Dissertations / Theses on the topic 'Entrepreneurship education students'

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.

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.

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.

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)

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.

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.

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.

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.

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.

At the core of entrepreneurship is the debate surrounding whether an entrepreneur is born or can be created. The literature to date argues for and against both sides but acknowledges that entrepreneurial education plays a key role in assisting the development of entrepreneurs. While many aspects of entrepreneurship and entrepreneurial education are discussed in the literature, there is little discussion about the relationship the two have on the attitudes and motivations of the students taking entrepreneurial programs.The importance of entrepreneurship is shown by its economic importance and the fact that governments are actively trying to increase the level of entrepreneurship within their countries.By examining the existing literature we identify that there are four key characteristics of an entrepreneur. These are: motivation, opportunity identification, risk and uncertainty and the ability to network. From there we also analyse the role of education and in particular the relationship between entrepreneurial education and entrepreneurship. We identify how entrepreneurial education can be used to develop entrepreneurship both individually and within a region.This allows us to assess the effects on the attitudes of students undergoing entrepreneurial education by looking at their attitudes towards the characteristics of an entrepreneur, before and after the entrepreneurial program is complete.The research takes a qualitative approach with eight students of an entrepreneurial program at the Umeå University being interviewed and their responses being analysed. The program has been running from 2003, and respondents were chosen between 2003 and 2010. Semi-structured interviews were conducted based on the entrepreneurial characteristics outlined above however there was also scope to enable the respondent to speak freely about the entrepreneurial education they received to assess if other factors affected their attitudes and motivations. After conducting interviews and analysing the empirical data we find that entrepreneurship education has a positive effect on students‟ attitude and motivation, especially on areas such as opportunity identification and networking. The findings also show that there are aspects that the education fails to provide, which in effect have a negative impact on students attitude and motivation.

This study explores a form of transnational economy that involves cross border movements of students, families and business people that are motivated by education. A main objective of the study is to explore the interplay of structural factors and the agency of migrants in the development of this industry. Using interview data collected in Seoul, Korea and Vancouver, Canada, this study demonstrates that the globalization of the international education industry is not simply an economic process but a by-product of complex relations between many economic and non-economic factors. The intensification of globalization in general, and the rise of neo-liberalism in particular, have introduced macro structural changes in the political economies of both Korea and Canada that have had important implications for growth in the education industry. The role of nation-states is critical in that both Korean and Canadian national governments have delivered more relaxed policies regulating international migration and educational flows between the two countries. At the local level, both public and post-secondary educational institutions in Vancouver have become actively engaged in recruiting fee-paying international students. Ordinary migrants, both permanent residents and temporary visitors, play an important role in promoting Canadian education in the global market as well. The successful recruitment activities of local schools (and school boards) have been facilitated by Korean international education agencies operating in Vancouver. Relying on close social and cultural linkages between Korea and Canada, the transnational entrepreneurial activities of Korean immigrants demonstrate how globalization actually works in practice. With strong motivation and spatial mobility, the rising demands of Korean students and their parents have also been an important precursor of recent industrial growth. This seemingly smooth growth of the international education industry between Seoul and Vancouver, however, masks more complex dynamics of the process. I provide four critiques on taken-for-granted approaches towards neo-liberalism and economic globalization. Exploring immigrant participation at the heart of the knowledge economy (education), this study also asks if the entrepreneurial opportunities that are being cultivated by Korean-immigrants represent an innovative shift from traditional and low-level ethnic niche economies toward more lucrative opportunities.

Entrepreneurs play a major role in the 21st century economy, especially in developing countries such as Chile. Entrepreneurial individuals generate innovative ideas, create jobs, and push older businesses to improve competitiveness. To encourage entrepreneurial skills and mindset among the next generation of students, different public and private initiatives have started to include entrepreneurship education (EE) in all levels of education, especially in higher education. Nowadays, EE is not only about business creation, it is about educating individuals to be capable of creating opportunities using entrepreneurial skills to deal with complex and uncertain environments. Yet, while much is known about how entrepreneurs not only create social, environmental, and economic value, the entrepreneurial process is still not understood well enough. This lack of understanding limits our ability to teach entrepreneurship. The purpose of this mixed methods study was twofold: (1) to explore relationships between faculty teaching perspectives, the experience of the faculty and student entrepreneurial intentions in required entrepreneurship courses at Chilean universities. From this information, I identified those faculty who seem to have differential impact on students entrepreneurial intentions (Phase I: quantitative, secondary data), and (2) to describe and explain how the entrepreneurship faculty define and think about entrepreneurship education and teaching methods (Phase II: qualitative, primary data). This study found that the required entrepreneurship courses in a Chilean university had no impact on student entrepreneurial intentions. However, the study also showed that faculty entrepreneurial experience might be a factor that impacts student entrepreneurial intentions. The qualitative part of the study indicated that while faculty hold a perspective in which entrepreneurship is more than simply business creation and are already using some "learning through" entrepreneurship pedagogical elements, but are still primarily basing classes on "learning for" entrepreneurship strategies such as business plan development.

This thesis was written as part of a process to secure funds to develop a Vocational Education Entrepreneurship Workshop for African American students attending the Provisional Accelerated Learning Center (PAL), a local community based organization which assist high risk individuals to gain vocational education and Graduation Equivalen Diploma (GED)

Extracurricular enterprise activities have steadily increased over the past decade within universities (Rae et al., 2012), as has the domain of entrepreneurial learning research (Wang and Chugh, 2014) yet limited empirical research examines links between the two phenomena. This thesis connects educational theory, entrepreneurial learning theory and entrepreneurial education research to examine the role that extracurricular enterprise activities may have within the entrepreneurial learning processes of students at United Kingdom Higher Education Institutions. Utilising a social constructionist paradigm of enquiry this thesis critically examines perceptions of the value of extracurricular enterprise activities from an educator and student perspective. A semi-structured survey (n=55) and in depth interviews with students (n=23) and enterprise educators (n=3) across 24 UK universities explored what extracurricular enterprise activities students engaged in, their motivations for engagement and the perceived value of extracurricular enterprise activities in relation to entrepreneurial learning processes. Findings suggest that extracurricular enterprise activities not only provide value in the experiential and social learning opportunities afforded for participants, but the positioning of these activities outside of the main curriculum enables students to develop their autonomous learning capabilities. The results contribute to an emerging body of literature examining self-directed learning activities and entrepreneurial learning (Van Gelderen, 2010; Tseng, 2013). The thesis concludes that while experiential and social learning opportunities occupy a central role within entrepreneurial learning processes of university students, self-directed learning activities are increasingly important, and emphasis should be placed upon enabling students to self-direct their entrepreneurial learning processes. For policy and practice, this research provides additional scrutiny of the proposition that extracurricular enterprise activities positively enhance learning through examining what extracurricular enterprise activities students choose to engage in and the benefits they perceive they attained. This research also provides an enhanced understanding of how students interpret and apply the theoretical concept of entrepreneurial learning. Research examining entrepreneurial learning is important in enabling a more effective understanding of the entrepreneurial process yet studies examining student perceptions of entrepreneurial learning remain limited (Mueller and Anderson, 2014; Wang and Chugh, 2014). Finally, this thesis presents the central role of self-directed learning activities to students’ entrepreneurial learning processes and provides recommendations for enhancing entrepreneurial education.

Enterprise and entrepreneurship (EE) education aims to equip students with the attributes, behaviours and skills to recognise and respond to opportunities. However, evidence suggests that this does not happen in practice. Opportunity recognition (OR) is frequently cited as a competence from EE education, yet studies suggest it is rarely developed as such. This has resulted in calls for practical guidelines and frameworks on OR to be made available to EE educators. While OR is recognised as a creative process, there is a distinct lack of creativity driven approaches available to educators. Similarly, a growing awareness of the potential value of ‘design’ in EE has resulted in calls to consider education and assessment methodologies used in Design Education (DE) for the creative aspects of EE education. This study responds to those calls. The research explores the potential suitability of DE approaches to OR education (ORedu), within the context of Higher Education (HE) in Ireland. A qualitative approach was taken, involving both semi-structured interviews and observation of educators in practice. This research is the first of its kind to reveal the existence of an ORedu process, which was found to lack prominence in existing EE education. The current ORedu process was considered sub-optimal, with students rushing into the process or selecting unsuitable or convenient opportunities. DE was found to develop ‘designerly ways of thinking’ in students, facilitating the generation and development of new ideas, thereby making it relevant from an OR perspective. This was enabled by its delivery, the requirement for students to explore, continuous educator challenge and exposure to managed risk in safe learning environments. Key theoretical contributions include a refined ORedu process and an ORedu framework to enable the progressive development of student OR competence. Practical implications of this research include recommendations for EE educator training.

Thesis (MTech (Business Administration in Project Management))--Cape Peninsula University of Technology, 2011.
Human capital is both a key driver of economic growth and a means to promote overall development. In order to enhance human capital in South Africa, tertiary institutions have seen a tremendous increase in students' enrolment over the past few decades. But, in spite of the need for skilled labour, tertiary education graduates are increasingly faced with unemployment, which poses a serious obstacle to the economic growth of the country. This study investigated the role of tertiary education in enhancing selfemployment among project management graduates. This study was descriptive in nature and intended to find answers to research questions, which comprised the extent to which tertiary education seeks to motivate students to self employment. In addition, the study sought to find challenges related to self-employment facing project management students after they have completed their studies, as well as reasons why some people choose self-employment over salaried employment. Data were collected with the use of a self-administered structured questionnaire. Collected data were analysed using of the statistical software for social science (IBM SPSS Statistics version 19) for descriptive statistics in the form of tables and charts. Furthermore, statistical tests, using chi-square values at the 0.05 level of significance, were performed to determine factors influencing individuals to choose a self-employment career. The study found that education may either enhance individual entrepreneurial ability, thereby increasing the likelihood of choosing self-employment or increase opportunities for paid employment, both of which reduce unemployment. In addition, tertiary education provides human capital that enables graduates to achieve increased level of productivity, which leads to earning more income than lower educated people in both paid employment and self-employment career. Unfortunately, graduates face financial related challenges, which constrain them from undertaking self-employment endeavours. The results of this study suggest that graduate unemployment can only be eliminated if students are provided with the right skills and knowledge to match the requirement of the employment market. Furthermore, the study suggests that graduates should be assisted financially at the initial stage of their self-employment activities.

