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Journal articles on the topic 'Entrepreneurship education students'
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Munyaradzi Ndofirepi, Takawira, and Patient Rambe. "Entrepreneurship education and its impact on the entrepreneurship career intentions of vocational education students." Problems and Perspectives in Management 15, no. 1 (May 10, 2017): 191–99. http://dx.doi.org/10.21511/ppm.15(1-1).2017.06.
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The rich body of literature examining the entrepreneurship education-entrepreneurship intention relations tends to neglect the influence of contingent and other mediating factors on the relationship. This elusion creates an erroneous assumption that entrepreneurship intentions are insulated from external influences and the entrepreneurship education-intentions relationship is an automatic, directly linear interaction. Contesting this premise, this research explores the influence of exposure to entrepreneurship education (EE), mediated by precursors (such as attitude, subjective norms and perceived behavioral control) to entrepreneurial intentions on the actual entrepreneurship intentions (EI) of vocational education students at a particular institution in Zimbabwe. Drawing on a cross-sectional research design and 154 randomly selected students, the study examines the extent to which they intended to engage in entrepreneurship careers in the near future. A non-parametric technique, the Spearman correlation test, and regression analysis were employed to test the relationships between EE on the direct determinants of EI, between the immediate determinants of EI and actual EI and to test a number of predictive effects. The results demonstrate that EE had a positive correlation with the direct determinants of EI. In addition, EE predicted all the immediate determinants of EI, except for subjective norms. Lastly, there was no evidence to support a direct predictive effect of EE on EI, controlling for other psychological factors. To a large extent, the results validated the Theory of Planned Behavior as a guiding tool for estimating any premeditated entrepreneurial behavior. Thus, the Theory remains an invaluable theoretical lens for academics, educators and policymakers’ evaluation of effective ways of enhancing the grooming of potential entrepreneurs.
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Schwartz, Dafna, and Ayala Malach-Pines. "Entrepreneurship Education for Students." Industry and Higher Education 23, no. 3 (June 2009): 221–31. http://dx.doi.org/10.5367/000000009788640305.
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This paper focuses on factors that influence the appropriateness of entrepreneurship studies to the needs and expectations of management students in Israel, where entrepreneurs are considered cultural heroes. The results of the authors' research revealed great interest in entrepreneurship studies among most of the students surveyed. However, differences were found between those students who intended to start a business and those who did not – in their business-related background, entrepreneurial traits and their business needs and expectations from entrepreneurship studies. These results highlight the disparity between the supply and the expectations from entrepreneurship programmes in universities, and as such have important implications for entrepreneurship education.
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Mani, Mukta. "Entrepreneurship Education." International Journal of E-Entrepreneurship and Innovation 5, no. 1 (January 2015): 1–14. http://dx.doi.org/10.4018/ijeei.2015010101.
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Entrepreneurship education is believed to provide students with understanding of concepts of entrepreneurship, train and motivate them to indulge into entrepreneurial activities in future. This is an empirical study to explore the entrepreneurship education in engineering discipline from the perspective of students. The study also attempts to unearth the factors that motivate them to take entrepreneurial activities and their perceived hurdles. Data about the opinion of students regarding entrepreneurship education has been collected from 168 students. The data has been analyzed using various statistical tools. It is found that the students are highly interested in starting their own business. They consider that decision making skills, risk taking capacity, creativity, communication skills and ability to prepare business plan are the most important skills for a successful entrepreneur. They feel motivated to start their own business because of intrinsic factors like being their own boss, chasing their dreams. Lack of experience and lack of funds are the most deterring factors.
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Millman, Cindy, Zhengwei Li, Harry Matlay, and Wang‐chan Wong. "Entrepreneurship education and students' internet entrepreneurship intentions." Journal of Small Business and Enterprise Development 17, no. 4 (October 26, 2010): 569–90. http://dx.doi.org/10.1108/14626001011088732.
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Menzies, Teresa V., and Joseph C. Paradi. "Entrepreneurship Education and Engineering Students." International Journal of Entrepreneurship and Innovation 4, no. 2 (May 2003): 121–32. http://dx.doi.org/10.5367/000000003101299474.
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A 15-year cohort of graduates of an engineering degree programme at a major Canadian university who had taken either one (1EES) or three (3EES) elective entrepreneurship course(s) and a randomly stratified comparison group are the subjects of this paper. Career path, business start-ups, ownership, performance and satisfaction with their entrepreneurship education are examined. Being male and taking one or more courses in entrepreneurship proved to be a strong predictor of business ownership. Significantly more of the 1EES group had started businesses (48% had owned a business at some time since graduation) than those in the comparison group (26% had owned a business at some time since graduation). However, business performance was not significantly different according to group. Taking one or more courses in entrepreneurship was also a strong predictor of later reaching top management status. Significantly more of the 1EES group, who were not business owners, were employed in top management positions. This study also provides information on the time lag from graduation to venturing, on business characteristics, and on the desire for an entrepreneurial career in the future. Findings are important for educators and policy makers.
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Feșteu, Dorin, and Natalia Turlakova. "ENTREPRENEURSHIP EDUCATION PROGRAMME - STUDENTS’ OPINIONS." SERIES V - ECONOMIC SCIENCES 13(62), no. 2 (December 21, 2020): 177–90. http://dx.doi.org/10.31926/but.es.2020.13.62.2.19.
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"the purpose of this research was to identify students’ opinions regarding the relevance and preferred learning approaches in an Entrepreneurship Education programme. A transversal design, using a questionnaire on 139 students from seven universities from Belarus, Moldova and Ukraine was employed. The study concluded that Entrepreneurship and Business Planning were perceived as essential modules. Leadership and Project Management and Innovation Management were perceived as very relevant. Intellectual Property Law was perceived as of little relevance. Overall, the preferred delivery modes were: “Practical module within a start-up”, “Optional module within a Master’s programme” and “Learning by running a business”. However, different approaches were suggested for different modules. "
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Mei, Hong, Ching-Hung Lee, and Yuanyuan Xiang. "Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education." Education Sciences 10, no. 9 (September 22, 2020): 257. http://dx.doi.org/10.3390/educsci10090257.
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Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
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Stadler, Adriano, and Anne M. J. Smith. "Entrepreneurship in vocational education." Industry and Higher Education 31, no. 2 (March 16, 2017): 81–89. http://dx.doi.org/10.1177/0950422217693963.
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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.
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Mamun, Abdullah Al, Shaw Pui Fong, and Noorshella Binti Che Nawi. "Entrepreneurship Education and Students’ Career Choice." Advanced Science Letters 23, no. 4 (April 1, 2017): 2954–57. http://dx.doi.org/10.1166/asl.2017.7617.
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Pruett, Mark W., Harun Şeşen, J. R. M. Pandian, and Greg Winter. "Female Students." JWEE, no. 1-2 (June 29, 2018): 40. http://dx.doi.org/10.28934/jwee18.12.pp40-53.
