Journal articles: 'Curriculum of entrepreneurship education'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

V. Nani, Gwendoline. "Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe." Problems and Perspectives in Management 14, no. 3 (July 29, 2016): 85–90. http://dx.doi.org/10.21511/ppm.14(3).2016.08.

Full text

Abstract:

This study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findings, the recommendations were that Entrepreneurship should be introduced in the school curriculum at primary level to allow learners to lay a solid foundation for creativity, nurturing and innovation of business ideas for use later in life

APA, Harvard, Vancouver, ISO, and other styles

12

Essig, Linda. "Suffusing Entrepreneurship Education throughout the Theatre Curriculum." Theatre Topics 19, no. 2 (2009): 117–24. http://dx.doi.org/10.1353/tt.0.0075.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Cheung, Chi‐Kim. "Entrepreneurship education in Hong Kong's secondary curriculum." Education + Training 50, no. 6 (September 12, 2008): 500–515. http://dx.doi.org/10.1108/00400910810901827.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Angga, Angga. "Pengembangan Kurikulum Berbasis Interpreneurship Di Sekolah / Madrasah." FITRAH:Jurnal Kajian Ilmu-ilmu Keislaman 5, no. 1 (January 27, 2020): 1–10. http://dx.doi.org/10.24952/fitrah.v5i1.1092.

Full text

Abstract:

This article describes the development of entrepreneurship-based curricula in schools / madrasas. From the problems that are occurring in the form of an economic crisis and unemployment then requires the world of education to be a problem solver as an institution where the nation's generation is printed. In education there is a curriculum which is a guideline that not only formulates a goal to be achieved but also gives a lantern to clarify the direction of an educational process, thereafter an entrepreneurship based curriculum was developed. This curriculum is a concept of education aimed at creating cadres who will bring social change in community life and can find out what is needed by the community in developing their economy. The development of entrepreneurship based curricula is a challenge in facing the economic crisis as well as an opportunity to create young people not only ready to become laborers but able to open jobs.

APA, Harvard, Vancouver, ISO, and other styles

15

Sommarström, Kaarina, Elena Oikkonen, and Timo Pihkala. "The School and the Teacher Autonomy in the Implementing Process of Entrepreneurship Education Curricula." Education Sciences 11, no. 5 (May 3, 2021): 215. http://dx.doi.org/10.3390/educsci11050215.

Full text

Abstract:

The purpose of this study was to examine the utilization of the opportunities offered by teacher and school autonomy in entrepreneurship education with companies involved. The research question was: How do schools and teachers use their autonomy in the implementation of entrepreneurship education? This research question was complemented by two additional research questions that were: How does teacher autonomy benefit the implementation of entrepreneurship education? and How do teachers want to utilize autonomy in teaching? This qualitative study used content analyses and the data were collected via semi-structured interviews, with a total of 35 people from 23 schools in Finland. The findings show that school and teacher autonomy brought excellent results in implementing entrepreneurship education and, in these cases, the message of the curriculum worked as fuel for the activities carried out by the school and the teachers. At the same time, some groups of schools and teachers disregarded the message of the curriculum for a set of reasons. Hence, the educational authorities nationally and locally need to consider the balance between autonomy and the core curriculum and weigh the pros and cons of the situation. The study suggests further research on teachers’ perceptions of the relationship between the curricula expectations and implementation of entrepreneurship education.

APA, Harvard, Vancouver, ISO, and other styles

16

Oluseyi Oyekan, Sam. "Curriculum Reforms for Entrepreneurship Education and Quality Human Life." European Journal of Multidisciplinary Studies 2, no. 1 (August 30, 2016): 21. http://dx.doi.org/10.26417/ejms.v2i1.p21-32.

Full text

Abstract:

Curriculum is the hard core of education that provides the basic contents and means of relevant knowledge, skills and attitudes for sustainable development. Schools are the generational educative agencies which would impart the functional learning experiences required to refine and nurture learners into productive manpower for technological advancement, industrial development and economic growth of the nation. The purpose of this paper is to highlight the relevance of curriculum reforms in the facilitation of educational innovations, entrepreneurial training and wealth creation for quality human life. It will be construed as a potent platform to seek and resolve prevailing problems associated with access to quality education, human capacity building, self-reliant employment opportunities and welfare of the citizenry. The school curriculum should provide a diversity of learning contents, creative innovations, professional standards and industrial experiences that will maximize the talents of learners, generate job opportunities and cater for the critical needs of self-reliant society. Hence, it is suggested that an increased access and funding of comprehensive education, distillation of entrepreneurial initiatives into the subject curricula, and the building of school-industry-community relationships and partnerships shall enhance continuing production of competent and responsive school graduates into the world of work. Such an educated workforce will have the capacity and capability to drive social, political, industrial and economic development for shared prosperity and quality of human life.

