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Boocock, Grahame, Regina Frank, and Lorraine Warren. "Technology-Based Entrepreneurship Education: Meeting Educational and Business Objectives." International Journal of Entrepreneurship and Innovation 10, no. 1 (February 2009): 43–53. http://dx.doi.org/10.5367/000000009787414226.
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The UK government's ‘Third Mission’ for Higher Education (2000) encourages universities to teach entrepreneurship to ‘STEM’ students (those studying science, technology, engineering and mathematics), in part to support the technology transfer agenda. Technology-based entrepreneurship education (TEE) incorporates the key elements of entrepreneurship education (EE), concentrating on the creation of economic value from technological change. In this paper, the key challenges associated with EE and TEE are outlined, and the authors propose that the way to meet these challenges is through a systematic process that takes a technology from an initial idea in the laboratory to full commercialization as a high-growth firm. The ‘Technology Entrepreneurship and Commercialization Algorithm’ developed at North Carolina State University (NCSU) offers such a framework for multidisciplinary teams. The paper describes why and how the Algorithm was adapted for use at Loughborough University (LU). The focus is on the educational and business objectives of the programme and the extent to which those objectives have been achieved. The paper thus makes a contribution to the TEE literature by spelling out specific challenges, discussing a potential solution to these challenges and thereby adding to our understanding of the linkages between education, innovation and entrepreneurship.
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Maritz, Alex, and Christopher R. Brown. "Illuminating the black box of entrepreneurship education programs." Education + Training 55, no. 3 (April 12, 2013): 234–52. http://dx.doi.org/10.1108/00400911311309305.
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PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.
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Falkäng, Joakim, and Fernando Alberti. "The Assessment of Entrepreneurship Education." Industry and Higher Education 14, no. 2 (April 2000): 101–8. http://dx.doi.org/10.5367/000000000101294931.
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The past twenty years have witnessed an enormous growth in the number of entrepreneurship courses at different educational levels. Nevertheless, there is still little uniformity in content and approach among courses and the research on entrepreneurship education remains sparse. So far, it has addressed topics such as course contents, pedagogical techniques, audience characteristics, teaching objectives, intended results, and so on. There is a need for much more research on methodologies for measuring entrepreneurship education effectiveness. Therefore, the purpose of this paper is to reflect upon the development of a general conceptual framework for assessing entrepreneurship education.
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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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French, Tracey, and Petra Püchner. "Entrepreneurship — An Objective for Education." Industry and Higher Education 13, no. 6 (December 1999): 372–75. http://dx.doi.org/10.5367/000000099101294708.
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This special issue of Industry and Higher Education comprises a selection of papers based on presentations at the international conference on ‘Entrepreneurship – an Objective for Education in Europe’ held in Stuttgart, Germany, on 8–10 June 1999. In the context of the need to establish an entrepreneurial culture within European education systems and research institutes, the conference was organized to provide participants with an opportunity to debate the various ideas and approaches either in practice or under consideration in Europe and in other countries. In this introductory article, the authors report on the main views that emerged in the course of the conference and summarize the recommendations formulated to help develop a European policy on entrepreneurship.
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TAM, KIN YUEN RAYMOND. "EDUCATING SOCIAL ENTREPRENEURSHIP: INSIGHTS FROM THE HIGHER EDUCATION COURSES IN HONG KONG." Hong Kong Journal of Social Work 51, no. 01n02 (January 2017): 145–64. http://dx.doi.org/10.1142/s0219246217000092.
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The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It was also found that curricular differences among the courses offered by various schools or faculties were not that obvious. To understand this, the author had undertaken an analysis of the schools where these courses resided, course objectives, course content, and teaching and learning strategies among these various social entrepreneurship courses. Discussion of these has given insights to arguing for the need of multidisciplinary collaborations among social entrepreneurship educators.
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Sambo, Wise. "Factors affecting youth entrepreneurship development within Kibera, Kenya: the perspective of entrepreneurship education." Problems and Perspectives in Management 14, no. 2 (June 13, 2016): 331–38. http://dx.doi.org/10.21511/ppm.14(2-2).2016.09.
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All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government’s provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via e-mails with a total response rate of 83.3% (250) returned for analysis
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Firmansyah, Firmansyah, and Rusmin Rusmin. "Preparation of a Learning Module for Entrepreneurship Course at Economic Education Study Program of Faculty of Teacher Training and Education Sriwijaya University." International Education Studies 11, no. 5 (April 23, 2018): 14. http://dx.doi.org/10.5539/ies.v11n5p14.
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The objective of this study was to prepare teaching materials in the form of entrepreneurship learning module to be used as a handbook in the classroom learning process. Entrepreneurship lecture of study program at FKIP UNSRI has various material differences delivered in lecturing activity. One of the objectives to be achieved in this study was to obtain a general description of the entrepreneurship learning materials that should be the subject. 14 materials obtained from the results of data processing from questionnaires given to lecturers of entrepreneurship courses were as follows: the scope of entrepreneurship, determination of ideas and entrepreneurial opportunities, business plan, innovation and creativity in entrepreneurship, the concept of management in entrepreneurship, marketing strategy and the concept of Break Event Point (BEP), subject of entrepreneurial ethics, entrepreneurial mindset, competitive strategy, motivation theory in entrepreneurship, risk management of customer behavior and the path to successful entrepreneurship. The materials obtained from this data processing were then used as a guide for the preparation of entrepreneurship learning modules starting from the preliminary study, in the form of needs analysis of the learning module and found out that entrepreneurship learning module needed to be prepared to support the achievement of learning objectives. The next step was to map the module based on the syllabus to obtain the title of the module developed, followed by the preparation of the opaque module and the module writing stages containing the introductory section (introduction, table of contents, list of figures, list of tables, description, module usage guide, glossary), section of learning materials (14 Materials) and references. Finally the entrepreneurship learning module for the students was prepared.
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Zondo, Robert Walter Dumisani. "EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)." CBU International Conference Proceedings 5 (September 23, 2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.
