Bibliographies thématiques / Entrepreneurship education programs

Littérature scientifique sur le sujet « Entrepreneurship education programs »

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Publié le 10 mars 2023

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Articles de revues sur le sujet "Entrepreneurship education programs"

Daneshjoovash, Seyedeh Khatereh, et Mirza Hassan Hosseini. « Evaluating impact of entrepreneurship education programs ». Education + Training 61, n^o 7/8 (12 août 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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Maritz, Alex, et Christopher R. Brown. « Illuminating the black box of entrepreneurship education programs ». Education + Training 55, n^o 3 (12 avril 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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Mandel, Richard, et Erik Noyes. « Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs ». Education + Training 58, n^o 2 (8 février 2016) : 164–78. http://dx.doi.org/10.1108/et-06-2014-0067.

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Purpose – The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to offering experiential entrepreneurship and identify affordable, viable options. Surveying undergraduate program deans, chairs and administrators, the authors inventory and analyze experiences offered in top entrepreneurship programs. The target audience for the research is entrepreneurship education researchers and business program leaders. Design/methodology/approach – The methodology is a survey approach. A survey was sent to the entrepreneurship program leaders of the “Top 25” business schools according to recently published rankings. In total, 57 percent of the target population responded to the survey. Findings – The authors find that credit-yielding experiential entrepreneurship offerings are abundant. Yet an array of challenges constrain the growth this mode of delivery – including finding suitable faculty, mentors and other support resources. Research limitations/implications – A potential limitation of the study is its focus on “Top 25” undergraduate entrepreneurship programs, as this may not be reflective of activity in the wider sample of entrepreneurship programs. Practical implications – The first inventory of its kind, this study provides vital knowledge about the array of practices by leading programs. The study may be used to drive benchmarking and further innovation by leaders of entrepreneurship programs. Originality/value – To the best knowledge of the authors, this is the most comprehensive, recent study of undergraduate, experiential entrepreneurship education.

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Maritz, Alex, et Jerome Donovan. « Entrepreneurship and innovation ». Education + Training 57, n^o 1 (9 février 2015) : 74–87. http://dx.doi.org/10.1108/et-02-2013-0018.

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Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

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Alakaleek, Wejdan. « The status of entrepreneurship education in Jordanian universities ». Education + Training 61, n^o 2 (11 février 2019) : 169–86. http://dx.doi.org/10.1108/et-03-2018-0082.

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Purpose The purpose of this paper is to examine the developmental level of entrepreneurship education within the context of Jordanian higher education. The level of development in such education is investigated based on two areas: the educational courses and programs themselves and the formal structures within which they are embedded. Design/methodology/approach The quantitative approach is based on a survey scan of all 29 Jordanian universities, including their course plans, educational programs, departments and centers. A list of entrepreneurship centers, programs and course subjects is provided and analyzed. Findings The main findings of study are: in Jordan, entrepreneurship education is still at an early stage of development, and its offerings are limited to a few courses covering some introductory subjects in small business and entrepreneurship courses. Of the Jordanian universities, one university offers a major educational graduate program in entrepreneurship and 27.5 percent have centers for innovation and entrepreneurship, but lack any entrepreneurship departments. Entrepreneurship education is new in Jordan: the first provided course was a small business management; the first center was established in 2004 and later in 2012, it offered the first educational programs in entrepreneurship. Research implications This paper assists all stakeholders in higher education to build an understanding of the nature of entrepreneurship education in Jordan and supports the design of appropriate strategies for encouraging entrepreneurial subjects to be incorporated into the country’s universities educational programs. Originality/value The value of this study stems from its aim to provide an overview of the status of entrepreneurship education in Jordanian universities. It also makes a contribution to knowledge as the first nationwide study in this context.