APA, Harvard, Vancouver, ISO, and other styles

17

Tarekegne, Wudu Melese, and Alebachew Hailu Gelaneh. "The Integration of Entrepreneurship Education in to Ethiopian Universities Formal Curriculum." International Journal of Research in Business and Social Science (2147-4478) 8, no. 2 (March 27, 2019): 61–73. http://dx.doi.org/10.20525/ijrbs.v8i2.191.

Full text

Abstract:

Abstract This study was aimed at investigating how Ethiopian universities integrate entrepreneurship education into the formal curriculum. To achieve this objective descriptive survey research design was used. Data were collected from university students, instructors, and department heads. Accordingly, four universities were selected as sample universities by using simple random sampling technique. From these sample universities departments that give entrepreneurship course with all its students, instructors and department heads were taken as sample of the study. Data were collected by using questionnaire, interview, and document analysis from the participants. The result shows that in Ethiopian higher education institutions, entrepreneurship education curriculum and teaching methods is developed in house; have no a formalized national or international exchange of good practice in entrepreneurship education and did not include entrepreneurs in the development of entrepreneurship teaching materials. In addition, since the entrepreneurship education course is not integrated to all programs only few students took it as a result students did not develop entrepreneurial behavior, skills, knowledge in their stay in the university. The predominant methods of teaching used were lecture and case study. The major barriers for the development of entrepreneurship education identified are lack of funding available to support the entrepreneurship education and good-quality entrepreneurship education materials, lack of support from the top management and lack of strategic integration of entrepreneurship education in their institutions.

APA, Harvard, Vancouver, ISO, and other styles

18

Xu, Wenjun. "The Integration of Innovative Entrepreneurship Education and Interior Design Specialty Education in Higher Vocational Architecture." E3S Web of Conferences 253 (2021): 02071. http://dx.doi.org/10.1051/e3sconf/202125302071.

Full text

Abstract:

As a subject with strong application, interior design is intended to guide students to use design concepts and technical means scientifically according to the nature and standards of architecture, so as to create the indoor environment that people need. With the innovation of Internet technology and the rapid development of innovation and entrepreneurship, the integration of innovation and entrepreneurship education and interior design education in higher vocational buildings has become an inevitable trend of talent training. However, at present, there are still some problems in the innovation and entrepreneurship education of interior design major in China, such as the imperfect curriculum system, the insufficient degree of integration of curriculum and specialty, the weak spirit of innovation and entrepreneurship of higher vocational students, the insufficient ability of innovation practice and the lack of practice. In view of this, on the basis of experience at home and abroad, this paper tries to put forward the integration way of innovative entrepreneurship education and interior design professional education from the aspects of the reform of talent training mode, the innovation of curriculum system, the construction of practical platform, and the construction of teaching staff, in order to achieve better educational effect.

APA, Harvard, Vancouver, ISO, and other styles

19

Fleming, Patricia. "Education for Entrepreneurship in the Curriculum at University Level." Industry and Higher Education 13, no. 6 (December 1999): 405–8. http://dx.doi.org/10.5367/000000099101294753.

Full text

Abstract:

This paper discusses how the higher education system may be used as a mechanism to instil entrepreneurial beliefs and develop entrepreneurial skills among a graduate population. In particular, it examines the objectives, content, teaching method and outcomes of an integrated entrepreneurship programme developed at the University of Limerick in Ireland. A process model of entrepreneurship education is presented. Educating for enterprise promotes an awareness of business ownership as a career option and motivates young people to look creatively at their future opportunities. Graduate expertise is also crucial to many sectors of the economy where increasingly enterprise skills and competencies can stimulate a change philosophy that will foster growth.

APA, Harvard, Vancouver, ISO, and other styles

20

McGee, Cormac, Noah Schwartz, and Steven Ehrlick. "The Music Den: A framework for entrepreneurship education in a university start-up incubator." Industry and Higher Education 35, no. 4 (March 3, 2021): 360–66. http://dx.doi.org/10.1177/0950422221999222.

Full text

Abstract:

This account of practice details an ongoing approach to entrepreneurship education currently being implemented at a large urban university in Toronto, Canada. The Music Den is an entrepreneurship incubator focusing on the music industry that collaborates with start-up businesses, music projects, industry, local communities and postsecondary students. The incubator deploys a pedagogical model that promotes self-direction and mentorship by way of adaptable curricular programming. The program design utilizes social constructivist principles to deliver a novel entrepreneurship education curriculum.

APA, Harvard, Vancouver, ISO, and other styles

21

Mahmood, Rosman, Ahmad Suffian Mohd Zahari, Norlaila Ibrahim, Nik Fazlin Hiryati Nik Jaafar, and Najihah Marha Yaacob. "The Impact of Entrepreneur Education on Business Performance." Asian Journal of University Education 16, no. 4 (January 24, 2021): 171. http://dx.doi.org/10.24191/ajue.v16i4.11947.

