To see the other types of publications on this topic, follow the link: Curriculum of entrepreneurship education.
Dissertations / Theses on the topic 'Curriculum of entrepreneurship education'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Curriculum of entrepreneurship education.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full text
3
Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.
Full textAbstract:
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.
4
Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.
Full textAbstract:
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.
5
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.
Full text
6
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/.
Full text
7
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.
Full textAbstract:
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.
8
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.
Full textAbstract:
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.
9
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/.
Full textAbstract:
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.
10
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.
Full textAbstract:
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.
11
Pambault, Enombo Jenny Georgette. "A needs analysis for entrepreneurship education in selected high schools in Libreville, Gabon." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2347.
Full textAbstract:
Thesis (MTech (Business Administration in Entrepreneurship))--Cape Peninsula University of Technology, 2015.This study aimed to identify the need for entrepreneurship education in developing countries, more specifically in Libreville, Gabon. This research followed a mixed method. Quantitative data were collected by means of closed-ended questionnaires. Qualitative data were collected using individual face-to-face interviews. A sample of 150 pupils/students, six teachers and three principals from three selected institutions in Libreville was selected. Furthermore, a member of the Ministry of Education of Gabon was interviewed. The findings indicate that though there is an understanding of entrepreneurship education in Libreville, teaching of the actual subject entrepreneurship is required. The majority of participants agreed that entrepreneurship education should be included in the school curriculum, and that there was need for teachers training. The lack of entrepreneurship education in schools in Libreville, Gabon, is mainly because an entrepreneurial mindset does not seem to exist. This research is important in the sense that it creates an awareness of entrepreneurship education and business creation in Libreville, which should serve as a major boost to the economy of Gabon.
12
Nchu, Rylyne Mande. "The effectiveness of entrepreneurship education in selected high schools in the Cape Town metropolitan." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/2102.
Full textAbstract:
Thesis (MTech (Entrepreneurship))--Cape Peninsula University of Technology, 2015.Entrepreneurship continues to play a quintessential role in the economies of many developing countries as well as in South Africa. One of the drivers of the economy is the creation of small business ventures, which has greatly affected the economic growth, created jobs as well as increased the national competitiveness of the nation in the world business market. In South Africa, entrepreneurship presents opportunities for bringing together the relatively younger population and to redress the past social and economic differences among its citizens. However, the lack of efficient educational and professional training in entrepreneurship is hampering the ability of South Africa to benefit from these opportunities that are associated with sustainable small business start-ups. The aim of this study was to evaluate entrepreneurship education in transferring entrepreneurial knowledge and skills to learners in selected high schools in the Cape Town area. The main questions are: Is the current entrepreneurship education in high schools effective in the development of transferable entrepreneurial knowledge and skills among school leavers? Secondly, what do successful business people deem important to study by high schools learners in order to be able to start up businesses? Finally, what are the learners’ perceptions of entrepreneurship education in transferring entrepreneurial knowledge and skills? These questions were answered by using mixed research methods. A self-administrated questionnaire was distributed to 403 school learners in Grades 10-12 and nine Teachers of Business Studies, to assess the current entrepreneurship education and examine Learners’ perceptions of the current curriculum. Interviews of 30 business owners were conducted to determine the factors that entrepreneurs deem important to study in order to start up and run sustainable businesses. A purposive sampling method was used to select the schools for the case study. Both quantifying and non-quantifying data analysis methods were used to interpret the data. Descriptive analysis techniques were also used to analyse the survey data. The researcher being also an observer in the field explains all his/her observations. Data sets were subjected to multivariate statistical analyses including Chi square, and Kruskal-Wallis statistics test analysis was carried out using the Past (Paleontological Statistics) software. The results of this study indicated that high school learners from middle income schools are enthusiastically interested in becoming entrepreneurs. An overwhelming majority of learners (73%) agreed that they are ready to start up businesses from the knowledge and skills gained in the entrepreneurship education received. On the other hand, 55.6% of the teachers agree that the earners would be capable of starting a business from the knowledge gained. A majority of the teachers (89%) would advise their learners to be employees rather than employers. Small business owners recommended that aspects such as creativity, self-reliance and problem solving skills should be incorporated in the curriculum of entrepreneurship education. Finally, in order to improve the teaching of entrepreneurship education in high schools, all stake holders, business owners as well as parents must be involved. This study recommends the inclusion of hands on practical simulations in the curriculum for the improvement of entrepreneurship education in high schools in South Africa.
13
Giménez, Prado Ferran. "Un marco sistémico para el diseño y desarrollo de un titulación universitaria de grado en un ámbito de conocimiento emergente: la experiencia del GMUOC en un ámbito de conocimiento emergente: la experiencia del GMUOC." Doctoral thesis, Universitat Oberta de Catalunya, 2016. http://hdl.handle.net/10803/402139.
Full textAbstract:
Aquesta tesi investiga el que significa la implementació d'un nou grau per a una àrea de coneixement emergent, i els factors clau implicats en el seu desenvolupament. Seguint la metodologia de la Grounded Theory, s'investiga l'experiència de creació del grau Multimèdia de la Universitat Oberta de Catalunya (UOC) mitjançant l'anàlisi documental, entrevistes en profunditat als participants (professors, administradors i estudiants) i la comparació i el contrast de les dades del cas particular amb la literatura.