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Blunck, Erskin, E. Fetzer et J. M. Tilley. « Benchmarking digital education programs on social entrepreneurship : what a digital program on social entrepreneurship can learn from other digital social entrepreneurship programs ». Journal of Global Scholars of Marketing Science 31, n^o 1 (2 janvier 2021) : 49–64. http://dx.doi.org/10.1080/21639159.2020.1808814.

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Pogorelova, Anna Yu, Olga N. Potapova et Tatiana A. Puzynya. « Particular Nature of Teaching Entrepreneurship in Secondary Vocational Education Programs ». Journal of Modern Competition 16, n^o 1 (85) (25 février 2022) : 126–33. http://dx.doi.org/10.37791/2687-0657-2022-16-1-126-133.

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The article is devoted to the consideration of the issue of studying under the Entrepreneurship program in Russian colleges, the issues of the specifics of teaching this profession, the need to master unique professional competencies are raised. The article analyzes the current state of secondary vocational education and the ways of its development in the field of entrepreneurship, describes the problems of entrepreneurship education in colleges in Russia, identifies ways to overcome crisis situations in the development of secondary vocational education on the example of the Synergy University for entrepreneurship training programs. The article takes into account the experience of the federal innovation platform operating on the basis of the Synergy University, which implements a project called “Model of the innovative system of continuous entrepreneurial education in higher educational institutions of the Russian Federation”. Entrepreneurship education in college is associated with a number of features: entrepreneurship is a professional activity with its inherent labor functions; to engage in entrepreneurship, it is necessary to register on a voluntary basis; professional interests often include personal, family, consumer and other interests; entrepreneurial activity is associated with risk and uncertainty; in the process of learning entrepreneurship, it is often necessary to be guided by rational motives and logic; students of entrepreneurship must have professional aptitude to do their business. These features should be taken into account in the forms of entrepreneurship education in college, therefore, classical forms of education are not very mundane when teaching entrepreneurship. The article analyzes the existing forms of education and suggests ways to improve entrepreneurship education, namely, the inclusion of more practical disciplines in the curricula, attracting practical teachers in the field of entrepreneurship for training; also increasing the motivation of the teaching staff, including by increasing wages and introducing intangible incentives; conducting practical classes and practices on entrepreneurship in business incubators and business centers. All this should improve the quality of entrepreneurship education in college.

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Lackéus, Martin, et Karen Williams Middleton. « Venture creation programs : bridging entrepreneurship education and technology transfer ». Education + Training 57, n^o 1 (9 février 2015) : 48–73. http://dx.doi.org/10.1108/et-02-2013-0013.

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Purpose – The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach – Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings – The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications – A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications – Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value – This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.

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Ravi, B. « Insights on Entrepreneurship Education and Mentoring Programs ». IEEE Potentials 40, n^o 3 (mai 2021) : 35–40. http://dx.doi.org/10.1109/mpot.2021.3053535.

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Gedeon, Steven A. « Measuring Student Transformation in Entrepreneurship Education Programs ». Education Research International 2017 (2017) : 1–12. http://dx.doi.org/10.1155/2017/8475460.

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This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”), skills (“Hand”), and attitudinal (“Heart”) learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc.) or output performance (number of startups, average starting salary, % employment, etc.). This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI) model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique) may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.

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Thèses sur le sujet "Entrepreneurship education programs"

Ritter, von Marx Susanne [Verfasser]. « Identifying Domain-Specific Challenges for Entrepreneurship Education Programs – Empirical Analyses / Susanne Ritter von Marx ». München : Verlag Dr. Hut, 2018. http://d-nb.info/1168535042/34.

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Taylor, James Grant. « Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs ». Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/7096.

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

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Beriman, Gemma. « An Exploration of Two Entrepreneurship Education Programs Delivered to Secondary School Students and Their Impact on Student Self-Efficacy ». Thesis, Griffith University, 2019. http://hdl.handle.net/10072/389504.

