Thèses sur le sujet « Entrepreneurship education programs »

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.

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
Full Text

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.

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

Entrepreneurship 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.

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.

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.

Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, Engineering Systems Division, 2015.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 69-76).
Entrepreneurship and Entrepreneur are not gender-neutral concepts.[1] In the United States, men are twice as likely to be involved in entrepreneurship than women. Women have founded or led only 11% of venture capital backed US firms. Moreover, women-led firms have received only 7% of venture capital.[2] Clearly, there is a serious dearth of women in entrepreneurship. Research has shown that education can have an impact on gender segregation of aspirations, and that it acts as a barrier for women to move into historically male-dominated roles with higher earning potential. In higher education, gender segregation results in a variety of disciplines including entrepreneurship.[3] In this thesis, we examine the problem and recommend solutions to improve entrepreneurship and innovation education and entrepreneurial opportunities for women. We look at Science, Technology, Engineering, Mathematics (STEM) programs focused on increasing participation of women in STEM and map them to entrepreneurship. Furthermore, we discuss the programs and resources available to women entrepreneurs. We recommend designing new programs and investing in resources for women innovators and entrepreneurs.
by Esha T. Sahai.
S.M. in Engineering and Management

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

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

University Entrepreneurship Programs reside is a variety of places within a Campus Community. As a relatively new university, the question arises as to where such a program should reside? Should such a program be relegated to a single college or is there an opportunity for a cross-disciplinary approach to its establishment? With limited resources, it is imperative to make an educated and informed decision so as to be good stewards of limited funding.

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

South Africa is currently experiencing a youth unemployment crisis. Xavier, Kelley, Kew, Herrington and Vorderwulbecke (2012) suggest that of greater concern is the inability of South Africa's formal sector to create jobs at the required rate to address issues of poverty reduction and job creation. An unemployment analysis and a segmentation of the general unemployment statistics indicated this to be a specific problem for the 15-24 age cohort not in employment, education or training (NEETs). Moreover, it is concerning to note that one in 12 young people have given up looking for work (QLFS 3: 2015). As South Africa is a developing nation, it has a high rate of unemployment, resulting in many discouraged young job seekers. This issue has triggered the South African government's efforts to transform the country's youth unemployment crisis through the promotion of entrepreneurship. The critical question, however, is: How does South Africa change the mind-sets of its youth to venture into start-up business rather than to remain job seekers? This research will build on that perspective by examining the systematic effort of developing entrepreneurial mind-set through the promotion of entrepreneurship education. This research will posit that there is value to systematising entrepreneurship education within the FET band of basic education provision as a means to developing the entrepreneurial mind-set which could potentially result in a shift in South African youth's perceptions of career aspirations. To answer the three main research questions and the five primary and thirty secondary research hypotheses, the research aimed at a primary and secondary objective. The primary aim of this study was to conduct an assessment of entrepreneurship education programmes on participants in the grades 10 to 12, in the normative age group of 15 to 18. The primary objective was to describe the participants' experience of the entrepreneurship education programme (moderated by the programme duration) in the referred group in terms of their perceptions of self-efficacy, inner locus of control and need for achievement. The secondary aim of this study was to conduct an assessment of entrepreneurship education programmes on participants in the grades 10 to 12, in the normative age group of 15 to 18. The secondary objective was to describe the participants' experience of the entrepreneurship education programmes in the referred group and the effect on their perceptions of self-efficacy, inner locus of control, need for achievement, entrepreneurial intentions and predictions of entrepreneurial activity. The study adopted a quantitative approach and adopted the use of a Likert scale questionnaire. Of the 1 200 questionnaires distributed, 637 were usable for the short entrepreneurship education programme and 381 were usable for the long entrepreneurship education programme. The purposive sampling technique was adopted. Confirmatory factor analysis (CFA) was used to test the goodness-to-fit and the hypotheses developed for the study. The proposed model was modified and led to a competing model. Structural equation modelling (SEM), using AMOS, was adopted to analyse the data. The research adopted descriptive statistics to describe the demographic profile of the participants. Inferential statistics were used as well. The research provided findings and conclusions on the participants' profile, the comparison of the short and long programme entrepreneurship education programmes and an overview of the hypotheses testing. Support was found for four of the five primary hypotheses and twenty-eight of the thirty secondary hypotheses. The findings and conclusions would have contributed to theory and knowledge about the entrepreneurial mind-set of South African youth and to the body of knowledge on entrepreneurship education in South African high schools. The research also proposed recommendations and suggestions for further research in exploration of entrepreneurship education, the entrepreneurial mind-set and entrepreneurial intention in South Africa.
Thesis (PhD)--University of Pretoria, 2016.
Business Management
PhD
Unrestricted

Studies have attempted to explain the linkage between achieving success in the field of entrepreneurship and the pedagogy instituted to teach the skills entrepreneurs need to achieve success in their chosen endeavors. It is widely known and well documented that people have experienced entrepreneurial success with limited, and sometimes no formal entrepreneurial training. The ever present question of “can entrepreneurship be taught” has been debated from many varying perspectives. The late Peter Drucker pragmatically once said “The entrepreneur mystique? It's not magic, it's not mysterious, and it has nothing to do with the genes. It's a discipline. And, like any discipline, it can be learned” (Drucker, 1985). A study conducted by the Center for College Affordability and Productivity recently determined that almost half of Americans with college degrees are overqualified for their jobs. Many studies have also concluded that college graduates accumulate greater lifetime earnings than non-college graduates. Yet the escalating costs of attending college and the diminishing prospects of job security after attaining a college degree have brought the cost of education to the precipice of a potential “education bubble”. Student loan debt exceeds One Trillion Dollars and the typical student loan needs to be repaid over ten years at nearly seven percent interest. Similar to the recently experienced “housing bubble” there is a genuine concern, as it relates to education, that today's populace is paying too much for something that yields limited value. Therefore, the question of “can entrepreneurship be taught” should be supplanted with “can entrepreneurship be learned?” “Are graduates capable of applying their academic training to produce tangible results?” If there are too many academic degrees being generated that are unable to be absorbed into a stagnant job market, it would stand to reason that a college degree, from a business school or any co-curricular discipline, without significant concentration in the study of entrepreneurship, serves only a limited purpose in a growing, capitalistic society that is predicated on job growth. Centers for entrepreneurship provide an excellent foundation for invigorating new college graduates from multiple academic disciplines with the motivation and desire to achieve success in business as entrepreneurs. This comparative analysis of two thriving and vibrant Centers for Entrepreneurship at major universities in the growing central Florida region examines their best practices and compares them to current national guidelines established by the Global Consortium of Entrepreneurship Centers, a 200 + member organization domiciled in the Kelley School of Business at Indiana University in Bloomington, Indiana that serves as the key junction for university-based entrepreneurship centers across the United States to collaborate, communicate and jointly advance excellence in entrepreneurship (www.globalentrepreneurshipconsortium.org). The evaluator and author of this dissertation implemented procedures similar to those used in accreditation reviews and applied professional judgment techniques to design a connoisseurship evaluation of entrepreneurship centers at two major universities --- The Center for Entrepreneurship at the University of South Florida in Tampa, FL and The Center for Entrepreneurial Leadership at the University of Central Florida in Orlando, FL. We have all heard the Horatio Alger “rags to riches” stories of entrepreneurs who “bootstrapped” their business ideas without benefit of any formal business or entrepreneurial education. But it is just as great a likelihood in the coming years that we will admire those who give the credit for their success to the concepts they mastered in an entrepreneurial studies program and how their alma maters provided mentors through their centers for entrepreneurship who saved them from committing an abundance of mistakes by trial and error as they transported their business ideas from conceptualization to realization. This research will assist centers of entrepreneurship as they strive to incorporate standards of excellence to benefit students who endeavor to become business and job creators in the future.
Ed.D.
Doctorate
Dean's Office, Education
Education and Human Performance
Education

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

Entrepreneurship is a key driver of our Canadian economy. Statistics Canada states that almost 20% of all jobs in Canada are created by small businesses and self-employment. In order to ensure a steady supply of qualified entrepreneurs for our labour markets, educators must be able to provide support and resources to their students that will enable their new businesses to succeed and in turn boost our economy. This is where entrepreneurial education can play a powerful role in creating a continuous and competent supply of entrepreneurs supporting strong economic growth in the Canadian economy. Attempting to ensure consistent entrepreneurial growth, the Alberta Provincial Government prompted changes in post-secondary education by mandating colleges to provide more effective entrepreneurial learning environments for their students. Olds College, a small rural college in central Alberta accepted the Alberta Provincial Governments challenge, opening the door for a research opportunity which would test the plausibility of a proposed programme change. A formative research methodology was deemed the most appropriate methodology to use in this research opportunity which examined the plausibility of a change in teaching method within the business management programme at Olds College, in Alberta, Canada. This research study served two purposes: 1) To develop a learning model and decision matrix tool built upon existing literature to help better understand effective entrepreneurial teaching and learning. 2) To test the plausibility of successfully implementing a project-based teaching method into the business management diploma programme at Olds College. The plausibility of successful implementation of this teaching method was tested through a pilot project which spanned over a three-year period, collecting data through semi-structured interviews, surveys, observations, and analysis of peer-reviewed research and other scholarly literature. The formative research method provided ongoing results that informed continuous improvement changes as the three iterations of the study were completed. The data gathered from the student, instructor and leadership surveys and interviews delivered valuable feedback that informed the decision-making process and provided the incentive to move forward with Entrepreneurial Learning – Kennedy 2017 3 business management programme changes. The implementation of a project-based Pedagogy for the Business Management diploma programme at Olds College, started in the 2017/2018 academic year providing an entrepreneurial focus for the business programme and ensuring a better fit within the organization's strategic plan.