Aquesta investigació mostra que la creació d'un nou títol de grau universitari per a un camp de coneixement emergent és el resultat d'un conjunt de processos interrelacionats que condueixen al desenvolupament d'un microsistema. Una nova realitat que, per assolir la maduresa, passa a través de 3 etapes diferents d'evolució caracteritzades per posicionar el nucli de l'activitat generadora de valor en diferents capes del sistema. El marc conceptual obtingut com a producte d'aquest treball de recerca és una eina útil per analitzar els elements que formen part de la problemàtica de respondre a les oportunitats que planteja l'aparició de noves àrees de coneixement des d'una perspectiva sistèmica i interdisciplinària.Esta tesis investiga lo que significa la implementación de un nuevo grado para un área de conocimiento emergente, y los factores clave implicados en su desarrollo. Siguiendo la metodología de la Grounded Theory, se investiga la experiencia de creación del grado Multimedia de la Universitat Oberta de Catalunya (UOC) mediante el análisis documental, entrevistas en profundidad a los participantes (profesores, administradores y estudiantes) y la comparación y el contraste de los datos del caso particular con la literatura. Esta investigación muestra que la creación de un nuevo título de grado universitario para un campo de conocimiento emergente es el resultado de un conjunto de procesos interrelacionados que conducen al desarrollo de un microsistema. Una nueva realidad que, para alcanzar la madurez, pasa a través de 3 etapas diferentes de evolución caracterizadas por posicionar el núcleo de la actividad generadora de valor en diferentes capas del sistema. El marco conceptual obtenido como producto de este trabajo de investigación es una herramienta útil para analizar los elementos que forman parte del desafío de responder a las oportunidades que plantea la aparición de nuevas áreas de conocimiento desde una perspectiva sistémica e interdisciplinar.
This thesis investigates what the implementation of a new degree for an emerging area of knowledge entails and the key factors involved in its development. Following the grounded theory methodology, the experience of creating the Bachelor's Degree in Multimedia at the Universitat Oberta de Catalunya (UOC) is analysed through documentary analysis, in-depth interviews with participants (teachers, administrators and students) and comparing and contrasting the data from that particular case with the literature. This research shows that the creation of a university undergraduate degree for an emerging field is the result of a set of linked processes that lead to the development of a micro-system. It is a new reality that, to reach maturity, must go through 3 different stages of evolution characterized by positioning the core of the value-generating activity in different layers of the system. The conceptual framework obtained as a product of this research work is a useful tool for analysing the elements that make up the challenge of meeting the opportunities posed by the emergence of new knowledge areas from a systemic and interdisciplinary perspective.
14
Ho, Tia Ha-Quyen. "Education's Loss of the Public: An Archival Exploration of American Public Schools' Diminishing Social Returns and the Emerging Utility of Social Entrepreneurship." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/1016.
Full textAbstract:
The literature presented in the following pages explores the shortcomings of the American public education system in the context of creating long-term, sustainable social change. Using financial illiteracy and its relationship to low quality of life as an entry point, the first section exposes public schools’ shortcomings as agents of social change by delving into the hardships endured by the original public school promoters of the 19th century, the pitfalls of President George W. Bush’s 2001 enactment of No Child Left Behind, and the shortcomings of the financial literacy programming that found traction in urban schools following the subprime lending crisis. These examples render the public education system unfit to address social change, at which point the paper segues into a discussion of social enterprise and the new field’s demonstrated potential to capture social value.
After a brief historical exploration of social innovation which examines some values and principles of this “fourth sector,” successful ventures and failed social organizations are scrutinized in the penultimate chapter. The comparisons made ultimately argue in favor of social entrepreneurship’s fitness, on both a structural and ideological level, in addressing the complex social, environmental, and cultural issues of our time.
15
Van, der Merwe Abraham Stephanus. "Entrepreneurskaponderrig vir leerders met leerprobleme / Abraham Stefhanus van der Merwe." Thesis, Potchefstroom University for Christian Higher Education, 1999. http://hdl.handle.net/10394/9554.
Full textAbstract:
This research investigates the education of entrepreneurship to learners with learning
difficulties. It is important to keep in mind the rights and possibilities of a learner with
learning difficulties. Two entrepreneurship programmes were presented to two different
groups of learners at Oom Paul School.
Learners with learning disabilities can be categorised as poor performers, learners with
behavioural and emotional problems, development problems (for example a language deficit),
as well as learners with permanent disabilities- physically, intellectual and sensorial. An
important part of this research will focus on the discussion on the causes of learning
difficulties and problems of learners.
One of the most important aims in education, especially in teaching learners with learning
difficulties, is to guide learners to become a part of adulthood and the business world as a
responsible and active member of society. Unfortunately, there are many learners who- after
a successful school career seems to get "lost" along the way, because of society's
discrimination.
Several entrepreneurial programmes have been developed and have been implemented with
great success at various schools, with reference in particular to the programmes "Business
Ventures" and "Entrepreneurskap: jou eie besigheid". Above mentioned programmes are
developed for main stream education and are not necessarily suitable for learners with
learning difficulties.
According to literary studies on education on entrepreneurship, this study field is relatively
new in RSA and that no research regarding entrepreneurship education for learners with
learning difficulties has been done.
This research has pointed out that the teaching and education of entrepreneurship to learners
with learning difficulties can be successful with a few adjustments.
The new outcomes-based curriculum for general education and training for further education
is Curriculum 2005. This curriculum is learner centred and is beneficiary for the learner with
disabilities and difficulties. The principles of outcomes-based curriculum (Curriculum 2005)
contribute to the accommodation of all learners in their diversity and needs.
The society is looking forward to the implementation of this new curriculum, due to the fact
that discrimination against learners with learning disabilities/difficulties will no longer be
part of our education. Awareness of entrepreneurship and teaching of entrepreneurship is
part of the eight learning areas and also one of the critical outcomes of Curriculum 2005.
Entrepreneurial awareness can offer a meaningful contribution to solve an essential problem in the RSA.Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
16
Sprankles, William Thomas III. "The Fifth Day Experience: A White Paper Series an Innovative Program to Redesign Schools and Operationalize Deeper Learning." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1621252535547665.
Full text
17
Awoshakin, Olatokunbo A. "Higher Education, Citizens Engagement and Economic Development Work at the Grassroots: A Case Study of Dayton, Southwest Ohio." Antioch University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1366824546.
Full text
18
Chambard, Olivia. "La fabrique de l'homo entreprenans. Sociologie d’une politique éducative aux frontières du monde académique et du monde économique." Thesis, Paris, EHESS, 2017. http://www.theses.fr/2017EHES0076.