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The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participation in this study. These institutions are registered in terms section 54 (1) (c) of the South African Act (SAQA, 2012). For the study to achieve its objectives, the South African Qualification Authority (SAQA) provided a sample frame of all the private HEIs in SA. From the 78 HEIs identified, 22 offered the pastoral courses and were excluded from the study. As a result, a target population of 56 HEIs participated in the study. This research has two objectives. That is, examining the perception of Academic Managers on entrepreneurship education, and the reasons for offering such education in the private HEIs in SA. This study uncovers the need for entrepreneurship education in private HEIs of SA. The results present the value of entrepreneurship education as a practice that develops students into cross functional innovative thinkers. It provides valuable data relating to the significance of entrepreneurship education for developing students into business minded individuals.
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Jin, Xiaozeng. "Objectives, Principles and Path Optimization of College Students' Innovation and Entrepreneurship Education." Lifelong Education 9, no. 4 (July 22, 2020): 261. http://dx.doi.org/10.18282/le.v9i4.978.
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The rapid development of the economy has made the demand for talents in social positions more stringent. Under the current practical conditions of employment difficulties for fresh graduates every year in our country, many colleges and universities have introduced innovation and entrepreneurship education into the classroom in order to help students establish In the process of correct entrepreneurial goals, it can achieve better development through its own efforts. Therefore, this article mainly analyzes the goals, principles and implementation methods of innovation and entrepreneurship education in colleges and universities. It is hoped that students can exercise their entrepreneurial spirit and guide them to accumulate entrepreneurial experience while achieving comprehensive development.
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AKKAŞ, Elif Nur, Murat TARHAN, and Ülkü AYVAZ. "Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey." Acta Didactica Napocensia 13, no. 2 (December 30, 2020): 93–112. http://dx.doi.org/10.24193/adn.13.2.7.
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Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process, the objectives of the program related to the entrepreneurial skills were determined and the activities were designed in line with these objectives. As a result, it was determined that the activities prepared in order to gain entrepreneurship skills in the Primary School Mathematics Curriculum were not compatible with each grade level and each learning domain. This suggests that some of the objectives are not compatible for gaining entrepreneurship skills. Therefore, any activities could be designed related to objectives and learning domains at some of the grade levels. Moreover, it was also found that there were any studies in mathematics education involving the creation and application of mathematical activities by addressing entrepreneurship elements systematically (dimension, subject, skill, value).
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Fleming, Patricia. "Education for Entrepreneurship in the Curriculum at University Level." Industry and Higher Education 13, no. 6 (December 1999): 405–8. http://dx.doi.org/10.5367/000000099101294753.
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This paper discusses how the higher education system may be used as a mechanism to instil entrepreneurial beliefs and develop entrepreneurial skills among a graduate population. In particular, it examines the objectives, content, teaching method and outcomes of an integrated entrepreneurship programme developed at the University of Limerick in Ireland. A process model of entrepreneurship education is presented. Educating for enterprise promotes an awareness of business ownership as a career option and motivates young people to look creatively at their future opportunities. Graduate expertise is also crucial to many sectors of the economy where increasingly enterprise skills and competencies can stimulate a change philosophy that will foster growth.
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V. Nani, Gwendoline. "Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe." Problems and Perspectives in Management 14, no. 3 (July 29, 2016): 85–90. http://dx.doi.org/10.21511/ppm.14(3).2016.08.
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This study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findings, the recommendations were that Entrepreneurship should be introduced in the school curriculum at primary level to allow learners to lay a solid foundation for creativity, nurturing and innovation of business ideas for use later in life
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Shapkova Kocevska, Katerina. "ENTREPRENEURSHIP EDUCATION IN THE HIGHER EDUCATION SYSTEM IN REPUBLIC OF NORTH MACEDONIA." Balkans Journal of Emerging Trends in Social Sciences 2, no. 2 (2019): 210–20. http://dx.doi.org/10.31410/balkans.jetss.2019.2.2.210-220.
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This paper examines the entrepreneurship education programs present at the universities in Republic of North Macedonia. The analysis covers the overall higher education system, including both state and private universities. The authors use qualitative content analysis in order to explore and compare different aspects of the programs, including: objectives and expected outputs of the entrepreneurial program, its content, learning and grading methods, quality assurance and literature list. The findings of this work are expected to raise awareness about the importance of entrepreneurship education in the country and to serve as evidence for the relevant stakeholders to deliver more competitive, innovative and business supporting educational system.
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Fernbach, Elisabeth. "Social Entrepreneurship Education in Art Education of Future Primary School Teachers." Discourse and Communication for Sustainable Education 11, no. 1 (June 1, 2020): 26–40. http://dx.doi.org/10.2478/dcse-2020-0004.
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AbstractAs a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies that enable a change of perspective in order to arrive at innovative ideas. Common objectives of the three educational disciplines and connecting points within these three areas are analyzed.
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Mwasalwiba, Ernest. "Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators." IEEE Engineering Management Review 40, no. 2 (June 2012): 72–94. http://dx.doi.org/10.1109/emr.2012.6210519.
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Samwel Mwasalwiba, Ernest. "Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators." Education + Training 52, no. 1 (February 16, 2010): 20–47. http://dx.doi.org/10.1108/00400911011017663.
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Ndou, Valentina, Giustina Secundo, Giovanni Schiuma, and Giuseppina Passiante. "Insights for Shaping Entrepreneurship Education: Evidence from the European Entrepreneurship Centers." Sustainability 10, no. 11 (November 21, 2018): 4323. http://dx.doi.org/10.3390/su10114323.
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The pivotal role of Entrepreneurship centers in the development of Entrepreneurship Education (EE) is receiving more attention. This study aims to open the “black box” of “how, when, why and what” entrepreneurial mindset and competencies in the field of technology entrepreneurship are learned over time in the Entrepreneurship Centers. The study adopts an empirical web-based content analysis of ten entrepreneurship centers in European Universities from seven countries, analyzing 105 curricular and extra-curricular entrepreneurship education programs. This method allows researchers to address generalization bias and to effectuate a cross-case comparison, thus revealing more common patterns regarding the phenomenon. Findings reveal some common pillars of EE as developed within the Entrepreneurship centers in terms of five key dimensions: target audience, learning objectives, entrepreneurship contents, learning pedagogies and stakeholders’ engagement. This analysis provides the basis to introduce a process-based framework for entrepreneurial mindset creation in EE that is organized around four main phases: inspiration, engagement, exploitation and sustainment. The process-based model of EE supports entrepreneurship centers in designing learning initiatives that are aimed to inspire students at all levels of education, young entrepreneurs and start-uppers and scientists in their need to be equipped with an entrepreneurial mindset for technology entrepreneurship. The originality of the paper stands on the “process-based” framework that is proposed that serves as an interactive pathway that dynamically combines the phases toward entrepreneurial venture creation, the entrepreneurial competence level, the entrepreneurial learning strategies and collaboration with the University’s stakeholders’ network toward the achievement of the competence goal.