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In recent years, there has been significant global growth in the use of entrepreneurship education (EE), predominantly in higher education. Producing entrepreneurs and developing entrepreneurial capabilities is now considered an economic priority and teaching high-impact entrepreneurship has become an important role for universities (Office of the Chief Scientist, 2015). It has been argued that EE should begin as early as possible (World Economic Forum, 2009) and that reshaping education and training policies will help narrow the widening skills students require in an ever-evolving global economy (World Economic Forum, 2016, p. 24). EE programs can assist students in developing the crucial enterprise skills that 21st-century employers are seeking, including creativity, problem-solving, and teamwork (FYA, 2016; Queensland Curriculum & Assessment Authority [QCAA], 2015). There is thus a need for more Australian studies investigating EE at the secondary school level. Australia currently has no widely implemented entrepreneurship programs offered by schools. There are, however, a small number of national programs run by external providers and implemented in schools, including the Club Kidpreneur Challenge, aimed at upper primary students (Club Kidpreneur Foundation, 2017) and the secondary-themed $20 Boss program (FYA, 2017). Given this contextual background, this study addresses the central research question: What are the key elements of externally provided EE programs? After examination of the literature, self-efficacy, knowledge and student experience were identified as playing key roles in the success of EE programs. Therefore, the three sub-questions that guided the collection and analysis of the data were: (1) Are there changes in students’ self-efficacy after participating in externally provided EE programs? (2) Are there changes in students’ knowledge after participating in externally provided EE programs? (3) How do students describe their experiences in externally provided EE programs? The results were then used to inform the identification and discussion of the key design elements used in externally provided EE programs and to propose an EE program model. These design elements included: pedagogical approach (delivery mode), knowledge (content) experiences, topics, learning outcomes, supporting materials and timeframe. Two cases are examined in this study using a mixed method approach – the first is the $20 Boss Program offered to Year 10 students, an in-class, teacher-delivered approach designed by FYA. The second case is the GLO@Logan Entrepreneurial Innovation Challenge, a 3-day initiative conducted by Griffith University at its Logan campus for Year 9 students. Exciting avenues for the development of secondary school EE programs arise from the findings presented in this thesis. As a study positioned within the secondary school context, this thesis has implications for teaching, learning, and research as it demonstrates that student self-efficacy and learning outcomes can be improved through EE via the integration of pedagogical approaches such as PBL. Past literature suggests PBL helps reduce classroom hierarchical barriers, resulting in students taking ownership of their learning (Huq & Gilbert, 2017). Given that students’ value of entrepreneurship increased following both case studies, it could be argued that exposure to EE – no matter the duration of the program – can have a positive impact on students’ knowledge and attitudes. Additionally, students were more confident in presenting to others and managing budgets after partaking in $20 Boss. Given the importance of EE, and particularly 21st-century enterprise skills more generally, it is clear that there is a need for the informed design of EE programs, within and outside of school. The application of this research serves as a pilot study for wider research into EE approaches at a secondary school level. Importantly, this thesis makes recommendations about what salient elements of the EE programs examined can be advanced as essential elements of future EE programs at the secondary school level. In advancing these salient elements of EE programs, this thesis serves as a stepping stone in reshaping the secondary curriculum to help prepare the next generation for the 21st-century workforce and beyond.
Thesis (Masters)
Master of Education and Professional Studies Research (MEdProfStRes)
School Educ & Professional St
Arts, Education and Law
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Da, Rin Zanco Anna <1993&gt. « Student Engagement in Entrepreneurship Education Programs : a Comparison between the Ca' Foscari Contamination Lab and the Australian eChallenge ». Master's Degree Thesis, Università Ca' Foscari Venezia, 2018. http://hdl.handle.net/10579/13812.