Full textAbstract:
Cette thèse prend pour objet la diffusion dans les grandes écoles et les universités de modules de sensibilisation et de formation à « l’entrepreneuriat » ou à l’ « esprit d’entreprendre » destinés aux étudiants. Articulant science politique, sociologie de l’éducation et sociologie économique, ce travail retrace la genèse d’un problème public, sa mise en politique publique, et sa traduction en curriculum pour produire des conduites économiques d’un type particulier. Basé sur une enquête combinant méthodes qualitatives (entretiens, observations, archives) et quantitatives (passage et traitement de questionnaires), cette recherche montre, d’une part, comment certains espaces de l’enseignement supérieur se transforment sous l’effet de l’appropriation de cette nouvelle mission éducative et, d’autre part, comment le projet d’éduquer à l’entreprise se voit à son tour transformé par sa mise en forme scolaire et académique. Par ailleurs, ce travail établit que, si l’acclimatation de l’entrepreneuriat dans l’enseignement supérieur est rendue possible par la variété des usages dont il fait l’objet dans cet espace, ceux-ci ne sont toutefois jamais en mesure de modifier radicalement la signification d’un projet d’ « éducation au libéralisme » dont le cadre sémantique s’est cristallisé de longue date. En proposant une sociologie historique et politique de l’éducation à l’entrepreneuriat, cette thèse entend renouveler la connaissance de l’enseignement supérieur de deux façons : d’abord, en en donnant à voir des espaces et des acteurs jusqu’ici mal connus ; ensuite, en étudiant conjointement des dimensions rarement appréhendées ensemble (politiques universitaires et contenus d’enseignement). Ce faisant, ce travail contribue à la compréhension des mécanismes sociaux de production, de circulation et de légitimation de croyances et de pratiques économiques propres au capitalisme contemporainThis thesis analyzes the dissemination of training modules on « entrepreneurship » or « entrepreneurial spirit » to the students of the « grandes écoles » and universities in France. Located at the intersection of political science, sociology of education and economic sociology, this research traces the genesis of a public problem, policy-making surrounding it and its translation into a curriculum to produce specific economic behaviors.Based on a field survey combining qualitative methods (interviews, participatory observations, archival research) and quantitative methods (questionnaires), this thesis demonstrates how certain areas of higher education are transformed by the appropriation of this new educational mission, and how the project of entrepreneurship education is in turn transformed by its school and academic formatting. This thesis then highlights that if the various uses of entrepreneurship in higher education have made its acclimatization in this space possible, these uses, however, are never able to radically change the meaning of a project of « education to liberalism » whose semantic framework has crystallized for a long time. Proposing a historical and political sociology of entrepreneurship education, this research intends to renew the knowledge on higher education in two ways : first, it analyzes spaces and actors that are typically/historicallunderstudied ; second, it analyzes two dimensions rarely considered together (university policies and content). This thesis therefore contributes to understanding the social mechanisms of production, circulation and legitimization of economic beliefs and practices characteristic of contemporary capitalism
19
Loubser, Estelle. "Die volhoubaarheid van musieksentrums as opvoedkundige en winsgewende kleinsakeondernemings in die Noordwes-Provinsie / Estelle Loubser." Thesis, North-West University, 2011. http://hdl.handle.net/10394/8286.
Full textAbstract:
From 1971 public music education in South Africa depended on government funding for instruments, buildings, salaries and equipment, but since 1994 this support has gradually faded. A case study shows that music centers are now being forced to become independent of financial support from either the government or the governing body of the school. Funding for operational costs needs to be self-generated. Theories about business management and entrepreneurial skills were the basis for this investigation.
The aim of this research project was to investigate South African music centers as sustainable and profitable small business enterprises. The strengths, weaknesses, opportunities and threats of music centers were investigated. Data were collected to form a situation analysis of the expectations that parents and pupils have of music education and the circumstances of music teachers. A qualitative study from the interpretivist perspective was done over four years in order to gain understanding of the situation. Data were collected through questionnaires, interviews and participant observation. The total number of respondents was 143. Teachers, parents, pupils and principals were involved in the investigation, and a case study was undertaken with a music centre in North-West Province. Music education is not a sustainable and viable business opportunity. Music educators, who are mostly trained in classical music, should reconsider the subject matter and the didactical approach. Jazz and popular music are in demand from the majority of pupils.
Teachers are responsible for teaching, administrative tasks and even cleaning and gardening. Almost half the teachers have access to computers and very few have telephones at work while nearly all the pupils have their own cell phones and Internet access. Most teachers are hired part time without benefits, usually without a fixed salary.
Music education must be relevant and entertaining. Educators should adapt to the needs of the client and other sources of income should be investigated. Ways in which services could be expanded should be investigated further. The importance and value of music education should be promoted and marketed in the community, and the focus of music education training should be on ensemble playing, improvising, composing and song writing, as well as on entrepreneurship and business management.Thesis (MMus)--North-West University, Potchefstroom Campus, 2012
20
Okiror, Joseph M. "A proposed curriculum for entrepreneurship in Ugandan universities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001okirorj.pdf.
Full text
21
Silva, Jerley Pereira da. "Gestão educacional e interdisciplinaridade: a organização de um curso de empreendedorismo para a contemporaneidade." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21286.