The aim of this study is to gain more in-depth knowledge into what Swedish upper secondary school students perceive they learn, and the factors that students perceive affect learning, when they start and run mini-companies within the Junior Achievement Company Program.  The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection in learning were used to analyze and further understand the data. The results reveal that the students talk about, and appear to convey, equal importance upon learning general skills as learning business skills when doing their mini-companies. Students describe using general skills they improved while running their mini-companies in other school activities and non-school activities leading to better performance in these activities. Doing business activities triggers learning and provides students with an opportunity to further develop, and learn multiple aspects, of skills. Students identify many factors, such as time, autonomy, assessment, and deadlines, which they associate with their mini-companies. On the whole, they say these factors have a positive effect on learning both business and general skills, however some factors can also inhibit learning. An analysis of all the factors students identified reveals that they originate, or are influenced by, multiple contexts such as school, the Swedish Junior Achievement organization, and the business environment. Together these factors can be said to create a special school community of practice for their mini-company project. Students point out significant differences between their mini-company project, and other school projects they have previously done, thus providing valuable insight into the importance of project design in relation to learning skills and possible pedagogical implications regarding learning general skills in other school projects.
This thesis strives to gain further knowledge and understanding into what Swedish upper secondary students perceive they learn, and how they learn, when starting and running Junior Achievement mini-companies. The data is comprised of interviews with eleven students each of whom ran a mini-company with other students. Situated learning theory, experiential learning theory and theoretical concepts on reflection on learning were used to analyze and further understand the data. The results reveal that students talk about, and appear to convey, equal importance upon learning general and business skills. General skills students improved when doing mini-companies can benefit other school and non-school activities. Students perceive that learning is not only triggered by the business tasks they do, but is also influenced by a multitude of factors such as time, autonomy, assessment, and deadlines that affect what, and how they learn. Overall, students perceive factors that they associate with the mini-company project have a positive effect on learning skills, however some can also inhibit learning. Students point out many differences between the mini-company project and other school projects providing valuable insight into the importance of project design in relation to learning skills.

Si la formation et In sensibilisation à l’entrepreneuriat se développent à un rythme soutenu ces derniers temps de par le monde, plusieurs questions liées à ces actions attendent encore des éclairages et des éléments de réponse, notamment la question de leur impact. L’enseignement de l’entrepreneuriat au sein des universités vietnamiennes, étant en phrase de naissance, a un fort besoin de recherches adaptées. En reposant sur les modèles d’intention, nous cherchons, dans cette thèse, à répondre à la question suivante : « comment la sensibilisation à la création d’entreprise influence-t-elle l’intention des étudiants vietnamiens de créer une entreprise ? ». Répondre à cette question implique de tester d’abord un modèle explicatif de l’intention de créer une entreprise dans le contexte universitaire vietnamien et d’utiliser ensuite ce modèle validé pour mesurer et expliquer l’impact de la sensibilisation à la création d’entreprise sur l’intention et les perceptions entrepreneuriales des étudiants. Notre enquête par questionnaire a été réalisée auprès de trois échantillons d’étudiants (610 observations au total) qui ont été sensibilisés différemment à la création d’entreprise. Des analyses de régression multiple ont été menées sur le total des observations pour tester et valider notre modèle d’intention. Ayant opté pour une méthode comparative des scores obtenus par chaque groupe, une série d’analyses de type Anova à un facteur ont été réalisées pour évaluer l’effet des programmes de sensibilisation à la création d’entreprise. Dans la continuité des études précédentes, nos résultats confirment d’abord l’utilité de la théorie du comportement planifié d’Ajzen (1991) à expliquer l’intention entrepreneuriale en contexte universitaire vietnamien, avec 50% de la variance de l’intention restituée. Ainsi, une attitude favorable (la désirabilité) a été trouvée comme étant une variable principale à l’origine de l’intention de choix d’une carrière entrepreneuriale. De plus, le résultat le plus important de cette étude est de justifier empiriquement l’effet positif et significatif des programmes de sensibilisation à la création d’entreprise sur l’intention et les perceptions entrepreneuriales (les étudiants. Si le module de sensibilisation a réussi à rendre l’attitude des étudiants plus favorable vis-à-vis de la carrière entrepreneuriale (la désirabilité), la conduite des projets parascolaires au sein des Clubs Etudiants « Fnturs Entrepreneurs » a fait évoluer positivement la confiance des étudiants en leur capacité entrepreneuriale (faisabilité). Par ailleurs, cette étude a montré un jugement irréaliste des étudiants vis-à-vis (le leur capacité entrepreneuriale dans des conditions de manque d’information. Certaines particularités du contexte vietnamien ont été mises en lumière, notamment la place importante de « l’image perçue de l’entrepreneur » dans l’explication d’une attitude favorable des étudiants vis-à-vis de la création d’entreprise
If entrepreneurship education is growing at a steady pace, recently, around the world, several issues related to this education still await insights and answers, including the question of its impact. Entrepreneurship education has recently emerged in Vietnamese universities, need of adaptive research. Drawing on models of intention, we seek in this thesis to answer the question: “how does entrepreneurship education influence students’ intention to start a business”? Answering this question involves testing first a model explaining the intention to start a business in the Vietnamese university context and then using this validated model to measure and explain the impact of entrepreneurship programs on entrepreneurial intentions and perceptions of students. Our survey was conducted with three samples of students (610 in total) who have been differently sensitized to business creation. Multiple regression analysis was conducted on the total observations to test and validate our model of intention. Having opted for a comparative method of scores obtained by each group, a series of one-way ANOVA tests were performed to assess the effect of entrepreneurship education programs. The findings confirm the validity of the Theory of Planned Behavior to explain students’ entrepreneurial intention in Vietnamese university context with 50% of the variance in intentions explained. Thus, a favourable attitude towards entrepreneurship is found as a powerful variable which predicts their entrepreneurial choice. Furthermore, the most important result of this study is to empirically justify the significant positive effect of awareness programs on entrepreneurial intentions and perceptions of students. If the awareness module was able to make student attitude more favorable towards the entrepreneurial career (desirability, the conduct of extracurricular projects within the Student Club of “Future Entrepreneurs” has positively changed the students’ confidence in their entrepreneurial capacity (feasibility). The findings also indicate that the students are unrealistic in their entrepreneurial capability evaluation as result of lack of information. The important role of the subjective norm and perceived image of entrepreneur is confirmed in our entrepreneurial intention model as some special features of the Vietnamese context

Research in the field of entrepreneurship education suggested the need for more studies that focus on the characteristics of the pathways to entrepreneurship education. Previous empirical work in this field has largely been driven by uncovering the link between entrepreneurship education and its impact on students, while fewer researchers have focused on the alignment between the components that constitute entrepreneurship education. The purpose of this mixed methods study was to explore the contextual factors affecting entrepreneurship courses (design and delivery) and their subsequent effects on student perceptions of entrepreneurship and entrepreneurship education across multidisciplinary programmes within a higher education institution. A key aspect of this study was to determine whether students across disciplines were inspired and stimulated by the content and pedagogical aspects of their courses. In this mixed method convergent parallel design study, the qualitative component consisted of semi-structured interviews, presenting the narrative of ten educators teaching in entrepreneurship education. For the quantitative component, survey questionnaires were administered to a sample of 640 students across multidisciplinary programmes at a higher education institution. These surveys were designed to capture the student perceptions of entrepreneurship and entrepreneurship education, as well as their experience of the entrepreneurship course. Key findings of this research identified four factors affecting entrepreneurship education courses within the higher education institution as those of: course design and delivery; institutional impact; educator aspect and the student aspect. Analysis of the student aspect established the influence of contextual factors affecting student perception including: employment aspirations; prior exposure to entrepreneurship education; socio-cultural influence; employment confidence and student experience of the course. This study proposed a conceptual model presenting a framework for teaching in entrepreneurship that highlights the need for an alignment between the factors affecting entrepreneurship education. This conceptual framework therefore provides a map for (a) higher education institutions aiming to implement entrepreneurship education without assimilating its entrepreneurial flavour, (b) curriculum designers of multi-disciplinary programmes and course planners of entrepreneurship education, and (c) educators in entrepreneurship education aiming to develop not only their teaching practice in this field but also enhance their career trajectory in an fast evolving field of education. Firstly, this study contributes to the growing field of research in entrepreneurship education as it is offered within the higher education system, particularly in South Africa where keen efforts are directed at improving and developing this field through current and ongoing initiatives and implementation plans. Secondly, this research also offers an insight into the challenges faced by educators teaching in entrepreneurship, the positioning of entrepreneurship education courses, particularly within multidisciplinary programmes taught at university level and the dynamic of the student input factor. Considering these insights could provide opportunities for improving entrepreneurship education curricula within the higher education institution, not only from a course design perspective but also in the way courses are delivered. Further expectations from this research would be to promote the status of institutionalised entrepreneurship education courses within the higher education community and to acknowledge the written and unwritten role and expectations of educators in this field. This should encourage opportunities for faculty training and development in entrepreneurial learning, benefitting both educator and student.

O empreendedorismo está vinculado ao despertar nas pessoas o desejo de criação de novos negócios. Estes negócios são fundamentais para a geração de riquezas, criação de empregos e são responsáveis por inovações tecnológicas. O empreendedorismo sofre influência significativa do capital social em ação coletiva no processo de reconhecimento de oportunidade. Isto apóia ao fato de que o empreendedorismo é um processo de exploração coletiva e reconhecimento de oportunidade, que não é puramente criada e nem descoberta por uma única pessoa, mas promulgada em parcerias, redes e alianças. Quanto maior for a quantidade e a proximidade dos relacionamentos como as pessoas que os recomendam em oportunidade de reconhecimento, maior será a ação coletiva dos empresários. Os empreendedores, portanto, devem envolver-se em uma ação coletiva com a ajuda da sua rede social e relações pessoais. As instituições de ensino superior têm sido o local apropriado para despertar, desenvolver ou fomentar empreendedores. O importante papel desempenhado pelas incubadoras, seja hospedando projetos de alunos ou de membros da comunidade, deve-se, em sua grande maioria, a iniciativas nascidas no âmbito das universidades nas mais diversas áreas do conhecimento. Este estudo tem como objetivo mensurar o nível de capital social dos estudantes de uma instituição de ensino superior que estão matriculados nos cursos da área de gestão de empresas e a sua relação com os fatores que motivam a intenção empreendedora. A fundamentação teórica do capital social foi realizada através da revisão bibliográfica dos autores Halpern (2005), Nahapiet e Ghoshal (1998). Para a intenção empreendedora, foram utilizados os autores Türker e Selcuk (2008) e Chen e Liñàn (2009). Na análise dos dados, foram utilizadas as ferramentas estatísticas de análise fatorial, regressão linear, teste ANOVA e correlação de Pearson. O estudo apresenta os principais fatores que influenciam a criação do capital social (micro, meso e macro) e a intenção empreendedora (educacional, relacional e estrutural) no ambiente universitário. Com isso, esses fatores foram correlacionados entre os temas onde foi constatado que o fator micro do capital social apresenta correlação com todos os fatores da intenção empreendedora, o fator meso apresentou correlação com o fator relacional e o fator macro apresentou correlação com o fator estrutural. Com isso, os resultados da pesquisa encontraram a existência da relação entre os fatores que influencia o capital social com os fatores que influenciam a intenção empreendedora dos acadêmicos de uma instituição de ensino superior da Serra Gaúcha.
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Entrepreneurship is bound to awaken the desire to create new venturesin people. These businesses are essential to the generation of wealth, job creation and are responsible for technological innovations. Furthermore, entrepreneurship suffers significant influence of social capital on collective action in the opportunity recognition process. This supports the fact that entrepreneurship is a process of collective exploration and opportunity recognition, which is not purely created nor discovered by a single person, but enacted in partnerships, networks and alliances. The greater the number and proximity of relationships as people who recommend to opportunity recognition, the greater the collective action of entrepreneurs. Entrepreneurs have to therefore engage in collective action with the help of any social networking and personal relationships. Higher education institutions have been the appropriate place to awaken, develop or encourage entrepreneurs. The important role played by business incubators is to host students or community members’projects. It is generated by initiatives born within the universities in different areas of knowledge. This study aims to measure the level of social capital of students of an institution of higher education who are enrolled in courses in the area of business management and its relationship with the factors that motivate entrepreneurial intention. A social capital analysis was done through the study of Halpern (2005) and Nahapiet and Ghoshal (1998), and Türker and Selcuk (2008) and Chen and Linan (2009) were studied for the entrepreneurial intention. Data analysis was realized through factor analysis, linear regression, ANOVA and Pearson correlation. The study presents the major factors that influence the creation of social capital (micro, meso and macro) and entrepreneurial intention (educational, relational and structural) in a university environment. Thus, these factors were correlated with the subjects where it was found that the micro factor of social capital is correlated With all the factors of entrepreneurial intention. The meso factor was correlated with the relational factor and the macro factor was correlated with the structural factor. The results show the existence of a relationship between the factors that influence the social capital with the factors that influence entrepreneurial intention of academics from a higher education institution of Serra Gaúcha.

