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Books on the topic 'Entrepreneurship Education in Nigeria higher Institutions'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

Azelama, Julius Uduimho. Administration of Nigeria tertiary institutions. Benin City: Ever-Blessed Publishers, 2005.

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2

Brian, Pusser, ed. Arenas of entrepreneurship: Where nonprofit and for-profit institutions compete. San Francisco: Jossey-Bass, 2005.

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3

Conference, Nigerian Association of General Studies. National consciousness for Nigeria: Its teaching in the general studies programme of Nigerian tertiary institutions : being selected conference papers of the 5th Annual Conference of the Nigerian Association of General Studies held at the University of Maiduguri, 1987. [Nigeria]: The Association, 1987.

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4

Universities and the Europe of knowledge: Ideas, institutions, and policy entrepreneurship in European Union higher education policy, 1955-2005. New York: Palgrave Macmillan, 2005.

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5

Golovach, Valentina, and Irina Turchaeva. Organization of production and entrepreneurship in the agro-industrial complex. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1047845.

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The textbook reveals the main categories and concepts in the field of organization of production and entrepreneurship in the field of agro-industrial complex. Special attention is paid to the issues of primary production planning in agricultural organizations and their divisions using process maps. Each section of the manual contains the main theoretical provisions, practical tasks with methodological recommendations, control questions in order to better assimilate the educational material. Meets the requirements of the Federal state educational standards of higher education of the latest generation. It is intended for studying the discipline "Organization of production and entrepreneurship in the agro-industrial complex" in the preparation of students of higher educational institutions studying in the direction 35.03.04 "agronomy". It can also be useful for students of other agricultural fields of training and specialties of higher educational institutions, as well as for economists, managers, other employees of agricultural organizations, teachers, etc.
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6

Krupina, Nadezhda. Topics business ideas. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1013021.

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In the textbook revealed effective analytical and communication potential of diverse methods of visualization: the nature, principles and rules of application, the techniques applied aspects in business planning and strategic management of a commercial organization. Presents the theoretical and practical material will allow students of vocational education institutions to develop knowledge in a number of disciplines including "business Organization", "Organization and management of trade-marketing activities", "Management", "Economics", "Commerce", "Entrepreneurship". Meets the requirements of Federal state educational standards of secondary professional education of the last generation. For students and listeners of educational institutions of higher and secondary vocational education, post-graduate students of humanitarian, economic and managerial professions, and others interested in issues of business visualization.
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7

Reznik, Semen, and Irina Igoshina. Management. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1514558.

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The system of intensive introduction of junior students in the direction of "Management"is presented. The theoretical foundations of management and requirements for the main educational program for an enlarged group of training areas 38.00.00 "Economics and Management"are given. The technologies of life activity that allow students to actively engage in the educational process and practical activities, get a job on the profile of training even during their studies at the university are considered. Special attention is paid to the formation of personal competitiveness and entrepreneurship of the student. Meets the requirements of the federal state educational standards of higher education of the latest generation. For junior students of higher educational institutions.
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8

Jones, Paul, and Gideon Maas. Entrepreneurship Centres: Global Perspectives on their Contributions to Higher Education Institutions. Palgrave Macmillan, 2018.

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9

Jones, Paul, and Gideon Maas. Entrepreneurship Centres: Global Perspectives on Their Contributions to Higher Education Institutions. Springer International Publishing AG, 2017.

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10

Jones, Paul, and Gideon Maas. Entrepreneurship Centres: Global Perspectives on Their Contributions to Higher Education Institutions. Palgrave Macmillan, 2016.

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11

Pusser, Brian. Arenas of Entrepreneurship: Where Nonprofit and For-Profit Institutions Compete: New Directions for Higher Education (J-B HE Single Issue Higher Education). Jossey-Bass, 2005.

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12

Corbett, A. Universities and the Europe of Knowledge: Ideas, Institutions and Policy Entrepreneurship in European Union Higher Education Policy, 1955-2005. Palgrave Macmillan, 2005.

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13

Corbett, A. Universities and the Europe of Knowledge: Ideas, Institutions and Policy Entrepreneurship in European Union Higher Education Policy, 1955-2005. Palgrave Macmillan, 2005.