Full textAbstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-07-30T12:24:15Z
No. of bitstreams: 1
Jerley Pereira da Silva.pdf: 714369 bytes, checksum: 1e9fc3fa62c8796402dacedf059ac69e (MD5)Made available in DSpace on 2018-07-30T12:24:15Z (GMT). No. of bitstreams: 1 Jerley Pereira da Silva.pdf: 714369 bytes, checksum: 1e9fc3fa62c8796402dacedf059ac69e (MD5) Previous issue date: 2018-05-24
Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq
The researcher’s 16-year experience in Educational Management has led him to different questions to elaborate this doctoral thesis. The instrument used in the writing of the thesis is the narrative mode, in order to expose his personal and professional trajectory. The researcher mentions and highlights the rise of awareness, through the studies on interdisciplinarity, and presents those studies in an innovative way. By using Fazenda’s records in classes from 2015 to 2018, the researcher selects Fazenda’s answers to various questions, which are highlighted in the opening of each chapter and also thoroughly contemplated in one single chapter. With this methodology, the reader will be in touch with Fazenda’s interdisciplinarity throughout the entire reading of the thesis. The educational manager researcher’s narrative indicates his concern with the constant improvement of knowledge and skills in his position, both in terms of qualification and practice. He proposes, to educational managers of the 21st century, the possibility of rethinking their function, so that, by including the study of interdisciplinary assumptions in their qualification, they are able to innovate. Throughout this research process, he implements a discipline which contemplates interdisciplinary projects in different courses, and invites researchers who are especially involved with practices to be part of the academic staff. The result of this experience contributes to this research and motivates the researcher to organize and implement a course on Entrepreneurship focused on contemporary issues
A experiência do pesquisador há mais de 16 anos, na Gestão Educacional, levou-o a diferentes questionamentos para elaborar esta tese de doutoramento. O instrumento utilizado para a escrita é o da narrativa para expor sua trajetória pessoal e profissional. Menciona e destaca a abertura de consciência, mediante os estudos da Interdisciplinaridade e de maneira inovadora, apresenta esses estudos. A partir de registros de Fazenda em aulas, encontros de 2015 a 2018, seleciona respostas de Fazenda a perguntas diversas, que são destacadas na abertura de cada capítulo e contempladas no todo em um único capítulo. Com essa metodologia o leitor terá contato com a Interdisciplinaridade de Fazenda durante toda a leitura da tese. A narrativa do pesquisador Gestor Educacional pontua sua preocupação no constante aprimoramento de saberes e habilidades de sua função, por meio de capacitação e da prática. Propõe ao Gestor Educacional do século XXI, a possibilidade do repensar sua função, a fim de que, ao incluir o estudo dos pressupostos interdisciplinares em sua formação, possa inovar. Implanta no decorrer do processo de sua pesquisa, uma disciplina que contempla projetos interdisciplinares em diferentes cursos e convida para o corpo docente, pesquisadores envolvidos com práticas. O resultado dessa experiência enriquece o pesquisador e o incentiva a organizar e implantar um curso sobre Empreendedorismo voltado para as questões que envolvem a contemporaneidade
22
Soares, Odair Silva. "Currículo e interdisciplinaridade profissional: base para uma nova gestão empreendedora." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19191.
Full textAbstract:
Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-10-17T17:41:31Z
No. of bitstreams: 1
Odair Silva Soares.pdf: 3393662 bytes, checksum: 0c5a13ea327a9968edd5a5526f6b4215 (MD5)Made available in DSpace on 2016-10-17T17:41:31Z (GMT). No. of bitstreams: 1 Odair Silva Soares.pdf: 3393662 bytes, checksum: 0c5a13ea327a9968edd5a5526f6b4215 (MD5) Previous issue date: 2016-08-15
The way how management, and more specifically entrepreneurship, is taught, learned and practiced, with theory and practice still based on a Cartesian view, has provoked uneasiness and the desire to develop this research. Our choice in the development of this issue was not to deal with the traditional studies on the syllabus, but notice how the conception of knowledge and its unfoldings may historically have affected the current view of management and entrepreneurship. Our professional career, rich in diverse experiences, allowed to perceive interdisciplinarity as a posture and a way of articulating the imbricated knowledge on the basis of entrepreneurial action and management of micro and small enterprises. The qualitative research was articulated around the axis of interdisciplinarity and entrepreneurship in a perspective to envision building an entrepreneurial ecosystem. Out of a dense literature screening, time was used as the thread line. In this perspective, analyzing the transition from the industrial society to the knowledge society, the research identified in the study of the complex thinking an approach that has the germ of interdisciplinarity. The objective of the research was to try to unveil at what extent interdisciplinarity and entrepreneurship are identified and can contribute in a decisive way and various dimensions in the micro management and small enterprises in everyday practice and theoretical production, currently so rare. Using the interdisciplinar research methodology by Fazenda and Japiassu and life story by Pineau, the researcher's memories of rich experiences were rescued in interdisciplinary articulations establishing dialetics to management and entrepreneurship theorists like Drucker, Filion and Dolabella, among others. Along the way, it was identified how the interdisciplinar vision is present in the entrepreneurial path, pointing to the urgent need for an ecosystem that contributes to the economic and social development at the regional and national level. At the end of the studies it is clear that the twenty-first century is the interdisciplinar and entrepreneurship century. You can not be an entrepreneur without being interdisciplinar. Interdisciplinarity, as an attitude, is an entrepreneurial practice, marked by courage and boldness. Both, courage and boldness are necessary for a new syllabus, not only in the epistemological area of management and entrepreneurship, but also for professionals in other fields, as all are involved in the market
A forma como se ensina, como se aprende e se pratica administração, e mais especificamente empreendedorismo, com teoria e prática calcada ainda numa visão cartesiana provocou a inquietação e o desejo de desenvolver a presente pesquisa. Nossa escolha no desenvolvimento dessa questão não foi tratar dos tradicionais estudos sobre currículo, mas observar como a concepção de conhecimento e seus desdobramentos podem, historicamente, ter interferido na visão atual de administração e empreendedorismo. Nossa trajetória profissional, rica em experiências diversas, permitiu perceber a interdisciplinaridade como postura e forma de articular o conhecimento imbricado na base da ação empreendedora e na gestão de micro e pequenas empresas. A pesquisa qualitativa teve como eixo a articulação da interdisciplinaridade e do empreendedorismo numa perspectiva de vislumbrar a construção de um ecossistema empreendedor. Realizada a partir de um denso rastreamento bibliográfico utilizou-se da linha do tempo como fio condutor. Nessa perspectiva, analisando a transição da sociedade industrial para a sociedade do conhecimento, identificou nos estudos sobre o pensamento complexo uma abordagem que tem em sua base o germe da interdisciplinaridade. O objetivo da pesquisa foi tentar desvelar o quanto interdisciplinaridade e empreendedorismo identificam-se e podem contribuir de maneira determinante e em diversas dimensões na gestão das micro e pequenas empresas (MPEs), na prática cotidiana e na produção teórica, rara atualmente. Recorrendo à metodologia de investigação interdisciplinar de Fazenda e Japiassu e de história de vida em Pineau, das memórias do pesquisador foram resgatadas experiências ricas em articulações interdisciplinares que tentaram dialogar com os teóricos da administração e empreendedorismo como Drucker, Filion e Dolabela, dentre outros. Nesse percurso, foi possível constatar como a visão interdisciplinar está presente no caminho empreendedor, apontando para a premente necessidade de um ecossistema que contribua para o desenvolvimento econômico e social, em âmbito regional e nacional. Ao final dos estudos é possível afirmar que o século XXI é o século da interdisciplinaridade e do empreendedorismo. Não é possível ser empreendedor sem ser interdisciplinar. A interdisciplinaridade enquanto atitude é uma prática empreendedora, marcada pela coragem e pela ousadia. Entendemos que essa coragem e ousadia são necessárias à reformulação dos currículos, não apenas na área epistemológica da administração e empreendedorismo, mas inclusive nos currículos que formam profissionais de outras áreas, afinal todos se relacionam no mercado
23
Barouni, Mahdi. "Contributions à l'étude des rendements de l'éducation : le cas tunisien." Thesis, Dijon, 2016. http://www.theses.fr/2016DIJOE006/document.
