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Books on the topic 'Entrepreneurship education programs'

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Published: 10 March 2023

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1

Hajesz, David. Youth entrepreneurship programs. [Brandon, Man.]: Rural Development Institute, Brandon University, 1997.

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2

Brent, Parton, and Robb Alicia, eds. Entrepreneurship education and training programs around the world: Dimensions for success. Washington, DC: The World Bank, 2014.

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3

Programs, United States Congress House Committee on Small Business Subcommittee on Government. SBA programs to assist veterans in readjusting to civilian life: Joint hearing before the Subcommittee on Government Programs of the Committee on Small Business and the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, second session, Washington, DC, July 31, 1996. Washington: U.S. G.P.O., 1997.

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4

United States. Congress. House. Committee on Veterans' Affairs. Subcommittee on Education, Training, Employment, and Housing., ed. SBA programs to assist veterans in readjusting to civilian life: Joint hearing before the Subcommittee on Government Programs of the Committee on Small Business and the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, second session, Washington, DC, July 31, 1996. Washington: U.S. G.P.O., 1997.

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5

United States. Congress. House. Committee on Small Business. Subcommittee on Government Programs. SBA programs to assist veterans in readjusting to civilian life: Joint hearing before the Subcommittee on Government Programs of the Committee on Small Business and the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, second session, Washington, DC, July 31, 1996. Washington: U.S. G.P.O., 1997.

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6

United States. Congress. House. Committee on Small Business. Subcommittee on Government Programs. SBA programs to assist veterans in readjusting to civilian life: Joint hearing before the Subcommittee on Government Programs of the Committee on Small Business and the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, second session, Washington, DC, July 31, 1996. Washington: U.S. G.P.O., 1997.

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7

United States. Congress. House. Committee on Small Business. Subcommittee on Government Programs. SBA programs to assist veterans in readjusting to civilian life: Joint hearing before the Subcommittee on Government Programs of the Committee on Small Business and the Subcommittee on Education, Training, Employment, and Housing of the Committee on Veterans' Affairs, House of Representatives, One Hundred Fourth Congress, second session, Washington, DC, July 31, 1996. Washington: U.S. G.P.O., 1997.

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8

Eyoel, Yordanos. Entrepreneurship education as a prison re-entry program. Cambridge, Mass: John F. Kennedy School of Government, 2010.

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9

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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10

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

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11

Welsh, Dianne H. B. Creative cross-disciplinary entrepreneurship: A practical guide for a campus-wide program. New York City, NY: Palgrave Macmillan, 2014.

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12

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

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13

Office, General Accounting. Tax administration: Changes to IRS's Schedule K-1 document matching program burdened compliant taxpayers : report to the Chair, Committee on Small Business and Entrepreneurship, U.S. Senate. [Washington, D.C.]: GAO, 2003.

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14

Office, General Accounting. Tax administration: IRS's efforts to improve compliance with employment tax requirements should be evaluated : report to the Ranking Minority Member, Committee on Small Business & Entrepreneurship, U.S. Senate. Washington, D.C: The Office, 2002.

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15

Beyond second opinions: Making choices about fertility treatment. Berkeley: University of California Press, 1998.

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16

Peris-Ortiz, Marta, Carlos Rueda-Armengot, Jaime Alonso Gómez, and Francisco Vélez-Torres. Education Tools for Entrepreneurship: Creating an Action-Learning Environment through Educational Learning Tools. Springer, 2019.

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17

Education Tools for Entrepreneurship: Creating an Action-Learning Environment Through Educational Learning Tools. Springer International Publishing AG, 2015.

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18

Peris-Ortiz, Marta, Carlos Rueda-Armengot, Jaime Alonso Gómez, and Francisco Vélez-Torres. Education Tools for Entrepreneurship: Creating an Action-Learning Environment Through Educational Learning Tools. Springer London, Limited, 2015.

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19

Valerio, Alexandria, Brent Parton, and Alicia Robb. Entrepreneurship Education and Training Programs around the World: Dimensions for Success. The World Bank, 2014. http://dx.doi.org/10.1596/978-1-4648-0202-7.

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20

Joshi, Smita. Assessing stakeholders' perspectives on the status and impact of educational partnerships in the high school co-op and enterprise education programs in Newfoundland and Labrador. 1999.

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21

Open for Business: A Simulation for Student-run Enterprises. Prufrock Press, 2005.

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22

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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23

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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24

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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25

Duffy, Ali. Careers in Dance. Human Kinetics, 2021. http://dx.doi.org/10.5040/9781718212701.

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Never before has a greater variety of careers been available in dance—and never before has such comprehensive, expert guidance on those burgeoning careers been accessible in one book. Careers in Dance is a master guide that will help students navigate the expanding opportunities in dance and familiarize current professionals with potential career choices that best align with their pursuits and strengths. This highly practical text offers a wealth of information on career options in a variety of settings and with a variety of focuses, including commercial ventures, scholarly pursuits, administrative avenues, medical and scientific settings, and interdisciplinary opportunities. Readers are guided in discovering their deepest interests and learning how to translate their unique strengths into rich and fulfilling careers. In keeping with recent trends in higher education dance programs, Careers in Dance spotlights entrepreneurship and leadership opportunities for dancers, delving into an array of options and offering much-needed advice. The book covers some of the social and cultural influences that affect success in the field, and it explores various career opportunities: • K-12 and postsecondary dance education • Dance studios • Performance, choreography, and production • Dance research, analytical writing, and journalism • Dance administration and advocacy • Dance science, therapy, and medical and somatic practices • Private competition companies • Technical theater and related areas The text also helps readers understand the connections between dance and other disciplines. For example, it details the interdisciplinary opportunities involving technology, technical theater, and media. It also notes the possibilities for continued education in graduate school programs and suggests approaches to acclimating to life as a working professional. Careers in Dance offers two recurring elements throughout the book: 1. Profiles of, and interviews with, esteemed professional dancers, revealing their real-world experiences and affording insights into different dance careers 2. Reflection prompts that encourage self-reflection and prepare readers to seek career development and career advancement opportunities This text explores the opportunities dance students and professionals can pursue, helps them pinpoint their areas of interest and strengths, and equips them to create their unique paths to a fulfilling career in dance. In doing so, Careers in Dance provides the advice and strategies dancers need to actualize their own destinies in dance. AUDIENCE Text for undergraduate courses on careers, entrepreneurship, and leadership, and for dance students embarking on careers. Reference for professionals considering career changes in the dance field.
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26

Clarke, Indako E., Kit S. Double, and Carolyn MacCann. Rethinking How We Prepare Students for the Workforce. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0010.

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The 21st century has heralded many changes to the nature of work, and to contemporary workplaces. These changes demand workers who can adapt and thrive in dynamic environments and roles. It is the role of educational institutions to cultivate these future workers and foster a range of cognitive and noncognitive skills that are easily transferrable between careers and workplaces. This chapter outlines four noncognitive graduate attributes discussed in previous chapters—respect for diversity, entrepreneurship, interest, and conscientiousness. Each attribute is discussed in terms of its importance to contemporary workplaces and employers, how potential employers or educational institutions may be able to identify the attribute, and how educational institutions can better prepare students for the workforce. In a rapidly changing economy in which individuals are expected to change careers multiple times, widely applicable knowledge, skills, and abilities are becoming far more valuable to employers, and more central to educational programs.
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27

Berge, Lars Ivar Oppedal, Kjetil Bjorvatn, Amina Mohamed Maalim, Vincent Somville, and Bertil Tungodden. Reducing Early Pregnancy in Low-Income Countries. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198829591.003.0007.

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Many adolescent girls in low-income countries face the challenge of early pregnancy and lifelong dependence upon family and partners. In this chapter, we review the literature on field interventions aimed at reducing early pregnancies in low-income countries, classifying the contributions into those targeting girls’ mindset (preferences and beliefs) and economic opportunities. We also report from an analysis of more than 3,000 essays written by adolescent girls in Tanzania about their hopes for the future. Our literature review and text analysis suggest that interventions that aim at strengthening economic opportunities, such as entrepreneurship programmes or incentives to increase school attendance, are more effective in reducing early pregnancy than those that only target the mindset dimension, such as educational programmes on reproductive health and family planning.
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28

Customized Schooling: Beyond Whole-School Reform. Harvard Education Press, 2011.

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