The research examines the state of social entrepreneurship curricula, that is, programs that combine education for sustainable development and traditional business entrepreneurialism instruction, at leading business school MBA programs in the United States. The research seeks to contribute to understandings of how sustainable development and entrepreneurial curriculum can be best integrated to enhance the training of social, or sustainable development, entrepreneurs. The research shows how sustainability leadership theories have become increasingly important to businesses and their corporate strategies, and then focuses specifically on entrepreneurial ventures to determine if any models of social enterprise education have been devised by experts in the fields of business, entrepreneurship, or sustainability. This research then shows that theories that incorporate sustainable development principles into basic business and entrepreneurial theory do exist. The field research then examines the presence of these social entrepreneurship-related training and resources in MBA curricula and shows that there is still an absence of comprehensive curricula that incorporate sustainability leadership into university-level coursework on entrepreneurship and business. The second part of the field research synthesizes the feedback of social enterprise practitioners, i.e. individuals with an MBA from a top-rated school are involved in the creation and running of social enterprise, on the efficacy of this training offered and at top-rated MBA programs and on the effectiveness of the current social enterprise curricula and how to further develop social enterprise training in these top-rated MBA programs and also in other MBA programs.

[ES] El interés de esta investigación se centra fundamentalmente en los siguientes aspectos. En primer lugar, exploramos cómo la literatura actual sobre el espíritu emprendedor de los estudiantes universitarios centrada en la "Global University Entrepreneurial Spirits Students Survey" (GUESSS), uno de los mayores proyectos de investigación relacionados, puede contribuir a la investigación sobre el espíritu emprendedor de los estudiantes universitarios y ayudar a los investigadores a utilizar esta base de datos. Este es el primer paso de este trabajo, ya que permitió identificar las áreas menos estudiadas en la literatura sobre el espíritu emprendedor de los estudiantes universitarios. En segundo lugar, ampliamos las investigaciones anteriores sobre los modelos de intención emprendedora (y la intención de sucesión) y vamos más allá de la intención al tomar la intención de implementación como un paso más cercano del comportamiento. Y, en tercer lugar, los resultados de este estudio ayudarían a dar consejos a las universidades, a los académicos y a los responsables políticos para construir una universidad emprendedora y, en definitiva, una sociedad emprendedora. El objetivo principal de esta investigación es contribuir al estudio de las intenciones emprendedoras de los estudiantes universitarios. Más concretamente, los objetivos específicos de este trabajo están relacionados con 1) identificar las variables centrales que influyen en el emprendimiento de los estudiantes universitarios en la literatura sobre emprendimiento centrada en el proyecto GUESSS; 2) estudiar los efectos mediadores de los componentes de la TPB entre la educación emprendedora y la intención emprendedora; 3) analizar el efecto de la educación emprendedora teniendo en cuenta el papel de la universidad, la familia y el contexto social en los componentes de la TPB como antecedentes de la intención emprendedora; 4) reducir la brecha intención-conducta añadiendo la etapa intermedia de la intención de implementación y los efectos moderadores de la orientación a la meta y 5) explorar el fenómeno de la intención de sucesión. Nuestro primer estudio muestra que la fase de intención es la etapa más estudiada del proceso empresarial. Sin embargo, existen ciertas áreas que deben ser abordadas y eso es precisamente lo que pretendemos conseguir con los siguientes estudios. Encontramos que el Aprendizaje del Programa afecta a la Intención Emprendedora a través de los componentes de la Teoría de la Acción Planificada (TAP). En este sentido, es importante destacar que las Normas Subjetivas no mediaron la relación entre el Aprendizaje del Programa y la Intención Emprendedora, sino que influyeron en la Intención Emprendedora a través de las Actitudes hacia el Emprendimiento y el Control Conductual Percibido (CCP). En cuanto a los efectos de la Educación Emprendedora, encontramos que esta variable actúa como moderadora, especialmente en la relación entre Actitudes hacia el Emprendimiento e Intención Emprendedora, Normas Subjetivas e Intención Emprendedora, y Contexto Familiar y Normas Subjetivas. A medida que avanzamos en el proceso emprendedor, nuestros resultados validaron el Modelo de Acontecimiento Emprendedor (MAE) para predecir las intenciones emprendedoras y, además, la elección de carrera emprendedora 5 años después de terminar los estudios moderó la relación entre la Intención Emprendedora y la Intención de Implementación. Por último, al analizar la Intención de Sucesión en las empresas familiares, nuestros resultados mostraron el impacto del Apoyo Parental en la Autoeficacia de la Empresa Familiar y en el compromiso con la empresa familiar. Además, nuestros resultados confirmaron un impacto positivo del compromiso con la empresa familiar en la Intención de Sucesión, especialmente el Compromiso Normativo.
[CA] L'interés d'esta investigació se centra fonamentalment en els següents aspectes. En primer lloc, explorem com la literatura actual sobre l'esperit emprenedor dels estudiants universitaris centrada en la "Global University Entrepreneurial Spirits Students Survey" (GUESSS), un dels majors projectes d'investigació relacionats, pot contribuir a la investigació sobre l'esperit emprenedor dels estudiants universitaris i ajudar els investigadors a utilitzar esta base de dades. Este és el primer pas d'este treball, ja que va permetre identificar les àrees menys estudiades en la literatura sobre l'esperit emprenedor dels estudiants universitaris. En segon lloc, ampliem les investigacions anteriors sobre els models d'intenció emprenedora (i la intenció de successió) i anem més enllà de la intenció al prendre la intenció d'implementació com un pas més pròxim del comportament. I, en tercer lloc, els resultats d'aquest estudi ajudarien a donar consells a les universitats, als acadèmics i als responsables polítics per a construir una universitat emprenedora i, en definitiva, una societat emprenedora. L'objectiu principal d'esta investigació és contribuir a l'estudi de les intencions emprenedores dels estudiants universitaris. Més concretament, els objectius específics d'este treball estan relacionats amb 1) identificar les variables centrals que influïxen en l'emprendimiento dels estudiants universitaris en la literatura sobre emprendimiento centrada en el projecte GUESSS; 2) estudiar els efectes mediadors dels components de la TPB entre l'educació emprenedora i la intenció emprenedora; 3) analitzar l'efecte de l'educació emprenedora tenint en compte el paper de la universitat, la família i el context social en els components de la TPB com a antecedents de la intenció emprenedora; 4) reduir la bretxa intenció-conducta afegint l'etapa intermèdia de la intenció d'implementació i els efectes moderadors de l'orientació a la meta i 5) explorar el fenomen de la intenció de successió. El nostre primer estudi mostra que la fase d'intenció és l'etapa més estudiada del procés empresarial. No obstant això, existeixen unes certes llacunes en la literatura que han de ser abordades i això és precisament el que pretenem aconseguir amb els següents estudis. Trobem que l'Aprenentatge dels Programes Formatius afecta a la Intenció Emprenedora a través dels components de la Teoria de l'Acció Planificada (TAP). En aquest sentit, és important destacar que les Normes Subjectives no van mediar la relació entre l'Aprenentatge dels Programes Formatius i la Intenció Emprenedora, sinó que van influir en la Intenció Emprenedora a través de les Actituds cap a l'Emprenedoria i el Control Conductual Percebut (*CCP). Quant als efectes de l'Educació Emprenedora, trobem que aquesta variable actua com a moderadora, especialment en la relació entre Actitud cap a l'Emprenedoria i Intenció Emprenedora, Normes Subjectives i Intenció Emprenedora, i Context Familiar i Normes Subjectives. A mesura que avancem en el procés emprenedor, els nostres resultats van validar el Model d'Esdeveniment Emprenedor (*MAE) per a predir les intencions emprenedores i, a més, l'elecció de carrera emprenedora 5 anys després d'acabar els estudis va moderar la relació entre la Intencions Emprenedora i la Intenció d'Implementació. Finalment, en analitzar la Intenció de Successió en les empreses familiars, els nostres resultats van mostrar l'impacte del Suport Parental en l'Autoeficàcia de l'Empresa Familiar i en el compromís amb l'empresa familiar. A més, els nostres resultats van confirmar un impacte positiu del compromís amb l'empresa familiar en la Intenció de Successió, especialment el Compromís Normatiu.
[EN] The interest of this research focuses mainly on the following aspects. First, we explore how the current literature on university student entrepreneurship focused on the Global University Entrepreneurial Spirits Students Survey (GUESSS), one of the largest related research projects, can contribute to research on university student entrepreneurship and help researchers to use this database. This is the first step in this work as it allowed as to identify the main gaps in the literature of university student's entrepreneurship. Second, we extend previous research on the entrepreneurial intention models (and succession intention) and we go beyond the intention on taking implementation intention as a closer step of behavior. And third, the results of this study would help give advice to universities, academics and policymakers to build an entrepreneurial university and in short, an entrepreneurial society. The main goal of this research is to contribute to the study of entrepreneurial intentions of university student's entrepreneurship. More specifically, the specific objectives of this work are related to 1) identify the core variables influencing university student's entrepreneurship in the entrepreneurship literature focused on the GUESSS project; 2) study the mediating effects of the components of the TPB between entrepreneurship education and entrepreneurial intention; 3) analyze the effect of entrepreneurship education considering the role of the university, family, and social context on the components of the TPB as antecedents of entrepreneurial intention; 4) reduce the intention-behavior gap by adding the middle stage of implementation intention and the moderating effects of goal orientation and 5) explore the succession intention phenomena. Our first study shows that the intention phase is the most studied stage of the entrepreneurial process. However, there are certain gaps that need to be addressed and that is exactly what we intend to achieve with the following studies. We found that Program Learning affects Entrepreneurial Intention through the components of the Theory of Planned Behavior (TPB). In this sense, it is important to highlight that Subjective Norms did not mediate the relation between Program Learning and Entrepreneurial Intention but influenced Entrepreneurial Intention through Attitudes toward Entrepreneurship and Perceived Behavioral Control (PBC). As for the effects of Entrepreneurship Education, we found this variable acts as a moderator, especially in the relationship between Attitudes towards Entrepreneurship and Entrepreneurial Intention, Subjective Norms and Entrepreneurial Intention, and Family Context and Subjective Norms. As we move through the entrepreneurial process, our results validated the Entrepreneurial Event Model (EEM) to predict entrepreneurial intentions and in addition, the Entrepreneurial career choice 5 years after completing studies moderated the relationship between Entrepreneurial intention and Implementation Intention. Finally, when analyzing Succession Intention in family firms, our findings showed the impact of Parental Support in Family Business Self-Efficacy and in commitment to the family firm. Furthermore, our results confirmed a positive impact of the commitment to the family firm on Succession Intention, especially the Normative Commitment.
Jiménez Arribas, I. (2021). University Student’s Entrepreneurship: an Integrated Analysis of Entrepreneurial Intention [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/172361
TESIS