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We have conducted the first-ever study of female and male Afghan university students about entrepreneurship and entrepreneurship education. Students at this new university in Afghanistan provided data on their intentions, entrepreneurial disposition, perceptions about the university role, and their beliefs about barriers and motives to entrepreneurship.
On the one hand, we find significant differences between women and men in disposition and intentions, with women having lower levels of disposition and intentions. On the other hand, the two groups display remarkably similar views of the importance of numerous entrepreneurship motives and barriers. They also feel the same about the positive university support of their entrepreneurship interests.
In other words, although young Afghan women and men appear to feel different about themselves and their plans, they hold relatively similar views on the reasons for entrepreneurship, the impediments to entrepreneurship, and the potential of university education and support to foster entrepreneurship in both sexes.
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Boldureanu, Gabriela, Alina Măriuca Ionescu, Ana-Maria Bercu, Maria Viorica Bedrule-Grigoruță, and Daniel Boldureanu. "Entrepreneurship Education through Successful Entrepreneurial Models in Higher Education Institutions." Sustainability 12, no. 3 (February 10, 2020): 1267. http://dx.doi.org/10.3390/su12031267.
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In higher education institutions, entrepreneurship learning based on successful entrepreneurial role models may promote education for sustainable development. Several theoretical perspectives, such as the human capital theory, the entrepreneurial self-efficacy and self-determination theory, argue that entrepreneurship education is positively correlated with entrepreneurial intentions of students, as it provides adequate know-how and skills and motivates them to develop their entrepreneurial careers. In entrepreneurship education programmes, exposure to successful entrepreneurial models could be a significant factor for stimulating students’ confidence in their ability to start a business and for improving their attitudes towards entrepreneurship. This study aims (i) to identify characteristics viewed by students as being specific to a successful entrepreneur, (ii) to establish the influence of exposure to successful entrepreneurial role models (chosen by students) during entrepreneurship education classes on student entrepreneurial intentions, and (iii) to assess how such exposure influences the attitudes of students towards entrepreneurship. For this purpose, the authors ran a pilot experiment with 30 graduate students enrolled in a Business Creation course using a research methodology that combined qualitative techniques with quantitative measures. Content and statistical analyses were utilised to examine differences in student entrepreneurial intentions and attitudes towards entrepreneurship after being exposed to successful entrepreneurial models. Our study provides evidence that entrepreneurship education based on successful entrepreneurial role models may positively influence the entrepreneurial attitudes and intentions of students and could lead to higher orientation of student perception towards social benefits of entrepreneurship (new jobs) compared to financial ones (high income). However, our findings stress that if educators want to improve the efficiency of education focused on developing entrepreneurial skills, graduate programmes should be designed differently for business and non-business students, since studying successful entrepreneurial stories impacts these two groups differently.
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Radin A Rahman, Radin Siti Aishah, and Zaidatol Akmaliah Lope Pihie. "Students Perception on Social Entrepreneurship Education in Higher Education Institutions (HEIs)." International Journal for Innovation Education and Research 3, no. 1 (January 31, 2015): 10–18. http://dx.doi.org/10.31686/ijier.vol3.iss1.296.
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Education can play a role in heightening the development of social entrepreneurship (SE) knowledge and skills in a developing country. Malaysia is amongst countries with undesirably low achievement level in the overall social entrepreneurship activity. Hence, efforts need to be enhanced so that the younger generation would be more inclined and motivated to partake in social entrepreneurship to contribute to the existing added value that students already possess. The early cultivation of social entrepreneurship can be detected through informal exposure by students who are actively involved in voluntary projects and developmental community club called ENACTUS. Apart from that, some higher education institutions are offering subjects and short term projects related to social entrepreneurship. The efficacy of SE education will be a yard stick to ensure that more prospective social entrepreneurs are produced in the future. Therefore, a descriptive research has been conducted on 350 ENACTUS members using stratified sampling to explore students and alumni perception on social entrepreneurship. Findings showed that a majority of students agreed if SE education is made a compulsory course in HEI. However, the alumni did not agree with this idea. Although many students and Alumni admitted that they understand the social entrepreneurship concept, nevertheless there are a select few who could not complete their main goal when managing ENACTUS projects. Therefore, they were unable to make their ideologies run concurrently with goals of the projects. This article will attempt to discuss the implications of cultivating the social entrepreneurship culture.
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Liu, Tiantian, Keith Walley, Geoff Pugh, and Paul Adkins. "Entrepreneurship education in China." Journal of Entrepreneurship in Emerging Economies 12, no. 2 (January 2, 2020): 305–26. http://dx.doi.org/10.1108/jeee-01-2019-0006.
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Purpose The purpose of this study is to generate insight into the effects of entrepreneurship education in China by conducting a preliminary scoping study of the enterprising tendency of university students studying business. Design/methodology/approach This study used a self-administered questionnaire based on the General Measure of Enterprising Tendency v2 (GET2) test to measure the enterprising tendency of a group of Chinese university students. Decision trees, using the Chi-square automatic interaction detector (CHAID) approach, and multiple regression analyses were used to investigate the enterprising tendency of respondents. Findings The findings from this study indicate that the students have an overall medium level of enterprising tendency and strengths in some enterprising characteristics. The findings reveal that gender, family business, hometown and entrepreneurship education are significantly related to enterprising tendency but that age, household income, parents’ education and occupation are not. Research limitations/implications Although the study is based on a relatively small sample taken from just one university in Beijing, the findings suggest that the enterprising tendency of students can be encouraged by entrepreneurship education. Combined with evidence that entrepreneurship education is at a relatively early stage of development in China, this finding suggests considerable scope to increase student’s enterprising tendency by extending, creating a more favourable environment for and improving the methods used to deliver entrepreneurship education. Enterprising tendency can be argued to naturally result in entrepreneurial intention; however, this extension is beyond the scope of this study, which is restricted to the analysis of enterprising tendency. Originality/value This study makes an original contribution to knowledge as it is one of the first studies to explore enterprising tendency among university students in China. It has value for government, policymakers and university program designers in that it provides direction for entrepreneurship education in China.
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Ustav, Sirje, and Urve Venesaar. "Bridging metacompetencies and entrepreneurship education." Education + Training 60, no. 7/8 (August 23, 2018): 674–95. http://dx.doi.org/10.1108/et-08-2017-0117.