Full textAbstract:
La Tunisie a connu une forte hausse des poursuites d’études dans l’enseignement supérieur ces 20 dernières années. Les réformes imposées par l'augmentation des effectifs étudiants, ont conduit à une augmentation du nombre des établissements de l’enseignement supérieur. Un des enjeux de la Tunisie et de plusieurs pays africains est l’amélioration de l’efficacité du système éducatif afin de favoriser l’insertion professionnelle. Cette thèse se propose de s’interroger sur cette efficacité à partir d’une approche économique des rendements de l’éducation sur le marché du travail. Le premier chapitre propose une analyse des rendements privés de l’éducation dans le contexte des pays africains. Il souligne la forte hétérogénéité de ces rendements entre les pays, notamment lorsque l’on prend en compte le taux d’emploi. Le deuxième chapitre se centre sur l’effet établissement sur le rendement de l’enseignement supérieur tunisien. Les résultats suggèrent l’existence d’un effet de l’établissement sur le salaire des diplômés. La sélectivité des établissements et la qualification des enseignements semblent affecter la rémunération des diplômés. Le troisième chapitre se focalise sur l’évaluation d’une réforme des curricula de l’enseignement supérieur fournissant une éducation à l’entrepreneuriat dans les universités tunisiennes. Cette recherche, qui repose sur l’affectation aléatoire pour mesurer son impact sur les résultats sur le marché du travail ainsi que sur les compétences techniques et les compétences non cognitives des étudiants, souligne l’intérêt que peut avoir ce type de programmeIn Tunisia, enrollment rates in tertiary education had soared up over the past two decades. A significant increase of student annual flows imposed the implementation of reforms that led to an increase in the number of higher education institutions and universities. One of the challenges in Tunisia and many African countries is to improve the efficiency of education systems to promote employability and graduates employment. This thesis discuss the question of the efficiency of education from an economic approach based on returns to education in the labor market. The first chapter analyses private returns to education particularly higher education in African countries. Our findings highlight the large differences to RORE estimates across countries, particularly when it takes into account the employment rate. The second chapter focuses on the impact of university quality on labor market outcomes in Tunisia. The empirical results suggest that institutions selectivity and university professor’s qualifications seem to affect earnings of graduates. The third chapter focuses on the evaluation of reform of university curriculum providing entrepreneurship education to Tunisian university students. This research based on randomized assignment to the entrepreneurship track measure its impacts on labor market outcomes as well as on intermediary outcomes such as business skills and behavioral skills. This chapter underlines the role of entrepreneurship program
24
Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
Full textAbstract:
For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
25
Youderian, Christopher J. "Essays on entrepreneurship and education." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.
Full textAbstract:
Doctor of PhilosophyDepartment of Economics
Dong Li
The first essay tests whether the returns to education are different between entrepreneurs and regular employees. If the signaling model of education is correct, entrepreneurs should receive lower returns from education (relative to employees) because they have no need to signal their productivity to an employer. However, this result should only hold if the researcher is able to control for selection into self-employment and the endogeneity of ed- ucation. This is illustrated using a stylized model of signaling. The relationship between self-employment and the returns to education is tested using data from the 1996 Survey of Income and Program Participation. This rich panel dataset makes it possible to control for many business-specific characteristics, like business equity, that have been previously unaccounted for in the literature. Ordinary least squares regressions find the correlation between education and earnings to be weaker for entrepreneurs. To control for selection, I utilize a Heckman selection model using spousal health insurance and housing equity as instruments. It shows that selection biases downward the correlation between education and income for entrepreneurs. Finally, a fixed effects model is employed to control for any time invariant unobserved heterogeneity. This approach indicates that education is as valu- able, if not more valuable, to entrepreneurs as it is to employees. This does not support the signaling hypothesis. The finding is robust to different measures of entrepreneurial earnings. The second essay explores whether unemployed workers make successful transitions into self-employment. It is well established that unemployed workers are more likely to transition into self-employment than individuals coming from paid employment. A growing body of literature suggests that these formerly unemployed entrants tend to exit self-employment earlier than typical entrants. It is tempting to attribute this result to differences in ability between the two groups. However, using an adapted version of Frank (1988)’s Intertemporal Model of Industrial Exit, I show that this is not the case. In this model, entrants to self- employment receive noisy information about their true entrepreneurial ability from their earnings in the market. I show that low ability entrants to entrepreneurship should be no more likely to exit self-employment than high ability entrants to self-employment. This is because although low ability entrants will earn less as entrepreneurs, their outside wage in paid employment will also be proportionately lower. Survival in self-employment, therefore, is a function of how initial expectations match reality. This leads me to suggest that the high exit rates out of self-employment for the formerly unemployed may be because this group systematically overestimates their entrepreneurial ability at entry. This hypothesis is justified by evidence from the psychology literature that low ability individuals tend to overestimate their performance. Duration analysis on data from the 1996 and 2001 panels of the Survey of Income and Program Participation confirms that the formerly unemployed are more likely to exit self-employment. I also find preliminary evidence consistent with the hypothesis that the unemployed overestimate their likelihood of success in self-employment. These findings should give policymakers pause before incentivicing the unemployed to enter self-employment.
26
O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.
Full textAbstract:
Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)
27
Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.
Full textAbstract:
The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.