Full text

Abstract:

The importance of entrepreneurial role in supporting the country's economic growth has been recognized by experts in the field of entrepreneurship. Today the importance of entrepreneurship has become increasingly important where it has turned into a priority for developing countries including Malaysia. Now, there are many higher educational institutions that are aware of the importance of applying entrepreneurial skills in higher education. Therefore, public universities have to implement entrepreneurship education to encourage students to venture into entrepreneurship. This study examined the effects of entrepreneurship education in influencing business performance among ITM/UiTM graduates. A total of 250 graduates from various businesses in Malaysia participated voluntarily in this study by completing survey questionnaires. A series of statistical analysis were applied including descriptive analysis, reliability analysis, correlation analysis, and multiple regressions analysis using the SPSS software. The results of the study indicate that university curriculum, relational factor, society factor, and entrepreneurship values were found to have significant influences on business performance. However, the results revealed that the university role has no significant influence on business performance. The findings of this study contribute to entrepreneurship education and entrepreneurship literature by adding new empirical evidence on the relationship between university curriculum, relational factors, society factor, and entrepreneurship values on business performance. In terms of managerial implications, the findings help HEI’s in organizing entrepreneurship education dimensions, particularly in strategizing, marketing, decision making, and positioning themselves in the business industry. Keywords: Entrepreneurship education, Business performance, Entrepreneurship values, University curriculum, University role, Relational factors, Society factor.

APA, Harvard, Vancouver, ISO, and other styles

22

Hyclak, Thomas, and Shima Barakat. "Entrepreneurship Education in an Entrepreneurial Community." Industry and Higher Education 24, no. 6 (December 2010): 475–86. http://dx.doi.org/10.5367/ihe.2010.0018.

Full text

Abstract:

This paper examines the evolution of programmes of enterprise education and technology transfer at the University of Cambridge in response to the growth of the Cambridge Cluster and public policy programmes designed to enhance the economic impact of higher education institutions. The authors highlight the way education programmes developed by the Centre for Entrepreneurial Learning uniquely reflect the needs of nascent high-tech entrepreneurs by using local entrepreneurs, venture capitalists, angels and start-up support specialists as instructors; by gearing the curriculum to issues facing high-tech ventures; and by offering ‘extra-curricular’ programmes that fit the scheduling needs of the PhD students, post-docs and research staff who constitute the intended audience. This examination provides an interesting case study of how a mature high-tech cluster can shape university entrepreneurship programmes. It also illustrates how new educational and technology transfer programmes have pulled the university and its nascent high-tech entrepreneurs into a closer relationship with the dense network of firms and people who make up the Cambridge Cluster.

APA, Harvard, Vancouver, ISO, and other styles

23

Thom, Marco. "Arts entrepreneurship education in the UK and Germany." Education + Training 59, no. 4 (April 10, 2017): 406–26. http://dx.doi.org/10.1108/et-05-2016-0089.

Full text

Abstract:

Purpose The purpose of this paper is to report on the current state of arts entrepreneurship education at higher educational institutions (HEIs) in the UK and Germany. It is based on findings from questionnaire surveys among 210 lecturers in fine art at 89 HEIs in the UK and Germany. Design/methodology/approach This paper explores issues related to fine art curriculum in higher education in the UK and Germany via survey questionnaires among 210 fine art lecturers with focus on arts entrepreneurship. Findings The study shows evidence that an arts entrepreneurship education, although considered by lecturers to be important and necessary for the professional and entrepreneurial preparation of fine art graduates, is definitely not implemented at HEIs, in neither the UK nor Germany. Practical implications The findings stimulate the discussion in the field of arts entrepreneurship and the redesigning of fine art curriculum to prepare fine art graduates for their entrepreneurial and professional careers. Originality/value There is still a marked paucity of research that focusses on arts entrepreneurship education. This study contributes to the knowledge by presenting specific findings related to fine art curriculum.

APA, Harvard, Vancouver, ISO, and other styles

24

Hakim, Abdul, and N. Hani Herlina. "Manajemen Kurikulum Terpadu di Pondok Pesantren Modern Daarul Huda Banjar." Jurnal Penelitian Pendidikan Islam 6, no. 1 (May 31, 2018): 111. http://dx.doi.org/10.36667/jppi.v6i1.157.

Full text

Abstract:

This article is the result of research at Pondok Pesantren Modern Daarul Huda, Banjar City, West Java Province. The results of the research show that: (1) Integrated curriculum planning includes the program of faith development, noble character, science, nationality and nationality, art, entrepreneurship and technical skills, dakwah and community, leadership and management, teacher training, gender equality education, and health, tahfidz al-Qur'an; (2) curriculum structure consists of intra-curricular curriculum, co-curricular and extracurricular; (3) the implementation of integrated curriculum management in this institution is combining several curriculum types such as the formal government curriculum and curriculum of pondok pesantren

APA, Harvard, Vancouver, ISO, and other styles

25

Larty, Joanne. "Towards a framework for integrating place-based approaches in entrepreneurship education." Industry and Higher Education 35, no. 4 (June 9, 2021): 312–24. http://dx.doi.org/10.1177/09504222211021531.