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PurposeThe purpose of this paper is to explore the concept of metacompetencies in entrepreneurship education through students’ expressions of metacompetencies in their learning processes, aiming to provide assistance embedding metacompetencies in entrepreneurship education.Design/methodology/approachThe empirical study is based on qualitative data retrieved from students’ reflections throughout the course, and measures the constructs of metacompetencies in parallel with the acquisition of entrepreneurship course outcomes. The phenomenological analysis is coded to apply Bayesian modelling and statistical validation measures to establish interrelations between metacompetency components and conceptual validity.FindingsDifferent degrees of appearance of students’ metacompetencies and significant correlations between all three components of metacompetencies are identified. An empirical model of connection between metacompetencies and entrepreneurship education is created, which shows a strong relationship between students’ metacompetencies and changes in attitudes, emotions, intentions and interest towards entrepreneurship.Practical implicationsPractical implications are connected with the entrepreneurship course design, supporting the development of students’ metacompetencies and self-awareness.Social implicationsSocial implications bring learners’ physical participation in the courses into the spotlight, influencing students’ attitudes towards entrepreneurship. Enhancing metacompetencies as a tripartite model assures that cognitive, conative and affective aspects of learning are in corresponding change.Originality/valueThis paper provides a step forward from theorising metacompetencies, putting this concept in the middle of practice. The empirical model establishes a direct connection between metacompetencies and entrepreneurship education, demonstrating how students’ awareness creation through metacompetencies influences changes in interest and intention towards entrepreneurship.
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Yaqub, Muhammad, Nadeem Mufti, Shaukat Ali, and Muhammad Khaleeq. "Impact of Entrepreneurship Education on Attitudes of Students Towards Entrepreneurship." Journal of Basic & Applied Sciences 11 (November 16, 2015): 590–95. http://dx.doi.org/10.6000/1927-5129.2015.11.79.
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Jones, Sally, and Sarah Underwood. "Understanding students’ emotional reactions to entrepreneurship education." Education + Training 59, no. 7/8 (August 14, 2017): 657–71. http://dx.doi.org/10.1108/et-07-2016-0128.
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Purpose The purpose of this paper is to focus on approaches that acknowledge and make explicit the role of emotion in the entrepreneurship education classroom. As entrepreneurship educators, the authors are aware of the affective impacts that entrepreneurship education has on the students and the authors continuously reflect on and support the students through, what is acknowledged in practice, an emotionally charged experience. With this in mind, the authors outline how a variety of disciplines engage with the role of emotions and how an interdisciplinary approach to the topic can support pedagogy. Design/methodology/approach The authors synthesise relevant arguments from four discrete disciplines: neuroscience; psychology, education and entrepreneurship, which have not previously been combined. The authors argue that the role of emotion in learning generally, has been investigated across these disparate disciplines, but has not been brought together in a way that provides practical implications for the development of pedagogy. Findings By synthesising the findings from four bodies of knowledge that engage with emotion, entrepreneurship and education, the authors start to develop a theoretical model based around the concept of the emotional ecology of the classroom. Practical implications The role of emotion in entrepreneurship education is an emerging topic and the authors’ synthesis of research supports further investigation. The authors’ insights will support educators to develop classroom environments that acknowledge relationships between students and between students and educators. Such engagement could help educators and students to appreciate, acknowledge and address the emotional aspects of entrepreneurship education. Originality/value The paper starts to develop new theory around emotions in entrepreneurship education, developing the idea of the emotional “ecology” of teaching environments and highlighting how this might support future research agendas.
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Tang, Mingfeng, Xiaogang Chen, Qiaohua Li, and Yong Lu. "Does Chinese university entrepreneurship education fit students' needs?" Journal of Entrepreneurship in Emerging Economies 6, no. 2 (May 27, 2014): 163–78. http://dx.doi.org/10.1108/jeee-02-2014-0002.
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Purpose – This paper aims to determine whether Chinese university entrepreneurship education matches the needs of undergraduates and whether the entrepreneurial interests and expectations of students who have received university entrepreneurship education differ from those of students who have not. The authors hope that the research findings can provide practical implications and suggestions for improving university entrepreneurship education. Design/methodology/approach – The authors chose one business university, two technology universities, and one medical university in Sichuan province and sent questionnaires to 350 randomly selected undergraduates. Based on data from 315 valid questionnaires, the authors conducted an empirical analysis. Findings – The authors found that university entrepreneurship education does not fully satisfy students' needs. The authors also found no significant difference between the entrepreneurial interests and expectations of students who have received entrepreneurship education and those who have not. Originality/value – The existing studies mainly focus on the supply side of university entrepreneurship education but ignored the demand side. The research is to understand the demand side – namely, students' needs for university entrepreneurship education. Are university students interested in new-business creation?. What are their needs for entrepreneurship education? Does Chinese university entrepreneurship education fit those needs? And finally, do the entrepreneurial interests and expectations of students who have received university entrepreneurship education differ from those of students who have not? Moreover, the study context consisted of one business university, two technology universities, and one medical university in a fast-developing region – Sichuan province. These universities are representative of the main categories of Chinese universities. Finally, the authors employ both qualitative and quantitative research methodologies to conduct the study.
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ATILGAN, Davut, and Yalçın TÜKEL. "Sports College Students and Entrepreneurship: An Investigation into Entrepreneurship Tendencies." International Education Studies 14, no. 6 (May 17, 2021): 71. http://dx.doi.org/10.5539/ies.v14n6p71.
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The purpose of this research is to examine the relationship between the entrepreneurship tendencies and self-efficacy of sports college students and whether there is a difference in terms of some demographic variables. The research is a quantitative study based on a relational survey model. The sample of the study consists of 495 participants who continue their education as active students in sports colleges affiliated to the Directorates of National Education in Konya and Kahramanmaraş in Turkey. The data of the research were analysed using a statistical software program. The arithmetic mean and standard deviation values were determined for the data analysis, and the t-test and One-Way Analysis of Variance (ANOVA) tests were used to determine the differentiation of the scores obtained for the variables. In addition, a correlation analysis was used to determine the relationship between variables, and a regression analysis was used to test whether the independent variables predict the dependent variable or not. As a result of the research, it was observed that the entrepreneurship and self-efficacy mean scores of the participants were at a moderate level and that the scores of the participants regarding entrepreneurship and self-efficacy levels differed significantly in terms of the variables of the province, the gender, and the grade level. It was also concluded that as the entrepreneurship perception of the students of sports college increases, their self-efficacy increases and the sub-dimensions “self-confidence, innovativeness, control focus, risk-taking and desire to accomplish” are significant predictors of students’ general self-efficacy while the dimension of “making difference and determination” is not a significant predictor of their general self-efficacy.
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Tiemensma, Britt Due, and Connie Stendal Rasmussen. "Entrepreneurship Education in a Democratic Perspective." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 100–111. http://dx.doi.org/10.2478/dcse-2019-0021.