Like most developing countries, South Africa is characterised by high rates of unemployment in general and even more so among the youth and graduates. One solution to this unemployment problem is encouraging people to become entrepreneurs. Most findings reveal however that entrepreneurial activities among the youth in general and university graduates in particular are low. Since entrepreneurial intention is the main precursor of future entrepreneurial actions, a secondary research was undertaken in this study to discover which factors influence entrepreneurial intention in order to increase students’ future entrepreneurial behaviour. Various determinants of entrepreneurial intention were found in the literature, but none of the previous studies investigated the influence of happiness on entrepreneurial intention, despite the growing importance of research on happiness. Consequently, the primary objective of this study was to identify and empirically test the possible influence of various determinants of students’ Perceived happiness on their Entrepreneurial intention at a higher educational institution in South Africa. The comprehensive literature review that was undertaken revealed eleven independent variables that could potentially influence students’ Perceived happiness. These independent variables were regrouped under two main categories, namely sociodemographic factors and psychological factors. Socio-demographic factors included: Perception of wealth, Satisfaction with health, Perception of employment, Leisure, Social relationships and Religion. On the other hand, psychological factors included: Extroversion, Neuroticism, Optimism, Self-esteem and Goals achievement. The independent variables, the mediating variable (Perceived happiness), as well as the dependent variable (Entrepreneurial intention) were clearly defined and operationalised and a hypothesised model, suggesting the hypotheses between the variables was built. During the creation of the measuring instrument, items were sourced from both reliable and valid scales used in previous studies, as well as self-generated items. The respondents of this study were identified through the simple random sampling technique and an electronic questionnaire was sent to each one of them. In total, 806 usable questionnaires were returned and data was subjected to several statistical analyses. An exploratory factor analysis was conducted to assess the validity of the measuring instrument, whereas reliability was gauged by calculating Cronbach’s alpha coefficients. These two tests allowed the extraction of the dependent variable (Entrepreneurial intention), the mediating variable (Perceived happiness) and seven independent variables, namely Perception of wealth, Perception of employment, Leisure, Religion, Extroversion, Neuroticism and finally Goals achievement. Pearson’s correlation coefficients were calculated in order to assess the degree of correlation or association that existed between the variables investigated in the present study. Multiple regressions analyses were used to test the influence of the independent variables on the mediating variable, whereas simple regression analysis was used to assess the influence of the mediating variable on the dependent variable. Additionally, a series of multiple regression analyses was conducted in order to verify the mediating effect of Perceived happiness between all the independent variables and Entrepreneurial intention. The following independent variables were identified as influencing the mediating variable Perceived happiness, namely: Perception of employment; Leisure; Religion; Extroversion; Neuroticism; and Goals achievement. The results of the series of multiple regression analyses revealed that Perceived happiness had a positive influence on Entrepreneurial intention. However, Perceived happiness did not mediate the relationships between the independent variables and Entrepreneurial intention. Thus, the following independent variables were identified as having a direct influence on the dependent variable Entrepreneurial intention, namely: Perception of wealth; Religion; Perception of employment; Extroversion; and Goals achievement. In order to investigate the influence of various demographic variables on the independent, the mediating and the dependent variables, an analysis of variance (ANOVA) was performed. The demographic variables Gender, Population group, Year of study and Faculty had influences on the dependent variable, Entrepreneurial intention, whereas only Population group and Faculty had influences on the mediating variables, Perceived happiness. By empirically investigating the influence of students’ Perceived happiness on their Entrepreneurial intention, this study has expended the limits of knowledge on both happiness and entrepreneurial intention research. It has made a significant contribution towards understanding the factors influencing students’ Perceived happiness and their Entrepreneurial intention. In addition, practical suggestions and recommendations towards increasing students’ levels of Perceived happiness and aspirations to become entrepreneurs after completing their studies have been proposed to students, lecturers and university management.

The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study sought to identify the best practices in graduate entrepreneurship education programs from the perceptions of faculty in the field. Research questions guiding the study were: (1) What Core components related to the following Broad question areas are perceived by faculty to be effective in their prominent graduate entrepreneurship education programs: Activities and initiatives; Adult education principles and practices; Alumni and mentoring; Course offerings; Curriculum and degrees; Faculty data; Institutional characteristics; Instructional methods; Student companies; and Student data. (2) What other Core components and/or general observations are identified by faculty in the survey comments? (3) What are faculty perceptions of the popular marketplace publication rankings of graduate entrepreneurship education programs? A survey was distributed via the internet to faculty at 54 prominent graduate entrepreneurship education programs identified by The Princeton Review, US News & World Report, or the AACSB Entrepreneurship Spotlight Challenge. The survey was developed through several phases using panels of individuals with expertise related to this study. The resulting 106 Core components were divided into 10 Broad question areas and were evaluated individually and averaged for each Broad question area. Questions regarding the accuracy of graduate program rankings and student intent were also included, along with demographics, open-ended questions regarding additional Core components, and additional survey comments. The results of the study indicated the most important Core components in the Broad question areas were Alumni and mentoring and Institutional characteristics, while the Curriculum and degrees area was perceived to be much less important to graduate entrepreneurship education effectiveness. The results also indicated that student intent and popular marketplace publications were only moderately accurate in evaluating entrepreneurship education effectiveness. Four top programs dominated the perceptions of faculty as effective programs: Stanford, Babson, MIT, and Harvard. Findings indicated that faculty perceptions differed from other measures of effectiveness of graduate entrepreneurship education programs.

Master of Agribusiness
Department of Agricultural Economics
Keith Harris
Iowa State University’s Agricultural Entrepreneurship Initiative (AgEI) was founded in 2005 from a generous gift given by Roger and Connie Underwood of Ames, IA. The original mission for the initiative was to provide undergraduate students at Iowa State University, specifically in the College of Agriculture and Life Sciences (CALS), with practical business development and entrepreneurial experiences essential for their success in future careers and endeavors. A non-conventional case study structure will walk readers through the history of how the AgEI program came to be and introduce them to the present day, while acknowledging tribulations the program has faced along the way. The purpose of this study is to determine wether the addition of soft skills programming will strengthen the value of the program to Iowa State University CALS students and generate actionable ideas on how to do so. Further analysis will ascertain whether enticing additional participation in the program, while maintaining its original entrepreneurial goals, will allow the AgEI program to grow in value and size. Quantitative, as well as qualitative, means of analysis are utilized to understand the students’ needs for soft skills development and identify skills deemed necessary by entrepreneurs to find success in the marketplace. Results indicate that it is advantageous to add a focus in soft skills development for undergraduate students who have an interest in entrepreneurship and small business development. These skills compliment their technical skills nicely when considering all aspects of creating a successful startup business. By implementing soft skills development programming, the AgEI program will be able to produce more well-rounded individuals and enhance their likelihood to successfully start their own businesses.

Disertaciniame darbe nagrinėjama kolegijų studentų verslumo ugdymo(si) proceso veiksmingumas taikant imitacinės verslo įmonės modelį. Nustatyti kolegijų studentų verslumo gebėjimai ir savybės ugdomi imitacinėje verslo įmonėje, požymiai, demonstruojantys kolegijų studentų verslumo ugdymo(si) proceso veiksmingumą taikant imitacinės verslo įmonės modelį bei numatytos verslumo ugdymo(si) tobulinimo galimybės ir perspektyvos. Remiantis verslumo ugdymo(si) koncepcijomis ir teorijomis, filosofinėmis kryptimis, kilusiomis iš skirtingų filosofinių tradicijų ir fenomenologinėmis nuostatomis sukurta verslumo ugdymo(si) proceso tyrimo metodologija, leidžianti įvertinti verslumo ugdymo(si) veiksmingumą imitacinėje verslo įmonėje ir nustatyti iškylančias problemas. Atlikta edukacinė, vadybinė ir filosofinė literatūros analizė leido pagrįsti verslumo ugdymo(si) veiksmingumą šiuolaikinių edukacinių paradigmų kaitos kontekste apibūdinant: verslumo sampratą, verslumo ugdymo(si) programų, tikslų ir mokymo(si) metodų įvairovę, imitacinių modelių ir technologijų taikymo galimybes ir sąlygas. Empirinis tyrimas atliktas pasitelkus kiekybinius ir kokybinius tyrimo metodus. Taikyta anketinė apklausa, pusiau struktūrizuotas interviu, turinio (content) analizės ir statistinės (faktorinės) duomenų analizės metodai.
The dissertation analyses the efficiency of College students’ entrepreneurship education process by applying the model of Imitation Business Enterprise. Entrepreneurship skills and characteristics of College students educated in the Imitation Business Enterprise are identified, features demonstrating the efficiency of College students’ entrepreneurship education process by applying the model of Imitation Business Enterprise and business education development opportunities and perspectives are shown. On the basis of entrepreneurship education concepts and theories, philosophical trends arising from different philosophical traditions and the phenomenological rules, an entrepreneurship education process research methodology is created. It allows evaluating efficiency of entrepreneurship education in the Imitation Business Enterprise as well as allows determining the problems appearing. The performed educational, managerial and philosophical literature analysis helped to base the efficiency of entrepreneurship education in the context of contemporary educational paradigms by describing: the concept of entrepreneurship, variety of entrepreneurship education programs, objectives and education methods, opportunities and conditions for applying imitation models and technologies. Empirical research was performed by using the quantitative and qualitative research methods.

Students need to be entrepreneurial, because society has changed locally and globally and individuals must carry more responsibility for their learning and their livelihood. Information technology affects everyone and makes it possible to obtain facts far beyond the classroom. In all, the changes affect the perception of what and how pupils learn. Supranational bodies such as the OECD, the European Union and NUTEK have argued for a couple of decades that schools and businesses need to work together to educate students in an entrepreneurial direction. Today, in 2011, entrepreneurship is in fact enshrined in the new curriculum for the upper secondary school, GY 2011. The school has long sought to increase students’ responsibility for their own learning and different education practices have been tested to develop this. The purpose of this study is to form knowledge about entrepreneurial learning and make a contribution to knowledge about a form of learning, from a student perspective. The theoretical and methodological approach of the study is phenomenographic. Sixteen students at an upper secondary school with a pronounced entrepreneurial profile have been interviewed. The interview guide used was open-ended with ample opportunities for the informants to talk about their work on the basis of the project that the students perform during their last school year. Students do not use the term entrepreneurial to describe their perceptions, but from the data I understand with my teaching experience that they describe their perceptions of entrepreneurial learning. The results of the analysis of the data material show upper secondary school students' different perceptions of entrepreneurial learning and fall into five description categories. They are Understanding, identifying and defining the task, External contacts and communication, Team building, Learning in different social practices and Looking beyond the obvious. The results show that if the school is to use entrepreneurial learning as a learning approach, tasks need to be retrieved from activities outside the school to be challenging for students to manage themselves and with the help of others.

Bakgrund och problem: Tidigare studier har visat att så lite som 10% av de som påbörjar uppstartsprocessen av företag också lyckas slutföra den. Det innebär att det är väldigt få entreprenörer som lyckas omvandla sin idé till verklighet och därmed starta företaget. Tidigare studier har också visat att en aspekt för att nå framgångsrikt entreprenörskap är att entreprenören har en hög nivå av välutvecklat humankapital. En persons humankapital innehåller de kunskaper och färdigheter som de fått genom sin utbildning och erfarenheter. Uppsatsen undersöker studententreprenörer som har en viss nivå av utbildning men utan några entreprenöriella erfarenheter och påverkan det har på uppstarsprocessen av företag. Det finns endast få tidigare studier vars syfte har varit att undersöka studententreprenörer. Syfte och metod: Syftet med undersökningen är att undersöka betydelsen av studententreprenörers humankapital i förhållande till uppstartsprocessen av företag. Metoden som används i studien är kvalitativa empiriska intervjuer med både studententreprenörer och med personer som arbetar som entreprenörscoacher på organisationer vars mål är att hjälpa, leda och inspirera studenter till att bli entreprenörer. Intervjuerna har varit av semi-strukturell karaktär för att säkerställa att respondenten får utrymme att dela sina erfarenheter. Resultat: Resultatet av den empiriska studien visar att den låga andelen framgångsrika uppstarter främst beror på att många studententreprenörer ger upp så fort de stöter på en motgång i uppstartsprocessen. Uppstartsprocessen har också visat sig vara mindre linjär och kronologisk än tidigare studier påvisat. Istället borde uppstartsprocessen ses som en modell där de olika aktiviteterna omringar entreprenören under hela processen och där entreprenören ständigt utvecklar olika aktiviteter vid olika tidpunkter i uppstartsprocessen. Slutsats: Studiens slutsatser är att utbildningen ger studententreprenörer ökad grundläggande förståelse för olika processer och aktiviteter som uppstartsprocessen består av samt att tidigare erfarenheter hos entreprenören underlättar uppstartsprocessen.
Background and problem: Previous studies have shown that the success-ratio for entrepreneurial startups is as low as 10% which means that very few entrepreneurs succeed to transform their idea to reality and to complete a successful startup of their company. Previous studies have also shown that one aspect for successful entrepreneurship is that the entrepreneur have a high level of well-developed human capital. A person's human capital contains the knowledge and skills they have got through their education and experiences. The paper studies the effect of student entrepreneurs who have a degree of education but without any entrepreneurial experience. There are also very limited previous studies whose purpose is to study student entrepreneurs. Purpose and method: The purpose of this study is to examine the effects of student entrepreneurs' human capital in relation to the startup process of companies. The method used in the study is qualitative empirical interviews with both student entrepreneurs and with people working as entrepreneurial coaches at an organization who aims to guide, help and inspire students to become entrepreneurs. The interviews have been of semistructural character to ensure that the respondents experiences are shared. Results: The findings of the empirical study shows that the poor success-rate mainly occurs because the student entrepreneurs give up as soon as they face a setback in the startup process. The startup process itself has been shown to be less linear and chronologic than previous studies has shown. Instead, it should be viewed as a model where the different activities surround the entrepreneur all the time where the entrepreneur constantly develops different activities at different points of the startup process. Conclusion: The conclusion of the study is that education contributes with an extended basic knowledge about the different activities that the start-up process contains. Also, previous experience has shown to ease the star-up process.

L’engagement dans la création d’entreprise est un évènement rare et tardif chez les ingénieurs français. Pour changer cette situation et former davantage des ingénieurs-entrepreneurs, nous étudions l’impact de la formation dans une grande école d’ingénieurs en France. La problématique s’inscrit dans le cadre théorique du comportement planifié complété par la théorie de la carrière entrepreneuriale et la notion d’esprit d’entreprendre. Nous avons suivi une approche longitudinale afin d’étudier l’évolution des intentions et de la construction des identités professionnelles ainsi que les comportements observables associés au cours de leur formation. La thèse s’appuie sur un questionnaire posé chaque année au cours du curriculum et des entretiens semi-directifs en fin de cursus auprès des élèves ingénieurs. Elle aboutit à l’identification de plusieurs identités professionnelles d’ingénieurs (ingénieur technique, manager, entrepreneur) et la caractérisation de la trajectoire de l’intention qui mène au choix de carrière entrepreneuriale. L’impact des facteurs socioculturels, scolaires et extrascolaires sur la trajectoire de l’intention a été modélisé. Il permet d’expliquer la construction de chaque identité professionnelle
Although many researchers point out the emergence of new generations of engineers, the traditional model of the French engineer remains reluctant to entrepreneurship, few engineers are moving towards entrepreneurial careers and they do it rather late in their career. To reverse this trend and train more entrepreneurial engineers, we study educational impact of an engineering Grande Ecole in France. Drawing on the theory of planned behaviour completed by the theory of entrepreneurial career and the notion of entrepreneurial spirit, we use a longitudinal approach to measure the evolution of intention, together with the construction of professional identities and observable behaviours of students during their school years. This study is based on a longitudinal survey completed each year by engineering students and semi-structured interviews with them at the end of the curriculum. The findings include the identification of three engineering professional identities (technical engineer, manager, and entrepreneur) and the definition of the entrepreneurial intention trajectory Leading to entrepreneurial career choice. The impacts of socio-cultural, pedagogical and extra curriculum factors on the trajectory of intention have been modelled. They can explain the building up process of each engineering professional identity

O presente estudo, de carácter exploratório e de natureza, essencialmente, quantitativa, teve em vista analisar e compreender a relação entre intenções empreendedoras e intenções de abandono académico em alunos do 1º ano de licenciatura de cursos de engenharia e de turismo. O trabalho empírico foi conduzido através de um questionário em duas Universidades portuguesas de regiões e contextos culturais e sociais contrastantes. O estudo mostrou a existência de uma relação significativa entre intenções empreendedoras e intenções de abandono académico. Esta relação é explicada pelo reconhecimento de oportunidades empreendedoras, pela satisfação da criação do seu próprio emprego e pelo ensino do empreendedorismo, o qual surgiu como factor atenuador das intenções de abandono académico. O estudo confirmou a existência de preditores de abandono académico já identificados em estudos anteriores mostrando, igualmente, a influência dos hábitos culturais e das intenções empreendedoras como preditores desse abandono. Estes preditores constituíram-se, também, como preditores das intenções empreendedoras. Face aos resultados, considera-se importante sensibilizar os decisores políticos e a comunidade científica para a necessidade de estudar o abandono académico enquanto problema institucional. Aponta-se, ainda, a necessidade da Universidade implementar o ensino do empreendedorismo como um vector estratégico da sua acção e a mudar as suas práticas de modo a que o empreendedorismo se afirme como potenciador da construção de uma carreira geradora de valor económico, social e estético; ### ABSTRACT: The present study is exploratory and quantitative. The goal was to analyse and to understand the relationship between entrepreneurial intentions and student’s drop out. The empirical research was based on the analysis of the answers to an administered questionnaire to students attending the first year of civil engineering, informatics/computers and telematics, and tourism courses from two Portuguese universities from different regions and cultural and social contexts. The study showed a statistical significant relationship between the students’ entrepreneurial and drop out intentions. This relationship is explained through the recognition of entrepreneurial opportunities, the satisfaction in creating an own job and the entrepreneurship teaching, which arises as an attenuating factor of drop out intentions. The study confirmed the existence of drop out predictors already identified in previous studies. It also showed the influence of cultural habits and entrepreneurial intentions as predictors of a drop out decision. These predictors were simultaneously predictors of entrepreneurial intentions. According to these results, it is important to be aware of the decision makers and the scientific community to what concerns the need to study the student’s drop out as an institutional problem. It should recommend an entrepreneurial teaching implementation in the university as an action strategic vector, and the change in the university practice, in order that entrepreneurship might become a professional career generating value as well as an effective way of attenuating the student’s drop out.

La question de recherche de cette thèse est : « Quels sont les déterminants intrinsèques et extrinsèques impactant la décision de devenir entrepreneurs (intention et mise en oeuvre) chez les étudiants en gestion au Vietnam ? ». Cette thèse comprend trois essais qui appliquent une approche de méthodes mixtes séquentielles. La structure de cette thèse comprend une boucle d'analyse quantitative pour trois essais et une boucle d'analyse qualitative pour le dernier essai. Le premier essai comprend deux parties. Partie IA : Cette partie examine l'intention entrepreneuriale des étudiants en commerce au Vietnam en appliquant la théorie du comportement planifié (Ajzen, 1991). Partie IB : cette partie est consacrée à l’étude de l'intention chez les étudiants en commerce international dans le contexte vietnamien au moment où le pays devient membre du Partenariat transpacifique (TPP), maintenant appelé Accord global et progressif pour le partenariat transpacifique (CPTPP).Le deuxième essai examine l’impact des facteurs démographiques, l’exposition antérieure au travail indépendant et les antécédents familiaux sur l’esprit d’entreprise des étudiants en commerce vietnamiens. Le troisième essai est une étude qualitative des facteurs qui influencent les intentions d’entreprendre des étudiants en gestion et des propriétaires de petites entreprises. En résumé, des recommandations pour les décideurs politiques et les éducateurs en entrepreneuriat sont discutées
The research question of this thesis: “ What intrinsic and extrinsic determinants impact upon the decision (intent and agency) of business students in Vietnam to become entrepreneurs? ". This thesis includes three essays which apply a sequential mixed-methods approach. The structure of this thesis includes a loop of quantitative analysis for three essays and a loop of qualitative analysis for the last essay. The first essay consists of two parts: part I-A and part I-B. Part I-A essay investigates the entrepreneurial intention among business students in Vietnam by applying the theory of planned behaviour (TPB) (Ajzen, 1991). Part I-B essay investigates the entrepreneurial intention among international business students in Vietnamese business context as the country becomes a member of The Trans-Pacific Partnership (TPP) and now it is so-called the Comprehensive and Progressive Agreement for Trans-Pacific Partnership (CPTPP). The second essay investigates the impact of demographic factors, prior exposure to self-employment and family background on the entrepreneurial intention of Vietnamese business students. The third essay is a qualitative study of factors that influence entrepreneurial intentions among business students and small business owners. In summary, recommendations for entrepreneurial policy makers and entrepreneurial educators are discussed

碩士
國立臺灣大學
國家發展研究所
106
According to the forward papers, innovation and entrepreneur play an important role on economic growths of a country apparently, so most governments encourage the development of related industries. Along with the massive concerning of this issue in recent years, new technology and business model application must rely on more professional people engaging in. University education is a critical stage for students before taking an occupation. Therefore, how to conduct the course design and to evaluate the learning performance would be a major matter. Hence, this paper would undertake to examine the influence on entrepreneurship education of university, and the target audience is the student graduated from CEP program of NTU.NTU is the top university in Taiwan, which dedicated its effort to set up CEP, so it is very meaningful to evaluate the influence of its entrepreneurship program. This paper would try to trace the graduates flow of students from CEP, using logistics regression analysis method to discuss the occupation selection tendency in different personality, individual background and learning satisfaction for evaluating the influence on entrepreneurship education. Eventually, research conclusion would contribute to the entrepreneurship education development in Taiwan in the future.

Institutions of higher education in the field of music are developing music entrepreneurship courses, certificate programs, and majors in greater numbers than ever before. Researchers have begun to assess the types of skills relevant to this field and educators are creating curricula to reflect this consensus. Few researchers have yet undertaken an investigation of how this education is experienced by students themselves. This study uses interviews from a number of administrators and students, as well as observations of courses and an assessment of the numbers of men and women within the field of music entrepreneurship, to examine the experience of women students in particular. Data were collected from participants from three institutions of higher music education in the United States over the course of 1.5 years. The data are interpreted to reflect emergent themes, which demonstrate the extent to which women experience bias and empowerment in the field of music and music entrepreneurship.

碩士
逢甲大學
財務金融學系
106
In today's world, the new normal of the economy has received increasing attention from all over the globe. Carrying out the new economic normal can optimise the local venture structure as well as increasing in local vitality, introducing new economic growth points and develop their growth potential. The occur of these factors are inevitably associated with innovation. Innovation plays an extremely important role in entrepreneurship and is the core driving force for the development of a new normal economy. Efficient entrepreneurial activities can increase employment rates, scientific and technological achievements can enable the local to cultivate different economic growth points along with building new business formats and economic service growth and even enriching the diversity of the local economic structure. In recent years,Mean while, the growth rate of jobs has been relatively slow, increasing the employment pressure on college students. Furthermore, the salary increase rate in society is also relatively slow, so that a considerable number of college students choose to start their own business, the entrepreneurial model here is the critical issue of entrepreneurship. This summary studies the research on Taiwanese college students' cognition of entrepreneurship education, in order to find out the impact of entrepreneurial policy, entrepreneurship education, entrepreneurial environment and rational use of resources on college students' entrepreneurial state in the current social environment. This paper first discusses the definition of college students' entrepreneurship, and then analyses the impact of entrepreneurial policy, entrepreneurship education, entrepreneurial environment and rational use of resources on entrepreneurial attitudes. This study uses AMOS and SPSS software for analysis, the research results show that the environment and the rational use of resources and other factors have promoted the entrepreneurial attitude to rise distinctly. This summary discusses Taiwanese college students' cognition of entrepreneurial education, in order to be a reference for future research on entrepreneurial attitudes.

M. Tech. Entrepreneurship Tshwane University of Technology
Investigates the relationship between entrepreneurship education and University of Botswana students' intentions towards entrepreneurship. The study also investigates how University of Botswana can expose its students entrepreneurship-related courses at some stage of their study.

The students’ enrollment in higher education institutions (HEIs) in Rwanda keeps growing (MINEDUC, 2018). There is also a simultaneous growth of graduates’ unemployment rates which leaves many of them wonder for their future (NISR, 2017). While employers and educators acknowledge the gap between market and graduates’ employability skills and appeal for joint efforts in providing a long-lasting solution to the issue, there are new market changes which leave many institutions wondering how best and fast they can structure their policies and strategies for skills development (Corominas, 2010). It is true that during the recruitment process employers look for graduates who possess specific curricula skills but also advanced sets of entrepreneurship skills, behaviours and mindset values. For reducing the skills gap, the government of Rwanda and HEIs recommended entrepreneurship education to address both employability skills and entrepreneurship competences. Entrepreneurship skills development can be measured through entrepreneurial orientation (EO). EO involves intentions and actions related to risk-taking, autonomy, proactiveness, innovativeness and competitive aggressiveness which help firms and individuals to deal with uncertainties that characterize the environment in which they operate; to strategically and swiftly take informed decisions that impact their performance and competitiveness (Lumpkin and Dess, 1996; Rauch et al., 2009; Rosenbusch et al., 2013). Studies about entrepreneurship education in Rwanda have identified an entrepreneurship curriculum deficit (too basic in content and more theoretical); a deficit of teachers trained in how to teach entrepreneurship; deficit in supportive schemes for effective teaching; deficit in practical entrepreneurship concepts and tools that stimulate proactive, interactive and creative entrepreneurial skills and mindset (Honeyman, 2016; Malunda, 2014). In this study, the focus is put on the new entrepreneurship teaching methodologies and transmission techniques which converge on the action and experiential learning as an alternative to classical business plan. Action-learning theory capitalises on the potential that human beings have in dealing with difficult challenges and problems through own learning experiences. It acknowledges that individual development takes place through experiential learning. The latter follows pragmatic approaches where individuals come together to exchange, support and challenge each other in action and learning. Associated to action-learning is the action-research which goes through cyclic experiential learning processes; uses participative, qualitative and reflective approaches. As this study deals with EO of students that involves their intentions and actions regarding the future, people acknowledge that actions of peoples are driven by expected consequences which are mostly economically motivated:- the higher the expected benefits the higher the level of individual engagement (expectancy theory) (Renko et al., 2012). Within this framework, the objective of the study was to develop and test a new action-oriented module on undergraduate science students in Rwanda. The purpose was to assess the effects of entrepreneurship education (EE) on students’ entrepreneurial orientation (EO). EO was measured through dimensions of risk taking, autonomy, proactiveness, innovativeness and competitive aggressiveness. The business plan module which is the most frequent model for entrepreneurship teaching was redesigned and delivered to the same target group in a control group. In the design of both modules, common concepts and pedagogies included Entrepreneurship and Intrapreneurship which followed an instructive method; Business Idea Generation and Selection which followed instructive and experiential methods. Both modules differed in other components. The business plan module covered different “components” by following an instructive method. The action-oriented module covered the Business Model Generation (experiential method) and Rapid Market Appraisal using participatory learning action, exploratory and investigative methods. Two hypotheses were made. First, we assumed a positive relationship between the taught entrepreneurship modules and students’ entrepreneurial orientation. Second, we assumed the new action-oriented module induces higher effects on students’ entrepreneurial mindset values and competences than the traditional business plan. After analyzing the findings, both hypotheses were confirmed. In this experiential and action research process, a mixture of qualitative, quantitative and observation methods were used for data collection. Targeted students were purposively selected from the final or prefinal years in departments of Civil engineering, Biotechnologies and Land Survey. They must have not attended any training in business skills development before. They were randomly split into two groups: the control group (N=49) which learned the business plan; the treatment group (N=68) which followed the New action-oriented module. Qualitative data were collected through: 1) literature review about EE, curriculum review of entrepreneurship courses delivered in different programs at INES-Ruhengeri; 2) not-structured interviews (3 program managers and 3 class representatives); 3) trainers’ observations of the whole teaching process. Quantitative data were collected using a standardized questionnaire covering 5 EO dimensions with 23 indicators. They were measured on a seven Likert scale with 1 = Strongly disagree and 7 = Strongly agree. The questionnaire was administered to both groups before and after training; descriptive and inferential statistical analyses were done using Statistical Package for Social Sciences (SPSS). Findings in the descriptive and inferential statistics showed a general positive trend in students’ mindset change after training. Compared with how they ranked themselves before the training, the differences in the mean averages were positive in 18 out of 23 indicators in the CG. They were 21 out of 23 indicators in the TG. It was also observed that differences in the mean averages were statistically significant in 2 out of 5 dimensions in the CG (risk-taking and innovativeness). However, they were 4 out of 5 dimensions in the TG (risk taking, proactiveness, innovativeness, competitive aggressiveness). Although the CG did not register significant changes in proactiveness and competitive aggressiveness, the TG recorded significant changes in the same dimensions. We argued that such differences originate from teaching pedagogies and tools used in TG. They push more for participatory learning, interaction and fact finding from the market field. On the other side, both groups did not record statistically significant changes in autonomy. This dimension recorded, at the same time, the lowest mean averages in both groups. This situation can be attributed to students’ lifestyle which is mostly characterized by a safe and stable environment at school. It may also be influenced by other local market realities which include financial inaccessibility, lack of start-up capital, weak and insufficient schemes for supporting entrepreneurial learning, especially curricula didactics. The lack of confidence in autonomy is a signal that, after graduation, students are more inclined to becoming intrapreneurial. In the training process, it could be observed that the learning process in the business plan module was a bit challenging compared to the new action-oriented module. Major challenges were associated with reading and understanding business plan concepts (which were new to many students), and applying the concepts to group ideas within the allocated time. Contrary to the business plan, the learning process was a bit easier, flexible and straightforward in the action-oriented module. Though flexible, interactive and reflexive in nature, the new action learning requires more than just the understanding of entrepreneurship concepts and application of tools. Teaching strategies need to go beyond evaluating students’ intensions in entrepreneurial or intrapreneurial career prospects. Pedagogies should give learners the opportunity to develop product or service prototypes as well. Another area of concern is where students must feel the world of entrepreneurship and be ready for opportunity detection and exploitation. The graduates (soon to be) must be put on the map of alertness which is a factor that constitutes a major entrepreneurial trait that interacts with other factors. This study recommends to continuously explore new ways of teaching which predominantly use experiential learning approaches. Furthermore, we recommend that EE objectives and intended purposes of learning should be well streamlined. There should also be enough time for practical teaching and learning to produce proof of concepts (evidence-based learning). Lastly, there should be changes in monitoring and evaluation strategies of the learning process. This study contributes to the theory and didactics of entrepreneurial action and thinking in university education. It introduces new combinations of learning strategies that can help students acquire entrepreneurial skills and competences in a short time. The new training model combines concepts and tools used in business skills and value chain analysis and rests mainly on participatory learning and action learning approaches

The objectives, curriculum, pedagogy, teachers, and students are components of entrepreneurship education, perceived as challenges for its implementation and growth. Consequently, most research and discussions have focused on measures to improve them even though little is known about how they constrain entrepreneurship education. Not much is also known about any positive attributes they might have. This study sought to address this gap in literature by exploring the attributes of these educational components, and how they impacted on teaching and learning in a higher education institution in Ghana. Adopting the qualitative case study research approach, data was collected from two classroom sessions, 20 students, four teachers and a programme coordinator, using observation, focus groups and face to face interviews respectively. The study found the educational components had positive and negative attributes that impacted favourably and adversely on teacher decisions and behaviour, and on teaching and learning. The findings points to the need for a more holistic examination of the educational components by researchers and practitioners, to also focus on their merits, to help fashion out more effective and sustainable policies and strategies for entrepreneurship education. The study contribute to literature by shedding light on some merits of the educational components and how they enhance teaching and learning and support the aims of entrepreneurship education. Further research to replicate this study or aspects of it in other contexts and populations is recommended.
Educational Management and Leadership
Ph. D. (Education Management)

碩士
逢甲大學
科技管理研究所
96
In 1973, Babson College is the first established Institute of entrepreneur education in world. They opened a milestone base on research of entrepreneur education. The famous universities has Harvard university, Stanford university and MIT etc. They established related program of entrepreneur education base on theirs niche and through the area advantage are provide entrepreneur train for program of students. In 1993, National Sun Yat-sen University (NSYSU) is the first established programs of entrepreneur education in Taiwan. In 2002, National Taiwan University is the first established technology programs of entrepreneur education. Recent years, Taiwan has some universities succession established programs of entrepreneur education. 　　This paper through discussion of literature is find out 3 items in entrepreneur education：entrepreneur courses, entrepreneur competition and entrepreneur group. Base on it with accede to visible and invisible resource from Resource theory. In there, these items was develop to a survey for students of accept entrepreneur education. 　　Thorough SPSS system, It has some results. First, the entrepreneur course has obvious effects in motive, experience and career plan for students. Second, University provide the visible and invisible resource are reveal positive assist, this mean show the attitude of university was very key effect.

Dissertação de Mestrado Integrado em Psicologia apresentada à Faculdade de Psicologia e de Ciências da Educação
Este estudo pretende analisar as Representações Sociais do Empreendedorismo atendendo à motivação para empreender e a auto-eficácia auto-percebida dos estudantes do ensino superior.A 966 estudantes do ensino superior, foi aplicada uma técnica de evocação livre de palavras baseada no termo "Empreendedorismo" e um questionário para analisar a sua motivação para empreender e auto-eficácia auto-percebida.A análise de Clusters deu origem a quatro perfis diferenciados de acordo com níveis altos e baixos de motivação e auto-eficácia dos estudantes. As representações sociais do empreendedorismo foram analisadas em cada perfil. Os resultados demonstraram que os diferentes perfis não apresentam diferenças significativas nos elementos centrais do Empreendedorismo, no entanto, estudantes com motivação mais baixa, independentemente da auto-eficácia, tendem a associar empreendedorismo a "risco", em comparação com os mais motivados, que tendem a associar empreendedorismo com "dinheiro" e "empenho", traços característicos da motivação financeira e da persistência.....................................................................................................................................................................................................................................................................................................................................................................................................................................................
The purpose of this study is to analyse the Social Representations of Entrepreneurship attending to motivation for entrepreneur and self-efficacy perceived by higher education students.966 higher education students were subjected to a free word evocation technique based on the term "Entrepreneurship" and a questionnaire to analyse their entrepreneurial motivation and self-perceived self-efficacy. Cluster Analysis led to four profiles differentiated according to high and low levels of students’ entrepreneurship motivation and self-efficacy. Social representations of entrepreneurship were analysed in each profile. The results showed that the different students’ profiles don’t show major differences in central elements of Entrepreneurship, however, students with lower motivation, independently of self-efficacy, tend to regard entrepreneurship as “risky” in comparison to the highly motivated ones, who tend to associate entrepreneurship with “money” and “commitment”, typical traits related to finacial motivation and persistence..............................................................................................................................................................................................................................................................................................................................................................................................................................................................................

The present study assessed the effectiveness of Entrepreneurship Education (EE) in Private Higher Education institutions in Botswana. The assessment of the effectiveness of EE serves as a context of finding ways of addressing challenges and proposing a model for implementing effective EE in Botswana Private Higher Education Institutions. The study adopted a positivism paradigm. A quantitative approach was employed. A survey design was used in the empirical study and a self-constructed questionnaire was used to collect data. Two hundred and forty-nine students exposed to EE and fifty-two commercial college/university lecturers participated in the study. The Social Science Statistical Package (SPSS) version 22 was applied to analyse the data. Chi-square tests were calculated. Ratios were calculated to show the ratings of each item. This study revealed that EE’s curriculum structure such as objectives, content, implementation, and assessment affected its effectiveness. The study also revealed that Botswana Private Higher Education Institutions did not have material resources to effectively EE. The current study also established that even though stakeholders had positive attitudes towards EE, entrepreneurial culture in Gaborone was weak. Findings of the study also revealed that there was no comprehensive EE policy for its effective implementation in tertiary institutions. The present study recommended that the implementation of EE would be improved through the restructuring of the curriculum, the provision of resources and the need to formulate mandatory policies and legislation for its implementation.
Psychology of Education
D. Ed. (Psychology of Education)