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14

Humburg, Martin, and Rolf Van der Velden. What Is Expected of Higher Education Graduates in the Twenty-first Century? Edited by John Buchanan, David Finegold, Ken Mayhew, and Chris Warhurst. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780199655366.013.10.

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In this chapter, we reflect on the skills higher education graduates are expected to have in today’s economy and the role of higher education in equipping graduates with these skills. First, we identify six trends which form the basis of the changing role of graduates in economic life. These trends are the knowledge society, increasing uncertainty, the ICT revolution, high performance workplaces, globalization, and the change of the economic structure. By changing the nature and range of tasks graduates are expected to fulfil in today’s economy, we argue that these trends generate new and intensify traditional skill demands, which we summarize as professional expertise, flexibility, innovation and knowledge management, mobilization of human resources, international orientation, and entrepreneurship. Second, we draw out some key issues concerning the role of higher education institutions in equipping graduates with these skills.
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15

Lima Rua, Orlando. Creativity and Business Innovation (Volume II). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0073b.

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The bachelor's degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic years of 2020/21 and 2021/22. They have been organised in the form of volumes, being the first volume presented (Volume I). The objectives of this book are (1) to allow students of this bachelor's degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).
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16

Lima Rua, Orlando. Creativity and Business Innovation (Volume I). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0072b.

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The bachelor's degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic years of 2020/21 and 2021/22. They have been organised in the form of volumes, being the first volume presented (Volume I). The objectives of this book are (1) to allow students of this bachelor's degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).
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17

Lima Rua, Orlando. Creativity and Business Innovation (Volume III). CEOS Edições, 2022. http://dx.doi.org/10.56002/ceos.0074b.

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The bachelor’s degree in Creativity and Business Innovation is a joint study programme offered by the Polytechnic of Porto (P.PORTO), through the Porto School of Accounting and Administration (ISCAP), Vilnius Kolegija - University of Applied Sciences (VIKO), from Lithuania and the Estonian Entrepreneurship University of Applied Sciences (EUAS), from Estonia. This is a pioneer degree in the context of Portuguese higher education, taught in English. Due to its innovative character, it responds to the new paradigms that higher education institutions (HEI) will have to face. With innovative syllabus, teaching/learning methodologies and assessment methods it develops new paths for higher education programmes. To conclude this degree, students must develop and present a Final Thesis (Project). Thus, the present book compiles, in the form of chapters, some of the work presented by the students during the academic year of 2021/22. They have been organised in the form of volumes, being the third volume presented (Volume III). The objectives of this book are (1) to allow students of this bachelor’s degree to develop and consolidate knowledge in the various disciplinary areas of Management, (2) to support students in finalising their Final Thesis (Project), and, finally, (3) to promote the transfer of knowledge from Academia to Society. The organizer and the authors of the chapters are grateful for the support of the entrepreneurship and innovation research line of the Center for Organisational and Social Studies of Polytechnic of Porto (CEOS.PP).
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18

Ayyar, R. V. Vaidyanatha. The Blitzkrieg That Turned into a Stalemate (Kapil Sibal’s Tenure). Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474943.003.0016.

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This chapter describes the extraordinary efforts made by Kapil Sibal to reform almost every aspect of education, and his refreshing courage in advocating polices shunned by the political class such as promotion of private participation, and encouraging reputed foreign institutions to establish campuses in India. It describes the successes he achieved like enactment of the RTE Act, and the heroic failure to enact as many as six acts which would have totally restructured the policy and regulatory framework of higher education. By focusing on the process and politics of policymaking it brings out that the failure was mainly due to strategic and tactical mistakes, and adopting a no-holds barred adversarial approach that is eminently appropriate in a courtroom is utterly inappropriate in policymaking. All in all, Sibal’s achievements and failure offer valuable lessons for policy entrepreneurship. It also describes the failed efforts of the Health Ministry to establish the National Commission for Human Resources for Health as a super-regulator in Medical Education in place of multiple regulatory authorities like the Medical Council, Dental Council and so on.
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19

Che 3-cha ASEM Chongsang Hoeui: Kyongje hyomnyok punya ui songkwa wa palchon chollyak (Chongchaek yongu). Taeoe Kyongje Chongchaek Yonguwon, 2000.

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