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Abstract Entrepreneurship Education often emphasizes the practical applications of competencies. This article aims to collect findings on entrepreneurship education linked to democratic formation in primary education as experienced by teacher students. Based on a model from the Danish Foundation for Entrepreneurship and theories on democratic formation and active citizenship, the authors analyze what entrepreneurship and democratic formation have in common. Entrepreneurship education will also be linked to education for sustainable development. By following a group of teacher students in two different cases, the authors discuss how a potential synergy is visible, when the teacher students learn by reading, discussing and solving concrete tasks connected to social entrepreneurship education. The teacher students’ personal attitudes and understanding of authentic practical experiences turns out to be important to their learning from entrepreneurial education tasks. The structural organization of teacher education is a challenge to the organization of teaching entrepreneurship education.
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Ubogu, Rowell. "Entrepreneurship Education: Challenges and Strategies towards Promoting Entrepreneurship in Higher Education in Nigeria." Academic Journal of Interdisciplinary Studies 9, no. 5 (September 21, 2020): 125. http://dx.doi.org/10.36941/ajis-2020-0091.
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Entrepreneurship education has great success in the field of education. Its activity has increased significantly in the USA, Asian and European countries during the last decades. Nevertheless, the training programme in developing countries like Nigeria has concentrated more on teaching knowledge and skills basically in principle. Products of these training are expected to be engaged in either self-employment or being employed. Unfortunately, the Niger-delta region of Nigeria is characterized by high levels of youth restiveness, unemployment, poverty and crime. Attempting to solve these ill, the questionnaire titled Entrepreneurship Education and Students challenges (EESC) was used to gather data from eight hundred and sixty-four students sampled from faculty of education and social sciences in Niger-delta region universities of Nigeria. The study identified various challenges, prospects and government efforts aimed at building the entrepreneurship culture among undergraduate students of Nigerian Universities especially graduates of the Niger-delta region. The study concluded by postulating certain recommendations which if adopted will drastically reduce the social vices faced in this region.
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Nieuwenhuizen, Cecile, Darelle Groenewald, John Davids, Leon Janse van Rensburg, and Chris Schachtebeck. "Best practice in entrepreneurship education." Problems and Perspectives in Management 14, no. 3 (September 27, 2016): 528–36. http://dx.doi.org/10.21511/ppm.14(3-2).2016.09.
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This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23
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Desplaces, David E., Fred Wergeles, and Patrick McGuigan. "Economic Gardening through Entrepreneurship Education." Industry and Higher Education 23, no. 6 (December 2009): 473–84. http://dx.doi.org/10.5367/000000009790156436.
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This article outlines the implementation of a service-learning approach in an entrepreneurship programme using an ‘economic gardening’ strategy. Economic Gardening through Service-Learning (EGS-L) is an approach to economic development that helps local businesses and students grow through a facilitated learning process. Learning is made possible by appealing to the action orientation of entrepreneurs and supplying students with a real laboratory in which to implement, test and experience theory. Economic gardening effectively strengthens businesses in the community and promotes community awareness by bringing businesses, students, academics and community leaders together in a receptive and proactive environment. The authors draw on first-hand experience from programmes at various institutions and include in their discussion some preliminary results with regard to civic attitudes.
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Mahmood, Gohar, Sadia Munir, Sidra Ghulam Rasool, and Rubab Anum. "Impact of Entrepreneurship Competencies on Entrepreneurship Motivation among Pakistani Students: Entrepreneurship Education as Moderation." Journal of Accounting and Finance in Emerging Economies 7, no. 2 (June 30, 2021): 491–504. http://dx.doi.org/10.26710/jafee.v7i2.1790.
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Purpose: The purpose of this study is to investigate the relationship between entrepreneurship competencies and entrepreneurship motivation through moderating role of entrepreneurial education in the university students of (Punjab) Pakistan. This study provides a comprehensive answer to the research question of how entrepreneurship competencies and entrepreneurial education effects the entrepreneurship motivation among university students.
Design/Methodology/Approach: A survey questionnaire was used to collect data from faculty of management sciences students of different departments at various campuses in (Punjab) Pakistan. Factor analysis, reliability, and regression and correlation analysis was the techniques to analyze the links between the study variables.
Findings: There is a positive significant impact of entrepreneurship competencies on entrepreneurship motivation while entrepreneurship education as a moderator.
Implications/Originality/Value: At the last, this paper also presents some implications, limitations and suggestions for future research.
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Grivokostopoulou, Kovas, and Perikos. "Examining the Impact of a Gamified Entrepreneurship Education Framework in Higher Education." Sustainability 11, no. 20 (October 12, 2019): 5623. http://dx.doi.org/10.3390/su11205623.
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Entrepreneurship education constitutes a top priority in policy agendas across the globe as a means to promote economic growth, fight unemployment and create social capital. An important premise of entrepreneurship education is that it can be learned and students can be taught to formulate entrepreneurial mentality, skills and competencies, something that can result in the formulation of startups and business initiatives. Given the importance of entrepreneurship, the necessity to formulate efficient entrepreneurship education frameworks and training programs arise. In this work, we present the design of an entrepreneurship educational environment that is based on learning in 3D virtual worlds. Innovative 3D virtual reality technologies were utilized to provide immersive and efficient learning activities. Various topics of entrepreneurship education courses were designed and formulated to offer students the opportunity to obtain theoretical knowledge of entrepreneurship. The 3D virtual reality educational environment utilizes pedagogical approaches that are based on gamification principles, allowing students to study in immersive ways as well as in game-based learning activities on real challenges that can be found in business environments. The game-based learning activities can help students gain necessary skills, helping them to tackle everyday obstacles on their entrepreneurial pathways. An experimental study was performed to explore the learning efficiency of the environment and the gamified learning activities as well as assess their learning impact on student’s motivation, attitude, and overall learning experience. The evaluation study revealed that the framework offers efficient gamified learning activities that increase students’ motivation and assist in the formulation of entrepreneurship mentality, skills and competencies.
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Panigrahy, Gopikant, and Prabodha Kumar Hota. "Entrepreneurship Education Influencing Students ’Entrepreneurial Competence Building." Siddhant- A Journal of Decision Making 16, no. 1 (2016): 69. http://dx.doi.org/10.5958/2231-0657.2016.00009.4.
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Voloshina, Tatyana A. "TEACHING ENTREPRENEURSHIP TO STUDENTS IN EDUCATION STUDIES." Lifelong education: the XXI century 23, no. 3 (September 2018): 83–94. http://dx.doi.org/10.15393/j5.art.2018.4068.
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Peterman, Nicole E., and Jessica Kennedy. "Enterprise Education: Influencing Students’ Perceptions of Entrepreneurship." Entrepreneurship Theory and Practice 28, no. 2 (March 2003): 129–44. http://dx.doi.org/10.1046/j.1540-6520.2003.00035.x.