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O tema "empreendedorismo e empreendedor" vem ocupando lugar de destaque nos estudos e pesquisas de vários campos da ciência, notadamente na administração. Nas duas últimas décadas, universidades, organizações e governos, têm se debruçado sobre esse objeto de pesquisa na procura por um melhor entendimento, abordando-o como uma das variáveis importantes na busca pelo desenvolvimento. O Brasil elegeu a difusão do empreendedorismo como uma das formas de dinamizar alguns segmentos de mercado do País. Este trabalho busca acrescentar uma contribuição ao entendimento do empreendedorismo, no que se refere à habilitação e emergência de novos empreendedores. Esta capacitação, contudo, é um assunto controverso, não existindo ainda uma aceitação consensual quanto a ser factível. Na primeira parte deste trabalho, o tema "empreendedorismo e empreendedor" é apresentado, e a seguir é discutida a possibilidade de capacitação empreendedora. Na segunda parte, é feito um estudo de caso do Programa IES/SOFTEX, onde é abordada a exeqüibilidade do modelo de capacitação adotado por esse programa. O IES/SOFTEX foi implementado com a missão de capacitar os alunos de graduação, dos cursos superiores de informática e ciência da computação, a serem empreendedores. Um modelo de capacitação foi criado, associando uma disciplina de capacitação empreendedora a uma incubadora, para acolher e materializar os planos de negócio oriundos desta disciplina. O referido programa é uma complementaridade ao Programa SOFTEX, criado pelo governo brasileiro com o objetivo de acelerar o crescimento da indústria de software. Na parte final do trabalho estão reunidas as conclusões decorrentes deste estudo, onde constata-se a difusão gradual do conceito empreendedor. Nesta estão assinalados a validade do modelo adotado, alguns fatores críticos e limitantes e sua aplicabilidade a outros segmentos de indústria. Estes elementos estão ali registrados e comentados, sendo também sugeridas possíveis melhorias.
Salvador

The thesis provides a comparative analysis of the implementation of the EMPRETEC programme in Ghana and Namibia. The EMPRETEC programme is a unique entrepreneurship and business development programme developed by the United Nations Centre on Transnational Corporations in the late 1980s. Since then, it has been implemented in nearly 30 countries to support business development. The central aim of this research is to identify the major factors that influenced the implementation process of the EMPRETEC programme in Ghana and Namibia and to analyse how they afforded or constrained the achievement of seven so-called Critical Programme Components (CPCs). These CPCs are: 1) targeting high growth entrepreneurs; 2) developing an entrepreneurship training workshop that is adapted to the local context; 3) ensuring direction of the programme by a coalition of private and public sector leaders; 4) mobilising support from the private sector; 5) promote linkages among clients; 6) promote business linkages with foreign firms; and 7) establish a sustainable foundation. The theoretical concepts of the research are based on the implementation literature which emerged as part of the policy sciences during the second half of the last century. A new approach is developed to study the highly complex implementation process: in a first step, an analytical framework is developed that comprises five analytical lenses: 1) a contextual lens focusing on the context in which the entire implementation process is embedded; 2) an inter-organisational lens focusing on interactions of the involved stakeholders; 3) an organisational lens for the identification of institutional strengths and weaknesses; 4) an intra-organisational lens for the analysis of intra-agency relationships; and 5) an individual lens focusing on the individuals who were involved in the implementation of the programmes. These lenses cover the entire spectrum and levels of the implementation process. In a second step, 15 major implementation factors are derived from implementation theory. These factors and their influence on the implementation process are then assessed with the help of 100 distinct measures. The influence of the 15 factors on the implementation process and the seven CPCs is subsequently analysed and finally tested using evidence from 18 additional EMPRETEC centres. The study's contribution to knowledge is twofold: (i) The study provides insights into the underlying factors that influenced the implementation of the EMPRETEC programme in Ghana and Namibia. Overall, the implementation conditions were more favourable in Ghana as compared to Namibia. The research hints at the importance of the context and implementers' (both organisations' and individuals') characteristics as crucial factors for successful implementation. Finding the right implementers and aligning implementation objectives to existing development discourses and implementers' ideologies can help to improve effective implementation. (ii) The study proposes an innovative approach to study implementation processes across narrow cases. Based on third-generation implementation models, a unique data collection and analytical framework is suggested that allows comparing and testing various implementation factors and their influence on the implementation process. The emerging results are of high relevance to governments, donors, private organisations and other stakeholders, as many lessons could be derived to improve the implementation and effectiveness of donor interventions, especially in the area of business development programmes.

O empreendedorismo é um tema que atrai cada vez mais interessados, por diferentes razões, em contextos e realidades distintos. Valorizar e apoiar esse fenômeno torna-se essencial para o sucesso econômico e social, não só do Brasil, mas de todo o mundo. Uma das formas de apoio é através de programas de educação empreendedora. Esse estudo visou compreender fatores determinantes para o empreendedorismo, tendo o empreendedor como foco nessas discussões, bem como aspectos comportamentais envolvidos nesse processo, e a efetividade de programas de educação empreendedora. Talvez um dos programas mais aplicados em educação empreendedora, o EMPRETEC é um grande símbolo quando se trata desse assunto. Ao longo dos seus trinta anos de existência, estando presente no Brasil há vinte e cinco, mais de trezentos e cinquenta mil pessoas passaram pelo programa, das quais duzentos e cinquenta mil somente no Brasil. Entretanto, o programa sofreu mudanças no seu formato, conteúdo e duração. Estudos anteriores já haviam demonstrado a efetividade do EMPRETEC, mas não havia disponível nenhum estudo relativo à última mudança, ocorrida em 2011. O presente estudo visou avaliar o impacto desse programa, sob o ponto de vista da efetiva prática dos comportamentos empreendedores, e investigar como no dia a dia os empreendedores os praticam. A partir dos dados obtidos, é possível concluir que os participantes do EMPRETEC adotam a prática efetiva dos comportamentos preconizados pelo programa, e consideram que o EMPRETEC fez diferença em suas jornadas empreendedoras. Uma vez que a presente pesquisa tomou como base a autopercepção dos próprios empreendedores(as), sugere-se a continuidade de estudos sobre este e outros programas de educação empreendedora que sejam capazes de avaliar a prática de comportamentos e seu impacto nos resultados do empreendimento para além da narrativa dos participantes.
Entrepreneurship is a theme that attracts more and more interested, for different reasons, in distinct contexts and realities. Appreciating and supporting this phenomenon is essential for economic and social success, not only for Brazil, but for most countries of the world. One of the ways of supporting is through entrepreneurial educational programs. This study aimed to understand determinant factors for entrepreneurship, having the entrepreneur as a focus on these discussions, as well as behavioral aspects involved in this process, and the effectiveness of entrepreneurial educational programs. Perhaps one of the most famous programs in entrepreneurial education, the EMPRETEC is a great symbol when it comes to this issue. Throughout its thirty years of existence, being present in Brazil for twenty-five, over three-hundred and fifty thousand people have attended the program, two-hundred and fifty thousand from Brazil alone. However, it has undergone changes in its format, content and duration. Previous studies had already demonstrated the effectiveness of the EMPRETEC, but no study was available concerning the last change, which occurred in 2011. This study aimed to assess the impact of this program, from the point of view of the effective practice of entrepreneurial behaviors, and to investigate how in everyday life, entrepreneurs practice them. From the data obtained, it is possible to conclude that the participants of the EMPRETEC adopt the effective practice of the behaviors advocated by the program and consider that the EMPRETEC made a difference in their entrepreneurial journeys. As the present research was based on the self-perception of the entrepreneurs, future studies could evaluate the behavioral performance throughout other methods beyond these narratives.