With the current globalization and intense competition of nations, entrepreneurship is seen as fundamental to wealth and job creation and especially to economic and social development. For this reason, in developing countries the entrepreneurship theme is of particular importance and is receiving growing attention from both politicians and academics. In recent years, the interest in entrepreneurship education, particularly at the higher education level, expanded worldwide. In the context of developing countries, Higher Education Institutions (HEI) are increasingly seen as tools for the development of entrepreneurial culture and as promoters of innovative or systemic entrepreneurship. In the case of Mozambique, in the last decade, initiatives to promote entrepreneurship multiplied. Such interest is reflected in the National Agenda to Combat Poverty, a governmental program for poverty reduction and creation of new jobs for the 2006-2009 period, where one of the main vectors was the promotion of entrepreneurship through the education system with emphasis in entrepreneurship support at the level of HEIs, including new business incubation. Since then, entrepreneurship education and promotion in Mozambican HEI is becoming a reality. Despite the fact that initiatives related to entrepreneurship education are beginning to multiply in developing countries, most studies refer only to developed countries’ realities, with few describing and focussing on HEIs entrepreneurship education in other parts of the world. If, as is argued by several authors, in the entrepreneurial phenomena “context matters”, a different context can represent a different configuration of factors and processes. Thus, this study intends to contribute to fulfilling this gap. It focuses on the issue of entrepreneurship promotion and the role of HEIs as a support instrument in the context of developing countries. More specifically, based on the Mozambican case, it aims to understand the effectiveness of this instrument, identifying the main progresses and barriers in HEI’s entrepreneurship education and the factors that affect its effectiveness. This purpose is translated in the following research questions: I) What factors influence positively and/or negatively entrepreneurial attitudes, intentions and behaviours? and Do these factors differ according to the level of economic development of the countries? II) Are the HEIs cooperation networks decisive for the development of teachers’ and students’ skills and for the promotion of entrepreneurship? III) What are the main achievements and barriers to the creation of companies promoted/incubated by HEIs? IV) Do entrepreneurship education programmes in HEIs influence students’ entrepreneurial (personal) characteristics, attitudes, perceptions and intentions? What other factors affect students’ entrepreneurial characteristics, perceptions, attitudes and intentions? The study includes both qualitative and quantitative methodologies. Qualitative methodologies were used to assess aspects related with the organization of HEIs and their entrepreneurship curriculum offer and support. Quantitative methodologies were used to study the importance of the context and the aspects related with the students, namely the impact/effectiveness of entrepreneurship education and other factors that affect students’ entrepreneurship. In the first case, secondary data from Global Entrepreneurship Monitor (GEM) 2010 – Adult Population Survey (APS), Global Individual Level Data was used. In the second case, primary data was collected including a survey of 572 students that attended an entrepreneurship course and 149 students that did not attended in a sample of 10 HEI establishments with entrepreneurship education in a universe of 34 establishments. Qualitative analysis included analysis of documental sources, interviews and observation; quantitative analysis was done using Statistic Programme for Social Sciences (SPSS) and several techniques related with multiple regressions, ANOVA and comparison of means (T-test and qui-squared test) The work is organized in three parts. The first provides the justification for the study, introduces the general theoretical framework and the purposes of the study and explains the structure of the thesis. The second part includes four chapters in the format of articles answering to the four research questions. The third part is a general conclusion, including limitations, further lines of research and implications of the study.
Com a atual globalização e intensa competitividade entre nações, o empreendedorismo, é visto como fundamental para a criação de riqueza e mais postos de trabalho e sobretudo para o desenvolvimento económico e social. Por esta razão, nos países em via de desenvolvimento a temática do empreendedorismo assume particular importância e por isso tem vindo a suscitar um crescente interesse por parte das comunidades académicas e política. Nos últimos anos, o interesse pelo ensino do empreendedorismo, sobretudo ao nível do ensino superior, expandiu-se por quase todo o mundo. No contexto de países em desenvolvimento, as Instituições de Ensino Superior (IES) são cada vez mais vistas como instrumentos para o desenvolvimento da cultura empreendedora e como promotoras de um empreendedorismo sistémico e inovador. No caso de Moçambique, nos últimos anos têm-se multiplicado iniciativas de apoio ao empreendedorismo, quer por parte do Governo que por parte de outras organizações da sociedade civil. Tal interesse reflete-se na Agenda Nacional de Luta Contra a Pobreza, um programa Governamental para a redução da pobreza, para o período de 2006-2009, onde um dos desafios colocados é a promoção do empreendedorismo através do sistema educativo, em que destaca-se o apoio ao empreendedorismo ao nível das Instituições de Ensino Superior, incluindo a incubação de empresas. Desde então, o ensino e promoção do empreendedorismo nas IES tem-se vindo a toirnar uma realidade nas Instituições de Ensino Superior Moçambicanas. Apesar das inicitativas relacionadas com o ensino do empreendedorismo se começarem a multiplicar pelos países em desenvolvimento, a maior parte dos estudos centra-se nas realidades dos países desenvolvidos e poucos estudos descrevem e se focam na educação e promoção do empreendedorismo por via das IES naquela parte do mundo. Se, tal como defendido por vários autores, no fenómeno empreendedor “o contexto importa”, um contexto diferente, poderá também significar uma diferente configuração de fatores e processos. Este estudo pretende contribuir para colmatar esta falha. O estudo centra-se na promoção do empreendedorismo e no papel das IES como instrumento de apoio nesse processo, no contexto dos países em desenvolvimento. Mais especificamente, baseado no caso de Moçambique, pretende identificar os principais progressos e barreiras no ensino e promoção do empreendedorismo pelas IES, compreender qual a eficácia deste instrumento e os factores que afetam essa eficácia. Este objetivo traduz-se nas seguintes questões de investigação: i) Que fatores influenciam positiva e/ou negativamente as atitudes, intenções e comportamento empreendedor)? Esses fatores diferem de acordo com o nível de desenvolvimento económico dos países? II) As redes de cooperação das IES são decisivas para o desenvolvimento de competências de docentes e discentes e para a promoção do empreendedorismo? III), quais são as principais realizações e os obstáculos à criação de empresas promovidas/incubadas por IES com educação para o empreendedorismo nos seus currículos? IV) a participação dos estudantes em programas de educação para o empreendedorismo nas IES influencia as sua características (psicológicas), atitudes, percepções e intenções empreendedoras? Que outros fatores afetam as suas características, atitudes, percepções e intenções empreendedoras? O estudo inclui metodologias quantitativas e qualitativas. As metodologias qualitativas foram usadas para estudar os aspetos relacionados com a organização das IES ao nível da oferta curricular e apoio ao empreendedorismo. As metodologias quantitativas foram aplicadas para estudar a importância do contexto, e os aspectos relacionados com os estudantes, nomeadamente o impacto/eficácia da educação empreendedora e outros factores que afectam o empreendedorismo dos estudantes. No primeiro caso, utilizaram-se dados secundários do Global Entrepreneurship Monitor (GEM) 2010 – Inquérito à População Adulta (APS), Dados Globais de Nível Individual. No segundo caso, recolheram-se dados primários através de questiomários a 572 estudantes que frequentaram disciplinas de empreendeodirsmo e 149 estudantes que não tiveram educação em empreendedorismo nas IES com ensino de empreendedorismo. A análise qualitativa incluiu a análise de fontes documentais, entrevistas e observações; a análise quantitativa foi desenvolvida com a ajuda do Programa Estatístico para as Ciências Sociais (SPSS) envolvendo um conjunto de técnicas relacionadas com regressões múitiplas, ANOVA e testes de comparação de médias (t-test e teste do qui-quadrado). O trabalho está organizado em três partes. A primeira inclui a justificação, introduz o quadro teórico geral para a investigação bem como os propósitos do estudo e explica a estrutura da tese. A segunda parte inclui quatro capítulos no formato de artigos, procurando dar respostas às questões de investigação. A terceira parte, é uma conclusão geral do trabalho, incluindo limitações, linhas para futuras investigações e implicações do estudo. O primeiro capítulo, procura evidenciar a importância do contexto nos processos empreendedores. Usando dados do Global Entrepreneurship Monitor (GEM) 2010 – Inquérito à População Adulta (APS), Dados Globais de Nível Individual - de três países com diferentes níveis de desenvolvimento económico, mas com uma história e uma língua comum; criou-se um índice quantitativo de atitudes, intenção e comportamento empreendedor (Índice Empreendedor), e pela aplicação de regressão linear múltipla, foi possível identificar os determinantes das intenções, atitudes e comportamento empreendedor e sua importância em diferentes contextos, tais como (i) genero, (ii) educação, (iii) redes empreendedoras, (iv) motivação por oportunidade e necessidade, e (v) percepção de oportunidade na área de residência. Mais especificamente, os resultados mostram que os indivíduos do sexo masculino, com níveis de educação mais elevados e com redes pessoais empreendedoras tendem a apresentar índices mais elevados de empreendedorismo. Além disso, o estudo empírico evidencia a importância da percepção de oportunidades para a formação de atitudes, intenções e comportamento empreendedor. Os resultados também mostram que o nível de desenvolvimento económico afeta não só as atitudes, intenções e comportamentos empreendedores, mas também a importância/peso dos seus determinantes. O segundo capítulo, centra-se na identificação dos principais obstáculos à criação de empresas promovidas / incubadas por IES com educação para o empreendedorismo nos seus currículos. O estudo empírico é baseado numa amostra de 10 estabelecimentos das diferentes 5 IES existentes com educação para o empreendedorismo (antes do ano de 2014). A coleta de dados foi feita através de uma entrevista exploratória com os diretores das IES e consulta de fontes documentais. Os resultados mostram que as barreiras estão relacionadas com a falta de professores formados/qualificados em empreendedorismo, as deficientes redes com empresários e outras instituições e má relação com a comunidade empresarial, tanto devido a dificuldades materiais para implementar atividades práticas (por exemplo, visitas a empresas) como pela falta de receptividade do lado da comunidade empresarial. Apesar da existência de algum material educativo, mencionado como o principal recurso para a educação para o empreendedorismo, algumas IES indicam que o material disponível não é suficiente, considerando tanto a quantidade como a qualidade. A inexistência de outros recursos educacionais e infra-estruturas de apoio, como incubadoras, laboratórios e bibliotecas, muitas vezes associada com a falta de recursos financeiros também foi mencionado como um importante obstáculo à criação de empresas por alunos e professores das IES. O ambiente político e de negócios foi também referido como uma importante barreira à criação das empresas, nomeadamente no que diz respeito aos sistemas financeiros e fiscais. O terceiro capítulo centra-se na importância das redes de cooperação entre as IES para o desenvolvimento de competências dos professores e para a promoção do espírito e competências empresariais dos alunos, em especial no contexto dos países em desenvolvimento. São apresentados dois artigos com natureza exploratória e descritiva. Num primeiro artigo, o estudo empírico inclui uma amostra de 10 estabelecimentos das 5 IES com educação para o empreendedorismo (antes do ano 2014) existentes em Moçambique. A recolha de dados foi feita através de entrevista exploratória com os diretores das IES e consulta de fontes documentais. Os resultados mostram que uma estratégia assente em redes de cooperação está presente sobretudo em IES públicas, que, tendem a apresentar melhores resultados em matéria do número de professores com formação específica em empreendedorismo e número de negócios criados. Este estudo também mostra alguns sinais promissores relativos ao desenvolvimento coordenado e global de esforços para promover a qualidade da educação para o empreendedorismo. Destaca-se também o papel dos parceiros públicos no envolvimento de outras organizações privadas nacionais e internacionais no processo. Apesar do fato de que a maioria dessas iniciativas está ainda numa fase inicial e de que não é possível neste momento prever totalmente o que será o seu impacto ou resultado, este estudo representa uma primeira tentativa nesse sentido. O segundo artigo apresenta, com mais algum detalhe, o caso da Escola Superior de Negócios e Empreendedorismo de Chibuto – (ESNEC), uma das cinco escolas da Universidade Eduardo Mondlane e uma das poucas instituições de ensino superior dedicada especificamente a educação para o empreendedorismo em Moçambique. Os dados sobre este estudo de caso resultaram de uma observação participante da pesquisadora e os dados foram coletados entre fevereiro e junho de 2013 através de fontes documentais e uma entrevista exploratória com o diretor da escola. O estudo mostrou que as redes de cooperação universitárias têm sido usadas como ferramentas para o desenvolvimento das competências empresariais de professores e alunos e como veículo de disseminação de conhecimentos dentro da comunidade. Mais especificamente, a cooperação com outras universidades vem sendo usada para promover a mobilidade dos recursos para o propósito específico de melhorar o conhecimento e competencias de empreendedorismo dos professores; outros projetos de cooperação, têm sido implementados, a fim de promover a inovação e a difusão de conhecimento do negócio entre estudantes e empresários da comunidade local envolvente. Finalmente, no quarto capítulo procura-se compreender i) se a participação dos estudantes em programas de educação para o empreendedorismo nas IES influencia as sua características (psicológicas), atitudes, percepções e intenções empreendedoras; e também ii) se existem outros fatores que afetem as suas características, atitudes, percepções e intenções empreendedoras. Mais especificamente, tem como objetivo compreender a influência do género, antecedents familiars, do tipo/fonte de recursos financeiros preferencialmente utilizados e das redes nas suas características, atitudes, percepções e intenções empreendedoras Após uma revisão de literatura focada na educação para o empreendedorismo e determinates da intenção empreendedora, atitudes e comportamentos, o estudo empírico é apresentado. Este inclui uma amostra de 10 estabelecimentos IES, seleccionados a partir de um universo de 34 com a educação para o empreendedorismo. A recolha de dados foi realizada em 2015 por meio de questionários a (n=721) estudantes dos 2º, 3º e 4º anos, dentre os quais (n=572) frequentaram o ensino de empreendedorismo e os restantes (n=149) não participaram em qualquer programa de ensino de empreendedorismo. A análise estatística, incluindo a regressão linear múltipla, ANOVA e comparação de médias (Teste-t e teste qui-qudrado). O estudo conclui que i) a atitude pessoal e o controlo comportamental percebido influenciam a intenção empreendedora; ii) a educação para o empreendedorismo tem influência positiva no controlo comportamental percebido. Quanto aos estudantes com educação para o empreendedorismo, conclui-se que iii) existem diferenças significativas em termos de atitudes, percepções e intenções empreendedoras dos estudantes entre as escolas; iv) o género, os antecedentes familiares e as redes empreendedoras afectam as atitudes, percepções e intenções empreendedoras dos estudantes.
Fundation Calouste Gulbenkian and by Eduardo Mondlane University.

碩士
銘傳大學
風險管理與保險學系碩士班
102
With Taiwan''s recent economic downturn, price increases in most goods but the average salary level has remained the same. Office workers need to get many part-time jobs or start up their own businesses to raise their incomes. The universal education makes it easier for everyone to get the college degree, but at the same time, the higher education level does not necessarily result in higher employment. This research attempts to understand whether there is any significant relationship between management education and people’s willingness to be an entrepreneur through a questionnaire survey of university students in the Taipei area. The following results of this research are predicted: 1. Different schools have significant differences in entrepreneurship willingness. 2. Different grades have significant differences in entrepreneurship willingness. 3. Different perceptions of risks have significant differences in entrepreneurship willingness. The results of this research can be used as a reference by any relevant units.

碩士
國立雲林科技大學
技術及職業教育研究所碩士班
100
The main purpose of this research explored the course of entrepreneurship education which have effected knowledge and abilities of entrepreneurship education for vocational high school students from the food and beverage management .This object of research was example of a vocational food and beverage practical skills classes’ students in Chiayi City through the experimental course understood evolution about knowledge and ability of entrepreneurship. In order to reaching research purposes, according to the results of the discussion relative to the literature and theoretical, and refering to high school education, the syllabus of entrepreneurship courses, and plans of those course , etc that design "Teaching entrepreneurship education" as an experimental course. By Wangdi Hong (2002), "Business knowledge and ability scale" is use to the instrument of research. This study is adopted quasi-experimental research method which is designed a test of single group compared to before and after, and the object of study were 52 persons. On the dependent variable taking the pre-test before giving that course, then the tested object was dealed with experimental process. Experimental process is once a week, 4 hours every time.The duration of experimental education process is totally 28 hours in 7-week. After the course, this ourse of entrepreneurship education evaluates effectiveness of the knowledge and abilities of entrepreneurship by held trial business fair.Then on the dependent variable takes the post-test. The dependent variable in this study as " The knowledge and abilities of entrepreneurship scale" scores to represent ,and experimental process is " Teaching entrepreneurship education" . Data analysis method is dealed with statistical tests by “Independent samples T test”; morover” Paired-samples T test” .It is use to Pyramid map and the other related data for analysis and discussion. Conclusions of this study follows are: 1. The course of entrepreneurship education can raise the knowledge and abilities of entrepreneurship for vocational high school students from the food and beverage management. 2. Students'' “willing to learn “ to “ the effective with the knowledge and abilities of entrepreneurship “ has a significant effect. 3. Students'' “interesting to learning " to ” the effective with the knowledge and abilities of entrepreneurship “ has a significant effect. 4. Students’ “ experience of work “ on “ the effectiveness of business knowledge and ability ” has a significant effect. 5. Students'' “willing to entrepreneurship “ to “the effective with the knowledge and abilities of entrepreneurship "has a significant effect End of the text, due to the results of this study, the researcher proposed problems and suggestions about taking the courses in vocational high school and further researching of entrepreneurship education in future.