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This research examines the effect of participation in an enterprise education program on perceptions of the desirability and feasibility of starting a business. Changes in the perceptions of a sample of secondary school students enrolled in the Young Achievement Australia (YAA) enterprise program are analysed using a pre–test post–test control group research design. After completing the enterprise program, participants reported significantly higher perceptions of both desirability and feasibility. The degree of change in perceptions is related to the positiveness of prior experience and to the positiveness of the experience in the enterprise education program. Self–efficacy theory is used to explain the impact of the program. Overall, the study provides empirical evidence to support including exposure to entrepreneurship education as an additional exposure variable in entrepreneurial intentions models.
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Hardie, Bethany, Camilla Highfield, and Kerry Lee. "Entrepreneurship education today for students unknown futures." Journal of Pedagogical Research 3, no. 4 (September 3, 2020): 401–17. http://dx.doi.org/10.33902/jpr.2020063022.
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Ede, Fred O., Bhagaban Panigrahi, and Stephen E. Calcich. "African American Students' Attitudes Toward Entrepreneurship Education." Journal of Education for Business 73, no. 5 (May 1998): 291–96. http://dx.doi.org/10.1080/08832329809601647.
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Egerová, Dana, Ludvík Eger, and Michal Mičík. "Does entrepreneurship education matter? Business students’ perspectives." Tertiary Education and Management 23, no. 4 (March 6, 2017): 319–33. http://dx.doi.org/10.1080/13583883.2017.1299205.
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Jia, Chunxu, Jialin Zuo, and Wei Lu. "Influence of Entrepreneurship Education on Employment Quality and Employment Willingness." International Journal of Emerging Technologies in Learning (iJET) 16, no. 16 (August 23, 2021): 65. http://dx.doi.org/10.3991/ijet.v16i16.24897.
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The entrepreneurship education of college students is an educational practice to train comprehensive talents with entrepreneurship qualities, who are willing and confident of employment and could conform to the needs of social development. Focusing on the entrepreneurship education of ordinary college students, this paper probes deep into the status quo of entrepreneurship education among college students, and thoroughly analyzes how this education model influences the employment quality and employment willingness of college students. The results show that: a good entrepreneurship education obviously enhances the employment quality of college students, and apparently boosts their employment willingness; entrepreneurship education guides the cognition of college students through multiple means, and promotes their employment ability. The research lays the basis for active exploration into to employment quality and employment willingness of college students.
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Rina, Lelahester, Wiedy Murtini, and Mintasih Indriayu. "Entrepreneurship Education: Is It Important for Middle School Students?" Dinamika Pendidikan 14, no. 1 (July 27, 2019): 47–59. http://dx.doi.org/10.15294/dp.v14i1.15126.
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The aim of this research is to know the important role of the entrepreneurship education program in the school institution. Entrepreneurial trait is needed in any fields of work regarding to the technology development today. Thus, entrepreneurial education needs to be applied in any levels of education as it has an important role for preparing skillful and creative graduates. This study focused on the interesting phenomena of the school effort in integrating entrepreneurship to other subjects and also the application of the entrepreneurship in Satya Wacana Christian Junior and Senior High Schools Salatiga. This study was done by qualitative approach through snowball sampling technique. Data were obtained through observations, interviews, and documentation of the participants who understand the information and central phenomena. Research data analyzed by the analysis of the domain from Spradley. The result of the study showed that entrepreneurship education had an important role to improve the entrepreneurial knowlegde and skills. The integrated education, either in the learning process or in the school entrepreneurship education program, increased the entrepreneurship understanding, character, and behavior. This study is significant because it gives a contribution the schools and students to understand the importance of entrepreneurship education.
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Slišāne, Agnese, and Zanda Rubene. "Entrepreneurship Pedagogy." International Journal of Smart Education and Urban Society 12, no. 2 (April 2021): 60–71. http://dx.doi.org/10.4018/ijseus.2021040106.
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With Latvia's education reforms, the demand for transversal skills in the education process has increased. Although there has been a growing call to educate pupils and students in a way that develops entrepreneurial skills, there is no defined methodology for how to do it, and the definitions of entrepreneurial skills and entrepreneurship pedagogy have no common foundation. This study, therefore, compiles research from various scientific publications and offers a theoretical framework for the concepts of entrepreneurial skill and entrepreneurial pedagogy. It also reviews the noble practices of diverse European countries and analyzes Latvia's higher education experience and examples of entrepreneurship development for students. Finally, it looks at entrepreneurial pedagogy to understand if and how it can impact students' entrepreneurial mindset, knowledge, and attitude.
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Purusottama, Ambara, and Teuku Fajar Akbar. "Entrepreneurship Preference among University Students: an Evidence of Entrepreneurship Education Program." Jurnal Dinamika Manajemen 10, no. 2 (February 10, 2020): 185–96. http://dx.doi.org/10.15294/jdm.v10i2.21066.
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This study aims to answer the effectiveness of EEP toward entrepreneurial preference in Indonesia. Entrepreneurship Education Program (EEP) has become one of the main instruments of growth of many governments around the world, including the Indonesian government. Nevertheless, polemics and debates have arisen in Indonesia regarding its implementation effectiveness. Through this study, we also emphasize the utilization of family (parents’) work background to understand the effectiveness of EEP further. Surveys among university students were conducted in this research, particularly to those who were exposed to EEP during their studies. By using the Theory of Planned Behavior (TPB), the findings conveyed that EEP is indeed effective and in line with students’ entrepreneurial preferences. Of the three factors, only subjective norms have a contradicting relationship. Similar results occur using family work background, i.e., families with entrepreneurial-work backgrounds and families who do not have an entrepreneurial-work background. This research contributes to the behavioral theory, particularly in mitigating EEP polemics among researchers and practitioners, as well as assess the effectiveness of EEP.
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Warsah, Idi. "Entrepreneurship Education in Pesantren: Strategies to Drive Students' Interest in Entrepreneurship." Cendekia: Jurnal Kependidikan Dan Kemasyarakatan 18, no. 2 (December 7, 2020): 211–30. http://dx.doi.org/10.21154/cendekia.v18i2.2146.