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Borowiec, Monika, and Tomasz Rachwał. "Kształtowanie postaw przedsiębiorczych na lekcjach geografii wyzwaniem edukacyjnym w procesach globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 321–32. http://dx.doi.org/10.24917/20833296.7.25.
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The paper aims to highlight the role of entrepreneurial attitudes in school education. This is due to the large role of entrepreneurship in the socio-economic development of different spatial systems (local, regional, national) in a globalized world economy. Developing entrepreneurial attitudes should take place not only during the lessons of Entrepreneurship, but during the whole period of school education and on other subjects. Teachers of Geography play a special role in this field. It is the consequence of large convergence of aims and teaching contents of geographic education with the objectives of entrepreneurship education.
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Sagir, Junaidi, L. Hamdani Husnan, and Mulyadi Mulyadi. "PENGARUH PEMBERIAN MATA KULIAH PENGEMBANGAN KEWIRAUSAHAAN TERHADAP MINAT DAN KETERAMPILAN BERWIRAUSAHA MAHASISWA PADA FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS MATARAM." JMM UNRAM - MASTER OF MANAGEMENT JOURNAL 9, no. 2 (June 15, 2020): 161. http://dx.doi.org/10.29303/jmm.v9i2.537.
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The objectives of this study were to know the effect of entrepreneurship education toward entrepreneurial interest and skills in the Faculty of Economics and Business, Universit y of Mataram. This study was causal research in which there were 100 students as respondents. Data were obtained by using a questionnaire and analyzed by simple linear regression through Partial Least Square (PLS). The results showed that: entrepreneurship education had a positive and significant effect on Entrepreneurial Interest. Entrepreneurship Education had a positive and significant effect on Entrepreneurial Skills. Entrepreneurial Interest had positivity and significance on Entrepreneurial Skills,
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Ramzan, Saubia, Muhammad Shakir, and Jam Muhammad Zafar. "Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers." Global Social Sciences Review IV, no. I (March 30, 2019): 195–204. http://dx.doi.org/10.31703/gssr.2019(iv-i).26.
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This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative data. It was revealed that mostly interviewees agreed on entrepreneurial education should be made a part of national professional standards of teachers. Majority of the trainee teachers appreciated entrepreneurship education. Most of the respondents intervene about imparting and improving entrepreneurial education for prospective teachers’ course. Interviewees are appreciating this step of entrepreneurial intentions in prospective teachers’ course.
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Efa Wahyu Prastyaningtyas, Zainal Arifin,. "Implementasi Pendidikan Kewirausahaan Sebagai Character Building Mahasiswa Pendidikan Ekonomi UNPGRI Kediri." EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya 7, no. 2 (July 24, 2019): 142. http://dx.doi.org/10.25273/equilibrium.v7i2.4780.
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<p><em>Entrepreneurship is a course that aims to provide understanding and skills to students about entrepreneurs, in accordance with the learning objectives of being able to understand, analyze basic concepts of entrepreneurship and business ethics, create and use a trusted and effective business plan. This study aims to determine whether the implementation of entrepreneurship education affects the character building of UN PGRI Kediri economic education students in the practice of entrepreneurship, by looking at before and after getting KWU education whether it can generate character buliding for students. This study is classified as an experimental study using the Wilcoxon signed rank test design with one group pre test post test design. This study shows a positive result that entrepreneurship education has a significant effect on student character building.</em></p>
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Adebayo, Aina M. "Entrepreneurship Education in Public Universities in Ekiti State, Nigeria." International Journal of Education and Literacy Studies 6, no. 4 (October 31, 2018): 58. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.58.
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The inclusion of entrepreneurship education to university curriculum is to make the content more functional. However, it seems that entrepreneurship education has not been achieving its objectives in Nigeria. The main purpose of this study was to compare entrepreneurship education in two public universities in Ekiti State. The survey research design was adopted. The sample of the study consisted of 101 lecturers/trade experts from these universities. Two questionnaires were used to collect data. The instruments were validated by two lecturers from Ekiti State University (EKSU) and the Federal University, Oye Ekiti (FUOYE). The reliability test yielded a coefficient of 0.73. The findings showed that lecture method was mostly used in the two institutions, among others. Based on the findings of this study, it was recommended that adequate instructional materials should be provided. Also, the use of field trip is recommended to enable the students to receive first-hand information about these entrepreneurship trades from the appropriate companies/sites/industries, among others.
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Rotimi, Grace Gift, Dare Joseph Enimola, and Zekeri Ochidi. "Entrepreneurship Education and Graduate Unemployment in Kogi State." Economic Insights – Trends and Challenges 2021, no. 3 (2021): 59–71. http://dx.doi.org/10.51865/eitc.2021.03.06.
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The study aimed at the inclusion of entrepreneurship in the education curriculum and the inability of graduates to get jobs in Kogi State. Thus entrepreneurship education and its impact on graduate unemployment were investigated. A descriptive survey design was used to achieve the study’s objectives. Six (6) higher institutions in Kogi State were chosen to make up the study’s population. Due to the nature of the research, we concentrated on students. The study determined the sample size of 385. Inferential and descriptive statistics were used to analyze the data gathered. Multiple regression analysis (inferential statistics) was applied to unveil the impact of independent variables on the dependent variable. The finding showed that entrepreneurship education has a significant effect on the unemployment rate of graduates in Kogi state. The study concluded that entrepreneurship in the education curriculum can influence a reduction in the unemployment rate of graduates in Kogi State. The study recommended the review of policy relative to entrepreneurial education to enhance the high degree of its effectiveness in Kogi State higher institutions.
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Mitra, Jay. "Holistic experimentation for emergence." Industry and Higher Education 31, no. 1 (December 21, 2016): 34–50. http://dx.doi.org/10.1177/0950422216684072.