28
Farzin, Farnaz. "Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.
Full text
29
Jacobsen, Petter Jacob. "A Case Study: action based Entrepreneurship Education." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.
Full textAbstract:
This paper contributes by providing suggestions on how to analyze business ideas forexploitation in an entrepreneurial education context, and how the institution can provide support activities to enhance the chance of successful exploitation. Active learning has become the preferred choice of teaching entrepreneurship and external ideas are used to provide the students with business opportunities to exploit. An instrumentaø case study on the Norwegian University of Science and Technology – School of Entrepreneurship, however, finds challenges on collaborating with these external partners. By reviewing theory, ways to improve the analysis of business opportunities are found and presented. Additionally a structured idea search process and mentors are suggested as a mean of gaining access to sufficient business ideas and the experience and network necessary for a successful evaluation and exploitation process.
30
Hofmuth, Matthias [Verfasser]. "Selected Essays on Entrepreneurship Education / Matthias Hofmuth." München : Verlag Dr. Hut, 2015. http://d-nb.info/1069020486/34.
Full text
31
Clarke, Terence. "Curriculum development in religious education." Thesis, Queen's University Belfast, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.294021.
Full text
32
Peach, Sam. "Understanding curriculum in higher education." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439139.
Full text
33
Harricharan, Romila. "Narratives of curriculum adaptations: teacher challenges in the face of curriculum reform." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008618.
Full textAbstract:
Prior to the landmark 1994 democratic elections the South African education system was unequal and departmentalised. The transformation in South African politics was reflected in the changes implemented in the education curriculum. A massive shift in the basic education process was put into operation, in an attempt to create an amalgamated system which would equally benefit all learners (Hackenberg, 2002:20). These curriculum alterations created a lot of dissatisfaction and a sense of frustration among the teaching fraternity (Maphalala, 2006:7 and Knight, 2005:27). The basis of this study focuses on my concern that teachers, already tense and overworked, face many challenges when curriculum modifications occur, and may find it extremely difficult to cope with them. The associated challenges may lead to excess stress, adversity and teachers becoming ill. For this research study I evaluated how teachers confront and cope with the challenges associated with changes to curriculum. The method and success of these coping skills and the management of curriculum revision is directly linked to certain issues, which may exacerbate problems stemming from these changes and have negative effects of on the teachers themselves. This study is a narrative of teachers’ experiences and was primarily conducted in the Umlazi Circuit of the KwaZulu Natal Department of Education. Purposive sampling was utilised by me, whereby the respondents, teachers who had over twenty years of teaching experience, were carefully selected from four primary schools and one secondary school. The study used the qualitative research approach within the interpretive paradigm, allowing for an in-depth insight into the challenges faced by teachers with changes to the curriculum. Data was collected through semi-structured interviews and observation. The data was later analysed using codes, themes and categories. This analysis revealed that curriculum changes cause teachers to experience many challenges in the classroom. These challenges include, amongst others, lack of resources; discipline problems; excessive workloads; overcrowded classrooms; and insufficient professional development workshops.
34
Avenant, Leonie. "Entrepreneurship leadership and creativity." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51743.
Full textAbstract:
Thesis (MEd)--Stellenbosch University, 2000.ENGLISH ABSTRACT: In this masters thesis the nature and theory of entrepreneurship, leadership and creativity are discussed. The primary objectives were to identify the entrepreneur. The secondary objectives were to evaluate that when he corporates his leadership skills and creativity if he can be a winner. Entrepreneurs create and manage change. Action-orientation is the essence of entrepreneurship. In order to achieve the above-mentioned objectives an in-depth literature study was carried out. It was followed by informal interviews with different entrepreneurs, managers and leaders of big and small businesses. Young entrepreneurs were also interviewed. During this study it was found that leadership and creativity are necessary for entrepreneurship, in order to prosper in an increasingly competitive world. Development of entrepreneurship, leadership and creativity becomes an important strategic objective of schools and other organisations. There is a need for training young people and adults efficiently. This situation poses definite challenges. On the part of educators it requires innovative and unique approaches to develop these abilities. Entrepreneurs are leaders. Being a leader is a prerequisite to entrepreneurship. An entrepreneur must be a leader to attract, retain and get the most out of financiers, suppliers, customers, consultants, professionals and contractors. He must be a leader to get the best out of himself. Some entrepreneurs lead in such a way that their leadership is easy to observe and to understand, while others' ways are less visible or comprehensible; but they are all leaders. One thinks that leaders are born with leadership talent. Some small elements of leadership may come with birth (Shefsky, 1994: 168), but those elements tend to determine the quality of the leadership, not the existence of leadership talent. People can be educated how to be leaders. This can also be taught at school. Entrepreneurial leadership develops by keeping perspective so that dreams can become reality, knowing why one must lead, identifying targets and staying focussed. Like other forms of leadership, entrepreneurial leadership entails a blend of what is ethically correct and what is financially successful. The entrepreneurial leader must be prepared for the stimulation and the responsibility of the position. Creativity in entrepreneurship is challenging and stimulating. Intuition is the enabling factor in creativity. Once the entrepreneurial leader creates, he tears apart his good ideas. He will analyse how long his idea will take to develop, what the risk is and what the market is. He will estimate both sides of success, spectacular and worst case scenarios. His mind will be open for creativity to truth. He will be inquisitive, he will question everything and try to figure out how in the world everything can be done better.
AFRIKAANSE OPSOMMING: In hierdie verhandeling word die aard en teorie van entrepreneurskap, leierskap en kreatiwiteit bespreek. Die primêre doelwitte was om te bepaal of die entrepreneur suksesvol kan wees as hy leierskap en kreatiwiteit koppel aan entrepreneurskap. Die entrepreneur skep verandering en hy bestuur verandering. Die wese van die entrepreneur is daarin om daadwerkilk op te tree. Om bogenoemde doelwitte te verwesenlik, is en diepgaande Iieteratuurstudie gedoen, asook onderhoude gevoer met verskeie entrepreneurs, bestuurders en leiers van groot en klein sakeondernemings. Daar is ook onderhoude met skoolgaande en jong entrepreneurs gevoer. Tydens die studie is bevind dat leierskap en kreatiwiteit noodsaaklik is vir entrepreneurskap ten einde voorspoedig te wees en vooruit te gaan in en Wêreld wat toenemend mededingend raak. Ontwikkeling van entrepreneurskap, leierskap en kreatiwiteit raak al hoe meer die strategiese doelwitte van skole en ander organisasies. Daar is en behoefte daaraan om jong mense en volwassenes effektief op te lei. Hierdie situasie skep werklik uitdagings. Aan die kant van die opvoeders vereis dit unieke verandering deur nuwighede in te voer en unieke benaderings te ontwikkel, ten einde hierdie vermoëns te ontwikkel. Entrepreneurs is leiers. Om en leier te wees, is en vereiste vir entrepreneurskap. en Entrepreneur moet en leier wees ten om die finansiers, verskaffers, kliënte, konsultante, beroepslui en kontrakteurs aan te trek, hulle te behou en die meeste uit hulle te haal. Hy moet 'n leier wees om die beste uit homself te kry. Sommige entrepreneurs lei op so 'n manier dat hulle leierskap maklik waarneembaar en verstaanbaar is. Ander se leierskap is weer minder sigbaar of verstaanbaar, maar hulle is almal leiers. Daar word algemeen aanvaar dat leiers gebore word met leierskaptalent. Sommige beginsels van leierskap is reeds by geboorte aanwesig (Shefsky, 1994: 168), maar hierdie beginsels is geneig om die bestaan van leierskap te bepaal, maar nie die bestaan van leierskap talent nie. Mense kan opgelei word on leiers te wees. Leierskap kan ook in die skool aangeleer word. Ondernemende leiers ontwikkel deur perspektief te behou sodat hulle drome werklikheid word, deur te wete te kom hoekom hulle moet lei, deur doelwitte te stel en gefokus te bly. Soos enige vorm van entrepreneurskap tree hulle eties korrek op om finansieel suksesvol te wees. Kreatiwiteit en entrepreneurskap skep 'n uitdaging en is stimulerend. Intuïsie is die bydraende faktor tot kreatiwiteit. Sodra die voornemende leier skep, haal hy sy idee uitmekaar uit. Hy analiseer hoe lank dit sal duur voor sy idee ontwikkel, wat die risiko is en waaroor die mark geleenthede gaan. Hy maak 'n waardebepaling van moontlike suksesse of mislukkings. Hy is ingestelop kreatiwiteit, is ondersoekend en weetgierig. Hy doen alles in sy vemoë om 'n belangrike rol te speel om die wêreld 'n beter plek te maak. Klem is gelê op die eienskappe, vaardighede, rolle en funksies van die voornemende leier en watter rol leierskap en kreatiwiteit in entrepreneurskap speel.
35
Hong, Won Pyo. "Curriculum about others, curriculum of othering Asia in two American classrooms /." Diss., Connect to online resource - MSU authorized users, 2008.
Find full text
36
Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.
Full textAbstract:
The purpose of this research report is to investigate how Entrepreneurship is being taught in the classroom of secondary schools and to see if there is a vast difference between how it is taught across the income spectrum of the students.The research used a qualitative methodological approach. Questionnaires were sent out to respondents selected by the researcher (convenient sample). Then there was a follow-up in-depth interview with all the respondents. The respondents are all teachers who currently teach entrepreneurship at secondary schools and were divided into three groups depending on the school they teach at. There is the private school, the Model C School and the public school.The research revealed that there are vast differences in the way entrepreneurship is taught between the schools. Private schools have a large component of ‘beyond the classroom’. These include company visits, guest lecturers on entrepreneurial exercises. Model C Schools were very limited with the ‘odd’ guest lecturer and ‘fund raising’ poject. Public schools have no practical component to entrepreneurship what so ever. All the previous research suggests that a practical component to teaching entrepreneurship is vital. This research high-light’s that entrepreneurial education is seriously lacking at secondary school level in that a practical component seems to be missing.This research report looked at different schools to see if there was possibly a model that could be replicated across secondary schools that could bring in a practical element to teaching entrepreneurship. A model was found called, ‘R10 in ten days’. Students are placed in pairs and given R10 on a Wednesday. The following Friday they return the R10 and profit. They pay 20% to the school and keep the rest. This is a model that can be implemented in every school. Furthermore it creates a culture of ‘entrepreneurship’. Parents, relatives and friends get involved. A culture that encourages entrepreneurs is far more successful than one that doesn’t.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
37
Klose, Dagmar. "Thesen zur Curriculum-Diskussion." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2005/467/.
Full text
38
Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.
Full textAbstract:
The purpose of this study is to identify and analyze reoccurring insights in Entrepreneurship Education (EE) literature, fill gaps in the scholarly discussion, and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth review of the current EE literature drawing on insights from about 70 studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear program descriptions; a more practical orientation; and true alumni networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable resource for educators interested in innovative teaching practices and entrepreneurship program design in a university context. This paper develops three suggestions on the use of innovative teaching practices, namely a course on business models, an adapted form of business simulation with a focus on cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.
39
Ismail, Mohd Zahari. "Developing entrepreneurship education : empirical findings from Malaysian polytechnics." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:2682.
Full textAbstract:
This study identifies empirically the effectiveness of the entrepreneurship curriculum used in Malaysian polytechnics. This includes an evaluation of the syllabus, teaching methods and lecturer training programmes. The study investigates the relationship between entrepreneurship education and polytechnic students‟ entrepreneurial tendencies. The needs of this research arise due to problems of unemployment amongstgraduates and the inadequacy of research on entrepreneurship education. It also responds to the government's intention to achieve “Developed Nation” status in 2020.The research, one of the most comprehensive ever undertaken in this area, comprises interviews and focus groups with students, lecturers, senior managers in polytechnics and officials from the Malaysian Ministry of Higher Education. In addition, the General Enterprising Tendency (version 2) Test (GETv2) was used with students to explore their entrepreneurial tendencies. Six hundred Malay-version questionnaires were randomlydistributed to selected classes during a regular lecture period in 2008. After screening, a total of 506 questionnaires were deemed completed and usable: a response rate of 84.3 percent. The study identifies that the entrepreneurship syllabus in polytechnics is not effective and students are not imbued with entrepreneurial knowledge, skills and attributes during their study. Teaching approaches appear to be inappropriate and polytechnic lecturers do not appear to have relevant entrepreneurial skills, knowledge or training. There are shortcomings in the way entrepreneurship education is organized and funded in highereducation and cooperation and networking within the agencies, whether domestic or international, is low. The role of culture perceived to be of particular importance. Cultural factors such as gender, values, religion, family back ground and ethnicity are crucial issues which influence students‟ tendency towards entrepreneurship. These findings provide the basis for a new model of entrepreneurship development for higher education in Malaysia.The contribution of the study is therefore to add to the body of knowledge on entrepreneurship education by providing empirical evidence from a Malaysian perspective.