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Today, educational competitiveness is getting tougher. Viewing this condition, Pesantren strives to explore students' potential in entrepreneurship because the educational world must capably play an active role in preparing educated and ready-to-work human resources. This study sought to find a depiction of entrepreneurship education in Pesantren Darussalam of Kepahiang by applying a descriptive qualitative approach. This study revealed that first, students were fully directed and guided through courses based on their talents and interests, and they were taught to get working experiences directly. Second, the supporting factors encompassed full supports and appreciation from Pesantren Darussalam, available facilities for entrepreneurship, and full societal supports. Subsequently, the inhibiting factors included inadequate external organizations that could broadly cover students to participate in entrepreneurial activities in a more prolonged way, and some students still had less enthusiasm to benefit from Kiai and teachers' support.Saat ini persaingan dalam dunia pendidikan semakin ketat. Mencermati kondisi tersebut, pihak Pondok Pesantren berusaha menggali potensi para santri di bidang kewirausahaan, karena dunia pendidikan harus mampu berperan aktif menyiapkan sumber daya manusia terdidik dan siap kerja. Menyikapi hal tersebut, dengan menggunakan metode deskriptif kualitatif, penelitian ini berusaha menemukan gambaran tentang pendidikan kewirausahaan di Pesantren Darussalam yang terletak di Kabupaten Kepahiang, Provinsi Bengkulu, Indonesia. Penelitian ini mengungkapkan bahwa: Pertama, para santri diarahkan dan dibimbing dengan penuh tanggung jawab melalui penyediaan tempat kursus sesuai dengan bakat dan minatnya serta mereka diajarkan untuk terlibat dalam praktik kerja secara langsung. Kedua, factor pendukungnya yaitu: dukungan dan apresiasi penuh dari Pembina Pondok Pesantren Darussalam; tersedianya beberapa fasilitas-fasilitas pendukung yang berhubungan dengan kewirausahaan; dan dukungan penuh dari masyarakat sekitar. Faktor penghambatnya yaitu: keberadaan organisasi dari pihak luar yang mewadahi santri dalam melaksanakan kegiatan kewirausahaan belum mencukupi dan sebagian santri masih belum memiliki antusias tinggi untuk memanfaatkan dukungan yang sudah diberikan oleh Kiai dan para ustadz and ustadzah.
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Hao, Chen. "An Exploratory Research on Constructing a Model of Innovation and Entrepreneurship Education for College Students Based on Fuzzy Neural Network Algorithm." Security and Communication Networks 2021 (March 6, 2021): 1–8. http://dx.doi.org/10.1155/2021/5533376.
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In order to improve the adaptive scheduling ability of the innovation and entrepreneurship education model for college students, a brain computing-based innovation and entrepreneurship education model for college students is proposed. Through career-planning education, team training will gradually cultivate the leadership skills of entrepreneurs and improve the overall level of innovation and entrepreneurship of college students. The paper proposes to use the fuzzy neural network algorithm to analyze the control constraint parameters of the college students’ innovation and entrepreneurship education model and optimize the design of the control objective function of the university. The control of students’ innovation and entrepreneurship education model is carried out using quantitative optimization methods. The fuzzy neural network is used to identify the control rights of college students’ innovation and entrepreneurship education model through label recognition technology, and the control objective model of college students’ innovation and entrepreneurship education model is constructed. The adaptive load-balancing control method is adopted to control the innovation and entrepreneurship education model of college students. Research shows that this method has a good balance and adaptive control ability in the construction of college students’ innovation and entrepreneurship education model.
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Tarekegne, Wudu Melese, and Alebachew Hailu Gelaneh. "The Practice of Entrepreneurship Education through Extracurricular Activities in Higher Education: Students Perspective." IJEBD (International Journal Of Entrepreneurship And Business Development) 3, no. 1 (September 30, 2019): 1–13. http://dx.doi.org/10.29138/ijebd.v3i1.817.
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This study was aimed at investigating the practice of entrepreneurship education through extracurricular activities in higher education from students perspective. To achieve this objective descriptive survey research design was used. Data were collected from university students. Accordingly, four universities were selected as sample universities by using simple random sampling technique. From these sample universities departments that give entrepreneurship course with all its students were taken as sample of the study. Data were collected by using questionnaire and interview from the participants. The result shows that students have participated in extracurricular activities and have a willingness to participate if they get an opportunity. However, students did not participated in business plan competition outside the university, company visit, competition events between students and external stakeholders, seminars and workshops. The major challenges identified are lack of funding available to support the entrepreneurship education, lack of support from the top management and the government and lack of teachers support and encouragement of students practice of entrepreneurship education through extracurricular activities.
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Long, Zhuoqun. "Research on the path of integrating innovation and entrepreneurship education into professional education." Lifelong Education 8, no. 2 (August 4, 2019): 32. http://dx.doi.org/10.18282/le.v8i2.775.
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<p>With the deepening reform of higher education, the university education system not only needs to cultivate college students' employability, but also needs to strengthen their understanding of innovation and entrepreneurship, so as to better improve the probability of college students' development and innovation. In the current situation, innovation, entrepreneurship education is often established on the basis of professional knowledge. Therefore, in the process of education, it is necessary to integrate innovation and entrepreneurship education into professional education, so as to better enhance students' understanding of the concept of innovation and entrepreneurship, enhance their competitive advantages in the fierce job market environment, and better integrate with the society. Based on the current teaching situation of innovation and entrepreneurship education in professional education, this paper discusses the optimization strategy in order to promote the reform of education system.</p>
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Long, Zhuoqun. "The Exploration of the Organic Combination of Innovation and Entrepreneurship Education and Professional Education." Lifelong Education 9, no. 6 (September 28, 2020): 201. http://dx.doi.org/10.18282/le.v9i6.1343.
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Under the influence of China's education reform, the combination of innovation and entrepreneurship education and professional education has become a new training model for more colleges and universities to cultivate talents, in order to respond to the increasingly severe employment situation in the society, and to train talents in all aspects. For all colleges and universities, cultivating students' independent entrepreneurship ability and doing a good job in innovation and entrepreneurship training and education can provide more development directions for college students and make them take independent entrepreneurship as a goal of subsequent development. This article first analyzes the current situation of the combination of professional education and innovation and entrepreneurship education, and then explores the method of organic combinationthe of professional education and innovation and entrepreneurship education.
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Prajapati, Bikram. "Entrepreneurial Intention Among Business Students: The Effect of Entrepreneurship Education." Westcliff International Journal of Applied Research 3, no. 1 (November 1, 2019): 54–67. http://dx.doi.org/10.47670/wuwijar201931bp.
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In Nepal, the history of entrepreneurship education is emerging and only few higher educational institutions, such as King’s College, Kathmandu University School of Management, Presidential Business School, DAV Business School and Apex College are offering entrepreneurship related courses. Entrepreneurship education is emerging as a subject matter, and institutions are establishing entrepreneurship curriculum and incubation centers to support future entrepreneurs. Research is needed to further explore this subject in terms of its theory and practice in Nepal educational institutes. The purpose of this study is to explore the relationship between entrepreneurship education and entrepreneurial intention considering the theory derived from the planned behavior model (Ajzen, 1991). A stratified random sampling technique was used to select respondents and a standard Likert item questionnaire was distributed amongst 280 business management students who were in their final year at selected colleges. The colleges selected were those who offered entrepreneurship related courses. A total of 181 responses were recorded and used for the analysis. Descriptive analysis, Cronbach’s alpha reliability analysis, a multiple linear regression, an ordinary least square test, a correlation matrix, an independent sample T-test and the ANOVA test were implemented in SPSS 20 to determine the relationship between entrepreneurship education and entrepreneurial intention. After analyzing the responses, it was found that entrepreneurship education had a positive but insignificant relationship with entrepreneurial intention. In specific, entrepreneurship education improves the attitude of behavior towards entrepreneurial intention and the perceived behavioral control of students but was found to have insignificant impact on the subjective norm. Keywords: Entrepreneurship education, theory of planned behavior, attitude, perceived behavior control, subjective norm, entrepreneurial intention
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Zhang, Chenyu, Lei Zhao, Xiao Liang, and Jun Li. "Research on the effectiveness of education and training incentive mechanism to promote college students’ Entrepreneurship." E3S Web of Conferences 235 (2021): 02078. http://dx.doi.org/10.1051/e3sconf/202123502078.