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This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicative framework for obtaining insights into the setting of multiple objectives, varied content and a range of pedagogies with which to achieve critical learning outcomes for a set of postgraduate programmes on entrepreneurship in a university context. We distinguish between entrepreneurship education and training but recognize the importance of incorporating both in a curriculum designed to offer a higher education platform for mindset change, critical thinking, problem-solving and individual development capabilities and entrepreneurial value creation in different environments.
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Kamovich, Uladzimir, and Lene Foss. "In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education." Education Research International 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/1450102.
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This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15-year period (2000–2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.
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Mbore, Beth Karani. "Effect of entrepreneurship education on innovation capability of technical and vocational and education training (TVET) graduates in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 3 (May 1, 2021): 490–500. http://dx.doi.org/10.20525/ijrbs.v10i3.1151.
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The purpose of this study was to explore the Effect of Entrepreneurship Education on Innovation Capability of TVET Graduates in Kenya. The study used a cross-sectional survey research design. The study used the entire population as a sample since the accessible population was all TVET graduates in Kenya. The main data collection instrument was semi-structured questionnaire. The questionnaire was tested for reliability and validity. The study found out that entrepreneurship education is key to the innovation capability of TVET graduates in Kenya. The study found out that respondents were interested in pursuing entrepreneurship as a career path. However, with the absence of an adequate platform or systems at the TVET institutions, students are not engaged in entrepreneurial paths in any significant way. Further, the study determines that TVET institutions should focus on entrepreneurship education that would provide the graduates with innovation skills that offer high valued contributions to the accomplishment of quality strategy goals and organizational objectives, enabling businesses to achieve market-leading performance and thus competitive advantage. The TVET graduates need to be equipped with entrepreneurial skills that will help them improve their firms or where employed in order to capture a higher market share
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Léger-Jarniou, Catherine. "Student Entrepreneurship Clusters." Industry and Higher Education 26, no. 3 (June 2012): 177–91. http://dx.doi.org/10.5367/ihe.2012.0093.
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Widespread demand has recently arisen for measures to be taken to provide students in higher education with the opportunity to acquire entrepreneurial skills. Echoes of this demand are to be found in recent work produced by the Organization for Economic Cooperation and Development (OECD) and in the desire expressed in 2010 by the French government to set up ‘Student Entrepreneurship Clusters’ in the country's universities. In this paper a description of the objectives defined for these clusters is followed by an examination of the feasibility of a new offer targeting, in a given region, students in different academic years studying for different qualifications. The manner in which entrepreneurial skills are acquired is analysed with a view to developing a systematic picture of the process. Finally, the issue of assessing students' acquisition of entrepreneurial skills is also addressed.
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Aeknarajindawat, Natnaporn, Preecha Karuhawanit, and Sumneung Maneechay. "Role of Essence, Objectives, and Content of Entrepreneurship Education Programs on Their Performance: Moderating Role of Learner Disability in Thailand." Journal of Computational and Theoretical Nanoscience 16, no. 11 (November 1, 2019): 4606–13. http://dx.doi.org/10.1166/jctn.2019.8368.
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The purpose of this paper was to analyze the role of Essence, objectives, and content of EEP’s on their Performance with the moderating role of learner disability in Thailand. Entrepreneurship education programs are developing quickly to facilitate persons to project into an innovative business, raise the amount of “Entrepreneurs” and as well as make an influence on the intention and behavior of entrepreneurs. The present paper applies a quantitative methodology. The researcher of this study selected the sample of the study purposely. The researcher of this paper collected data from educators and students from various universities of Thailand. All the hypotheses of this paper were accepted and has a significant impact on each other. The current research suggests policy makers to be conscious of learner’s needs of entrepreneurship education programs performance. This research was limited to the Universities of Thailand. Similar researches in other states and in other universities are required to be carried out by simple random sampling technique to assess entrepreneurship education programs.
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Danbuba, Jummai Muhammad. "APPRAISAL OF QUALITATIVE AND PRODUCTIVE ENTREPRENEURSHIP EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA." Sokoto Educational Review 17, no. 1 (December 4, 2017): 6. http://dx.doi.org/10.35386/ser.v17i1.23.
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The unemployment rate demands for the re-positioning of our educational policies and programmes in the production of self-reliant graduates that will not only be independent but employers of labour. This paper sought to examine the objectives of entrepreneurship education in terms of empowerment, diversification and job creation, as well as the significance of the discipline in incorporating skills, integrating of economic models, professionalism, and entrepreneurship ethos. The paper further addressed the challenges that bedeviled entrepreneurship education such as lack of standard system on curriculum provision and evaluation, insecurity, and poor perception of the discipline with suggestions such as collaborative curriculum drafting, employment of qualified teachers, and adequate supervision of facilities for effective learning and sustainability.
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Akpoviroro, Kowo Solomon, and Akinbola Olufemi Amos. "The Efficacy of Counseling in Eradicating the Problems of Entreprenuership Education." Acta Universitatis Bohemiae Meridionalis 21, no. 2 (December 1, 2018): 28–43. http://dx.doi.org/10.1515/acta-2018-0004.
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Abstract Counselling has been identified as a key focus in addressing the mismatch between the needs of labour market and the products of the educational and training system. The objectives of the study are to examine the significant effect between Cognitive Behaviour Modification Strategies of counselling (CBMS) and awareness of Entrepreneurship education and also to investigate the effect of Counselling on Entrepreneurship Education. The Sample size consists of one hundred and sixty-five (165) employees out of the two hundred and eighty (280) employees of Centre for Entrepreneurship Studies Kwara State University Nigeria. Sample size was determined using Yard's formula. For this research, the quantitative research design was adopted. The instrument used for this research work was questionnaire. The instrument passed the following test of validity. These are: content test, criterion related test, construct test and discriminate validity. The data was analysed using manual and electronic based methods through the data preparation grid and statistical package for the social sciences, (SPSS). Linear regression analysis method and ANOVA was employed to test the hypothesis. The study found out that there was a significant effect between Counselling and Entrepreneurship Education and also CBMS significantly affects awareness of Entrepreneurship education. Based on the results of the study, the study recommends that Cognitive Behaviour Modification Strategies of counselling (CBMS) should be used to instil awareness of Entrepreneurship Education and Career counselling which emphasizes entrepreneurial should never be overlooked in any programme seeking solutions of entrepreneurship education. Suggestions for further studies and limitations of the research were also identified.