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The purpose of this thesis is to understand the insights of student engagement in entrepreneurship education projects and introduce a comparative perspective to improve the Ca’ Foscari experience. The case of the Ca’ Foscari Contamination Lab will be considered and it will be compared to a similar experience in Adelaide, the Australian eChallenge. The first part provides an overview of the literature on student engagement. The main purpose of engagement is the improvement of students’ learning. A growing body of literature has identified several correlations between engagement and specific outcomes, such as critical thinking, practical competence and skills transferability, cognitive development, student satisfaction, and improved grades. After a general part on student engagement, the thesis narrows its focus to a more specific topic, namely entrepreneurship education, which includes a set of projects aimed at developing the entrepreneurial mindset of students through engaging methods. A ‘sense of initiative and entrepreneurship’ is one of the key competences recognized by the European Union as the tool to transform opportunities and ideas into value for others. The objectives of entrepreneurship education are to develop the entrepreneurial skills, to encourage the creation of small businesses and to improve young people’s enterprising role in the society and the economy. The Ca’ Foscari Contamination Lab is examined as an example of entrepreneurship education program that utilizes engaging methods to deliver its content and activities. Finally, a comparative perspective is introduced to compare the Contamination Lab with the Australian eChallenge and identify possibilities for the improvement of the Venetian workshop.

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

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

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Karlsven, Matthew J. « Facilitating Training Transfer for Entrepreneurs Enrolled in Business Training Programs in Peru ». BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9235.

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Entrepreneurship and business training programs have been created and administered throughout the world and particularly in developing economies to help entrepreneurs open new businesses and grow their current businesses. Evaluations of these programs have shown that most of them successfully help entrepreneurs expand their knowledge and understanding of business principles and practices, but few entrepreneurs will then apply or transfer what they learn into their businesses. Without many entrepreneurs making changes in how they run their businesses, it is no surprise that these training programs generally show little impact on sales or profits. This research explores how business training programs in developing economies can help entrepreneurs go beyond just learning about business principles to making changes in their businesses based on those principles. Put simply, this research explores how training programs can help entrepreneurs act on what they learn. The research for this dissertation is presented in three articles. Article 1 includes a review and analysis of findings from a decade of evaluations and research on entrepreneurship training programs in developing economies around the world. In this analysis, I identified factors that have been found to positively affect training transfer, and then based on these findings I developed a theoretical framework of how training transfer can be facilitated. Article 2 is a multiple case analysis of seven trainers from two different entrepreneurship training programs based in Lima, Peru. This article includes an analysis of six months of in-field observations and interviews conducted in Peru, revealing several challenges trainers face while helping entrepreneurs apply what they learn as well as strategies the trainers use in their efforts to overcome those challenges. Article 3 includes a field experiment to test if using learning contracts in a training program will help more entrepreneurs begin following new business practices. This article also includes a quasi-experimental impact evaluation of the training program as a whole on entrepreneurs' business knowledge, application of business principles, and sales and expenses. The learning contracts showed some impact but not on all business practices. The training program as a whole had a statistically significant impact on knowledge and application but the impact on sales was not statistically significant.

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Pakravanmobarakeh, Mohammad Hossein. « Economic Input-Output Analysis for Battery Recycling Programs at the Higher Education Institutions and Regional Sustainability Planning ». University of Dayton / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1397736905.

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Qoto, Nomonde Monica. « Assessing entrepreneurship education programmes in secondary schools ». Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.

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Kramer, Karen Lee Van Brunt. « A qualitative study of an educational entrepreneurship program / ». The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663287062.

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Kleemann, Michael. « Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices ». Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.

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The purpose of this study is to identify and analyze reoccurring insights in Entrepreneurship Education (EE) literature, fill gaps in the scholarly discussion, and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth review of the current EE literature drawing on insights from about 70 studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear program descriptions; a more practical orientation; and true alumni networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable resource for educators interested in innovative teaching practices and entrepreneurship program design in a university context. This paper develops three suggestions on the use of innovative teaching practices, namely a course on business models, an adapted form of business simulation with a focus on cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.