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This paper mainly uses the methods of expert interview and questionnaire survey to collect and sort out the data and data of College Students’ entrepreneurship education and training, and then carries out statistical analysis through SPSS and Excel software.Through the analysis, it is found that college students’ entrepreneurship is closely related to entrepreneurship education, government entrepreneurship policies and measures, and college students’ entrepreneurial activities. As the situation of college students is not consistent every year, the relevant entrepreneurial background is not the same. Only by constantly improving the entrepreneurship education policies and related measures to make them more in line with the actual situation of college students, can the entrepreneurship education policies and related measures better serve college students, thus promoting college students to enter the ranks of entrepreneurship and achieve success.
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Onstenk, Jeroen. "Entrepreneurship and Vocational Education." European Educational Research Journal 2, no. 1 (March 2003): 74–89. http://dx.doi.org/10.2304/eerj.2003.2.1.12.
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Entrepreneurship is an important European Union objective for education and lifelong learning policies (European Community, 1999). This article reports the results of a research project on entrepreneurship competencies in higher and vocational education commissioned by the Dutch Ministry of Economic Affairs. A three-layered concept of entrepreneurship competencies is presented. The way in which innovations in higher and vocational education develop competencies for entrepreneurship, enterprising behaviour and employability is analysed. The views of students and teachers in entrepreneurship-oriented education are presented. The article ends with recommendations on promoting entrepreneurship competencies in (vocational) education and lifelong learning.
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Türko, Esra Sena. "Can Entrepreneurship Education Reduce Stereotypes Against Women Entrepreneurship?" International Education Studies 9, no. 11 (October 27, 2016): 53. http://dx.doi.org/10.5539/ies.v9n11p53.
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<p class="apa">The aim of this study is to investigate whether entrepreneurship trainings can reduce stereotypes against women entrepreneurship. With this aim socio-psychological obstacles to women entrepreneurship in Turkey are examined, and an experimental study is carried out. Entrepreneurship courses were given with a special emphasis on women entrepreneurship and gender issues. To evaluate the out puts of the experimental study, a questionnaire was designed and applied to students. In order to make a comparison, the same questionnaire was applied to students from two other universities, who have taken entrepreneurship courses through the classical method and curricula.</p><p class="apa">Survey tool includes 21 statements on women entrepreneurship, 5 positive and 16 negative. A non-parametric Mann-Whitney U test was conducted to evaluate the hypothesis that the experimental group would score lower in negative statements and higher in positive statements, on the average, than the non-experimental group. Test results indicate that mean ranks for the two groups differ significantly from each other in 12 items (p<.05). Experimental group score significantly higher than the non-experimental group in 4 positive and 1 negative statements; and lower than the non-experimental group in 7 negative statements. Compared to non-experimental group, experimental group seems to have higher scoring for awareness and advocacy of women entrepreneurship and lower scoring for socio-psychological obstacles against women entrepreneurship. According to the survey results, it can be concluded that modification of entrepreneurship education curricula will contribute to reduce stereotypes hindering women entrepreneurship.</p>
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Gusmita Sukma Sari, Sumarno, and Almasdi Syahza. "ANALYSIS OF ENTREPRENEURSHIP KNOWLEDGE ON THE INTEREST IN ENTREPRENEURSHIP OF ECONOMIC EDUCATION STUDENTS." JURNAL RANDAI 2, no. 1 (July 1, 2021): 48–57. http://dx.doi.org/10.31258/randai.2.1.p.48-57.
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This study aims to determine the effect of entrepreneurial knowledge on the entrepreneurial interest of students of Economic Education, Faculty of Teacher Training and Education, University of Riau. The population used in this study were students of economic education class 2017, 2018, and 2019. Data collection techniques were carried out by means of documentation to obtain students' entrepreneurial knowledge and using questionnaires to obtain data about interest in entrepreneurship. The samples taken were at least 146 students from 228 students, using the Slovin formula to determine the number of samples used. The data collected was then tabulated and analyzed using chi square. The results showed the value of Asymp. Sig. (2-sided) of 0.000. This value is smaller than 0.05. So it can be concluded that there is an influence of entrepreneurial knowledge on the entrepreneurial interest of students in Economics Education Faculty of Teacher Training and Education, University of Riau
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Agwu, M. E. "Entrepreneurship Education as Panacea for Unemployment Reduction." Journal of Management and Strategy 11, no. 1 (December 12, 2019): 37. http://dx.doi.org/10.5430/jms.v11n1p37.
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Previous studies have affirmed the importance of entrepreneurship education in developing, motivating, and empowering entrepreneurs especially ex-students cannot be over emphasized, because it has led to the positive increase in the existence of entrepreneurs, which, to a great extent, is responsible for the creation of more job opportunities and the reduction of unemployment. Looking at the increasing rate of unemployment, entrepreneurship education has helped in developing entrepreneurs after the classroom, which greatly culminates into curbing the problem of unemployment in in various economies. This study investigated the extent to which entrepreneurship education and its impact in the reduction of unemployment using ex-students four Universities (two private and two public) as a case for the study. With the aid of questionnaire as a data collection instrument, 150 ex-Students currently running their businesses were randomly selected. The Statistical Package for Social Sciences (SPSS) was used to analyze their responses. Findings revealed that the catastrophic problem of unemployment can to a great extent be reduced through educating, motivating, developing, and empowerment of students as entrepreneurs. It also shows that there is a strong relationship between entrepreneurship education and unemployment reduction as most intentions were translated into actions. The results of this study further revealed that practical entrepreneurship classes have helped in motivating students to become entrepreneurs after graduation. Considering these findings, it is recommended that entrepreneurship education, motivation, development and empowerment should be taken serious by the educational institutions in developing economies. And students at all levels should be encouraged to engage in entrepreneurial activities in order to further reduce the rate of unemployment in developing economies. This will enable them to be employers instead of jobseekers.
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Ziemianski, Pawel, and Jakub Golik. "Including the Dark Side of Entrepreneurship in the Entrepreneurship Education." Education Sciences 10, no. 8 (August 18, 2020): 211. http://dx.doi.org/10.3390/educsci10080211.