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Sondakh, Danny F., and Kanes K. Rajah. "Developing an Entrepreneurship Culture." International Journal of Entrepreneurship and Innovation 7, no. 4 (November 2006): 231–41. http://dx.doi.org/10.5367/000000006779111611.
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Entrepreneurship is increasingly relevant to economic output and job creation in both developed and developing countries. It is especially important for the UK, so as to reverse a century of relative economic decline. This paper discusses the UK government's policy on entrepreneurship, and the objectives it has set for higher education institutions. It then goes on to present the initiatives taken by the University of Greenwich to develop an enterprise culture, both within and with the wider community. The paper focuses on the role played by the University's Centre for Entrepreneurship in helping it to contribute towards the UK's economic development and competitiveness. The conclusions reached indicate that higher education institutions need to behave entrepreneurially at both the staff and student levels in order to build an enterprise culture. Staff need to be bold in taking initiatives to seek out processes that can help shift the established paradigm and to introduce new content to achieve breakthroughs in the culture. This is also required to engage students and to help build their personal intangible assets as much as to facilitate them in starting up new enterprises.
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Karanassios, Nikolaos, Michail Pazarskis, Konstantinos Mitsopoulos, and Petros Christodoulou. "EU Strategies to Encourage Youth Entrepreneurship." Industry and Higher Education 20, no. 1 (February 2006): 43–50. http://dx.doi.org/10.5367/000000006776150747.
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The authors present and discuss significant aspects of youth entrepreneurship in the European Union (EU) and, especially, in higher education institutions in Greece. The structure of this paper is as follows. First, the study introduces a conceptual basis for entrepreneurship as defined in the EU and looks at entrepreneurship in the context of actions taken by the European Council and especially by the European Commission. The significance of entrepreneurship, embedded in substantial economic factors such as growth, development, employment, education and training, etc, and its objectives are then discussed, particularly in relation to students in higher education. Second, the study refers briefly to current policies of the Organization for Economic Cooperation and Development (OECD) that could influence the EU's entrepreneurship strategies. Third, the authors assess the status of youth entrepreneurship and its influence on students in the Greek higher education system, applying an empirical methodology. To explore the behaviour and attitudes of HE students towards entrepreneurship, the authors analyse data collected by means of a specially designed questionnaire. The sample selected comprised male and female undergraduate students studying in various disciplines at the Technological Educational Institute (TEI) of Serres. The results are evaluated and their implications for educational programmes at universities, TEIs, business schools, etc, are considered.
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Oladokun, Augustina. "Vocational Home Economics Education: A Veritable Tool for Self Reliance, Poverty Eradication and Sustainable National Development." UJAH: Unizik Journal of Arts and Humanities 21, no. 3 (May 19, 2021): 213–24. http://dx.doi.org/10.4314/ujah.v21i3.12.
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The increasing rate of poverty, unemployment and retrenchment and so many other social problems is worrisome. However, unemployment is not peculiar to Nigeria alone but to other third world countries. This paper examined the objectives of Home Economics education as it is geared towards improving the standard of living. It looked at self-reliance, poverty Eradication through Home Economics Education, and the role of entrepreneurship in economic development. It also examined Home Economics income generating business ventures in the major areas of Home Economics for employment and wealth creation for sustainability. The paper concluded and recommended, among others things, that entrepreneurship education be made compulsory at all levels of education and soft loans be made available to graduate for business set up.
Keywords: Self-Reliance, Poverty Eradication, Entrepreneurship, National Development
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Afandi, Muhamad. "Implementasi Pendidikan Kewirausahaan (Entrepreneurship) di Sekolah Dasar/Madrasah Ibtidaiyah." AR-RIAYAH : Jurnal Pendidikan Dasar 5, no. 1 (July 1, 2021): 51. http://dx.doi.org/10.29240/jpd.v5i1.2671.
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This study aims to discuss and see the evaluation of entrepreneurship education in elementary schools / madrasah ibtidaiyah. Elementary schools and madrasah ibtidaiyah that have implemented entrepreneurship education that can be used as references include: SD Entrepreneur Muslim Alif-A Piyungan Yogyakarta, SD IT Alam Harum Purbalingga, and MI Terpadu Qurrota A'yun Ponorogo. This research uses a qualitative approach. This type of research data is qualitative data and the data source is secondary data. While the data method used is library research (library research). Data analysis techniques through data reduction, data display, and withdrawal from the literature study conducted. Meanwhile, to check the validity of the data using triangulation of data sources. The results of this study explain that, the implementation of Entrepreneurship Education in elementary schools / madrasah ibtidaiyah can be carried out in three stages, namely: (1) The planning stage, including: formulation of program objectives, program vision and mission of entrepreneurship education, material which then incorporates educational values. entrepreneurship that will be developed in the Learning Implementation Plan; (2) Implementation stage, including: class, entrepreneurship, integrated with subjects, self-development activities, school culture; and (3) The evaluation phase, including entrepreneurial education activities based on entrepreneurial values that have been internalized and implemented in the behavior seen in the activities of students at school.
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Torres-Coronas, Teresa, and María-Arántzazu Vidal-Blasco. "Predicting global entrepreneurship: An exploratory study." Educar 57, no. 2 (July 5, 2021): 519–36. http://dx.doi.org/10.5565/rev/educar.1279.
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Globalization provides international career opportunities and options, such as entrepreneurship. Entrepreneurship education is currently promoted in both national and European educational strategies. For university students, the viability of this career option depends on their own motivations, perceived competencies, and professional objectives. This study uses a structural equations model analyses the factors that affect the intention to create an international company. It focuses on how intercultural skills, cognitive cultural intelligence, entrepreneurial self-efficacy, and linguistic competence affects students’ motivation to create a company with an international vocation. The results of the study show that proficiency in a foreign language, language competence, and entrepreneurial self-efficacy are relevant factors. The research also discusses the implications of these results for teaching in higher education institutions. There is a need to update graduates’ employability skills and the competences that future teachers must acquire.