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Livres sur le sujet "Entrepreneurship education programs"

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

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

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

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

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

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

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

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The system of intensive introduction of junior students in the direction of "Management"is presented. The theoretical foundations of management and requirements for the main educational program for an enlarged group of training areas 38.00.00 "Economics and Management"are given. The technologies of life activity that allow students to actively engage in the educational process and practical activities, get a job on the profile of training even during their studies at the university are considered. Special attention is paid to the formation of personal competitiveness and entrepreneurship of the student. Meets the requirements of the federal state educational standards of higher education of the latest generation. For junior students of higher educational institutions.

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

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Chapitres de livres sur le sujet "Entrepreneurship education programs"

Bohlayer, Carina. « Insights into an Action-Oriented Training Program to Promote Sustainable Entrepreneurship ». Dans Transforming Entrepreneurship Education, 87–101. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_6.

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AbstractRecent research has highlighted the ability of entrepreneurs to create sustainable impact and bring about the change required for solving today’s social and environmental challenges. It has also been pointed out that existing entrepreneurship training programs need to be transformed to effectively promote individuals in tackling these challenges and contributing to sustainable development. To address this matter, I developed a training course on sustainable entrepreneurship that builds on an action-oriented entrepreneurship training program (Student Training for Entrepreneurial Promotion (STEP)), which has been shown to increase short- and long-term entrepreneurial actions among students in various contexts. I integrated sustainability as a crosscutting theme into the training program to empower individuals to identify sustainable business opportunities and manage the increasing complexity of sustainable ventures. Pilot studies in Uganda and South Africa show promising results, indicating that STEP Sustainability (STEP S) can increase students’ sustainability-oriented and entrepreneurial mindsets.

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Kariv, Dafna. « A Contextual Overview of Entrepreneurship Education Programs ». Dans Educating Entrepreneurs, 7–19. New York : Routledge, 2019. : Routledge, 2019. http://dx.doi.org/10.4324/9781351008006-2.

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Maslak, Mary Ann. « Directions for Female Entrepreneurship : Thinking About Educational Programs ». Dans Education and Female Entrepreneurship in Asia, 235–38. New York : Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-55483-3_15.

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Schank, Christoph, et Jantje Halberstadt. « Teaching Transformative Service Learning ». Dans Transforming Entrepreneurship Education, 3–21. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_1.

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AbstractService learning describes an increasingly established form of teaching and learning at universities combining academic learning with real-world problem solving. While traditional approaches work within existing social systems and, in the worst case, reproduce and perpetuate social problems, critical and transformative approaches aim at systemic changes in social practice, while showing their potential to address sustainability entrepreneurial competences that are key for (future) agents of transformation. This understanding of service learning challenges students and lecturers, and requires a structured, well-thought-out pathway. Our chapter introduces transformative service learning as a promising approach for entrepreneurship (oriented) education. The argumentation for it is competence-oriented while focusing on the abilities that can promote sustainable development. In addition, the chapter addresses the role of the lecturer, which to date has been rarely and very unsystematically examined. The paper also proposes the specific service learning IOOI tool that aims to support lecturers, especially in the early stages of service learning courses, and help streamline programs.

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Lepik, Katri-Liis, et Audronė Urmanavičienė. « The Role of Higher Education Institutions in Development of Social Entrepreneurship : The Case of Tallinn University Social Entrepreneurship Study Program, Estonia ». Dans Innovation, Technology, and Knowledge Management, 129–51. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_7.