Full text

Abstract:

Regional and institutional contexts have been acknowledged as important to the design of entrepreneurship education (EE), yet the importance of place for entrepreneurship has so far received less attention. There is still much work to do in connecting students to places and engaging them in understanding the relationship between entrepreneurship, local communities and local economies within the EE curriculum. Taking inspiration from the notions of place-based and place-conscious learning, the paper proposes a framework for place-based EE and considers challenges for integrating place-based approaches into the EE curriculum. A case study of place-based EE at a university business school is then used to illustrate how the framework can be used to review existing curricula, as well as to reveal how an institution’s context might both facilitate and constrain opportunities for place-based learning. The paper provides a contribution by making more visible the important yet often invisible role of place in EE, while being mindful of the needs, resources and educational aims of regions and institutions.

APA, Harvard, Vancouver, ISO, and other styles

26

Sherman, Peter S. "A Prescriptive Approach To Introducing An Experiential Entrepreneurship Course In Undergraduate Education." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i1.5246.

Full text

Abstract:

Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the business. The requirement of new venture creation adds an enormous amount of complexity to the teaching experience. Although each pedagogical endeavor will vary, this manuscript details one such experience, including the challenges and various successes of the course and offers recommendations for those professors and/or deans interested in adding a real-life experiential entrepreneurship course to their curriculum.

APA, Harvard, Vancouver, ISO, and other styles

27

Zhou, Yingying, and Leilei Wu. "Extension Priority Evaluation Extension Model for Quality Evaluation of Innovation and Entrepreneurship Education." Journal of Advanced Computational Intelligence and Intelligent Informatics 23, no. 2 (March 20, 2019): 242–47. http://dx.doi.org/10.20965/jaciii.2019.p0242.

Full text

Abstract:

The quality evaluation of innovation and entrepreneurship education is of vital importance. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, this paper constructs the efficient innovation and entrepreneurship education quality evaluation system of 4 dimensions: innovation and entrepreneurship curriculum and activities, innovation and entrepreneurship education conditions, innovation and entrepreneurship education channels, innovation and entrepreneurship education effectiveness and 16 sub indicators, establishes the extension priority-degree evaluating model, and makes empirical study for 3 universities in Ningbo City, so as to put forward the corresponding suggestions.

APA, Harvard, Vancouver, ISO, and other styles

28

Chimbel, Aaron. "Introduce entrepreneurship concepts early in journalism curriculum." Newspaper Research Journal 37, no. 4 (December 2016): 339–43. http://dx.doi.org/10.1177/0739532916677057.

Full text

Abstract:

The author suggests journalism educators introduce entrepreneurial ideas and courses into their curriculum early in students’ education and offers suggestions for teaching entrepreneurship in introductory as well as upper-level classes.

APA, Harvard, Vancouver, ISO, and other styles

29

Cakranegara, Pandu Adi, and Johan Krisnanto Runtuk. "EFEKTIVITAS KURIKULUM ENTREPRENEURSHIP PRESIDENT UNIVERSITY TERHADAP ENTREPRENEURAL INTEREST, KNOWLEDGE, DAN ORIENTATION MAHASISWA." Firm Journal of Management Studies 4, no. 1 (May 3, 2019): 18. http://dx.doi.org/10.33021/firm.v4i1.681.

Full text

Abstract:

Entrepreneurship education is an important factor to help young people to know and pursue entrepreneurial behavior. Therefore, currently many universities require entrepreneurship education. This study aims to determine the effectiveness of curriculum entrepreneurship at President University towards Entrepreneurial Interest, Knowledge, and Student Orientation. Data was collected through an online questionnaire. A total of 219 students were sampled. Based on the results of descriptive analysis and multiple linear regression analysis, it was found that curriculum entrepreneurship applied at President University had a positive influence on Entrepreneurial Interest, Knowledge, and Student Orientation.

APA, Harvard, Vancouver, ISO, and other styles

30

Kiradoo, Dr Giriraj. "Competency-Based Learning: An Imperative Benchmark for Result Engendering Entrepreneurship Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 2781–86. http://dx.doi.org/10.17762/turcomat.v12i2.2307.