40
Setzepfand, Lena, Ida Kristina Kühn, and Anja-Christina Hinrichs. "Quality Assurance in Vocational Orientation through Entrepreneurship Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20873.
Full text
41
Schneider, Wilfried. "Entrepreneurship Education an Wirtschaftsschulenzwischen kreativen Spielereien undsinnvoller Planung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6046/1/Schneider_2016_MANZ_Entrepreneurship%2DEducation.pdf.
Full text
42
Langdon, Paul. "Built environment education : a curriculum paradigm." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40377.
Full textAbstract:
The expansion of Built Environment Education into art programs is a relatively recent phenomenon but very timely. The need to develop in students an understanding of their living environment is urgent as they inherit a world that is experiencing the depletion of its resources and erosion of its ecological balance.There is a fundamental need for more comprehensive curriculum planning in built environment education. The goal of this research is to develop a curriculum paradigm that can be used to create curriculum plans and instructional designs for built environment education as part of the art class in secondary schools.
The built environment content of this curriculum paradigm is based on the active investigation of the students' internal world with all its different perceptions and lived experience and how this affects their understanding of the greater built environment. Through a more intense investigation of the greater built environment, the students will then analyze the effect that this environment has on their own perceptions and living habits. By developing a more conscious understanding of the built environment, the students will be better equipped to make informed decisions on how to better adapt to or change their environment.
A guiding principle for the curriculum paradigm was to ensure that the introduction of a new subject area, such as built environment education, into art education curriculum involved processes of creativity and discovery along with self-reflective and participatory action for both the teacher and students. To be effective, the content material must not only be accessible through the traditional modes of academic literature research but also made valid through observation, reflection and interaction with the particular built environment of the teacher and students themselves.
Vigilance and active participation in the process of urban change are vital. These changes can only be effective and enduring if we acknowledge the capacity of the built environment to enrich our lives as private and communal beings.
One of the essential goals of this curriculum paradigm is to capture the excitement and potential that the built environment offers as a pervasive agent for understanding and celebrating constructed past, present and future.
43
Neville, Michael William. "Internationalizing the curriculum in teacher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0012/MQ52803.pdf.
Full text
44
Carroll, Raymond F. "Ethics education in the accounting curriculum." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/NQ65805.pdf.
Full text
45
Hoadley, Sarah L. "Environmental education : factors behind curriculum adoption." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Summer2007/S_Hoadley_070907.pdf.
Full text
46
Ashworth, Elizabeth Laura Auger. "Elementary art education : an expendable curriculum?" Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2403/.
Full textAbstract:
This ethnographic study was initiated by the concern that elementary art education is an endangered subject, not only marginalised but expendable. This concern was based on informal conversations with pre- and in-service teachers and observations during pre-service teacher evaluations in elementary schools in Ontario, Canada. From these conversations and observations, it seemed that the emphasis in elementary schools is on core subjects with anything else deemed to provide balance alongside initiatives to improve literacy, numeracy, character, and inclusion. The school day is teeming with subjects and initiatives and the resulting crowded curriculum may be affecting teaching and learning in non-core subjects, such as art, negatively. In addition to such external issues are individual challenges faced by generalist teachers with little or no background in visual arts. These teachers’ lack of comfort with art might, I surmised at the start of this study, impede the effective planning, implementation, and assessment of art education. To understand what impacts art education, specifically visual arts instruction, I used a variety of interpretive enquiry methods to interrogate what makes art in elementary schools a vulnerable if not an expendable subject. Initially seeking to find out if art was expendable, I went beyond this to explore perceptions of teachers on teaching art through a localised small-scale study involving 19 elementary teachers in two school boards in north-eastern Ontario. I conducted interviews, recorded observations, and read related documents to answer my research questions, which were as follows: Why is art education important, or not, for students, educators, parents, and other stakeholders? Is art jettisoned in favour of implementing other policies and curricular subjects? Do teachers use other programmes and initiatives as an excuse not to teach art? How do teachers feel about teaching art? Is art expendable? Nussbaum’s (1997) capacities (critical self-examination, connectedness with the world, narrative imagination, scientific understanding) provide the theoretical framework for the study, support the analysis of the state of art education, and help defend its importance at the elementary level. Possible barriers to effective art education (history, policy, practice, economics, geography) and how they may affect learners’ ability to connect with the capacities through visual arts instruction are also analysed and discussed. Through this study, I found that elementary art education is threatened in the participants’ schools for a number of reasons including external issues (minimal attention to, inconsistent delivery of, and poor funding for the mandated art curriculum; a high focus on literacy, numeracy, and other initiatives) and internal issues (discomfort with teaching art; wide range of concepts of art). The study concludes with concerns regarding overall problems with miscommunication and disconnection that threaten effective elementary art education. Recommendations for addressing external and internal issues, and these overall problems are outlined, along with plans to improve art education in pre-service teacher education, in-service practice, and the world beyond the classroom.
47
Laws, Christopher John. "Physical education, curriculum change and individualism." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243091.
Full text
48
Stinnett, David. "Web-based curriculum delivery." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000stinnettd.pdf.
Full text
49
Kramer, Karen Lee Van Brunt. "A qualitative study of an educational entrepreneurship program /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663287062.
Full text
50
Wyatt, Marla Jean. "Curriculum orientations of home economics leaders and characteristics of recommended home economics curriculum documents /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487858417982004.
Full text