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AbstractThe purpose of this chapter is to introduce a higher education social enterprise program and explore how it is shaping the field of social entrepreneurship. Social enterprise related university programs are an emerging trend. Entrepreneurial university theory and ecosystem framework are used to illustrate how the university social enterprise program, in turn, develops the field of social entrepreneurship. An example of an existing social enterprise program is discussed to highlight how it can be designed. Cases of social enterprises emerged as the result of the program are used to outline the different impacts that such support to social entrepreneurship might have. The research chapter reveals the multi-dimensional nature of the social enterprise program and its impact on students establishing their own social enterprises. It suggests that the incubation and other support activities should expand beyond the university program including a variety of network partners. The chapter provides empirical evidence of social enterprise development in a higher education institution and contributes to the global body of knowledge about fostering social enterprise development. As the provision of social entrepreneurship education is new in Estonia and the discussions on social enterprises are premature, the number of social entrepreneurship development partners is limited and hence the empirical data is currently scarce. The journey towards an entrepreneurial university is limited due to the lack of legal support and suitable infrastructure which would enhance project-based learning, support ‘spin-offs’ and patenting and rather engenders a more traditional academic learning environment.

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Ferreira, João J., et Cristina I. Fernandes. « The Impact of Entrepreneurship Education Programs on Student Entrepreneurial Orientations : Three International Experiences ». Dans Innovation, Technology, and Knowledge Management, 287–302. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47949-1_20.

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Vaiciukynaite, Egle, Orsolya Ihasz, Sergey Portyanko et Shailendra Vyakarnam. « Transforming a Highly Tactile Entrepreneurship Course “Ideas to Innovation” to an Entirely Online Delivery Model : Lessons for Theory and Practice ». Dans FGF Studies in Small Business and Entrepreneurship, 131–62. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11371-0_7.

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AbstractRecent changes in education due to COVID-19 required a shift from classroom to online delivery. This chapter illustrates how a highly complex training program, Ideas to Innovation (i2i), responded to this challenge. i2i is based on experiential learning including a variety of activities carried out both in large and small groups with the intention to raise delegates’ entrepreneurial self-efficacy. In this case study, we illustrate the process by which the program was delivered online for the first time since its existence and how the online delivery of an entrepreneurial program contributed to participants raised level of entrepreneurial intent. We took a qualitative approach by conducting structured (written) and semi-structured interviews with participants. We triangulated the data with insights and reflections of the facilitators engaged in the online delivery. The findings indicate that even when i2i is delivered online, it raised participants’ level of entrepreneurial intent. We also found that digital interaction and collaboration among participants and facilitators on various platforms promoted the development of an entrepreneurial mindset. By highlighting this change in delivery and design, we contribute to the ongoing debate of digitally supported education for entrepreneurship and provide insights to redesign entrepreneurial training programs.

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Pililian, Elena, et Lubov Moiseeva. « Entrepreneurship Leadership as an Implementation Factor of State Programs for Accelerated Development of Primorsky Region (2000–2017) ». Dans Leadership for the Future Sustainable Development of Business and Education, 113–20. Cham : Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74216-8_12.

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Meier Magistretti, Claudia, et Beat Reichlin. « Salutogenesis and the Sense of Coherence in Young Adults Not in Education, Employment, or Training (NEET) ». Dans The Handbook of Salutogenesis, 151–65. Cham : Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-79515-3_17.

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AbstractIn this chapter, the authors discuss the topic of young adults not in education, employment, or training (NEETs). Although estimates of the number of NEETs vary, the problem seems to be global and growing. The many programs that try to support NEETs fail to reach them and guide them successfully into work, housing, and social participation. Helping systems regard NEETs as patients, cases, or not yet enabled adults and thereby fail to meet their needs as well as their potential. Confronting the limits of current approaches, the authors emphasise the need for a salutogenic orientation in research and practice with NEETs. They provide guidance and inspiration for novel approches and describe promising NEET initiatives. These initiatives are characterised by having a genuine health orientation, NEET participation, the centrality of learning processes, and flexible, adaptive models of individual and social development in combination with enhanced employment, education, training, and entrepreneurship opportunities.

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Xu, Xiaozhou. « Research Progress in Entrepreneurship Education ». Dans Innovation and Entrepreneurship Education in China, 53–123. Singapore : Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3724-7_2.

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Actes de conférences sur le sujet "Entrepreneurship education programs"

de Krosse, Luc E. P. T. « Learning entrepreneurship by entrepreneurial learning ? » Dans 18th Annual High Technology Small Firms Conference, HTSF 2010. University of Twente, 2010. http://dx.doi.org/10.3990/2.268476198.