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Bachelors
Business Administration
Finance

Mestrado em Contabilidade, Fiscalidade e Finanças Empresariais
Várias acções de promoção do empreendedorismo têm sido dinamizadas com o objectivo de dotar os jovens de competências empreendedoras, imprescindíveis para enfrentar a mudança global. A educação em empreendedorismo assenta no reconhecimento da importância da familiarização, durante a infância e adolescência, com o contexto dos pequenos negócios e da possibilidade de estimular, através de experiências educativas, a motivação e os atributos e competências relacionados com o empreendedorismo, de forma a apresentá-lo como uma opção de carreira e a promover o potencial empresarial latente dos jovens. Apesar de estarem em curso numerosos Programas de Ensino do Empreendedorismo (PEE), não tem sido feita uma avaliação independente dos seus alegados benefícios, especialmente no Ensino pré-Universitário. O objectivo desta investigação é avaliar o contributo de um PEE, dirigido ao Ensino básico e secundário, para o potencial empresarial e de criação do próprio emprego dos jovens participantes e para o desenvolvimento de atitudes em relação às características comummente associadas ao empreendedorismo, nomeadamente, a motivação para o sucesso, o controlo pessoal, a criatividade, a liderança e a intuição. Foram contempladas características demográficas, nomeadamente, a influência de modelos de comportamento familiares, o tipo de escola frequentado, a participação repetida em PEE, o género, a origem étnica dos jovens, a experiência de emigração dos pais e o contexto cultural, que, segundo a literatura existente, podem influenciar as atitudes empreendedoras e a propensão para a criação de empresas. Foi administrado um inquérito por questionário aos 229 alunos participantes no Programa EMPRE - Empresários na Escola, dinamizado em cinco escolas básicas e secundárias do interior de Portugal, no ano lectivo 2009/2010, e constituído um grupo de controlo, para comparação dos resultados. Contrariando os resultados de investigações anteriores, não se encontrou evidência de que a participação no PEE influencia positivamente a intenção dos jovens virem a criar a sua própria empresa, pois a preferência dos jovens portugueses, em termos de opção de carreira, passa pelo desempenho de uma profissão, exercida por conta de outrem. No entanto, a investigação permitiu concluir que a participação no PEE promoveu o desenvolvimento do potencial empresarial dos alunos, apontando para a necessidade de uma reflexão alargada sobre a adequação da metodologia subjacente aos PEE e a possibilidade de estarmos perante um desaproveitamento do potencial dos jovens portugueses e dos recursos despendidos pelas escolas e entidades promotoras dos PEE que, a avaliar pelas intenções manifestadas pelos alunos, não terão o retorno pretendido em termos de criação de empresas.
Several actions to promote entrepreneurship have been implemented with the aim of providing young people with entrepreneurial skills essential to address global change. Entrepreneurship education is based on the recognition of the importance of familiarity, during childhood and adolescence, within the context of small businesses and the ability to stimulate motivation and the attributes and skills related to entrepreneurship through educational experiences, in order to present it as a career option and promote the latent enterprise potential of young people. Although the numerous ongoing Entrepreneurship Education Programs (EEP), it has not been made an independent evaluation of their alleged benefits, especially in pre-University Education. The purpose of this study is to assess the contribution of an EEP, addressed to the Secondary education, for the desire for self-employment and enterprise potential of young participants and for the development of attitudes towards characteristics commonly associated with entrepreneurship, including achievement motivation, personal control, creativity, leadership and intuition. Demographic characteristics have been included as the influence of family role models, the type of school attended, repeated participation in EEP, gender, ethnic backgrounds of young people, parents emigration experience and the cultural context, that according to the literature, may influence the attitudes toward entrepreneurship and propensity for venture creation. It was carried out a questionnaire survey to the 229 students participating in the EMPRE Program - Entrepreneurs at School conducted in five secondary schools in the interior of Portugal in the academic year 2009/2010 and comprised a control group for comparison of results. In opposition to previous research, there is no evidence that participation in the EEP positively influences the intention of young people to create their own business since the preference of the Portuguese youths, in terms of a career choice, has to do with their professional exercise as employees. However, this research has concluded that participation in the EEP promoted the development of enterprise potential of students, pointing to the need for an extended discussion on the suitability of the methodology behind the EEP. The conclusions also suggest the possibility of a leakage of the Portuguese youths' potential and the resources spent by schools and the promoters of the EEP that, judging by the intentions expressed by students, will not have the desired returns in terms of independent business creation.

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FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais
Diferentes estudos têm apontado a correlação entre o empreendedorismo por oportunidade e o crescimento econômico de um país. Os estudantes universitários são um público mais propenso ao empreendedorismo por oportunidade, pois têm mais acesso a conhecimentos que a maioria da população. A educação empreendedora tem evoluído enquanto campo de pesquisa, trazendo evidências de que é possível desenvolver a intenção e as competências para empreender por meio do ensino formal. Diante desse contexto, a presente pesquisa teve como objetivo a elaboração de uma proposta de programa de educação empreendedora adequado ao contexto universitário brasileiro. Para tanto, utilizou-se a UFJF como um piloto para a aplicação dos questionários de diagnóstico e para a elaboração da proposta de programa. Foram aplicados 545 questionários junto a estudantes das áreas de (i) Engenharias, Tecnologias, Ciências Exatas e da Terra, (ii) Ciências Sociais Aplicadas, (iii) Ciências Humanas e Sociais e (iv) Ciências Biológicas e da Saúde. A análise dos dados coletados resultou na identificação de 4 fatores subjacentes ao construto da intenção empreendedora e 8 fatores subjacentes ao construto das competências empreendedoras. Verificou-se que a intenção de empreender e as competências empreendedoras estão mais presentes áreas (i) e (ii), tradicionalmente mais próximas ao mundo dos negócios. Além disso, observou-se uma predileção e uma maior crença na capacidade de empreender entre os homens do que nas mulheres. Com base na pesquisa primária realizada e na revisão da literatura, elaborou-se uma proposta de programa de educação empreendedora no contexto universitário, composto por 3 disciplinas que, oferecidas de maneira integrada, acredita-se que possam desenvolver a intenção e as competências empreendedoras dos estudantes. Entendendo que tanto as áreas de humanas e biológicas quanto as mulheres têm a contribuir para o desenvolvimento do empreendedorismo na UFJF e no Brasil, o programa proposto buscou incluir ações que contemplem esses públicos.
Different studies have pointed to the correlation between entrepreneurship by opportunity and the economic growth of a country. University students are a public more prone to entrepreneurship for opportunity, as they have more access to knowledge than most of the population. Entrepreneurial education has evolved as a field of research, bringing evidence that it is possible to develop the intention and skills to undertake through formal education. In this context, this research aimed to prepare a proposal for an entrepreneurial education program suitable for the Brazilian university context. For this purpose, UFJF was used as a pilot for the application of diagnostic questionnaires and for the elaboration of the program proposal. 545 questionnaires were applied to students in the areas of (i) Engineering, Technologies, and Exact Sciences, (ii) Applied Social Sciences, (iii) Humanities and Social Sciences and (iv) Biological and Health Sciences. The analysis of the data collected resulted in the identification of 4 factors underlying the construct of entrepreneurial intent and 8 factors underlying the construct of entrepreneurial skills. It was found that the intention to undertake and entrepreneurial skills are more present areas (i) and (ii), traditionally closest to the business world. Moreover, there was a predilection and a greater belief in the ability to undertake among men than in women. Based on the primary research carried out and the revision of the literature, a proposal for an entrepreneurial education program in the university context was elaborated, consisting of 3 disciplines that, offered in an integrated way, are believed to develop the student’s intention and entrepreneurial skills. Understanding that both human and biological areas and women can contribute to the development of entrepreneurship in UFJF and Brazil, the proposed program sought to include actions that contemplate these audiences.