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Chen, Li, Dirk Ifenthaler, and Jane Yin-Kim Yau. "Online and blended entrepreneurship education: a systematic review of applied educational technologies." Entrepreneurship Education 4, no. 2 (April 16, 2021): 191–232. http://dx.doi.org/10.1007/s41959-021-00047-7.
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AbstractThe supply and demand of entrepreneurship education at university level commenced in 1938. With the proven entrepreneurial effectiveness in economic development and the efforts of scholars, policymakers and other stakeholders, competencies in entrepreneurship are becoming a set of essential learning objectives. In the digital era, entrepreneurship education can be made available in an online and blended format. Thereby, this study presents a systematic analysis of research focusing on blended and online entrepreneurial learning and teaching. Based on five keywords, collating an initial set of 121 articles, this systematic review details the research outcomes of the resulting set of 38 published research articles/contributions, where each described a specific online and blended learning environment. We obtained and analyzed the following information from each of these articles: definition of entrepreneurship education, context of study, methodology, applied technology, focused group, sample, outcome of entrepreneurship education and research rigor. Our findings showed that the current research status and achievements scholars have contributed in educational technologies utilized by online and blended entrepreneurship education can be summarized into three categories: social media, serious games and Massive Open Online Courses. In order to compare these technologies, we selected five examples from three educational technologies and utilized a marking sheet for evaluation and assessment. In general, it was found that Wiki was used to discuss entrepreneurial concepts and that Facebook was the most common social software in entrepreneurship education. In terms of serious games, FLYGBY and SimVenture facilitated the gamification and enjoyment of entrepreneurship activities the most. Finally, as Massive Open Online Courses platform, Coursera offers plenty of/online entrepreneurship education courses. In a nutshell, in online and blended entrepreneurship education, social media was utilized to facilitate cooperation amongst participants; serious games were used to enhance students’ enjoyment and engagement; and Massive Open Online Courses provided a platform as well as high-quality learning resources, anywhere anytime. Hence, each technology has advantages and challenges when we apply it to entrepreneurship education. We conclude that instructors and learners need to successfully compare and choose the most appropriate combination of technologies to achieve entrepreneurial course aims.
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Mets, Tõnis, Inna Kozlinska, and Mervi Raudsaar. "Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education." Industry and Higher Education 31, no. 1 (December 25, 2016): 23–33. http://dx.doi.org/10.1177/0950422216684061.
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The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory factor analysis based on the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating the outcomes of EE, while also indicating a wide spectrum of these outcomes. Knowledge about entrepreneurship, entrepreneurial skills and a range of affective outcomes was perceived to be stronger by those students who had higher aspirations to become entrepreneurs before entering the HEIs.
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Chaker, Hajer, and Houyem Jarraya. "Combining teaching “about” and “through” entrepreneurship: A practice to develop students’ entrepreneurial competencies." Industry and Higher Education 35, no. 4 (February 8, 2021): 432–42. http://dx.doi.org/10.1177/0950422221991005.
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Many universities have incorporated entrepreneurship education into their programs. However, research and the practice show that this curriculum is taught in various ways, which the authors group into three themes: teaching about entrepreneurship, teaching for entrepreneurship, and teaching through entrepreneurship. Entrepreneurship educators face several challenges, especially the difficulties in defining the best way to teach entrepreneurship and the lack of evaluation of the chosen method’s effectiveness. This article focuses specifically on how entrepreneurship is taught at the Faculty of Economics and Management of Tunis and what effect it may have on the development of students’ entrepreneurial competencies. It attempts to support entrepreneurship educators by describing a pilot experience consisting of combining teaching about and through entrepreneurship and a conventional method that adopts just teaching about entrepreneurship. These descriptions may help to explore and uncover what happens in the classroom and aid teachers in choosing the appropriate practices to achieve their educational objectives. The article evaluates the two programs by comparing their effects on the development of students’ entrepreneurial competencies. The authors use a two-sample independent t-test to make the comparison, and the results indicate that the combined method is stronger overall than the conventional method.
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Dima, Alina-Mihaela, and Georgeta-Madalina Meghisan-Toma. "Reserch on implementing education for sustainable development." Proceedings of the International Conference on Business Excellence 12, no. 1 (May 1, 2018): 300–310. http://dx.doi.org/10.2478/picbe-2018-0027.
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Abstract The current research aims to identify the main directions to implement sustainability in education through curriculum; interdisciplinary/ transdiciplinary approach; business environment; entrepreneurship and innovation. In order to fulfil the objectives of the current study, a questionnairebased survey was sent by email to UNESCO Chairs from Balkan Region and the responses were analysed using descriptive statistics and factor analysis. According to the results, UNESCO chairs are working towards the main goals for higher education in the EU through some instruments: Establishing the main directions for a quality education; Establishing the relevant directions towards the implementation of sustainability in education through curriculum; Establishing the relevant directions towards the implementation of sustainability in education by an interdisciplinary/ transdisciplinary approach; Establishing the relevant directions towards the implementation of sustainability in education in collaboration with the business environment; Establishing the main directions in the field of education for entrepreneurship and innovation.
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Radulescu, Irina, and Alexandru Radulescu. "Case study concerning successful Romanian SMEs development by students education and entrepreneurial training." Journal of Research and Innovation for Sustainable Society 3, no. 1 (March 24, 2021): 18–24. http://dx.doi.org/10.33727/jriss.2021.1.3:18-24.
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The European Commission has published in 2020 the SMEs Strategy for a Sustainable and Digital Europe that aims to increase the number of SMEs engaged in sustainable business practices, as well as the SMEs number that use digital technologies. Important opportunities for SMEs can be provided by digitization, to improve the production processes efficiency and the ability to innovate products and business models, by using advanced disruptive technologies. Good management is needed for a successful SME, education and entrepreneurship training have the role of consolidating business knowledge and skills. Educational activities and skills upgrading are essential for all SMEs managers and employees. Romania is on the last place in EU, regarding SMEs number and it ranks 11th place out of 28, in terms of connectivity. Regarding the digital maturity of Romanian SMEs, the White Papers on Romanian SMEs presents their main working elements: computer, e-mail applications, internet, intranet, social networks, the company's own website, online sales / purchases transactions. The objectives of the Bachelor's degree specialization of Economic Engineering in Mechanical field and Industrial Entrepreneurship Master are students training and education, in order to be able to sustain digitization and sustainable technologies. The university curriculum and the educational disciplines offered by the Economic Engineering in Mechanical field specialization and Industrial Entrepreneurship Master is connected to the society requirements and must follow the economic trend, by educating, training and getting good specialists. Keywords: SMEs development, education, entrepreneurship
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Badzińska, Ewa. "Knowledge Acquisition and Business Modeling Using Experiental Learning Approach to Entrepreneurship." European Journal of Social Science Education and Research 6, no. 2 (August 31, 2019): 48. http://dx.doi.org/10.26417/ejser.v6i2.p48-56.
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Boosting entrepreneurial thinking and emphasizing its usefulness at all levels of education is a response to support the Entrepreneurship 2020 Action Plan (European Commission, 2013), use the international potential, and revolutionize the culture of entrepreneurship in the EU. In order to increase both the attractiveness and effectiveness of entrepreneurship education, mainly at HEI, a variety of methods, tools and materials will be developed. Entrepreneurship, creativity and interpersonal communication are the key transversal skills necessary for working today in a multicultural environment. However, for shaping an entrepreneurial mindset, students need clear objectives and understanding embedded with multidisciplinary knowledge as well as competences to implement useful solutions in business practice. In this sense, an approach based on experiential learning and teaching has become a requirement in the education process. The purpose of the conducted research is to explore and carry out a synthesis of practice-oriented methods and experiental learning activities in entrepreneurship education to support students in solving real business problems by interacting in multicultural teams. The cognitive aim of this paper is to present the iterative and participatory co-creation process of business models generation by international students based on their experience, observation, and reflection within the framework of the Erasmus+ Strategic Partnership Project titled Entrepreneurship and Communication in Multicultural Teams (ECMT+). During the three entrepreneurship training workshops (Intensive Programmes 2017-2019) in total nearly 150 students from seven European high education institutions represented 16 nationalities. The study reveals positive effects of applied methods of experiental entrepreneurship education, significant involvement of participants in achieving the goal and gaining professional knowledge regarding to business model generation.
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Rachwał, Tomasz. "Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change." Przedsiębiorczość - Edukacja 13 (December 17, 2017): 330–39. http://dx.doi.org/10.24917/20833296.13.24.
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Preceded by the debate, the 2016 implementation of the school reform in Poland brought serious organisational and program changes. These changes also concern entrepreneurship education, therefore the subject of the article is the discussion on the proposals of the Ministry of Education regarding changes to the school system, in the context of yet another comprehensive organisational and program reform of the Polish education system. The primary goal of the paper is to present the direction of change, based on the current research and discussions conducted by various forums. The author’s claims in this regard are based not only on his reflections but also on the voices presented by the participants of Kraków entrepreneurship conferences and conventions of teachers, as well as by the authors of the papers included in the previous volumes of this annual. Under the limited number of hours dedicated to the teaching of entrepreneurship in post-primary schools in general education, that is, compulsory for all pupils, the most important is the careful selection of objectives and content of entrepreneurship education. The article concludes with the presentation of the essential conditions influencing the success of the implementation of changes, mainly related to the appropriate preparation of entrepreneurship teachers.
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Sá, Creso, and Christopher Holt. "Profiles of entrepreneurship students: implications for policy and practice." Education + Training 61, no. 2 (February 11, 2019): 122–35. http://dx.doi.org/10.1108/et-06-2018-0139.
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Purpose While much research seeks to determine the impacts of entrepreneurship education on students, far less attention has been paid to students’ motivations and interests. Understanding students’ perspectives is useful, particularly as governments support the expansion of campus entrepreneurship. The purpose of this paper is to develop a deeper understanding of students’ reasoning in relation to pursuing entrepreneurship education. Design/methodology/approach Specifically, the key questions driving this study were: Why do students join experiential learning entrepreneurship programs? How do they define their goals for entrepreneurship education, and what outcomes do they value? Data were collected through interviews with 38 students participating in a range of experiential entrepreneurship programs in Ontario. Findings Four different patterns in students’ reasoning and sense making emerged from the analysis. First, “venture creators” are the prototypical student entrepreneurs who are set on creating and launching a venture. Second, “experience seekers” aim at gaining practical work experience but do not see themselves as nor intend to become entrepreneurs. Third, “explorers” aim at developing familiarity with basic concepts and opportunities in entrepreneurship, as a means to consider whether this is an attractive career option. Finally, “engagers” are actively experimenting with entrepreneurship as they gauge their “fit” and potential as entrepreneurs. Originality/value This study’s findings provide an empirically grounded check on the assumptions guiding government policy for entrepreneurship education and institutional practice. Policy and institutional attention is overly focused on venture creation, even as other outcomes are commonly espoused. Recognizing different profiles of entrepreneurship students may lead to more purposefully designed programs that have different objectives, and help distinct segments of students achieve their goals.
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Iglesias-Sánchez, Patricia P., Carmen Jambrino-Maldonado, Antonio Peñafiel Velasco, and Husam Kokash. "Impact of entrepreneurship programmes on university students." Education + Training 58, no. 2 (February 8, 2016): 209–28. http://dx.doi.org/10.1108/et-01-2015-0004.
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Purpose – The purpose of this paper is to investigate entrepreneurship in Malaga University based on the Theory of Planned Behaviour model. There are two objectives: to analyse the influence of the main elements of orientation to entrepreneurship and to evaluate the efficiency of education programmes in the university system. Design/methodology/approach – The authors have chosen Ajzen’s influential model (1991) for analysing entrepreneurial intention as the basis for the analysis of a sample of 392 students at Malaga University. Findings – The results suggest that the students’ predisposition to entrepreneurship is moderate because perceived risk and ideas about their own abilities hinder their decision to start up a business. Practical implications – This research has practical implications for universities involved in designing programmes aimed at business creation. Social implications – This research provides interesting insights which could help new companies to be created, thus alleviating the unemployment resulting from the economic crisis. Originality/value – With the help of this widely used theoretical model to study, the authors analyse the impact of Entrepreneurship Education Programmes in higher education. It is only a starting point from which to evaluate which elements should be reinforced in entrepreneurship programmes if they are to achieve effective results.
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Stenholm, Pekka, Joachim Ramström, Riikka Franzén, and Lenita Nieminen. "Unintentional teaching of entrepreneurial competences." Industry and Higher Education 35, no. 4 (May 21, 2021): 505–17. http://dx.doi.org/10.1177/09504222211018068.
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Research on entrepreneurship education (EE) emphasizes the role of learning environments, contexts and pedagogical choices in developing students’ entrepreneurial competences. EE has assumed that it solely carries the task of improving entrepreneurial competences. Yet, the objectives, content and methods of teaching vary, and hence non-entrepreneurship teachers’ classrooms can also provide a learning environment for entrepreneurial competences. However, whether or not this kind of unintentional teaching of entrepreneurial competences takes place has not been widely addressed. In this study, the authors investigate how business school non-entrepreneurship teachers’ teaching methods unintentionally match the known framework of entrepreneurial competences. The findings indicate that non-entrepreneurship teachers do unintentionally expose their students to entrepreneurial competences such as creativity, learning from experience and financial literacy. However, competences such as opportunity recognition, perseverance and mobilizing resources do not receive similar attention. The findings indicate that some entrepreneurial competences are not solely owned by EE, but can be embedded in non-entrepreneurship education. Accordingly, the study extends the current understanding of EE and which “niche” competences should be emphasized in it, but also demonstrates how non-entrepreneurship teachers can expose students to entrepreneurial competences while teaching in their own subject areas.
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Frolova, Yuliya, Suad A. Alwaely, and Olga Nikishina. "Knowledge Management in Entrepreneurship Education as the Basis for Creative Business Development." Sustainability 13, no. 3 (January 22, 2021): 1167. http://dx.doi.org/10.3390/su13031167.
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Despite numerous studies dedicated to business and entrepreneurship education, there is a lack of research dedicated to students studying creativity in entrepreneurial and business-related disciplines through knowledge management tools and practices. The objectives of the study were to determine the key factors of creative motivation for entrepreneurship among students, to build an appropriate universal practical model of learner creativeness motivation, and to create a knowledge management concept based on this model. By way of comparative, descriptive, qualitative, and quantitative analysis methods, we investigated previous research in the field of motivation, educational approaches, and methodologies, together with the data of the Program for International Student Assessment of the Organization for Economic Co-operation and Development. In order to compare international experience of knowledge management in modern approaches to education, we analyzed the curricular of business and entrepreneurship programs in three higher education entities from different countries: the Russian Presidential Academy of National Economy and Public Administration, KIMEP University, and Al Ain University. As a result of the research, we developed knowledge management that can be used for the learner creativity and motivation model. Recommendations developed in the course of the study would allow for the ability to make business and entrepreneurship education more sustainable.
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Widodo, Widodo, Ira Darmawanti, and Novia Nur Kharisma. "Strategy of Non-Formal Education Development Through Entrepreneurial Skills at CLC Budi Utama Surabaya." Journal of Nonformal Education 7, no. 1 (February 28, 2021): 23–31. http://dx.doi.org/10.15294/jne.v7i1.26796.
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The development of urban community needs for increasing self-competence is a great opportunity for Non-Formal Education (NFE), but the NFE program organized by Community Learning Centre (CLC) has not been able to answer. It needs the right strategy to develop NFE programs that are in accordance with the needs of urban communities, namely entrepreneurship. The research objective was to reveal the urban area entrepreneurship based NFE program development strategy carried out by CLC. The research used a descriptive qualitative approach, with the following research results. Entrepreneurship-based NFE program development strategy through stages; (1) strategy formulation which includes activities to identify potentials, formulate the vision, mission and objectives of the CLC institution, identify internal and external conditions of the CLC institution, select strategies, formulate strategies. (2) Implementation of culinary entrepreneurship strategies with attention to urban problems, effective organizational structures, marketing programs, budgets, developing management information systems, and linking with performance. (3) Evaluation of culinary entrepreneurship strategies; the effectiveness of the process and the achievement of results, namely the learning community has skills as a provision for entrepreneurship. This NFE program management strategy can solve the problem of unemployment, and for CLC institutions to develop and become independent. The conclusion is that the strategy of developing the NFE program based on entrepreneurial skills can create graduates who are ready to become entrepreneurs. So that graduates can provide benefits for their own life and social environment.
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Muñoz, Rosa Maria, Yolanda Salinero, Isidro Peña, and Jesus David Sanchez de Pablo. "Entrepreneurship Education and Disability: An Experience at a Spanish University." Administrative Sciences 9, no. 2 (April 10, 2019): 34. http://dx.doi.org/10.3390/admsci9020034.
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The European Commission considers the following groups of entrepreneurs: females, family businesses, liberal professions, migrants, and seniors. Disabled people are not included, and this paper could, therefore, open up a new field of research and an important issue to be considered among the European Union’s social objectives. The University of Castilla-La Mancha (UCLM) in Spain provides an entrepreneurship education course, “Entrepreneurship and disability,” for disabled students. It is the first time that a course with these characteristics has been taught at a Spanish University, which signifies that there is no similar research of this nature. Keeping in mind its originality, this study makes an important contribution to the field. The main objective is to analyze whether the motivation to start up a business differs between students with disabilities and those without. We analyzed “before” and “after” data in order to test the potential impact of entrepreneurship education on the students’ entrepreneurial attitude. An analysis of variance with several demographic variables has allowed us to prove that the education that students received, their business experience, and their field of study have significant effects. This statistical test showed no significant differences between disabled and non-disabled students.
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Clement, Tom, and Craig Silvernagel. "A Conceptual Framework of Entrepreneurial Finance." Entrepreneurship Education and Pedagogy 2, no. 4 (May 6, 2019): 308–32. http://dx.doi.org/10.1177/2515127419846629.
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This article proposes a framework and core content for entrepreneurial finance (EF) that distinguishes EF from corporate finance. The Realms of Entrepreneurial Finance (REF) framework builds on existing literature along with theories and methodologies from psychology and entrepreneurship. This study also offers a set of EF learning goals and objectives as well as suggestions for teaching EF. The REF framework benefits entrepreneurship educators and scholars in furthering the understanding, maturation, and legitimacy of EF education.