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That entrepreneurship and entrepreneurial education is a relevant topic nowadays is evident (van Praag, 2006; van der Sluis, 2007; The Oslo Agenda for Entrepreneurship Education in Europe, 2006). This is confrontating universities of applied sciences in the Netherlands with a great challenge, namely to educate more and better entrepreneurs. Main goal of universities of applied sciences is to prepare students to become successful in their profession. Specific for entrepreneurial education programmes we can state that it is their purpose to prepare students to become successful entrepreneurs. From literature it seems that motives and competencies are the most important objectives for educators to focus upon. But are they achieving these goals? Are students, after attending an entrepreneurial education program, more motivated to become entrepreneurs and are they more competent to become successful than before? This research intends to answer the questions whether there is an effect on the development of relevant motives and competencies, whether there is an influence of the learning environment on these effects and whether there are certain causes for the reason that one program has minimum or no effects and other programs have greater effects. For answering these questions every entrepreneurial program will be positioned in a didactic model and all students of the entrepreneurial programs will be asked to make a selfassessment before and after attending the program. After this it should be clear what kind of educational programs are more effective than others. For answering the final question, which are the causes of the differences in effects of the different kinds of program, it will be necessary to interview the responsible developers and teachers.

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Cullis, Christopher. « DEVELOPING COLLABORATIVE INTERNATIONAL BIOTECHNOLOGY ENTREPRENEURSHIP PROGRAMS ». Dans 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1727.

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Sadewo, Yosua, Pebria Purnasari, Oxtapianus Tawarik et Sabinus Beni. « The Effect of Learning Outcomes in Entrepreneurship Education Programs on Students’ Interest in Entrepreneurship ». Dans Proceedings of the 1st International Conference on Economic and Education, ICON 2021, 14 - 15 December 2021, Padang-West Sumatra, Indonesia. EAI, 2022. http://dx.doi.org/10.4108/eai.14-12-2021.2318336.

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Bîtcă (Bunghez), Maricica-Dănuta, Gicu-Valentin Dogaru et Razvan-Ion Chitescu. « Reform of Public Education System in Romania ». Dans International Conference Innovative Business Management & Global Entrepreneurship. LUMEN Publishing, 2020. http://dx.doi.org/10.18662/lumproc/ibmage2020/27.

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From an epistemological perspective, the public education system is a specially developed concept to determine qualitative transformations, superior in the pedagogical reality delimited in a macro-structural context. It reflects a virtual pedagogical reality, important through its superior, formative, open, inexhaustible methodologically and praxeological potential. The main goal of the education system is to educate the further workforce, in this macro-context it is part of the global social system and should be in accordance to the transformation of the society. Education units are the base cells where the education, training programs are design, using the existing infrastructure and human resources, placing the educational process in time and space. In this research, we aim to analyze the mission, organizational and management structures of the public education service in Romania. Unpredictable, education plays an important role in any society that focuses on knowledge. Through it, the personality of the most important resource, the man, is modeled. That is why the education system has to build to provide knowledge and skills comparable with other European Union or worldwide education units.

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Leniston, Niamh, et Nicola Mountford. « Born or made - Can interdisciplinary and intersectoral doctorate education create institutional entrepreneurs ? A systematic review ». Dans Seventh International Conference on Higher Education Advances. Valencia : Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12960.

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Solving grand societal challenges such as equitable healthcare provision and climate change will require institutional entrepreneurs – people who can challenge prevailing regulations, behaviors, and ways of thinking. As the pinnacle of educational achievement, the doctoral degree should be the fire in which such fledgling institutional entrepreneurs are forged. Doctoral education has, however, been criticized as overspecialized and divorced from reality. We systematically review the doctoral education literature in our search for doctoral education programs that challenge institutional norms by bridging sectoral and disciplinary divides. We ask whether such programs can help to nurture institutionally entrepreneurial researchers. We find that students must manage ambiguous identities and wide networks but that such programs have the potential to equip them for both sense-making and sense-giving activities of institutional entrepreneurship.