Tutte le organizzazioni hanno un impatto che riguarda l'economia, la società e l'ambiente naturale. Gli studi accademici di diversi filoni di ricerca (ad business and society studies, accounting, strategic management) propongono diverse definizioni di "impatto sociale" (Latane, 1981; Burdge & Vanclay, 1996;. Emerson et al, 2000;. Clark et al, 2004 ). Tutte queste definizioni descrivono, in modo più o meno esplicito, il concetto di "cambiamento", essendo basati sulla “teoria del cambiamento” (Weiss, 1972; Anderson, 2004) - vale a dire, il cambiamento che un'organizzazione può produrre nel modo di vivere delle persone, nella cultura, personale nelle aspirazioni, ma anche rispetto alla comunità, ai sistemi politici, l'ambiente, la salute e il benessere. La misurazione dell’impatto sociale conduce l'organizzazione a considerare i cambiamenti prodotti sugli stakeholders come risultato di una serie di rapporti causa-effetto proposteidalla teoria del cambiamento. L'obiettivo della misurazione dell’impatto sociale è quindi di capire, in termini sociali, ambientali ed economici, i cambiamenti che si sono verificati nella vita delle parti interessate, a causa di attività di organizzazioni, al fine di comunicarlo (Nicholls et al, 2009). Nonostante il crescente interesse sulla misurazione dell'impatto sociale, la produzione accademica sull'argomento è ancora scarsa. La presente tesi contribuisce alla discussione in corso, concentrandosi sulla teoria, i concetti e strumenti per misurare l'impatto sociale. In particolare, due contesti di analisi sono presi in considerazione: la finanza etica e l'educazione all'imprenditorialità. La tesi si compone di tre articoli. La prima ricerca vuole fornire una revisione della letteratura sul tema della misurazione dell'impatto sociale nel contesto della finanza etica, il secondo articolo è una ricerca-azione su una metodologia per misurare l'impatto sociale delle banche etiche sviluppata attraverso lo studio del caso estremo di Banca Popolare Etica, e la terza ricerca riguarda il contesto della formazione imprenditoriale e mira a studiare l'impatto di un programma MBA sugli antecedenti dell’intenzione all'imprenditorialità di studenti in Ghana. Più in dettaglio, il primo documento è intitolato " Review of impact assessment methodologies for ethical finance ". Questo documento fornisce una rassegna completa della letteratura sulla misurazione dell'impatto sociale nelle banche etiche. In particolare, si discute l'approccio delle banche etiche all’impatto sociale e alla misurazione dell'impatto sociale considerando diversi studi e analisi, poi proponendo un elenco di indicatori e outcomes da utilizzare per evidenziare l'impatto sociale delle attività delle banche etiche. Si segnalano, inoltre, alcune lacune nella letteratura che abbiamo posto come questioni aperte per la ricerca futura. La ricerca è stata portata avanti con due partner: la Fédération Européenne des Banques et Ethiques Alternative (FEBEA) e l’Institute of Social banks (ISB). Il titolo della seconda ricerca è: " Measurement of social impact in financial institutions: the case of Banca Popolare Etica ". Si tratta di una ricerca-azione su una metodologia per misurare l'impatto sociale delle banche etiche, fondata sul caso di studio di Banca Popolare Etica. Usiamo un set di dati composto da 1.385 organizzazioni e 1324 individui, beneficiari dei finanziamenti, per studiare la misurazione dell'impatto sociale dei progetti finanziati. Integrando in un unico processo di valutazione (sia quantitative che qualitative) diverse metodologie generalmente utilizzate singolarmente per la misurazione di impatto sociale (Social Return on Investment (SROI), Impact Reporting Investment Standards (IRIS) e storytelling), il caso mostra come i limiti tradizionali di metodologie per misurare l'impatto sociale possono essere superati. Il terzo e ultimo studio è intitolato " Does entrepreneurial education impact on antecedents of entrepreneurial intention? An analysis of an Entrepreneurship MBA in Ghana". Questo studio ha lo scopo di analizzare gli effetti di un programma di educazione all'imprenditorialità, sugli antecedenti dell'intenzione imprenditoriale di studenti in un paese in via di sviluppo. Lo studio analizza i risultati di una ricerca di impatto eseguita con partecipanti di uno specifico programma di formazione all'imprenditorialità: il "E4impact MBA", tenuto dal l'Istituto Cattolico di Business and Technology - CIBT in Accra, Ghana. Il metodo misto impiegato, era un approccio esplicativo (Creswell, Plano Clark et al, 2003), con un disegno quasi-sperimentale (Cohen e Manion, 1989) con test pre e post e misure di cambiamento auto-percepito. Abbiamo valutato i cambiamenti nelle caratteristiche psicologiche imprenditoriali (Need for achievement, Self-efficacy, Locus of control; Risk taking propensity; Tolerance for ambiguity) e competenze e conoscenze personali (Creatività, Conoscenza, Flessibilità, Networking e analisi) sul modello esteso della Teoria del Comportamento Pianificato. L'analisi mostra che il programma di educazione all'imprenditorialità ha un forte impatto sugli antecedenti psicologici e cognitivi delle intenzioni imprenditoriali. Quindi, la partecipazione al programma di educazione all'imprenditorialità può influenzare positivamente le intenzioni imprenditoriali degli studenti e il controllo comportamentale percepito sostenendo l'idea che le università hanno un ruolo fondamentale nel plasmare e promuovere le intenzioni imprenditoriali e le abilità attraverso programmi di formazione all'imprenditorialità.
All organizations have impacts that affect economy, society and the natural environment. Academics from different streams of research (i.e. business and society studies, accounting, strategic management) propose several definitions of “social impact” (Latané, 1981; Burdge & Vanclay, 1996; Emerson et al., 2000; Clark et al., 2004). All these definitions describe, more or less explicitly, the concept of “change”, being each one based on the Theory of Change (Weiss, 1972; Anderson, 2004) – i.e., the change that an organization can produce in people’s way of life, culture, personal and property rights, fears and aspirations, but also with respect to community, political systems, environment, health and wellbeing. The measurement of social impact leads the organization to consider the changes on stakeholders as a result of the set of cause-effect relations proposed by the theory of change. The objective of social impact measurement thus is to understand, in social, environmental and economic terms, changes that have occurred in stakeholders’ lives because of organizations activities, in order to communicate it (Nicholls et al, 2009). Despite a growing interest on social impact measurement, academic production in the topic is still scarce. The present Ph.D. thesis contributes to the ongoing discussion by focusing on the theory, concepts and tools to measure social impact. In particular, two context of analysis are at issue: ethical finance and entrepreneurship education. The work consists of three papers. The first research wants to provide a review of the literature on the issue of measuring the social impact in the context of ethical finance, the second paper is an action research on a methodology for measuring the social impact of ethical banks developed through the extreme case study of Banca Popolare Etica, and the third research concerns the context of entrepreneurial education and aims at studying the impact of an MBA program on the antecedents of entrepreneurship intention of students in Ghana. More in details, the first paper is entitled “Review of impact assessment methodologies for ethical finance”. This paper provides a comprehensive review of the literature on measuring the social impact in ethical banks. Specifically, we discuss the approach of ethical banks to social impact and social impact measurement considering several studies and frameworks of analysis, then proposing a list of indicators and outcomes to be used to highlight the social impact of ethical banks’ activities. We also point out some gaps in the literature that we left as questions open for future research. The research was carried on with two partners: the Fédération Européenne des Banques Ethiques et Alternatives (FEBEA) and the Institute of Social banks (ISB). The title of the second paper is: “Measurement of social impact in financial institutions: the case of Banca Popolare Etica”. This is an action research on a methodology for measuring the social impact of ethical banks, grounded on the case study of Banca Popolare Etica. We use a dataset of 1,385 organizations and 1,324 individuals, recipients of funding, to study the measurement of the social impact of the projects funded. Integrating in a single assessment process (both quantitative and qualitative) various methodologies generally singularly used for the measurement of social impact (Social Return on Investment (SROI), Impact Reporting Investment Standards (IRIS) and storytelling), the case shows how the traditional limitations of methodologies to measure social impact can be overcome. The third and last study is entitled “Does entrepreneurial education impact on antecedents of entrepreneurial intention? An analysis of an Entrepreneurship MBA in Ghana”. This study has the aim to analyze the effects of an entrepreneurship education program, on the antecedents of entrepreneurial intention of students in a developing country. The study analyzes the results of an impact research conducted with participants to a specific entrepreneurship education program: the “E4impact MBA”, held by the Catholic Institute of Business and Technology – CIBT in Accra, Ghana. The mixed method design employed, was an explanatory approach (Creswell, Plano Clark et al., 2003) with a quasi-experimental design (Cohen and Manion, 1989) featuring both pre-post tests and self-perceived change measures. We assessed changes in entrepreneurial psychological characteristics (Need for achievement, Self-efficacy, Locus of control; Risk taking propensity; Tolerance for ambiguity) and personal skills and knowlwdge (Creativity, Knowledge, Flexibility, Networking and Analysis) following the extended model of the Theory of Planned Behaviour. The analysis shows that the entrepreneurship education program has a strong impact on psychological and cognitive antecedents of entrepreneurial intentions. That is, participation in entrepreneurship education program can positively influence students’ entrepreneurial intentions and perceived behavioral control supporting the idea that universities have a key role in shaping and fostering entrepreneurial intentions and abilities through entrepreneurship education program.

