrepreneurship as part of an Engineering Curriculum." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659251.

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Senger, Patricia. "SHARK TANK: CHALLENGING MODELS OF CURRICULUM DELIVERY IN SOCIAL ENTREPRENEURSHIP EDUCATION." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0488.

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Reports on the topic "Curriculum of entrepreneurship education"

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

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

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Shaffer, Brenda, Huantian Cao, Kelly Cobb, Marsha A. Dickson, and Shameeka Jelenewicz. Textile and Apparel Curriculum Development for Sustainability Education. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8375.

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Keith, Jason, Daniel Crowl, David Caspary, Jeff Naber, Jeff Allen, Abhijit Mukerjee, Desheng Meng, John Lukowski, Barry Solomon, and Jay Meldrum. Hydrogen Education Curriculum Path at Michigan Technological University. Office of Scientific and Technical Information (OSTI), January 2012. http://dx.doi.org/10.2172/1032499.

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Mead, Nancy R., Elizabeth K. Hawthorne, and Mark Ardis. Software Assurance Curriculum Project Volume 4: Community College Education. Fort Belvoir, VA: Defense Technical Information Center, September 2011. http://dx.doi.org/10.21236/ada610465.

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Hoffman, Diane. Evaluation of the Job Skills Education Program: Curriculum Review. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada204097.

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Benneworth, Paul Stephen, and 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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Weigand, Lynn. Enhancing Bicycle and Pedestrian Education through Curriculum and Faculty Development. Portland State University Library, January 2013. http://dx.doi.org/10.15760/trec.1.

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

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