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Jackson, Kevin. « DIGITAL PLATFORMS SIGNIFICANTLY ENHANCE HIGH SCHOOL ENTREPRENEURSHIP PROGRAMS BY ENABLING COACHING, COLLABORATION, AND COMPETITION ». Dans 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2180.

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Antalyalı, Ömer Lütfi, et Pınar Göktaş. « The Effect of the Network and Technology Oriented Applied Entrepreneurship Program on Entrepreneurial Knowledge and Skill Development of the Students ». Dans International Conference on Eurasian Economies. Eurasian Economists Association, 2019. http://dx.doi.org/10.36880/c11.02307.

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In the framework of Turkey Entrepreneurship Strategy and Action Plan, there is highlighted to the importance of education of entrepreneurship and there is a need for practical training programs. The Network and Technology Oriented Applied Entrepreneurship Program was carried out as an exemplary model to answer the purpose. The aim of this study is to examine the effect of entrepreneurship knowledge and skills on development. Data were collected with a questionnaire (Evans, 2009; Linan et al., 2008), pre and post-test were applied. There are 162 participants who answered both pre-test and post-test. Although the entrepreneurship information of the participants has been improved, there has not been a significant improvement in entrepreneurial skills. Similar to previous studies, this study also showed a strong relationship between entrepreneurial knowledge and entrepreneurship skill in both pre-test and post-test data. However, in the ∆test formed from the post-test pre-test difference, the relationship between the change of entrepreneurship knowledge and the change in entrepreneurship skills was found to be weak. It was found that the knowledge development provided by the trainings was weak in predicting skill development. It can be said that the entrepreneurship education carried out is not healthy enough and carries a risk of not leaving any permanent impact on the participants. As a result of the findings, revisions that need to be realized in the design of entrepreneurship trainings are discussed.

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La Rubia, M. Dolores, Catalina Rus-Casas, Dolores Eliche-Quesada, Juan Domingo Aguilar-Peña, Gabino Jiménez-Castillo et Jose Luis Sanchez-Jimenez. « MOTIVATION TO BE ENTREPRENEUR VS BUSINESS INTENTION. RESULTS OF ENTREPRENEURSHIP PROMOTION PROGRAMS WITH ENGINEERING STUDENTS ». Dans 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.0419.

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Yang, Yan, et Yuan Xu. « Research on the PDCA Quality Management Model of the Undergraduate Innovation and Entrepreneurship Training Programs ». Dans ICETC 2021 : 2021 13th International Conference on Education Technology and Computers. New York, NY, USA : ACM, 2021. http://dx.doi.org/10.1145/3498765.3498823.

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Stawicka, Ewa, et Maria Parlinska. « Female entrepreneurship in rural areas in the aspect of the labor market ». Dans 22nd International Scientific Conference. “Economic Science for Rural Development 2021”. Latvia University of Life Sciences and Technologies. Faculty of Economics and Social Development, 2021. http://dx.doi.org/10.22616/esrd.2021.55.040.

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The article aims to assess the importance of undertaking entrepreneurial initiatives by women in rural areas. Authors review the literature on entrepreneurship and professional activity of women. Initiatives were examined within the framework of the use of aid programs for entrepreneurship. The study begins with a look at the development of entrepreneurship in the context of sustainable rural development. Then, the attitudes of women to undertaking economic activity were traced. The long-term changes concerning education and preparation of women in the professional market were verified. The article ends with reflections on the social and economic importance of undertaking entrepreneurial activities by women in rural areas, as well as finances and support for such initiatives.

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Rapports d'organisations sur le sujet "Entrepreneurship education programs"

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

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

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

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.

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

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

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