Tutte le organizzazioni hanno un impatto che riguarda l'economia, la società e l'ambiente naturale. Gli studi accademici di diversi filoni di ricerca (ad business and society studies, accounting, strategic management) propongono diverse definizioni di "impatto sociale" (Latane, 1981; Burdge & Vanclay, 1996;. Emerson et al, 2000;. Clark et al, 2004 ). Tutte queste definizioni descrivono, in modo più o meno esplicito, il concetto di "cambiamento", essendo basati sulla “teoria del cambiamento” (Weiss, 1972; Anderson, 2004) - vale a dire, il cambiamento che un'organizzazione può produrre nel modo di vivere delle persone, nella cultura, personale nelle aspirazioni, ma anche rispetto alla comunità, ai sistemi politici, l'ambiente, la salute e il benessere. La misurazione dell’impatto sociale conduce l'organizzazione a considerare i cambiamenti prodotti sugli stakeholders come risultato di una serie di rapporti causa-effetto proposteidalla teoria del cambiamento. L'obiettivo della misurazione dell’impatto sociale è quindi di capire, in termini sociali, ambientali ed economici, i cambiamenti che si sono verificati nella vita delle parti interessate, a causa di attività di organizzazioni, al fine di comunicarlo (Nicholls et al, 2009). Nonostante il crescente interesse sulla misurazione dell'impatto sociale, la produzione accademica sull'argomento è ancora scarsa. La presente tesi contribuisce alla discussione in corso, concentrandosi sulla teoria, i concetti e strumenti per misurare l'impatto sociale. In particolare, due contesti di analisi sono presi in considerazione: la finanza etica e l'educazione all'imprenditorialità. La tesi si compone di tre articoli. La prima ricerca vuole fornire una revisione della letteratura sul tema della misurazione dell'impatto sociale nel contesto della finanza etica, il secondo articolo è una ricerca-azione su una metodologia per misurare l'impatto sociale delle banche etiche sviluppata attraverso lo studio del caso estremo di Banca Popolare Etica, e la terza ricerca riguarda il contesto della formazione imprenditoriale e mira a studiare l'impatto di un programma MBA sugli antecedenti dell’intenzione all'imprenditorialità di studenti in Ghana. Più in dettaglio, il primo documento è intitolato " Review of impact assessment methodologies for ethical finance ". Questo documento fornisce una rassegna completa della letteratura sulla misurazione dell'impatto sociale nelle banche etiche. In particolare, si discute l'approccio delle banche etiche all’impatto sociale e alla misurazione dell'impatto sociale considerando diversi studi e analisi, poi proponendo un elenco di indicatori e outcomes da utilizzare per evidenziare l'impatto sociale delle attività delle banche etiche. Si segnalano, inoltre, alcune lacune nella letteratura che abbiamo posto come questioni aperte per la ricerca futura. La ricerca è stata portata avanti con due partner: la Fédération Européenne des Banques et Ethiques Alternative (FEBEA) e l’Institute of Social banks (ISB). Il titolo della seconda ricerca è: " Measurement of social impact in financial institutions: the case of Banca Popolare Etica ". Si tratta di una ricerca-azione su una metodologia per misurare l'impatto sociale delle banche etiche, fondata sul caso di studio di Banca Popolare Etica. Usiamo un set di dati composto da 1.385 organizzazioni e 1324 individui, beneficiari dei finanziamenti, per studiare la misurazione dell'impatto sociale dei progetti finanziati. Integrando in un unico processo di valutazione (sia quantitative che qualitative) diverse metodologie generalmente utilizzate singolarmente per la misurazione di impatto sociale (Social Return on Investment (SROI), Impact Reporting Investment Standards (IRIS) e storytelling), il caso mostra come i limiti tradizionali di metodologie per misurare l'impatto sociale possono essere superati. Il terzo e ultimo studio è intitolato " Does entrepreneurial education impact on antecedents of entrepreneurial intention? An analysis of an Entrepreneurship MBA in Ghana". Questo studio ha lo scopo di analizzare gli effetti di un programma di educazione all'imprenditorialità, sugli antecedenti dell'intenzione imprenditoriale di studenti in un paese in via di sviluppo. Lo studio analizza i risultati di una ricerca di impatto eseguita con partecipanti di uno specifico programma di formazione all'imprenditorialità: il "E4impact MBA", tenuto dal l'Istituto Cattolico di Business and Technology - CIBT in Accra, Ghana. Il metodo misto impiegato, era un approccio esplicativo (Creswell, Plano Clark et al, 2003), con un disegno quasi-sperimentale (Cohen e Manion, 1989) con test pre e post e misure di cambiamento auto-percepito. Abbiamo valutato i cambiamenti nelle caratteristiche psicologiche imprenditoriali (Need for achievement, Self-efficacy, Locus of control; Risk taking propensity; Tolerance for ambiguity) e competenze e conoscenze personali (Creatività, Conoscenza, Flessibilità, Networking e analisi) sul modello esteso della Teoria del Comportamento Pianificato. L'analisi mostra che il programma di educazione all'imprenditorialità ha un forte impatto sugli antecedenti psicologici e cognitivi delle intenzioni imprenditoriali. Quindi, la partecipazione al programma di educazione all'imprenditorialità può influenzare positivamente le intenzioni imprenditoriali degli studenti e il controllo comportamentale percepito sostenendo l'idea che le università hanno un ruolo fondamentale nel plasmare e promuovere le intenzioni imprenditoriali e le abilità attraverso programmi di formazione all'imprenditorialità.
All organizations have impacts that affect economy, society and the natural environment. Academics from different streams of research (i.e. business and society studies, accounting, strategic management) propose several definitions of “social impact” (Latané, 1981; Burdge & Vanclay, 1996; Emerson et al., 2000; Clark et al., 2004). All these definitions describe, more or less explicitly, the concept of “change”, being each one based on the Theory of Change (Weiss, 1972; Anderson, 2004) – i.e., the change that an organization can produce in people’s way of life, culture, personal and property rights, fears and aspirations, but also with respect to community, political systems, environment, health and wellbeing. The measurement of social impact leads the organization to consider the changes on stakeholders as a result of the set of cause-effect relations proposed by the theory of change. The objective of social impact measurement thus is to understand, in social, environmental and economic terms, changes that have occurred in stakeholders’ lives because of organizations activities, in order to communicate it (Nicholls et al, 2009). Despite a growing interest on social impact measurement, academic production in the topic is still scarce. The present Ph.D. thesis contributes to the ongoing discussion by focusing on the theory, concepts and tools to measure social impact. In particular, two context of analysis are at issue: ethical finance and entrepreneurship education. The work consists of three papers. The first research wants to provide a review of the literature on the issue of measuring the social impact in the context of ethical finance, the second paper is an action research on a methodology for measuring the social impact of ethical banks developed through the extreme case study of Banca Popolare Etica, and the third research concerns the context of entrepreneurial education and aims at studying the impact of an MBA program on the antecedents of entrepreneurship intention of students in Ghana. More in details, the first paper is entitled “Review of impact assessment methodologies for ethical finance”. This paper provides a comprehensive review of the literature on measuring the social impact in ethical banks. Specifically, we discuss the approach of ethical banks to social impact and social impact measurement considering several studies and frameworks of analysis, then proposing a list of indicators and outcomes to be used to highlight the social impact of ethical banks’ activities. We also point out some gaps in the literature that we left as questions open for future research. The research was carried on with two partners: the Fédération Européenne des Banques Ethiques et Alternatives (FEBEA) and the Institute of Social banks (ISB). The title of the second paper is: “Measurement of social impact in financial institutions: the case of Banca Popolare Etica”. This is an action research on a methodology for measuring the social impact of ethical banks, grounded on the case study of Banca Popolare Etica. We use a dataset of 1,385 organizations and 1,324 individuals, recipients of funding, to study the measurement of the social impact of the projects funded. Integrating in a single assessment process (both quantitative and qualitative) various methodologies generally singularly used for the measurement of social impact (Social Return on Investment (SROI), Impact Reporting Investment Standards (IRIS) and storytelling), the case shows how the traditional limitations of methodologies to measure social impact can be overcome. The third and last study is entitled “Does entrepreneurial education impact on antecedents of entrepreneurial intention? An analysis of an Entrepreneurship MBA in Ghana”. This study has the aim to analyze the effects of an entrepreneurship education program, on the antecedents of entrepreneurial intention of students in a developing country. The study analyzes the results of an impact research conducted with participants to a specific entrepreneurship education program: the “E4impact MBA”, held by the Catholic Institute of Business and Technology – CIBT in Accra, Ghana. The mixed method design employed, was an explanatory approach (Creswell, Plano Clark et al., 2003) with a quasi-experimental design (Cohen and Manion, 1989) featuring both pre-post tests and self-perceived change measures. We assessed changes in entrepreneurial psychological characteristics (Need for achievement, Self-efficacy, Locus of control; Risk taking propensity; Tolerance for ambiguity) and personal skills and knowlwdge (Creativity, Knowledge, Flexibility, Networking and Analysis) following the extended model of the Theory of Planned Behaviour. The analysis shows that the entrepreneurship education program has a strong impact on psychological and cognitive antecedents of entrepreneurial intentions. That is, participation in entrepreneurship education program can positively influence students’ entrepreneurial intentions and perceived behavioral control supporting the idea that universities have a key role in shaping and fostering entrepreneurial intentions and abilities through entrepreneurship education program.

La Tunisie a connu une forte hausse des poursuites d’études dans l’enseignement supérieur ces 20 dernières années. Les réformes imposées par l'augmentation des effectifs étudiants, ont conduit à une augmentation du nombre des établissements de l’enseignement supérieur. Un des enjeux de la Tunisie et de plusieurs pays africains est l’amélioration de l’efficacité du système éducatif afin de favoriser l’insertion professionnelle. Cette thèse se propose de s’interroger sur cette efficacité à partir d’une approche économique des rendements de l’éducation sur le marché du travail. Le premier chapitre propose une analyse des rendements privés de l’éducation dans le contexte des pays africains. Il souligne la forte hétérogénéité de ces rendements entre les pays, notamment lorsque l’on prend en compte le taux d’emploi. Le deuxième chapitre se centre sur l’effet établissement sur le rendement de l’enseignement supérieur tunisien. Les résultats suggèrent l’existence d’un effet de l’établissement sur le salaire des diplômés. La sélectivité des établissements et la qualification des enseignements semblent affecter la rémunération des diplômés. Le troisième chapitre se focalise sur l’évaluation d’une réforme des curricula de l’enseignement supérieur fournissant une éducation à l’entrepreneuriat dans les universités tunisiennes. Cette recherche, qui repose sur l’affectation aléatoire pour mesurer son impact sur les résultats sur le marché du travail ainsi que sur les compétences techniques et les compétences non cognitives des étudiants, souligne l’intérêt que peut avoir ce type de programme
In Tunisia, enrollment rates in tertiary education had soared up over the past two decades. A significant increase of student annual flows imposed the implementation of reforms that led to an increase in the number of higher education institutions and universities. One of the challenges in Tunisia and many African countries is to improve the efficiency of education systems to promote employability and graduates employment. This thesis discuss the question of the efficiency of education from an economic approach based on returns to education in the labor market. The first chapter analyses private returns to education particularly higher education in African countries. Our findings highlight the large differences to RORE estimates across countries, particularly when it takes into account the employment rate. The second chapter focuses on the impact of university quality on labor market outcomes in Tunisia. The empirical results suggest that institutions selectivity and university professor’s qualifications seem to affect earnings of graduates. The third chapter focuses on the evaluation of reform of university curriculum providing entrepreneurship education to Tunisian university students. This research based on randomized assignment to the entrepreneurship track measure its impacts on labor market outcomes as well as on intermediary outcomes such as business skills and behavioral skills. This chapter underlines the role of entrepreneurship program

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

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Este estudo pretende investigar se a empresa júnior contribui para o incremento da intenção empreendedora dos alunos de universidades brasileiras. Ainda, busca identificar diferenças deste incremento em relação aos alunos de sexo masculino e feminino e em relação aos que possuem ou não experiência anterior nos negócios. Para atingir os objetivos propostos foi realizado um quase-experimento que, para a estimativa dos efeitos das empresas juniores na intenção empreendedora, se valeu de um pareamento entre grupos de tratamento (participantes de empresa júnior) e controle (não participantes da EJ) e aplicação de regressão linear múltipla. A abrangência da amostra, 5969 alunos, e a utilização de grupo de controle, ofereceram um bom nível de validade interna e a amostragem de diferentes universidades de localidades distintas aumentou a validade externa das descobertas. Foi demonstrado que a participação na empresa júnior tem um efeito positivo no incremento da intenção empreendedora dos alunos. Há evidências de que o efeito das empresas juniores sobre o aumento da intenção empreendedora é superior para as mulheres. O mesmo não se confirma quando se trata da experiência prévia dos alunos nos negócios. A principal limitação da pesquisa é relativa a variável dependente pois não foram consideradas as relações entre as empresas juniores e as variáveis comumente utilizadas que buscam predizer a intenção empreendedora. Assim, a utilização de uma escala, de maior grau de validade e confiabilidade, seria útil para testes empíricos futuros. A partir dos resultados, os agentes envolvidos no contexto podem utilizá-los como insumo para o processo de fomento ao empreendedorismo e desenvolvimento socioeconômico, dada a evidência de efeitos positivos das empresas juniores. Este estudo contribui para a pesquisa sobre educação para o empreendedorismo, revelando o efeito benéfico para os alunos participantes de programas de educação empreendedora. Pelo nosso conhecimento, este é o primeiro estudo sobre empresa júnior que apresenta impactos sobre a intenção de empreender em uma ampla amostra de alunos e universidades, com mitigação de endogeneidade a partir do pareamento entre grupos de tratamento e controle.
This study intends to investigate if the junior enterprise contributes to the increase of the entrepreneurial intention of the students of Brazilian universities. Also, it seeks to identify differences in this increase in relation to male and female students and in relation to those who have or do not have previous business experience. In order to reach the proposed objectives, a quasi-experiment was carried out which, in order to estimate the effects of the junior companies on the entrepreneurial intention, a pairing between treatment (participants of junior enterprises) and control groups (non participants of junior enterprises) and multiple linear regression application was performed. The scope of the sample, 5969 students, and the use of the control group provided a good level of internal validity and the sampling of different universities from different locations increased the external validity of the findings. Findings - The outcome indicated the participation in the junior enterprise has a positive effect on the increase of the students' entrepreneurial intention. There is also evidence that the effect of junior enterprise on the increase of entrepreneurial intent is higher among women. The same scenario does not apply to students with previous experience in business. The main limitation of the research is related to the dependent variable because the relations between the junior companies and the commonly used variables that seek to predict the entrepreneurial intention were not considered. Thus, the use of a scale of greater validity and reliability would be useful for future empirical tests. As practical relevance, this study allows the actors involved in the context to use it as an input to foster entrepreneurial and socioeconomic development, given the evidence of positive effects of junior enterprises. This study contributes to the research on education for entrepreneurship, revealing the beneficial effect for students participating in entrepreneurship education programs.

This, the first study at doctoral level of any white female jazz instrumentalist, provides an overview to the long, active and enduring musical career of British-born, New York-based jazz pianist, Marian McPartland (born 1918). For over six decades, besides being a pianist and a composer, she has been prominent in the professional roles of educator, writer, record producer and recording artist, radio broadcaster and advocate. The scope and impact of this multi-layered career are conveyed through the medium of a Website profiling significant aspects of her professional life through textual, aural and visual presentation. Although not claiming to be exhaustive, this Website brings together a comprehensive collection of data covering all aspects of Marian McPartland's career. Data have been gathered and collated from material in the public domain, and all such sources are acknowledged and referenced. The Website is navigable through three links at the bottom of the Home Page - 1) Historical Perspective; 2) Selected Analyses; and 3) Marian McPartland In Context. Part One of the Website provides access to Marian McPartland's various professional roles in jazz, as well as public profiles, and is consolidated by listings of support material. Part Two of the Website contains formal analyses of four of her compositions, each preceded by a short introduction. The analyses are based on scores transcribed from her recorded improvisations. A discussion of her stylistic approach follows the analyses. Part Three of the Website contextualizes Marian McPartland as a woman in jazz during its major historical and stylistic movements. An Introduction and a Conclusion provide the academic framework for this study. The Introduction outlines the rationale for the study, the dimensions of the study, the methodologies used, and the research process. The Conclusion provides critical commentary on Marian McPartland's musical career, and deductions are made about her significance in and contribution to jazz, based on the evidence presented in the Website. A CD of the entire Website completes the presentation of this thesis, included under Supplementary Material in the back pocket of the thesis. This overview of Marian McPartland's entire career makes an original contribution to knowledge on this jazz artist, and, in a broader sense, provides an important resource for future research in the area of jazz music and musicians.

This, the first study at doctoral level of any white female jazz instrumentalist, provides an overview to the long, active and enduring musical career of British-born, New York-based jazz pianist, Marian McPartland (born 1918). For over six decades, besides being a pianist and a composer, she has been prominent in the professional roles of educator, writer, record producer and recording artist, radio broadcaster and advocate. The scope and impact of this multi-layered career are conveyed through the medium of a Website profiling significant aspects of her professional life through textual, aural and visual presentation. Although not claiming to be exhaustive, this Website brings together a comprehensive collection of data covering all aspects of Marian McPartland's career. Data have been gathered and collated from material in the public domain, and all such sources are acknowledged and referenced. The Website is navigable through three links at the bottom of the Home Page - 1) Historical Perspective; 2) Selected Analyses; and 3) Marian McPartland In Context. Part One of the Website provides access to Marian McPartland's various professional roles in jazz, as well as public profiles, and is consolidated by listings of support material. Part Two of the Website contains formal analyses of four of her compositions, each preceded by a short introduction. The analyses are based on scores transcribed from her recorded improvisations. A discussion of her stylistic approach follows the analyses. Part Three of the Website contextualizes Marian McPartland as a woman in jazz during its major historical and stylistic movements. An Introduction and a Conclusion provide the academic framework for this study. The Introduction outlines the rationale for the study, the dimensions of the study, the methodologies used, and the research process. The Conclusion provides critical commentary on Marian McPartland's musical career, and deductions are made about her significance in and contribution to jazz, based on the evidence presented in the Website. A CD of the entire Website completes the presentation of this thesis, included under Supplementary Material in the back pocket of the thesis. This overview of Marian McPartland's entire career makes an original contribution to knowledge on this jazz artist, and, in a broader sense, provides an important resource for future research in the area of jazz music and musicians.

The purpose of this study was to understand how urban entrepreneurship exposure programs can enable minoritized students to leverage their cultural capital and create an environment that affirms their inherent strengths and cultural identity. More specifically, this study sought to answer the following questions: (1) how, and in what ways, do minoritized youth (ages 14-18) leverage their cultural capital in entrepreneurial experiences and (2) how, and in what ways, can entrepreneurial experiences create an environment that affirms minoritized youth’s (ages 14-18) inherent strengths and cultural identity? To answer these questions, a qualitative descriptive approach was used and the lenses of the Community Cultural Wealth Framework were leveraged to conceptualize the findings. Purposeful sampling was employed to recruit participants for this investigation. Observations of the program implementation and in-depth semi-structured interviews with two high school-aged minoritized students and one program administrator at an urban entrepreneurship exposure program in a large Midwestern city were conducted. The findings from this study suggest that cultural capital is worthy of considerable attention as it is leveraged by minoritized youth and may contribute to affirming their cultural identity and inherent strengths. Therefore, the results obtained from this study can assist entrepreneurship exposure programs in the development and enhancement of programs specifically geared toward addressing the needs of this minoritized population segment. For example, recommendations include employing Critical Race Theory in research studies, utilizing counter-storytelling for the experiences of minoritized youth, and investigating culturally sustaining innovations created by minoritized youth. The results of this study, are important as it has significant implications for developing better methods to train and nurture talents of youth in becoming confident in their cultural identities and necessitating success in becoming entrepreneurially-minded which in turn may help to further diversify, fortify the STEM workforce, and break systemic barriers. As such, this study can contribute and supplement existing literature on minoritized youth in STEM educational contexts, specifically in entrepreneurship focused STEM learning environments.

abstract: Classical pianists have struggled to reconcile personal artistic growth with the economic and cultural realities of a career as a musician. This paper explores the existing structure of North American undergraduate piano education and its development alongside sociological and cultural changes in the twentieth century. Through document study and interviews, I look at three different models of undergraduate piano curricula. Chapters One and Two explore the issues and history surrounding the traditional piano curriculum. Chapters Three and Four draw on interviews to study two different North American undergraduate curricula: a piano curriculum within a liberal arts environment of an American Conservatory-College, and a piano curriculum within a Canadian University Faculty of Music. Chapter Five concludes with a summary of these findings and potential recommendations for implementation. In this study, I suggest that changes to piano curricula were made because of a differing approach, one in which music is seen as an entrepreneurial vocation. These changes point to a discrepancy between what is being provided in the curriculum, and the actual skills that are needed in order to thrive in today's economy. Awareness of the constant flux of the current professional climate is necessary in order for pianists to channel their skills into the world. I theorize that changes in curricula were made in order to provide a better bridge for students to meet realistic demands in their career and increase their ability to impact the community.
Dissertation/Thesis
D.M.A. Music 2013

La presente tesi ha per oggetto di esplorare l’impatto delle competenze imprenditoriali sulle intenzioni imprenditoriali, integrando il ruolo moderatore dell’adattabilità cognitiva. 314 rispote sono state raccolte e esaminati da studenti Tunisini del terzo anno, specializzati in economia e gestione aziendale. I risultati dimostrano che l’intenzione imprenditoriale degli studenti Tunisie è condizionata dalle loro percezioni del rischio e della loro formazione e skills. Inoltre, l’adattabilità cognitiva è risultata essere un moderatore pure in quanto essa rafforza la relazione positiva tra le competenze imprenditoriali e l’intenzione imprenditoriale. Le implicazioni dei risultati hanno fornito tre orientamenti principali da prendere in considerazione nella progettazione di un programma di formazione all’imprenditorialità. -- The present dissertation aims to explore the impact of entrepreneurial competencies on entrepreneurial intentions, integrating the moderating role of cognitive adaptability. 314 responses were collected and examined from Tunisian business students in their third year of University studies. The results showed that the entrepreneurial intention of Tunisian students is conditioned by their perception of risk and their training and skills. Moreover, cognitive adaptability was found to be a pure moderator as it strengthens the positive relationship between entrepreneurial competencies and entrepreneurial intention. The implications of the latter results provided three principal guidelines to take into account when designing an entrepreneurship education program in the Tunisian context.

碩士
國立中山大學
企業管理學系研究所
89
This study was trying to develop guides to help the designing of Entrepreneurship Management Education Program. Research progressed from extensive paper-reading and case study. The result of this study is a set of guides or model divided into three stages and four types of courses.

碩士
國立屏東科技大學
科技管理研究所
106
Today Entrepreneurship is flourishing in a world,and government follow this trend for entrepreneurship, also actively promote entrepreneurship when opening, The campus also blew up a wave of entrepreneurship, and students have a career planning is "entrepreneurship".And there are many students interested in entrepreneurship has also formed a student entrepreneurial team. When entrepreneurial activity begins on campus, many students have a vision for entrepreneurship and a number of teachers in schools are starting to invest in entrepreneurship education.In this study, the teacher has created the entrepreneurial situation "entrepreneurial guidance program", so that students can be close to the general entrepreneurial experience. Teachers guidance on Students entrepreneurship education with scaffolding theory and cognitive apprenticeship.The scaffolding theory courses were find problems,creative stimulate, innovation and entrepreneurial practice；The teacher uses the six strategies of cognitive apprenticeship, modeling, coaching, scaffolding, articulation, reflection, exploration. Through the teacher scaffolding theory and cognitive apprenticeship counseling to discuss. Explore whether the entrepreneurial ability of the student team can be promoted in the Business coaching program.and whether the scaffolding built by the teachers can be effective.

Thesis is submitted in partial fulfilment for the degree of M.Sc. (Building) in Property Development to the Faculty of Engineering and the Built Environment, School of Architecture and Planning at the University of the Witwatersrand, Johannesburg, 2017
The lack of entrepreneurship is an obstacle to economic development. In South Africa (SA), disciplines are taught in a context that is enterprise-based, with no emphasis on the need to impart business start-up skills within specific disciplines. A culture of entrepreneurship is lacking, resulting in low records of entrepreneurship incidents in SA. The challenges and/or benefits of integrating entrepreneurship education within the South African real estate (RE) course and its effects on graduates’ entrepreneurial intent, is not well understood. The purpose of the research is to investigate whether the introduction of entrepreneurship education within the RE discipline would encourage graduates to become entrepreneurial in the practice of real estates. A mixed methodology approach has been used in this research. Primary and secondary research data has been made available in the form of questionnaire surveys of graduates and course directors/lecturers from the University of the Witwatersrand and other international universities that have entrepreneurship education embedded within their real estate programmes, as will be selected by the researcher. The research has found that both pedagogical strategies of course work and applying experiential learning teaching methods would be required to effectively integrate entrepreneurship education within a real estate programme in a manner that would stimulate graduates to be entrepreneurial in the practice of real estate, although it was not known whether the graduates would actually start businesses and when they intended to do so. It was also found that those students whose studies took place in real estate programmes that had entrepreneurship education embedded in them were more commercially aware. The integration of entrepreneurship education also resulted in an improvement of graduate self-esteem and confidence. Graduates were endowed with adequate professional, interpersonal, technical and business skills. The research, however, found the majority of real estate courses lacked in teaching graduates to be more versatile. The courses largely lacked in the provision of industry exposure and were inadequate in teaching graduates how to market themselves and their real estate businesses. According to the findings on the individual entrepreneurship test, graduates that studied entrepreneurship-based real estate courses had a higher probability of starting a business.
MT2018

Young Achievement Australia (YAA) provides several forms of enterprise styled education programs. One program is the Venture program for adolescents. It could be argued that participants in the Venture program act as entrepreneurs, creating and operating a new small business, using goods and services they have designed or adapted. The new business operates in the real business world. The relationship between the Venture program and participants' attitudes to enterprise form the core of this research. Thus an evaluation of this program was undertaken in 1993. The evaluation was divided into four components: a demographic survey, an attitude test, participant observations and a telephone survey. Data were obtained from three perspectives, while the demographic survey provided sample details. All (118) Tasmanian Venture participants were offered the demographic and attitude surveys, the latter on a pre-post basis. All (26) participants of Group 1 were observed by the researcher for six months. Ten participants from Group 1 were surveyed by telephone on completion of the program. The attitude test was based on the Entrepreneurial Attitude Orientation (EAO) instrument, which was used by Robinson et al. (1991) to distinguish entrepreneurs from non-entrepreneurs on the basis of attitudinal differences. The four attitude subscales which were studied related to affective, cognitive and conative aspects concerned with . achievement in business, self esteem in business, personal control in business and innovation in business. Seven of the twelve subscale components of the modified EA0 instrument were found to have acceptable internal consistency reliability. Of these seven subscale components, five showed significant differences between the pre-and post-test scores. One subscale component, self-esteem conation, showed a significant positive change in attitudes for the grouped Venture participants. The remaining four subscale components recorded negative attitude changes. The telephone survey provided insight into the attitude systems of individual Venture participants. Both negative and positive entrepreneurial behavioural intentions were evident in the attitude systems. Whole group attitude changes were thus detected in five of the twelve subscale components of the attitude test and individual attitude changes were detected by the telephone survey. From participant observation, limited evidence of true entrepreneurial behaviour was found. As far as attitudes are concerned, it was found that entrepreneurial qualities such as innovation may be actually stifled by the program. The program, however, is related to positive changes in participants self-esteem in relation to entrepreneurial behaviour. Venture also impacts on career options of participants.

Thesis (M.Tech.: Entrepreneurship)-Dept. of Entrepreneurial Studies, Durban Institute of Technology, 2004 xiv, 91 leaves
The study examines the perceptions of lecturers and students on integrating entrepreneurship training and education in the academic programme Food and Beverage Management in the Eastern Cape Technikon. The study aims to integrate entrepreneurship training and education in the academic programme, Food and Beverage Management and to promote the concept with the students in the early stages of their studies.

M. Tech. (Business Administration, Faculty of Management Sciences), Vaal University of Technology
Whilst entrepreneurial education has received a fair amount of attention both locally and internationally, there is, surprisingly, still no universally accepted curriculum dedicated to aspiring entrepreneurs at universities which adequately exposes students to an environment that encourages new venture creation. Furthermore, disparities continue to exist in the quality of entrepreneurship education programmes on offer within higher education institutions in South Africa, particularly in curriculum design, delivery methods and forms of assessment. Moreover, an entrepreneurial culture in South Africa has not yet reached the desired national level in comparison to entrepreneurship in other developed nations. This study examines the influence of entrepreneurial-related programmes on students’ intentions to venture into new business creation. This study is located within a quantitative descriptive research paradigm, which permits the testing of relationships among the various constructs through a structured questionnaire. The sample was drawn from final year students of the Faculty of Management Sciences at a university who were studying various business-related programmes in which modules on entrepreneurship were compulsory. Variables included in the study focused on the entrepreneurial content of the curriculum, attitude towards entrepreneurship, intentions towards entrepreneurship and general self-efficacy. Data provided by 263 respondents was analysed using correlation and regression analyses. The results revealed a weak predictive relationship between the entrepreneurial content of the curriculum and the attitude of students to venture into new business creation. In addition, students’ attitudes towards entrepreneurship showed low levels of prediction of students’ intentions towards entrepreneurship. Finally, the results showed that students’ entrepreneurial self-efficacy did not appear to influence their attitude towards entrepreneurship. A possible reason for these results may be the notion that not enough enthusiasm is generated in students because the modules in entrepreneurship, whilst compulsory, are not offered as majors in the curriculum, unlike in dedicated entrepreneurship programmes. The major challenge in entrepreneurship programmes is the appropriateness of the content of the curriculum in developing student’s attitude towards entrepreneurship. Students who are not exposed to the content of the curriculum that allows the commercial use of entrepreneurial knowledge demonstrate a weak attitude towards entrepreneurship. The entrepreneurial content of the curriculum should be enhanced with improved teaching delivery modes that enable students to gain hands-on experience by seeing, touching and ‘feeling’ the business world. Contents of the curriculum should be designed to include learning outcomes which are for entrepreneurship rather than about entrepreneurship. An entrepreneurial content of the curriculum which is developed for entrepreneurship deals with real entrepreneurial activity and produces students who have a positive attitude towards entrepreneurship. In order to enhance the status of entrepreneurship, curriculum developers should include various aspects of entrepreneurship in all years of the students’ study programme. In order for entrepreneurship to be given ‘life’, provision should be made to support incubation start-ups at the university level with practical training. The feasibility of offering a practical, hands-on entrepreneurship programme should be explored.

Entrepreneurship education and training ensures economic development by enabling the creation of thriving new businesses and jobs by entrepreneurs. The Business Management Training Programme is tasked with training young entrepreneurs in South Africa. However, the youth unemployment rate has been exceedingly high in recent years. This study seeks to explore the implementation challenges being experienced by the Business Management Training Programme at the National Youth Development Agency. Using a qualitative approach, this study made use of semi-structured interviews with a carefully selected sample of those involved in the management and implementation of the Business Management Training Programme. A thematic analysis of the semi-structured interviews indicated that the challenges experienced in the implementation of the programme did not stem solely from operational issues within the National Youth Development Agency, but from the conceptualisation and design of the Business Management Training Programme. On this basis, it is recommended that the National Youth Development Agency use the Design and Architecture Framework for Entrepreneurship Education and Training to conceptualise and design their own Business Management Training Programme. The study concluded that by conceptualising and designing its own programme, the National Youth Development Agency will be able to address the unique entrepreneurial education and training challenges being experienced in South Africa.
Public Administration and Management
M. (Public Administration)

A presente pesquisa lança um olhar avaliativo sobre as Políticas públicas de Educação, evidenciadas no Programa de Empreendedorismo Implementado no Ensino Secundário em Angola, especificamente na Província da Huila. O mesmo é considerado pelo Governo de Angola, como uma medida estratégica para a promoção de uma cultura empreendedora, a incutir nos jovens desde o ensino escolar, bem como, um programa de integração socioeconómico, tendo em conta que, há todo um processo pedagógico envolvido para o desenvolvimento de uma Cultura Empreendedora. Em função do exposto traçou-se como Objectivo Geral: avaliar a implementação do Programa de Empreendedorismo no Currículo do Ensino Secundário em Angola, (2009-2014), neste caso na Província da Huíla, com os seguintes Objectivos Específicos: identificar o grau de Implementação do Programa de Empreendedorismo no Currículo do Ensino Secundário em Angola, (2009-2014) e descrever os factores condicionantes da implementação do mesmo. Para atingirmos os objectivos fomos motivados a optar pelo método avaliativo, com recurso às técnicas documentais e de entrevista, levando-nos a obtenção dos resultados que nos permitiu concluir que, existe ainda uma grande distância entre o desejado e o concretizado, situação confirmada não só pelas entrevistas aos responsáveis pela sua implementação, como pelas, entrevistas realizadas aos alunos, mas também, pelo inventário que se realizou, segundo o qual, das 163 escolas do Iº e IIº ciclos existentes na Província, apenas 16 foram contempladas, correspondendo 9,8%.
This research takes an evaluative look on Public Policy Education focused on Entrepreneurship Program implemented in Secondary School in Angola, especially in the Huila Province. This Program is considered by the Government of Angola, a strategic measure to promote an entrepreneurial culture, to instil in young people throughout School Education, as well as a program of socio economic integration, considering there is a whole educational process involved in the development of an Entrepreneurial Culture. In light of the above a General Objective was drawn: To evaluate the implementation of the Entrepreneurship Program in the Curriculum of Secondary Education in Angola, (2009-2014), in this case in the Huila Province. In order to achieve these objectives we were encouraged to choose the evaluative method, using documentary techniques and interview, leading us to obtain the results which allowed us to conclude that : it still exists a great distance between the desired and the accomplished, situation confirmed not only by interviewing those responsible for its implementation, as well as by interviewing students, and also by the inventory held, according to which 163 existing schools in the province ofIst and IIndcycles, only 16 were included, representing 9.8%.