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Pursuing an entrepreneurial career is often rewarding in terms of both economic and psychological outcomes. However, becoming an entrepreneur also has its darker side that affects professional and personal life. Meanwhile, the positivity bias is prevalent in entrepreneurial education and research. It is recognized as emphasizing the advantages of becoming an entrepreneur and giving considerably less attention to potential downsides. Based on the theoretical model of met expectations, it is proposed that building an accurate and balanced image of the entrepreneurial career is crucial to help students prepare to pursue it successfully. Using data from SEAS (Survey on Entrepreneurial Attitudes of Students) Project, authors quantitatively test the perception of the severity of negative aspects of entrepreneurship among 513 business students from northern Poland. Further, the results of 16 semi-structured qualitative interviews conducted with mature and experienced entrepreneurs from the same region are presented. They are focused on the entrepreneurs’ perspective on the experienced dark sides and reveal employed coping strategies. A call is made to include these findings in designing university entrepreneurship programs by eliciting the awareness of the existence of the dark sides and indicating the means of their attenuation.
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Daneshjoovash, Seyedeh Khatereh, and Mirza Hassan Hosseini. "Evaluating impact of entrepreneurship education programs." Education + Training 61, no. 7/8 (August 12, 2019): 781–96. http://dx.doi.org/10.1108/et-08-2017-0128.
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Purpose The purpose of this paper is to evaluate the impact of Entrepreneurship Education Programs (EEPs) from students’ and educators’ viewpoint to improve the quality of EEPs. Design/methodology/approach This research applies a qualitative-quantitative methodology. Its sample is included 291 students were selected randomly and 35 educators were chosen by convenience technique from universities of Applied Science and Technology of Iran. Findings The results revealed that essence of EEPs had a positive direct effect on objectives and content of EEPs; objectives and content of EEPs had a positive direct effect on methods of EEPs; essence of EEPs had a positive direct effect on impact of EEPs; and essence of EEPs had a positive indirect effect on methods through objectives and content based on students’ and educators’ perspective. Moreover, as opposed to educators’, students believed that methods of EEPs have not a positive direct effect on impact, while educators were opponent to students approach about the positive direct effect of essence of EEPs on methods. Research limitations/implications The study was limited to Applied Science and Technology universities were selected by convenience sampling method. Similar studies in other universities are needed to be conducted by simple random sampling to evaluate EEPs. Practical implications The study recommends policy-makers to be aware of students’ needs of EEPs’ methods, as well inform educators about effective and initiative methods. Originality/value Evaluating impact of EEPs based on demand and supply-side viewpoint is the first study conducted in Applied Science and Technology universities of Iran.
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Justus, Xenia. "Academic Entrepreneurship Education: Does Gender Matter?" SHS Web of Conferences 90 (2021): 02005. http://dx.doi.org/10.1051/shsconf/20219002005.
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Academic entrepreneurship education aims to train and raise awareness amongst students about entrepreneurial activity, thereby increasing the number of academic start-ups and spin-offs. However, as yet, there are very few findings on the gender-specific differences amongst potential entrepreneurs. Building on the current state of research, gender-specific differences in the form of various different components of entrepreneurial competence are examined. This study focuses in particular on (1) entrepreneurial knowledge, (2) domain-specific interest in entrepreneurship, (3) interest in leadership roles, and (4) entrepreneurial and (5) intrapreneurial intention. Based on an online survey of 281 students of a German and Czech university, the mean differences show that there are statistically significant lower values for female students than for male students for all the variables investigated, that is with exception to intrapreneurial intention. These findings underline the need for targeted promotion of female entrepreneurship within the context of academic entrepreneurship education.
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Bachiri, Mustapha. "Determinants of Students’ Entrepreneurial Intentions: Evidence from Moroccan University." International Business Research 9, no. 11 (September 29, 2016): 83. http://dx.doi.org/10.5539/ibr.v9n11p83.
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<p>In recent decades, entrepreneurship has become a major economic and social phenomenon, a subject of research and a new field of education. While entrepreneurship is not a new concept, it regained importance particularly in scientific research. Entrepreneurship is seen as a vector for innovation and economic efficiency but also as a powerful job creator. Along with the evolution of entrepreneurship, there is a growing interest in the development of training programs to encourage entrepreneurship in universities. The challenge remains to find a consensus on the content to be taught and the type of learning to guide student behavior. Several empirical studies indicate that education can foster entrepreneurship. Yet the impact of entrepreneurship education programs on entrepreneurial skills and entrepreneurial values remains largely unexplored.</p><p>In this study, we used the theory of planned behavior to assess the impact of entrepreneurship education programs on entrepreneurial intentions in Moroccan universities, particularly the University of Rabat (Mohammed V University).</p>
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Oktarina, Harti, Eka Adnan Agung, and Sitti Hajar Aswad. "Faktor-Faktor Yang Mempengaruhi Minat Berwirausaha (Studi Kasus Mahasiswa Program Studi Pendidikan Ekonomi STKIP Pembangunan Indonesia)." JEKPEND: Jurnal Ekonomi dan Pendidikan 2, no. 2 (August 8, 2019): 1. http://dx.doi.org/10.26858/jekpend.v2i2.9736.
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The aim of this research is to know: 1) The effect of Entrepreneurship Education on Entrepreneurial Interest in STKIP Pembangunan Indonesia economic education students, 2) the effect of Earning Expectations on Entrepreneurial Interest in STKIP Pembangunan Indonesia economic education students, 3) The effect of Family Environment on Entrepreneurship Interest in Economic Education students STKIP Pembangunan Indonesia, and 4) The Effect of Entrepreneurship Education, Earning Expectations, and Family Environment on Entrepreneurial Interest in STKIP Pembangunan Indonesia economic education students.This research was causal comparative research. The population in this research are students of economic education who had participated in entrepreneurship courses with a sample of 194 students. Methods of data collection in this research using questionnaire. The instrument test was do to 30 students of economic education STKIP Pembangunan Indonesia. Classic assumption test includes normality test, autocorrelation test, multicollinearity test, and heteroscedasticity test. The hypothesis test used is multiple regression analysis.The simultaneous test results showed that Entrepreneurship Education, Earning Expectations and Family Environment had an effect on Entrepreneurial Interest in STKIP Pembangunan Indonesia economic education students with a significance value of 0.003 <alpha value of 0.05. Based on the results of the partial test show that: 1) Entrepreneurship Education influences the interest in entrepreneurship with a significance value of 0.047 <alpha value 0.05, 2) Income Expectations influence the interest in entrepreneurship with a significance value of 0.022 <0.05, and 3) Family Environment influences interest in entrepreneurship with a significance value of 0.004 <alpha value of 0.05. Keywords: Entrepreneurship Education, Earnings Expectations, Family Environment, Interest in Entrepreneurship