Full text

Abstract:

Entrepreneurship is an essential element aiming to be part of this competitive world based on fostering economic growth, creativity, and innovation. The competency-based approach refers to mastering skills and abilities as per the internal will power instead of the external environment’s pace. The present review dealt with studies that focused on entrepreneurship education, competence-based entrepreneurship learning, and a model curriculum. The program should identify and assess trainees’ acquired competencies and develop a communication competency at the entrepreneurship training program’s initial phase. Additionally, the entrepreneurship training programs’ curriculum should develop the trainees’ skills and capabilities. It should also focus on the industry-specific areas leading to economic growth. Hence there is a need to create quality courses by forming a committee of experts from various industries. It concluded that entrepreneurship training programs should develop specific competencies that enable the start-up founders to run their business successfully. Finally, the research considered enhancing motivation and attributes among trainees’ entrepreneurial behaviour and increasing their satisfaction level.

APA, Harvard, Vancouver, ISO, and other styles

31

Randall, Craig, Bryan Schaffer, Eric P. Arseneau, and Sandra King Kauanui. "Entrepreneurship and the General Education Curriculum: Ready or Not?" Academy of Management Proceedings 2016, no. 1 (January 2016): 14887. http://dx.doi.org/10.5465/ambpp.2016.14887abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Yuan, Liu. "Interactive system design of entrepreneurship education based on internet of things and machine learning." Journal of Intelligent & Fuzzy Systems 39, no. 4 (October 21, 2020): 5761–72. http://dx.doi.org/10.3233/jifs-189053.

Full text

Abstract:

The rapid development of cloud computing, internet of things and entrepreneurship education has enabled more young educators to choose an online education platform for education and teaching. Moreover, applying cloud computing technology with more advantages such as large storage, strong computing power and high stability to the construction of online education platform is an inevitable result. This paper applied the advantages of cloud computing to the development and implementation of entrepreneurship education online education platforms. In terms of curriculum setting, colleges and universities should add and improve sustainable entrepreneurship courses. Education departments should optimize the curriculum system of entrepreneurship education, improve the structure of students’ entrepreneurship knowledge, and take corresponding measures to achieve the positive development of sustainable entrepreneurship education.At the same time, the overall architecture, functional modules and details of the cloud-based online education platform were further explored, which provides a more complete theoretical basis for the research and design of the platform. Through comparative experiments, the research shows that the proposed algorithm has certain effects.

APA, Harvard, Vancouver, ISO, and other styles

33

Utha, Karma, Sonam Rinchen, Bhupen Gurung, Ganeshman Gurung, Tshewang Rabgay, and Changa Dorji. "Entrepreneurship Education in Bhutan: Perception, Culture and Challenges." World Journal of Educational Research 3, no. 2 (November 4, 2016): 460. http://dx.doi.org/10.22158/wjer.v3n2p460.

Full text

Abstract:

The present study was undertaken to determine the perception of Bhutanese students towards entrepreneurship and the influence of entrepreneurship in their career choice by a team of lecturers from Samtse College of Education and a teacher from the Samtse Higher Secondary School. It was a multifaceted research involving survey, interviews, focus group interviews and document analysis. The samples include 921 students [19 diploma, 248 undergraduate, 654 school students (460=HSS & 194=MSS)], currently studying in the schools, colleges and VTIs under Samtse, Chhukha and Thimphu Dzongkhags. The major findings include: perception of students is inclined more towards entrepreneurship second to government jobs, students and parents are aware of the increasing unemployment scenario in Bhutan, minimal focus on entrepreneurship education in the school and university level curriculum, and the pedagogical practices doesnot adequately favour entrepreneurship knowledge and skill development. Some of the recommendations are a need to include entrepreneurship education in the school curriculum right from primary education, and to disseminate information related to entrepreneurship among students in all the schools and colleges.

APA, Harvard, Vancouver, ISO, and other styles

34

Zhang, Linman. "Analysis on the Innovative Ways of Employment and Entrepreneurship Guidance in Higher Vocational Colleges under the Education of "Three All-round Education"." Advances in Higher Education 4, no. 10 (April 28, 2021): 201. http://dx.doi.org/10.18686/ahe.v4i10.3409.

Full text

Abstract:

The educational concept of "Three All-round Education" emphasizes all-staff education, full-process education, and all-round education. At present, this education concept has been applied in many courses and is a new era curriculum, one of the important ideological guidelines for teaching reform. As far as the employment and entrepreneurship guidance work and teaching in higher vocational colleges are concerned, this is an important guiding course for solving the employment and entrepreneurship problems of higher vocational graduates in the new era. The quality of course teaching must be ensured and guided by the concept of "three comprehensive education". It is of great significance for curriculum innovation and development. This article introduces the basic connotation of the "Three Comprehensive Education", analyzes the necessity of the application of the "Three Comprehensive Education" concept in the employment and entrepreneurship guidance work of higher vocational colleges, and explores the actual situation of the employment and entrepreneurship guidance work in the higher vocational colleges. This is the innovation path of employment and entrepreneurship guidance work in higher vocational colleges under the education of "Three All-round Education".

APA, Harvard, Vancouver, ISO, and other styles

35

Ahmad, Syed Zamberi, Mohd Zahari Ismail, and F. Robert Buchanan. "Examining the entrepreneurship curriculum in Malaysian polytechnics." International Journal of Management Education 12, no. 3 (November 2014): 397–406. http://dx.doi.org/10.1016/j.ijme.2014.06.004.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Stamatović, Jelena, and Lidija Zlatić. "Entrepreneurship and the Education of Future Teachers." Revija za elementarno izobraževanje 14, no. 1 (March 24, 2021): 13–30. http://dx.doi.org/10.18690/rei.14.1.13-30.2021.

Full text

Abstract:

Modern education needs include teachers who possess entrepreneurial competences. The subject of our study is entrepreneurship education in the field of teaching. We conducted semi-structured interviews with senior students of the Faculty of Education in Uzice (N=70). Entrepreneurship education can be realised using formal, non-formal and informal methods in higher education. The fundamentals of entrepreneurship are already represented in the existing curriculum, which cannot be deemed sufficient for systematised knowledge of entrepreneurship. Therefore, faculties of teacher education must be open to new models of activity and content organisation aimed at the development and encouragement of entrepreneurial competences among future teachers.

APA, Harvard, Vancouver, ISO, and other styles

37

Kisubi, Moses, Michael Korir, and Ronald Bonuke. "Entrepreneurial Education and Self-employment: Does Entrepreneurial Self-efficacy Matter?" SEISENSE Business Review 1, no. 1 (January 30, 2021): 18–30. http://dx.doi.org/10.33215/sbr.v1i1.498.

Full text

Abstract:

Purpose – The study sought to determine the mediating role of entrepreneurial self-efficacy in the relationship between entrepreneurship education and self-employment intentions. Design – A cross-sectional and explanatory survey approach was employed using a systematic sampling technique. Data were collected from a sample of 458 undergraduate finalists from two Ugandan universities. Results – Results of the study indicate that two predictors significantly influence self-employment intentions. Results also suggest that entrepreneurial self-efficacy partially mediates the relationship between entrepreneurship education and self-employment intentions. Implications – Curriculum developers should develop entrepreneurship curriculum content geared towards stimulation of self-employment intentions among learners via entrepreneurial self-efficacy. Second, educational and economic policymakers should design policies and programs like startup capital to enable graduates to realize their self-employment intentions. Originality/value – The study provides initial evidence on the mediating effect of entrepreneurial self-efficacy between entrepreneurship education and self-employment intentions.

APA, Harvard, Vancouver, ISO, and other styles

38

Rotimi, Grace Gift, Dare Joseph Enimola, and Zekeri Ochidi. "Entrepreneurship Education and Graduate Unemployment in Kogi State." Economic Insights – Trends and Challenges 2021, no. 3 (2021): 59–71. http://dx.doi.org/10.51865/eitc.2021.03.06.

Full text

Abstract:

The study aimed at the inclusion of entrepreneurship in the education curriculum and the inability of graduates to get jobs in Kogi State. Thus entrepreneurship education and its impact on graduate unemployment were investigated. A descriptive survey design was used to achieve the study’s objectives. Six (6) higher institutions in Kogi State were chosen to make up the study’s population. Due to the nature of the research, we concentrated on students. The study determined the sample size of 385. Inferential and descriptive statistics were used to analyze the data gathered. Multiple regression analysis (inferential statistics) was applied to unveil the impact of independent variables on the dependent variable. The finding showed that entrepreneurship education has a significant effect on the unemployment rate of graduates in Kogi state. The study concluded that entrepreneurship in the education curriculum can influence a reduction in the unemployment rate of graduates in Kogi State. The study recommended the review of policy relative to entrepreneurial education to enhance the high degree of its effectiveness in Kogi State higher institutions.

APA, Harvard, Vancouver, ISO, and other styles

39

Rönkkö, Marja-Leena, and Jaana Lepistö. "Finnish student teachers’ critical conceptions of entrepreneurship education." Journal of Enterprising Communities: People and Places in the Global Economy 9, no. 1 (March 9, 2015): 61–75. http://dx.doi.org/10.1108/jec-03-2013-0003.

Full text

Abstract:

Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

APA, Harvard, Vancouver, ISO, and other styles

40

Et. al., Norlidah Alias,. "Entrepreneurship skills in the curriculum of a selected vocational college in Selangor." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 5 (April 10, 2021): 1911–22. http://dx.doi.org/10.17762/turcomat.v12i5.2272.

Full text

Abstract:

Entrepreneurship is important in generating economic growth and social capital. Although entrepreneurship programs have been conducted in educational institutions, there seems to be uncertainty on components of entrepreneurship required in the curriculum. In addition, there has been very few successful entrepreneurs from these programmes. Further, there has been few studies onentrepreneurship in Malaysian Vocational Colleges and hence the implementation of programmes related to teaching entrepreneurship needs to be investigated to determine the skills required for entrepreneurship.A survey among 71 students and teachers at a premier vocational college to investigate current practices and EE components required was administered using a questionnaire and analysed using percentages and cross-tabulation while the open-ended responses were analysed according to emerging themes. The findings indicate that although EE was implemented in all colleges, the stakeholders required autonomy to design the curriculum according to the needs of the local community. Lack of resources and teacher preparedness were the main challenges in implementing EE. Marketing skills were required in most of the courses related to technology (Industrial Machinery Technology, Construction Technology and Computer and Networking System) whilesales management was important for Computer and Networking System, and Accountancy courses. Innovation was important for Electronic Technology. Further, some suggestions for the improvement of the vocational and technical courses in relation to entrepreneurship skills, were made.

APA, Harvard, Vancouver, ISO, and other styles

41

Summer, Anita. "Entrepreneurship Education in Mathematics Education for Future Primary School Teachers." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 89–99. http://dx.doi.org/10.2478/dcse-2019-0020.

Full text

Abstract:

Abstract Teachers act as role models and through their activities are active co-designers of future generations. Independent thinking and taking responsible, sustainable actions form the basis for a vibrant society. Entrepreneurship skills can already be fostered in primary school children. This requires well-trained primary school teachers. The following text deals with the contents of “Entrepreneurship Education and Mathematics”, which the curriculum provides for primary school children as well as for students of primary school education. In a case study the author describes the implementation of a course at the University College of Teacher Education Vienna/Krems as taught since 2015.

APA, Harvard, Vancouver, ISO, and other styles

42

Ruškytė, Džiuljeta, and Vytas Navickas. "Entrepreneurship Education Curriculum Changes in the Framework Programmes of General Education Schools." Socialinis ugdymas 40, no. 1 (October 20, 2015): 25–38. http://dx.doi.org/10.15823/su.2015.32.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Daraban, Bogdan. "Building a Curriculum for Social Business Entrepreneurship." Studies in Business and Economics 11, no. 2 (August 1, 2016): 19–25. http://dx.doi.org/10.1515/sbe-2016-0017.

Full text

Abstract:

Abstract In recent years social entrepreneurship has been emerging as a viable alternative to government policies for addressing some of the society’s most pressing issues. Academics have also started to take note but only a small number of institutions of higher education offer educational opportunities for students who want to become social entrepreneurs. In this paper I show how business schools are well equipped to offer a coherent curriculum for social business entrepreneurs at a relatively low marginal cost and argue that a business-heavy curriculum is appropriate.

APA, Harvard, Vancouver, ISO, and other styles

44

Zhang, Lixia. "On the Integrated Development of Innovation and Entrepreneurship Education and Tourism Management Education." Advances in Higher Education 3, no. 2 (October 10, 2019): 175. http://dx.doi.org/10.18686/ahe.v3i2.1441.

Full text

Abstract:

Strong applicability is the prominent characteristic of tourism management major, which requires that when the social demand changes, the major must make timely response. Therefore, it has become an important part of education in this field to train students in innovation and entrepreneurship and build adaptable application-oriented talents. Taking innovation and entrepreneurship education as the starting point, this paper conducts an in-depth investigation into the current situation of talent education in the field of tourism management, proposes reasonable solutions through in-depth analysis of the problems, and strives to improve the quality of tourism management education. For tourism management curriculum, knowledge system and innovative entrepreneurship education problems, this paper tries to build new education teaching mode, integrate the innovation of entrepreneurship education into professional education, through the coexist and complement each other, build more perfect teaching system, is committed to enhance the level of innovation entrepreneurship education, which provides some references for the teaching reform of tourism management.

APA, Harvard, Vancouver, ISO, and other styles

45

Szmulczyńska, Beata. "Zapotrzebowanie środowiska szkolnego w zakresie edukacji ekonomicznej a oferta edukacyjna Portalu Edukacji Ekonomicznej Narodowego Banku Polskiego - NBPortal.pl." Przedsiębiorczość - Edukacja 2 (January 1, 2006): 279–86. http://dx.doi.org/10.24917/20833296.2.30.

Full text

Abstract:

In the last years the subject „bases for entrepreneurships” was included in the high school curriculum and it increased a number of initiatives propitious to the development of economic education. Non profit organizations, media and governmental agencies are promoters of these initiatives. The goal of this article is to present Polish National Bank’s activities in subject matter, namely Portal of Economic Education - nbportal.pl - which sets itself the goal to improve economic education. Furthermore author presents the effects of research ordered by the Polish National Bank in the Teachers’ Development Center. They bring the information about practical aspects of the introduction of „bases for entrepreneurships” in chosen Polish schools. The level and kind of education and methods of the implementation were the main goal of the research. Furthermore the research demonstrated the needs of the basis of entrepreneurship teachers, their opinions on the curriculum, and finally the students’ opinion.

APA, Harvard, Vancouver, ISO, and other styles

46

Watkins, David, and Gareth Stone. "Entrepreneurship Education in UK HEIs." Industry and Higher Education 13, no. 6 (December 1999): 382–89. http://dx.doi.org/10.5367/000000099101294726.

Full text

Abstract:

The paper reviews the origins of entrepreneurship education in the UK from the time when it was considered almost a deviant form of academic behaviour through to the present day. At different times the main drivers for this work have been outreach to entrepreneurs and ‘real’ small and medium-sized enterprises (SMEs), research, and the growth of courses aimed at traditional degree students. Now, at least 45% of UK higher education institutions have one or more courses within the curriculum which address business start-up issues. Such activity looks set to increase, even without the investment of some £25 million of pump-priming funds from the Department of Trade and Industry (DTI). That money will shortly become available to universities with leading-edge science and technology to establish ‘Centres of Excellence’ in support of the creation of high-tech firms by their students and staff. Much of the paper draws upon the results of work supported by the Department for Education and Employment (DfEE) to assess and disseminate best practice in this field and to create new resources for entrepreneurship education. Signposts to these resources and others are given.

APA, Harvard, Vancouver, ISO, and other styles

47

Kirkley, William W. "Cultivating entrepreneurial behaviour: entrepreneurship education in secondary schools." Asia Pacific Journal of Innovation and Entrepreneurship 11, no. 1 (April 3, 2017): 17–37. http://dx.doi.org/10.1108/apjie-04-2017-018.

Full text

Abstract:

Purpose The purpose of this paper was to investigate the degree to which Entrepreneurship Education (EE) was being provided to secondary school students following changes to the Secondary School Curriculum in 2010 by the New Zealand Ministry of Education. Under these changes, secondary schools were charged with following an “entrepreneurial” approach to school instruction that would develop entrepreneurial behaviors in students. Design/methodology/approach The study used a qualitative methodology focused on gauging the reaction by teachers, students and their parents to this new teaching approach. The sample comprised ten secondary schools situated in Northland, New Zealand. A series of focus groups were used to solicit data among three levels under study in each school, i.e. teachers, students and parents. Individual semi-structured interviews were used to collect data from school principals to determine overall reactions to EE by the rest of the school. Findings Teachers reported benefits in terms of reduced direct teaching workload, increased participation from students and significantly improved scholastic results compared to targets set in the curriculum. Students reported positively on the greater degree of flexibility allowed under this teaching approach, while parents reported changes in attitude and more engagement in school activities and projects. Research implications The continuing evolution of classroom education at secondary school level has long-term repercussions for student learning, engagement and retention as we move to the digital age. Similarly, there are also consequences for the evolving role of teaching, curriculum design and delivery. Originality/value The value of this research lies in a closer examination of the effects traditional teaching practices have had on secondary students entering the digital age. Furthermore, it investigates an alternative teaching approach through EE and the impact it has on student learning, retention and engagement.

APA, Harvard, Vancouver, ISO, and other styles

48

Danbuba, Jummai Muhammad. "APPRAISAL OF QUALITATIVE AND PRODUCTIVE ENTREPRENEURSHIP EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA." Sokoto Educational Review 17, no. 1 (December 4, 2017): 6. http://dx.doi.org/10.35386/ser.v17i1.23.

Full text

Abstract:

The unemployment rate demands for the re-positioning of our educational policies and programmes in the production of self-reliant graduates that will not only be independent but employers of labour. This paper sought to examine the objectives of entrepreneurship education in terms of empowerment, diversification and job creation, as well as the significance of the discipline in incorporating skills, integrating of economic models, professionalism, and entrepreneurship ethos. The paper further addressed the challenges that bedeviled entrepreneurship education such as lack of standard system on curriculum provision and evaluation, insecurity, and poor perception of the discipline with suggestions such as collaborative curriculum drafting, employment of qualified teachers, and adequate supervision of facilities for effective learning and sustainability.

APA, Harvard, Vancouver, ISO, and other styles

49

Gordon, Jason, and Vlad Bursuc. "Law and Entrepreneurship Education: A Proposed Model for Curriculum Development." Journal of Legal Studies Education 35, no. 1 (February 8, 2018): 123–41. http://dx.doi.org/10.1111/jlse.12071.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Achemfuor, Akwasi Arko. "Revisiting Entrepreneurship Training for Adults: Basic Education Curriculum for Employability." Anthropologist 17, no. 2 (March 2014): 433–40. http://dx.doi.org/10.1080/09720073.2014.11891452.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Curriculum of entrepreneurship education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles