Relevant bibliographies by topics / Entrepreneurship education students

Contents

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

Academic literature on the topic 'Entrepreneurship education students'

Author: Grafiati
Published: 26 June 2021
Last updated: 1 February 2022

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

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Entrepreneurship education students.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Entrepreneurship education students"

1

Munyaradzi Ndofirepi, Takawira, and Patient Rambe. "Entrepreneurship education and its impact on the entrepreneurship career intentions of vocational education students." Problems and Perspectives in Management 15, no. 1 (May 10, 2017): 191–99. http://dx.doi.org/10.21511/ppm.15(1-1).2017.06.

Full text
Abstract:
The rich body of literature examining the entrepreneurship education-entrepreneurship intention relations tends to neglect the influence of contingent and other mediating factors on the relationship. This elusion creates an erroneous assumption that entrepreneurship intentions are insulated from external influences and the entrepreneurship education-intentions relationship is an automatic, directly linear interaction. Contesting this premise, this research explores the influence of exposure to entrepreneurship education (EE), mediated by precursors (such as attitude, subjective norms and perceived behavioral control) to entrepreneurial intentions on the actual entrepreneurship intentions (EI) of vocational education students at a particular institution in Zimbabwe. Drawing on a cross-sectional research design and 154 randomly selected students, the study examines the extent to which they intended to engage in entrepreneurship careers in the near future. A non-parametric technique, the Spearman correlation test, and regression analysis were employed to test the relationships between EE on the direct determinants of EI, between the immediate determinants of EI and actual EI and to test a number of predictive effects. The results demonstrate that EE had a positive correlation with the direct determinants of EI. In addition, EE predicted all the immediate determinants of EI, except for subjective norms. Lastly, there was no evidence to support a direct predictive effect of EE on EI, controlling for other psychological factors. To a large extent, the results validated the Theory of Planned Behavior as a guiding tool for estimating any premeditated entrepreneurial behavior. Thus, the Theory remains an invaluable theoretical lens for academics, educators and policymakers’ evaluation of effective ways of enhancing the grooming of potential entrepreneurs.
APA, Harvard, Vancouver, ISO, and other styles
2

Schwartz, Dafna, and Ayala Malach-Pines. "Entrepreneurship Education for Students." Industry and Higher Education 23, no. 3 (June 2009): 221–31. http://dx.doi.org/10.5367/000000009788640305.

Full text
Abstract:
This paper focuses on factors that influence the appropriateness of entrepreneurship studies to the needs and expectations of management students in Israel, where entrepreneurs are considered cultural heroes. The results of the authors' research revealed great interest in entrepreneurship studies among most of the students surveyed. However, differences were found between those students who intended to start a business and those who did not – in their business-related background, entrepreneurial traits and their business needs and expectations from entrepreneurship studies. These results highlight the disparity between the supply and the expectations from entrepreneurship programmes in universities, and as such have important implications for entrepreneurship education.
APA, Harvard, Vancouver, ISO, and other styles
3

Mani, Mukta. "Entrepreneurship Education." International Journal of E-Entrepreneurship and Innovation 5, no. 1 (January 2015): 1–14. http://dx.doi.org/10.4018/ijeei.2015010101.

Full text
Abstract:
Entrepreneurship education is believed to provide students with understanding of concepts of entrepreneurship, train and motivate them to indulge into entrepreneurial activities in future. This is an empirical study to explore the entrepreneurship education in engineering discipline from the perspective of students. The study also attempts to unearth the factors that motivate them to take entrepreneurial activities and their perceived hurdles. Data about the opinion of students regarding entrepreneurship education has been collected from 168 students. The data has been analyzed using various statistical tools. It is found that the students are highly interested in starting their own business. They consider that decision making skills, risk taking capacity, creativity, communication skills and ability to prepare business plan are the most important skills for a successful entrepreneur. They feel motivated to start their own business because of intrinsic factors like being their own boss, chasing their dreams. Lack of experience and lack of funds are the most deterring factors.
APA, Harvard, Vancouver, ISO, and other styles
4

Millman, Cindy, Zhengwei Li, Harry Matlay, and Wang‐chan Wong. "Entrepreneurship education and students' internet entrepreneurship intentions." Journal of Small Business and Enterprise Development 17, no. 4 (October 26, 2010): 569–90. http://dx.doi.org/10.1108/14626001011088732.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Menzies, Teresa V., and Joseph C. Paradi. "Entrepreneurship Education and Engineering Students." International Journal of Entrepreneurship and Innovation 4, no. 2 (May 2003): 121–32. http://dx.doi.org/10.5367/000000003101299474.

Full text
Abstract:
A 15-year cohort of graduates of an engineering degree programme at a major Canadian university who had taken either one (1EES) or three (3EES) elective entrepreneurship course(s) and a randomly stratified comparison group are the subjects of this paper. Career path, business start-ups, ownership, performance and satisfaction with their entrepreneurship education are examined. Being male and taking one or more courses in entrepreneurship proved to be a strong predictor of business ownership. Significantly more of the 1EES group had started businesses (48% had owned a business at some time since graduation) than those in the comparison group (26% had owned a business at some time since graduation). However, business performance was not significantly different according to group. Taking one or more courses in entrepreneurship was also a strong predictor of later reaching top management status. Significantly more of the 1EES group, who were not business owners, were employed in top management positions. This study also provides information on the time lag from graduation to venturing, on business characteristics, and on the desire for an entrepreneurial career in the future. Findings are important for educators and policy makers.
APA, Harvard, Vancouver, ISO, and other styles
6

Feșteu, Dorin, and Natalia Turlakova. "ENTREPRENEURSHIP EDUCATION PROGRAMME - STUDENTS’ OPINIONS." SERIES V - ECONOMIC SCIENCES 13(62), no. 2 (December 21, 2020): 177–90. http://dx.doi.org/10.31926/but.es.2020.13.62.2.19.

Full text
Abstract:
"the purpose of this research was to identify students’ opinions regarding the relevance and preferred learning approaches in an Entrepreneurship Education programme. A transversal design, using a questionnaire on 139 students from seven universities from Belarus, Moldova and Ukraine was employed. The study concluded that Entrepreneurship and Business Planning were perceived as essential modules. Leadership and Project Management and Innovation Management were perceived as very relevant. Intellectual Property Law was perceived as of little relevance. Overall, the preferred delivery modes were: “Practical module within a start-up”, “Optional module within a Master’s programme” and “Learning by running a business”. However, different approaches were suggested for different modules. "
APA, Harvard, Vancouver, ISO, and other styles
7

Mei, Hong, Ching-Hung Lee, and Yuanyuan Xiang. "Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education." Education Sciences 10, no. 9 (September 22, 2020): 257. http://dx.doi.org/10.3390/educsci10090257.

Full text
Abstract:
Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
APA, Harvard, Vancouver, ISO, and other styles
8

Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (March 16, 2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.

Full text
Abstract:
Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.
APA, Harvard, Vancouver, ISO, and other styles
9

Mamun, Abdullah Al, Shaw Pui Fong, and Noorshella Binti Che Nawi. "Entrepreneurship Education and Students’ Career Choice." Advanced Science Letters 23, no. 4 (April 1, 2017): 2954–57. http://dx.doi.org/10.1166/asl.2017.7617.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pruett, Mark W., Harun Şeşen, J. R. M. Pandian, and Greg Winter. "Female Students." JWEE, no. 1-2 (June 29, 2018): 40. http://dx.doi.org/10.28934/jwee18.12.pp40-53.

Full text
Abstract:
We have conducted the first-ever study of female and male Afghan university students about entrepreneurship and entrepreneurship education. Students at this new university in Afghanistan provided data on their intentions, entrepreneurial disposition, perceptions about the university role, and their beliefs about barriers and motives to entrepreneurship. On the one hand, we find significant differences between women and men in disposition and intentions, with women having lower levels of disposition and intentions. On the other hand, the two groups display remarkably similar views of the importance of numerous entrepreneurship motives and barriers. They also feel the same about the positive university support of their entrepreneurship interests. In other words, although young Afghan women and men appear to feel different about themselves and their plans, they hold relatively similar views on the reasons for entrepreneurship, the impediments to entrepreneurship, and the potential of university education and support to foster entrepreneurship in both sexes.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Entrepreneurship education students"

1

Mars, Matthew M. "The Emerging Domains of Entrepreneurship Education: Students, faculty, and the Capitalist Academy." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/193961.

Full text
Abstract:
Entrepreneurship within higher education is most often examined as set of market and market-like behaviors within colleges and universities. The field of entrepreneurship studies has been largely neglected by higher education scholars. This qualitative study focuses on entrepreneurship as an academic discipline emerging within the academic capitalist/learning regime. Specific attention is paid to expanding student markets, capitalist behaviors among entrepreneurship students, and the emerging multidisciplinary faculty culture associated with the expanding academic discipline of entrepreneurial studies.I used semi-structured individual interviews, document analysis, and self-administered student questionnaires as the methods for collecting data essential to better understanding the evolution of entrepreneurship education within the context of academic capitalism. The research was conducted at two public research universities: the University of Iowa and the University of Texas at El Paso. From this study, I show the increasing trend of undergraduate students acting as state-subsidized capitalists, the fluid and recursive nature of the capitalist academy, and the multidimensional traits of the faculty cultures that are emerging within the academic capitalist knowledge/learning regime.
APA, Harvard, Vancouver, ISO, and other styles
2

Khohliso, Sylvester Mziwonke. "Improving technological entrepreneurship of first-year students at universities." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/6476.

Full text
Abstract:
A challenge facing higher education institutions is the level of technological entrepreneurship of first-year students in the field of technological programmes. This challenge has put pressure on management of higher education institutions to introduce an entrepreneurial mindset and encourage innovation. According to Development Policy Research Unit (2007:18), 23 percent of students choose qualifications mainly for the employment opportunities. According to Shein, Crous, and Schepers (2010:1), not only in growing economies such as South Africa‟s, entrepreneurship contributes to a national growth and contributes to job creation. Shein, et al. (2010:1), further claim that recent studies have shown a shift towards studying entrepreneurship in an attempt to uncover its fundamentals and its importance in adding to the well-being of the country.
APA, Harvard, Vancouver, ISO, and other styles
3

Goje, Hussaina. "The impact of entrepreneurship education program on students' entrepreneurial intentions in Nigerian universities." Thesis, Nottingham Trent University, 2017. http://irep.ntu.ac.uk/id/eprint/35004/.

Full text
Abstract:
The importance attached to entrepreneurship education has become recognized and important by the Nigerian government and Universities that these programs are made compulsory for undergraduates. However, the impact of the existing entrepreneurship education programs in Nigerian Universities in aiding the decision to become self-employed after graduation still remains unclear. A comprehensive examination of the impact of these specific programs have not been examined since their establishment over a decade. This study examines the impact of entrepreneurship education on students' entrepreneurial intentions in Nigerian Universities, and identifies the factors that influence their entrepreneurial intentions. It also considers the suggestions that address the design of entrepreneurship education programs for Nigerian University students. The need of this research developed as a result of the high rise of unemployment among Nigerian graduates, and the scantiness of empirical research on entrepreneurship education in Nigeria. This research followed a pretest post test quasi experimental control group designs by using a group of third year students that participated in entrepreneurship programs and as a control group, students who do not participate in the entrepreneurship programs to measure their entrepreneurial intentions and its antecedents at the beginning and after a semester long entrepreneurship program. Results revealed that there is a positive link between entrepreneurship education and entrepreneurial intentions for Nigerian University Students. It indicates that there is a significant difference between the two groups, the entrepreneurship students showed a higher perceived desirability for entrepreneurship, entrepreneurial self- efficacy, entrepreneurial intentions than the non participants. It also showed that the entrepreneurial learning gained from the program can benefit students with an improved desire and capability to embark on entrepreneurship. The results also showed that perceived desirability for entrepreneurship and entrepreneurial self efficacy were the most significant factors than other control factors in influencing entrepreneurial intentions. Added to this, the element of perceived desirability was found to be stronger than entrepreneurial self efficacy in the influence. Also, among the control factors tested, it was only students' course of study that was found to be a significant influencing factor entrepreneurial intentions. This thesis has made contributions to the existing body of knowledge in the fields of entrepreneurship education and entrepreneurial intentions in a number of ways. Firstly, it conducted one of the pioneer research on entrepreneurship programs that have received no attention in the last decade in Nigeria, by providing more evidence on the applicability of theory of planned behavior in examining the impact of the program on entrepreneurial intentions. Secondly, it also provides more evidence that non-business students specifically, science-based can also develop higher entrepreneurial intentions. Thirdly, through a pre-test post-test quasi experimental control group design in a developing country, this thesis contributes to the methodology used for assessing the impact of entrepreneurship education by providing a robust approach in the assessment. Fourthly, it also adds to the debate on the most influential elements for determining students' entrepreneurial intention as perceived desirability for entrepreneurship and entrepreneurial self-efficacy. Fifthly, it provides more insight into the benefits of entrepreneurship education by revealing the positive impact that entrepreneurial learning has on perceived desirability for entrepreneurship and entrepreneurial self-efficacy. Sixthly and finally, it also provides suggestions for improving the design of entrepreneurship education programs for the Nigerian Universities. It was also proposed that with these suggestions, the entrepreneurship education programs in Nigeria may further consider the suggestions in the program by piloting the test of its impact on students' entrepreneurial intentions.
APA, Harvard, Vancouver, ISO, and other styles
4

Lüthje, Christian, and Nikolaus Franke. "Entrepreneurial Intentions of Business Students: A Benchmarking Study." Inderscience, 2004. http://dx.doi.org/10.1142/S0219877004000209.

Full text
Abstract:
It is widely accepted that the educational system of universities has to provide an academic environment that may serve as a catalysts for high-technology start-ups. The academic tradition of entrepreneurship in German-speaking countries is very short. Until recently, fostering innovations and new product development through entrepreneurship has not been regarded as a primary task of universities. However, perspectives have changed in this respect, and there have been numerous attempts to enhance the role of university graduates as founders of innovative businesses. In this paper, we compare the entrepreneurial intentions of students at two German-speaking universities (the Vienna University of Economics and Business Administration and the University of Munich) with the corresponding results for a leading institution in this field: Massachusetts Institute of Technology (MIT). We find very distinct patterns of entrepreneurial spirit in these universities. The results also suggest that the lower level of founding intentions among students in Munich and Vienna may be attributed to their less distinctive entrepreneurship education. This leaves a great deal of room for improvement. (author's abstract)
APA, Harvard, Vancouver, ISO, and other styles
5

Trebar, Robert J. "The Influence of the College Environment on the Entrepreneurial Intentions of Students." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404751268.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

McHenry, Bruce. "Case Study on the Entrepreneurial Mindset and Individual Entrepreneurial Orientation of Six Community College Students." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13419818.

Full text
Abstract:

The purpose of this explorative case study was to understand how the skill building, academic, and life learning experiences align and demonstrate an entrepreneurial mindset and individual entrepreneurial orientation. The study used a purposive sample of six self-selected students at Southwest Suburban Community College, part of a large community college district, in a major metropolitan area in the southwest United States. An action research approach provided an iterative process for the researcher to reflect and review the research process to ensure the participants’ stories demonstrated their lived experiences.

The study used two conceptual frameworks, Effectuation Theory and Individual Entrepreneurial Orientation, to provide different lenses of entrepreneurial orientation and mindset to frame the findings. The study’s research question explored how skill building, academic, and life learning experiences of a purposive sample of self-selected community college students align with and demonstrate an entrepreneurial mindset and individual entrepreneurial orientation.

Two assertions emerged from the qualitative data analysis. The assertion of Willing Vulnerability and Purposeful Intentionality demonstrated the participants’ stories aligned with propositions inherent to the entrepreneurial mindset and individual entrepreneurial orientation found in the scholarship. Moreover, the assertions and the researcher’s own meaning making during the action research process suggest several actions can be taken. These actions include curriculum development, faculty pedagogy, and institutional polices and can be employed by the researcher, colleagues, and leaders when developing and facilitating an entrepreneurial culture where students lived experiences are integrated and validated as emerging entrepreneurial mindset and orientation.

APA, Harvard, Vancouver, ISO, and other styles
7

Marks, Jonathan Tresman. "Kolb Interrupted : An investigation into students' experience of an experiential learning approach to entrepreneurship education." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/6884.

Full text
Abstract:
Entrepreneurial activity is widely regarded as a primary driver of socio-economic development. Alongside structural and systemic support, entrepreneurship education is a critical factor in improving entrepreneurial activity. While entrepreneurship education initiatives abound, little is understood about the effectiveness and pedagogical basis of these programmes, especially from the perspective of the student. This thesis focuses on a case study of a South African programme of entrepreneurship education designed around Kolb's Experiential Learning Cycle. The research employs a phenomenographic framework to identify the qualitatively different ways in which students experience this experiential learning approach to entrepreneurship education. This research shows that students' ways of experiencing learning can be characterised in one of two ways; a superficial way of experiencing learning in which students takes on a less sophisticated and surface view of learning, and an immersed way of experiencing learning in which students' engage in a deep and sophisticated manner. These ways of experiencing learning suggest two ways in which Kolb's Experiential Learning Cycle is interrupted; firstly, at the point of concrete experience, and secondly, at the point of reflective observation. This study makes a contribution to knowledge by examining experiential learning from the perspective of the student, and shows how programmes of entrepreneurship education can be better designed, in order to have an impact on entrepreneurial activity and socio-economic development.
APA, Harvard, Vancouver, ISO, and other styles
8

Oncu, Feier Monica Elena. "How culture and education influence students’ entrepreneurial intentions : -A qualitative study between students from Babes-Bolyai University, Romania and Umeå University, Sweden, enrolled in Business programs-." Thesis, Umeå universitet, Handelshögskolan vid Umeå universitet, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-37108.

Full text
Abstract:
Entrepreneurship has become a much discussed subject in the past years when the business world together with universities discovered that one of the factors that will help the national economy, level of innovation are the entrepreneurs. And even though there are different attitudes towards whether entrepreneurs are born or made, everyone agreed that the role of academic education is important in the creation of new entrepreneurs and developing them. Now the question is whether the universities in the way that they are conducting studies are able to offer the appropriate environment for an entrepreneur to develop or national culture has a more powerful impact on the young graduates’ entrepreneurial initiatives. The study attempts to understand how culture and education influence students to go towards an entrepreneurial career rather than preferring the security of a job. A qualitative research was conducted with groups of students from two different countries in order to better see the effects culture has, as it is an abstract concept. First, a literature review was conducted in order to clarify different concepts and to create the basis for the analysis and interpretation. Next, gathering the data- focus groups and interviews conducted with students- was an important step in being able to understand how culture and entrepreneurial education interact to each other. Afterwards, the analysis was made and the data gathered was examined through the theory previously chosen. The results lead to a framework, developed by the author, which explains the relationships between entrepreneurial education, culture and new venture creation- entrepreneurial intentions. Further research and recommendations were added at the end of the study to guide the future studies.
APA, Harvard, Vancouver, ISO, and other styles
9

Kgagara, Murutluluga Reuben. "An assessment of the attitude towards entrepreneurship among higher education students in Sedibeng district / Kgagara M.R." Thesis, North-West University, 2011. http://hdl.handle.net/10394/7371.

Full text
Abstract:
Entrepreneurship has played an important role in economic prosperity and social stability in many developed countries. Today South Africa as developing country is faced with massive challenges of high levels of unemployment among the youth, especially university graduates, due to lack of work experience, low skills base and education. The formal labour market in South Africa is currently saturated, unable to absorb the ever increasing number of labour force; hence, the decision by the government to prioritise the development and support of small medium enterprises. Beside all these interventions, South Africa is still ranked among the lowest of all developing countries participating in the Global Entrepreneurship Monitor (GEM). Today entrepreneurship is offered in most of the universities as part of the curriculum but it is evident that levels of entrepreneurship are still not improving in the country. There has been an upward trend in the number of young South Africans entering higher education; this can be attributed to the poor market conditions for low–skilled workers and the high monetary benefits to education. The daunting observation is that while the graduate labour force is on the rise, a large number of graduates possessing diplomas and degrees are finding it difficult to find employment. Graduate unemployment in South Africa has been rising very fast since 1995 along with national unemployment. In this study the entrepreneur was used casually to refer to the owner or creator of a new business, small, growing, and successful business. This includes any person who sets up a small business, or changes from being an employee of an organisation to being self employed, even though neither needs any significant degree of innovation nor capital. Risk taking and risk tolerance is one component of entrepreneurship that is very critical, hence there is a need for more attention in the entrepreneurial education. In the discovery perspective, cognition has impact on the chance that some people will identify and seize the opportunity. Opportunity identification depends on prior awareness and knowledge, whilst exploitation depends on having the necessary ii capabilities. Entrepreneurs should be able to read and recognise patterns for them to recognise opportunities. Profile of an entrepreneur and skills required are technical skills, perseverance, communication skills, managerial skills, leadership skills, innovative skills, pro–activity, information seeking skills, and financial skills. The primary objective of this study was to assess the attitudes and perceptions towards entrepreneurship among students in a higher education institution in the Sedibeng District of the Gauteng Province. The empirical study was conducted among the population and recommendations on entrepreneurial education were compiled. The survey was conducted using a self–completion questionnaire method, whereby questionnaires are handed out to respondents for self–completion and returned to the researcher immediately. In an effort to encourage high response, the questionnaire was accompanied by a cover letter which assured the respondents of confidentiality. An attitude scale to test the prevalence of entrepreneurial attitudes and perceptions among the respondents was used. The Likert scale was used whereby the respondents were asked to rate a particular issue on a scale that ranged from strongly disagrees to strongly agree. The majority of the respondents are predominantly young Africans, from low income families with only few parents that made it to university level, and mostly not involved in entrepreneurship. The gap exists with regard to equipping the respondents with entrepreneurial education and training. The university and other stakeholders should create an environment that is supportive towards entrepreneurial activities. There are still many business opportunities that need to be explored in South Africa but the biggest challenge remains the access to knowledge and information with regard to available support structures. Tertiary institutions should: Develop start–up capital systems for students whilst studying. The curriculum design should support employability skills such as languages, starting your own businesses, presentation skills, creativity and leadership abilities, specific qualifications focusing on business creation should be developed, case studies should focus more on opportunity orientated ideas and business and lecturing staff should be empowered to support entrepreneurial activities in their respective fields. Databases of possible business ideas should be developed. A conceptual research model that will support accelerated youth entrepreneurship should be developed in the country and research institutions should be contracted to populate this research model. Furthermore, government regulations should be tested regarding their impact on youth entrepreneurship development as a standard item. Fresh approaches are thus needed to stimulate youth entrepreneurship in rural areas. Therefore, policies and programmes to encourage youth entrepreneurship in these areas should be researched. National competitions for youth entrepreneurs should be encouraged and visible events should be organised such as enterprise weeks at tertiary educational institutions. Tertiary institutions can also investigate the possibility of business hives for students or allowing students businesses to operate on campuses for the duration of their studies.
Thesis (M.B.A.)--North-West University, Potchefstroom Campus, 2012.
APA, Harvard, Vancouver, ISO, and other styles
10

Badwan, AbdulRahman. "The adoption of mentorship and its influence on students' cognitive psychology : a case of entrepreneurship education." Thesis, University of Southampton, 2018. https://eprints.soton.ac.uk/426438/.

Full text
Abstract:
The call for universities to play a role in boosting the economic growth caused an education revolution. This led to the rise of entrepreneurial universities that introduced entrepreneurship education to sustain the third mission. Previous studies in entrepreneurship learning argued that entrepreneurial pedagogy methods did not change during the third academic revolution; however, recent research confirms that educators are applying blended mentorship pedagogy to respond to the hybrid nature of entrepreneurship education and to remain engaged with students during entrepreneurship sessions. The fact that past evidence shows that entrepreneurship education impacts students' semantic cognition directed this thesis to research the interactive relationship between educators and students by focusing on the influence of mentorship pedagogy on students' cognitive antecedents. Reviewing past studies supported this research to establish its positivism philosophical stance and generate hypothesised frameworks. To test research models, data were collected from students who were enrolled in UK entrepreneurship education courses; these data were subjected to analysis through a structural equation modelling process Findings show that educators' mentorship pedagogy is influencing students' attitudes, perceived behavioural control and entrepreneurial intentions. Results also demonstrate that educators' mentorship pedagogy is supporting the knowledge contents of theoretical and practical entrepreneurship education to affect students' cognition. Finally, the thesis reveals the different impacts of traditional teaching, psychosocial functions and career-related mentorship functions on students' cognitive factors. This thesis sheds light on an interactive teaching method within the framework of entrepreneurship education. Furthermore, the research extends the field of entrepreneurship learning by explaining the nature of the active relationship between educators and students in entrepreneurship sessions. It also reveals the interaction between the components of entrepreneurship education and educators' blended mentorship pedagogy.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Entrepreneurship education students"

1

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.

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
2

Pinkney, Andrea Davis. Teen business blasts off! New York: Network for Teaching Entrepreneurship, 2010.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
4

Bridging the skills gap: How the STEM education pipeline can develop a high-skilled American workforce for small business : roundtable before the Committee on Small Business and Entrepreneurship, United States Senate, One Hundred Thirteenth Congress, first session, May 22, 2013. Washington: U.S. Government Printing Office, 2014.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

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

Full text
Abstract:
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.
APA, Harvard, Vancouver, ISO, and other styles
6

Greenspan, Aaron. Authoritas: One student's Harvard admissions and the founding of the Facebook era. Palo Alto: Think Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Greenspan, Aaron. Authoritas. Palo Alto: Think Press, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

A study of the practise of entrepreneurship education for Calgary high school students. 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

H, Bishop Janet, and Pennsylvania Council on Economic Education., eds. Taking charge: Learning economics through entrepreneurship ... a nine-week curriculum in economics, entrepreneurship, and job-readiness education for students in grades 7-12. Reading, Pa: Pennsylvania Council on Economic Education, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

I Said Yes! Real Life Stories of Students, Teachers and Leaders Saying YES! to Youth Entrepreneurship in America's Schools. Gazelles Publishing, 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Entrepreneurship education students"

1

Nithyananda, K. V. "Teaching the Elective, “Legal Aspects of Innovation and Entrepreneurship” to Management Students." In Entrepreneurship Education, 71–84. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Brown, Pamela J. "Entrepreneurship EducatioN for Non-Traditional Students." In Developments in Marketing Science: Proceedings of the Academy of Marketing Science, 284. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-13078-1_95.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wright, Geoffrey A. "Teaching Entrepreneurship and Innovation to University Students." In Smart Education and e-Learning 2019, 389–97. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-8260-4_35.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Noga, Marian, and Andrzej Brzeziński. "Economic knowledge of students in Poland – an empirical study." In Economics, Education and Youth Entrepreneurship, 63–108. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003206446-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Meehan, Margaret, Paul Adkins, Barbara Pavey, and Angela Fawcett. "Dyslexia and Entrepreneurship Education: What do Students who Study in Higher Education (HE) Say?" In Entrepreneurship, Dyslexia, and Education, 239–54. New York, NY: Routledge, 2021. | Series: Routledge: Routledge, 2020. http://dx.doi.org/10.4324/9781351036900-17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Mohamad, Siti Aishah, Ilyani Azer, Musramaini Mustapha, and Hasni Abdullah. "Empowerment of Young Entrepreneurs Through Entrepreneurship Education: Students’ Perception." In Regional Conference on Science, Technology and Social Sciences (RCSTSS 2014), 991–97. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1458-1_89.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Zhang, Qiong, and Hui-yong Guo. "Analysis of Financial Education Demand Based on College Students’ Entrepreneurship." In Advances in Intelligent Systems and Computing, 1081–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2568-1_149.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Rodríguez, Ricardo D. Álvarez, and Jorge A. Wise. "Innovation in Entrepreneurship Education: Developing Competitive Advantages for MBA Students." In Innovation, Technology, and Knowledge Management, 199–211. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-24657-4_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Gao, Hui, Zhaowen Qiu, Zhengyu Liu, Lei Huang, and Ying San. "Research and Practice on College Students’ Innovation and Entrepreneurship Education." In Communications in Computer and Information Science, 36–44. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2098-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Hassan, Rosilah, Wan Mimi Diyana Wan Zaki, Hanim Kamaruddin, Norasmah Othman, Sarmila Md Sum, and Zulkifli Mohamad. "Entrepreneurship Education in UKM: Essential Skills for First-Year Students." In Leadership, Innovation and Entrepreneurship as Driving Forces of the Global Economy, 675–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43434-6_59.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Entrepreneurship education students"

1

Wang, Xiao. "On College Students' Entrepreneurship Education." In 2016 International Conference on Contemporary Education, Social Sciences and Humanities. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccessh-16.2016.61.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

"Study on College Students' Entrepreneurship Education and Entrepreneurship Consciousness." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Chung, He Len, Kayla Taylor, and Caitlin Nehila. "Preparing students for service-learning and social entrepreneurship experiences." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8171.

Full text
Abstract:
A critical feature of contemporary models of civic engagement is mutually-beneficial collaboration between campus and community partners, in which all members contribute skills and experience to co-create knowledge. At any given time, multiple relationships require attention – for example, triadic relationships between students, faculty, and staff of community organizations. This model is relevant for both service-learning (SL) and social entrepreneurship (SE), as both seek to work with community partners or in the community to address challenges facing the community. To date, research involving students has focused on the impact of these learning opportunities on student development (e.g., academics, civic participation). For students to be true partners in SL and SE projects, however, we need to understand the reciprocity of these interactions, particularly how to prepare students can become collaborators in developing campus-community partnerships (i.e., participatory readiness). To promote participatory readiness among students, we argue for a competency-based framework that integrates research and recommendations from the fields of service-learning, social entrepreneurship, and educational leadership. Throughout the article, we discuss similarities and differences in SL and SE practices and draw attention to the implications of the work for community engagement and pedagogy in higher education.
APA, Harvard, Vancouver, ISO, and other styles
4

Rahmawati, Novianti, Mahmuddin, and Siti Halimah. "Education of Entrepreneurship and Activities of Entrepreneurship to Students’ Interests." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.026.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Wohlgemuth, Veit, Tine Lehmann, and Christina Saulich. "Transnational student consultancy – an integrated approach to business students’ learning." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7983.

Full text
Abstract:
Higher Education Institutions (HEI) are under pressure to enhance graduate employability. The concept of graduate employability refers to a mix of specific skills, knowledge, and personal attributes; among others internationalisation, innovation, and entrepreneurship skills. This paper asks the question: How can HEI enhance students’ internationalisation, innovation, and entrepreneurship skills in order to foster graduate employability? The authors provide insights into a transnational student consultancy teaching approach that was implemented simultaneously at five European HEI in the winter term of 2017/2018. The paper adds to the practical dimension of internationalisation, entrepreneurship education, and innovation pedagogy by presenting an example of how these interrelated concepts can be integrated into a course for business students. The authors discuss important challenges of implementing transnational consultancy projects at HEI, such as varying academic calendars and administrative requirements, matching student teams and small and medium-sized enterprises (SMEs), as well as managing expectations. Based on participant feedback, this paper draws three lessons learned for lecturers that are involved in transnational teaching projects.
APA, Harvard, Vancouver, ISO, and other styles
6

Kakkonen, Marja-Liisa. "First-year business students’ entrepreneurial attitudes." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7973.

Full text
Abstract:
Entrepreneurial competences consist of attitudes, knowledge and skills. Several higher education institutions support and promote students' learning of entrepreneurial competences during their studies. In order to verify the development of these competences they should be first examined at the early phase of the studies. Therefore, in the autumn 2017 when a new curriculum was launched in the business department of a Finnish university of applied sciences, a follow-up study with three sub-studies was planned to annually survey students' attitudes towards entrepreneurship, generic competences and subject-specific competences of entrepreneurship.This paper presents the results of the first sub-study which examined the students' attitudes in the beginning of their studies. According to the findings, their attitudes towards entrepreneurship are quite positive. Although the aim is not to generalize the results of the study beyond this student group, the findings provide a solid starting point for the implementation of the curriculum in this higher education institution and thus, for the development of students' even more positive attitudes towards entrepreneurship during their studies.
APA, Harvard, Vancouver, ISO, and other styles
7

Martínez Cartas, Mª Lourdes. "ENCOURAGING ENTREPRENEURSHIP IN ENGINEERING STUDENTS." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2757.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Iturralde, Txomin, and Amaia Maseda. "ENTREPRENEURSHIP EDUCATION. A PATHWAY TO IMPROVE ENTREPRENEURSHIP ORIENTATION OF THE STUDENTS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.2129.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Torniainen, Anna-Maija. "Start It Up - Support for young entrepreneurship." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8143.

Full text
Abstract:
The aim of the paper is to disclose how entrepreneurship education can be developed and examined in a Higher Education Insitution (HEI) via a EU funded local project. The paper examines HEI students´ motivation factors and needs concerning Entrepreneurship education (EE). Start It Up – Support for young entrepreneurship project´s objective is to support students and young people in entrepreneurship, new business creation and innovation, and also employment in and out the innovation ecosystems. Differentiating entrepreneurial methods, best practices, entrepreneurship coaching, and entrepreneurship spirit are tested and organized throughout the project. The project strives to deliver tools and motivation towards entrepreneurship. This article introduces the activities that have been done to support EE and a case study which examines how the entrepreneurship education can be improved to develop EE in the Finnish HEI. The main testing platforms for EE are presented and the results of the case study show that to promote entrepreneurship and to enhance students´ awareness and motivation towards entrepreneurship in the Finnish HEI, the offering of EE teaching, events and competitions for students should be increased and promoted more effectively.
APA, Harvard, Vancouver, ISO, and other styles
10

Maulana, Irsan, and Ani Pinayani. "Metakognitif Ability Analysis Viewed from Student Learning Students." In 2nd International Conference on Economic Education and Entrepreneurship. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006885703360339.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Entrepreneurship education students"

1

Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2629.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sanz, E., M. Lascurain, A. Serrano, B. Haidar, P. Alonso, and J. García-Espinosa. Needs and requirements analysis. Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.001.

Full text
Abstract:
The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
APA, Harvard, Vancouver, ISO, and other styles
3

Johnson, Mark, John Wachen, and Steven McGee. Entrepreneurship, Federalism, and Chicago: Setting the Computer Science Agenda at the Local and National Levels. The Learning Partnership, April 2020. http://dx.doi.org/10.51420/conf.2020.1.

Full text
Abstract:
From 2012-13 to 2018-19, the number of Chicago Public Schools (CPS) high school students taking an introductory computer science course rose from three thousand per year to twelve thousand per year. Our analysis examines the policy entrepreneurship that helped drive the rapid expansion of computer science education in CPS, within the broader context of the development of computer science at the national level. We describe how actions at the national level (e.g., federal policy action and advocacy work by national organizations) created opportunities in Chicago and, likewise, how actions at the local level (e.g., district policy action and advocacy by local educators and stakeholders) influenced agenda setting at the national level. Data from interviews with prominent computer science advocates are used to document and explain the multidirectional (vertical and horizontal) flow of advocacy efforts and how these efforts influenced policy decisions in the area of computer science. These interviews with subsystem actors––which include district leaders, National Science Foundation program officers, academic researchers, and leaders from advocacy organizations––provide an insider’s perspective on the unfolding of events and highlight how advocates from various organizations worked to achieve their policy objectives.
APA, Harvard, Vancouver, ISO, and other styles
4

Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

Full text
Abstract:
The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Entrepreneurship education students' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography