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1
Daneshjoovash, Seyedeh Khatereh, and Mirza Hassan Hosseini. "Evaluating impact of entrepreneurship education programs." Education + Training 61, no. 7/8 (August 12, 2019): 781–96. http://dx.doi.org/10.1108/et-08-2017-0128.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to evaluate the impact of Entrepreneurship Education Programs (EEPs) from students’ and educators’ viewpoint to improve the quality of EEPs. Design/methodology/approach This research applies a qualitative-quantitative methodology. Its sample is included 291 students were selected randomly and 35 educators were chosen by convenience technique from universities of Applied Science and Technology of Iran. Findings The results revealed that essence of EEPs had a positive direct effect on objectives and content of EEPs; objectives and content of EEPs had a positive direct effect on methods of EEPs; essence of EEPs had a positive direct effect on impact of EEPs; and essence of EEPs had a positive indirect effect on methods through objectives and content based on students’ and educators’ perspective. Moreover, as opposed to educators’, students believed that methods of EEPs have not a positive direct effect on impact, while educators were opponent to students approach about the positive direct effect of essence of EEPs on methods. Research limitations/implications The study was limited to Applied Science and Technology universities were selected by convenience sampling method. Similar studies in other universities are needed to be conducted by simple random sampling to evaluate EEPs. Practical implications The study recommends policy-makers to be aware of students’ needs of EEPs’ methods, as well inform educators about effective and initiative methods. Originality/value Evaluating impact of EEPs based on demand and supply-side viewpoint is the first study conducted in Applied Science and Technology universities of Iran.
2
Maritz, Alex, and Christopher R. Brown. "Illuminating the black box of entrepreneurship education programs." Education + Training 55, no. 3 (April 12, 2013): 234–52. http://dx.doi.org/10.1108/00400911311309305.
Повний текст джерелаАнотація:
PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and parsimonious framework for understanding and evaluating entrepreneurship education programs based on and adapted from the extended conceptualisations and contextualisation of previous research on entrepreneurship education programs.Research limitations/implicationsThis paper presents preliminary conceptualisation and as such requires subsequent testing in various entrepreneurship contexts.Practical implicationsThe framework elaborated upon can provide a comprehensive view of entrepreneurship education programs by examining and describing the relationships between the components. In so doing, the paper illuminates for educators and researchers a comprehensive view of an entrepreneurship education program which can be used by contextualising the components of outcomes, objectives, assessment and pedagogy.Originality/valueThe value of this work lies in its responsiveness to the calls in the academic literature for more appropriate evaluations of entrepreneurship programs and greater contextualisation of the programs to facilitate research into the effectiveness of such programs. The paper proposes that EEPs have to be developed, not only with objectives in mind, but in the context within which they operate.
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Mandel, Richard, and Erik Noyes. "Survey of experiential entrepreneurship education offerings among top undergraduate entrepreneurship programs." Education + Training 58, no. 2 (February 8, 2016): 164–78. http://dx.doi.org/10.1108/et-06-2014-0067.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to analyze experiential entrepreneurship education offerings – programs and courses – among the “Top 25” undergraduate schools of entrepreneurship in the USA. The motivation is to understand the array and vitality of experiential initiatives across the country. A related aim is to unearth obstacles to offering experiential entrepreneurship and identify affordable, viable options. Surveying undergraduate program deans, chairs and administrators, the authors inventory and analyze experiences offered in top entrepreneurship programs. The target audience for the research is entrepreneurship education researchers and business program leaders. Design/methodology/approach – The methodology is a survey approach. A survey was sent to the entrepreneurship program leaders of the “Top 25” business schools according to recently published rankings. In total, 57 percent of the target population responded to the survey. Findings – The authors find that credit-yielding experiential entrepreneurship offerings are abundant. Yet an array of challenges constrain the growth this mode of delivery – including finding suitable faculty, mentors and other support resources. Research limitations/implications – A potential limitation of the study is its focus on “Top 25” undergraduate entrepreneurship programs, as this may not be reflective of activity in the wider sample of entrepreneurship programs. Practical implications – The first inventory of its kind, this study provides vital knowledge about the array of practices by leading programs. The study may be used to drive benchmarking and further innovation by leaders of entrepreneurship programs. Originality/value – To the best knowledge of the authors, this is the most comprehensive, recent study of undergraduate, experiential entrepreneurship education.
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Maritz, Alex, and Jerome Donovan. "Entrepreneurship and innovation." Education + Training 57, no. 1 (February 9, 2015): 74–87. http://dx.doi.org/10.1108/et-02-2013-0018.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.
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Alakaleek, Wejdan. "The status of entrepreneurship education in Jordanian universities." Education + Training 61, no. 2 (February 11, 2019): 169–86. http://dx.doi.org/10.1108/et-03-2018-0082.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to examine the developmental level of entrepreneurship education within the context of Jordanian higher education. The level of development in such education is investigated based on two areas: the educational courses and programs themselves and the formal structures within which they are embedded. Design/methodology/approach The quantitative approach is based on a survey scan of all 29 Jordanian universities, including their course plans, educational programs, departments and centers. A list of entrepreneurship centers, programs and course subjects is provided and analyzed. Findings The main findings of study are: in Jordan, entrepreneurship education is still at an early stage of development, and its offerings are limited to a few courses covering some introductory subjects in small business and entrepreneurship courses. Of the Jordanian universities, one university offers a major educational graduate program in entrepreneurship and 27.5 percent have centers for innovation and entrepreneurship, but lack any entrepreneurship departments. Entrepreneurship education is new in Jordan: the first provided course was a small business management; the first center was established in 2004 and later in 2012, it offered the first educational programs in entrepreneurship. Research implications This paper assists all stakeholders in higher education to build an understanding of the nature of entrepreneurship education in Jordan and supports the design of appropriate strategies for encouraging entrepreneurial subjects to be incorporated into the country’s universities educational programs. Originality/value The value of this study stems from its aim to provide an overview of the status of entrepreneurship education in Jordanian universities. It also makes a contribution to knowledge as the first nationwide study in this context.
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Blunck, Erskin, E. Fetzer, and J. M. Tilley. "Benchmarking digital education programs on social entrepreneurship: what a digital program on social entrepreneurship can learn from other digital social entrepreneurship programs." Journal of Global Scholars of Marketing Science 31, no. 1 (January 2, 2021): 49–64. http://dx.doi.org/10.1080/21639159.2020.1808814.
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Pogorelova, Anna Yu, Olga N. Potapova, and Tatiana A. Puzynya. "Particular Nature of Teaching Entrepreneurship in Secondary Vocational Education Programs." Journal of Modern Competition 16, no. 1 (85) (February 25, 2022): 126–33. http://dx.doi.org/10.37791/2687-0657-2022-16-1-126-133.
Повний текст джерелаАнотація:
The article is devoted to the consideration of the issue of studying under the Entrepreneurship program in Russian colleges, the issues of the specifics of teaching this profession, the need to master unique professional competencies are raised. The article analyzes the current state of secondary vocational education and the ways of its development in the field of entrepreneurship, describes the problems of entrepreneurship education in colleges in Russia, identifies ways to overcome crisis situations in the development of secondary vocational education on the example of the Synergy University for entrepreneurship training programs. The article takes into account the experience of the federal innovation platform operating on the basis of the Synergy University, which implements a project called “Model of the innovative system of continuous entrepreneurial education in higher educational institutions of the Russian Federation”. Entrepreneurship education in college is associated with a number of features: entrepreneurship is a professional activity with its inherent labor functions; to engage in entrepreneurship, it is necessary to register on a voluntary basis; professional interests often include personal, family, consumer and other interests; entrepreneurial activity is associated with risk and uncertainty; in the process of learning entrepreneurship, it is often necessary to be guided by rational motives and logic; students of entrepreneurship must have professional aptitude to do their business. These features should be taken into account in the forms of entrepreneurship education in college, therefore, classical forms of education are not very mundane when teaching entrepreneurship. The article analyzes the existing forms of education and suggests ways to improve entrepreneurship education, namely, the inclusion of more practical disciplines in the curricula, attracting practical teachers in the field of entrepreneurship for training; also increasing the motivation of the teaching staff, including by increasing wages and introducing intangible incentives; conducting practical classes and practices on entrepreneurship in business incubators and business centers. All this should improve the quality of entrepreneurship education in college.
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Lackéus, Martin, and Karen Williams Middleton. "Venture creation programs: bridging entrepreneurship education and technology transfer." Education + Training 57, no. 1 (February 9, 2015): 48–73. http://dx.doi.org/10.1108/et-02-2013-0013.
Повний текст джерелаАнотація:
Purpose – The purpose of this paper is to explore how university-based entrepreneurship programs, incorporating real-life venture creation into educational design and delivery, can bridge the gap between entrepreneurship education and technology transfer within the university environment. Design/methodology/approach – Based on a literature review and snowball sampling over a two-year period, 18 entrepreneurship education programs were identified as applying a venture creation approach. Ten of these programs were selected for case study, including direct interviews and participatory observation during a two-day workshop. Empirical findings were iteratively related to theory within entrepreneurship education and technology transfer. Findings – The paper identifies the bridging capabilities of venture creation programs (VCP) across five core themes, illustrating the potential benefits of closer collaboration between entrepreneurship education and technology transfer in a university environment. Research limitations/implications – A definition for “VCP” is tested empirically. These programs are shown to be sophisticated laboratory environments, allowing for clinical research towards the understanding of entrepreneurship and technology transfer processes. Practical implications – Findings identify practical benefits of combining entrepreneurship education and technology transfer activities, such as increased value creation through not only new firms, but also an entrepreneurially equipped graduate population. VCPs allow for “spin-through” of innovative ideas in the university environment, while simultaneously contributing to entrepreneurial learning. Originality/value – This paper presents findings from the first multiple case study into entrepreneurship education specifically designed to develop real-life venture as part of the core curriculum. Findings provide basis for investigating the value of integrating entrepreneurship education and technology transfer at the university.
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Ravi, B. "Insights on Entrepreneurship Education and Mentoring Programs." IEEE Potentials 40, no. 3 (May 2021): 35–40. http://dx.doi.org/10.1109/mpot.2021.3053535.
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Gedeon, Steven A. "Measuring Student Transformation in Entrepreneurship Education Programs." Education Research International 2017 (2017): 1–12. http://dx.doi.org/10.1155/2017/8475460.
Повний текст джерелаАнотація:
This article describes how to measure student transformation primarily within a university entrepreneurship degree program. Student transformation is defined as changes in knowledge (“Head”), skills (“Hand”), and attitudinal (“Heart”) learning outcomes. Following the institutional impact model, student transformation is the primary goal of education and all other program goals and aspects of quality desired by stakeholders are either input factors (professors, courses, facilities, support, etc.) or output performance (number of startups, average starting salary, % employment, etc.). This goal-setting framework allows competing stakeholder quality expectations to be incorporated into a continuous process improvement (CPI) model when establishing program goals. How to measure these goals to implement TQM methods is shown. Measuring student transformation as the central focus of a program promotes harmony among competing stakeholders and also provides a metric on which other program decisions (e.g., class size, assignments, and pedagogical technique) may be based. Different stakeholders hold surprisingly different views on defining program quality. The proposed framework provides a useful way to bring these competing views into a CPI cycle to implement TQM requirements of accreditation. The specific entrepreneurial learning outcome goals described in the tables in this article may also be used directly by educators in nonaccredited programs and single courses/workshops or for other audiences.
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Ahmad, Syed Zamberi. "Entrepreneurship Education in Tourism and Hospitality Programs." Journal of Hospitality & Tourism Education 27, no. 1 (January 2, 2015): 20–29. http://dx.doi.org/10.1080/10963758.2014.998764.
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Sá, Creso. "What Does Success Look Like for Entrepreneurship Education?" International Journal of Chinese Education 7, no. 2 (January 18, 2018): 193–206. http://dx.doi.org/10.1163/22125868-12340097.
Повний текст джерелаАнотація:
AbstractEntrepreneurship education is a growing field of studies internationally, as a range of curricular and co-curricular programs have emerged in higher education institutions. Considering the multiple goals and motivations of both those supporting and running entrepreneurship programs, how do entrepreneurship educators define “success”? This study explores this question focusing on the Canadian province of Ontario. Ontario is a critical case for investigating entrepreneurship education as programs in the field have proliferated over the past decade. Findings show multiple co-existing views on student success that are far from being reconciled, and speak to broader debates over the goals of entrepreneurship education in the university.
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Nieuwenhuizen, Cecile, Darelle Groenewald, John Davids, Leon Janse van Rensburg, and Chris Schachtebeck. "Best practice in entrepreneurship education." Problems and Perspectives in Management 14, no. 3 (September 27, 2016): 528–36. http://dx.doi.org/10.21511/ppm.14(3-2).2016.09.
Повний текст джерелаАнотація:
This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23
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Bharata, Wira. "Pengaruh Pendidikan Kewirausahaan dan Motivasi Usaha terhadap Minat Berwirausaha (Studi pada Mahasiswa Fakultas Ekonomi Universitas Muhammadiyah Ponorogo)." Capital: Jurnal Ekonomi dan Manajemen 2, no. 2 (February 26, 2019): 98. http://dx.doi.org/10.25273/capital.v2i2.3985.
Повний текст джерелаАнотація:
<p>The development of curricula and courses for entrepreneurship education has occurred since the early 80s. Academic institutions have worked hard in developing appropriate entrepreneurship education programs and small businesses. Although its history is relatively short, entrepreneurship education has become a teaching area that is widely recognized and recognized at universities and business schools. However, questions about the effectiveness of entrepreneurship education programs and how strategies are designed to maximize their effectiveness remain unanswered. The content and context of entrepreneurship education programs in various institutions, regions and countries can be different. This research was conducted at the Muhammadiyah Ponorogo University with the student population of Muhammadiyah Ponorogo University. The sampling technique used a systematic random sampling method, with a sample of 50 people. The data obtained was analyzed using the GSCA analysis tool. The results showed that Entrepreneurship Education and Business Motivation would provide a large stimulus to students in relation to Entrepreneurship Intention.</p><p><br />Keyword : Entrepreneurship Education, Business Motivation, Entrepreneurship Intention</p>
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Zhou, Yilin, Hongbo Li, and Fakhar Shahzad. "Does College Education Promote Entrepreneurship Education in China?" SAGE Open 11, no. 3 (July 2021): 215824402110316. http://dx.doi.org/10.1177/21582440211031616.
Повний текст джерелаАнотація:
The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variables. The study further accounts for endogeneity using two-stage least squares (2SLS). The findings show that graduates (undergraduates, master’s, and postgraduates) positively influence entrepreneurship education. This means that people who have passed through the higher education system are likely to have taken a program or programs in entrepreneurship that motivate them to create new business. The acquisition of knowledge and skills about entrepreneurship seems to rise with graduates. Moreover, entrepreneurship education increases entrepreneurship intentions in China. However, human capital decreases entrepreneurship intentions. The government should leverage further the policy benefits and promote the passion of entrepreneurship education within colleges and universities.
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Rubin, Yu B., and D. P. Mozhzhukhin. "Higher Entrepreneurship Education: Guidelines for the Formation and Mitigation of Restrictions." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 11 (November 29, 2022): 106–21. http://dx.doi.org/10.31992/0869-3617-2022-31-11-106-121.
Повний текст джерелаАнотація:
The publication focuses on the guidelines for the formation of entrepreneurship education as an important direction in the space of Russian higher education. Based on the functional map of entrepreneurship as a special type of professional activity and the allocation of groups of professional entrepreneurial functions, the article substantiates the appropriateness of including professional entrepreneurship competencies in educational programs on entrepreneurship. The formation of entrepreneurship competencies in graduates is regarded as achieving key learning outcomes based on the application of competency-based and practice-oriented approaches. In this conceptual context, the prospects for the implementation of the «Startup as a Diploma» program are considered.It is noted that in the absence of agreement on the recognition of entrepreneurship as an independent direction of higher education in the Russian Federation, universities are forced to search for non-standard ways to build entrepreneurship education programs aimed at the formation of necessary competencies by graduates. The authors draw attention to the possibility for graduates to obtain professional qualifications simultaneously in two types of professional activity as a result of mastering educational programs on entrepreneurship in universities, which traditionally have an industry orientation.The current results of the activities of the Federal Innovative Educational Platform created for the development of models of continuous entrepreneurship education have shown inexpediency of compulsory inclusion of entrepreneurship programs in bachelor’s and master’s degrees in management. The article supports the idea of separating entrepreneurship education as an independent direction of higher education in Russia and provides the corresponding arguments.
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Baihaqi, Aufa, Zainul Arifin, and M. Kholid Mawardi. "THE IMPACT OF ENTREPRENEURSHIP EDUCATION TO ENTREPRENEUR INTENTION THROUGH PLANNED BEHAVIOUR AS INTERVENING VARIABLE (Study in Brawijaya University Students Have Partcipation the Entrepreneurship Education for 2016 study programs)." International Journal of Accounting and Business Society 27, no. 3 (December 1, 2019): 137–56. http://dx.doi.org/10.21776/ub.ijabs.2019.27.3.7.
Повний текст джерелаАнотація:
Although many researchers have focused on entrepreneurship education, little research has been done into the effects for students and the overall effectiveness of the university for entrepreneurship education programs in Indonesia. The research focused using theory of planned behavior and investigates the impact of entrepreneurship programs on the entrepreneur intention students in Brawijaya University. Data for this study is drawn from 9 faculty in Brawijaya University. Sample used in this research have 382 student 2016 period. The results show that participants of entrepreneurship education programs in brawijaya university have a positive effect on atitude toward entrepreneurship, subjective norm and perceived behavioral control. Variable atitude toward entrepreneurship, subjective norm and perceived behavioral control have a positive effect to entrepreneurial intention. Furthermore, the findings of this report entrepreneurship education to entrepreneur intention have a positive effect and significant through planned behaviour as intevening variable in Brawijaya University student 2016 period
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Kerti Yasa, Ni Nyoman, I. Putu Gde Sukaatmadja, Anak Agung Vedanta Putra, and Putu Laksmita Dewi Rahmayanti. "Entrepreneurship Education Development Strategies to Increase Students’ Entrepreneurship Intentions in Bali." BOHR International Journal of Operations Management Research and Practices 1, no. 1 (2022): 45–51. http://dx.doi.org/10.54646/bijomrp.006.
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This study aimed to identify strengths, weaknesses, opportunities, and threats (SWOT) of entrepreneurship education programs at universities in Bali. The identified results are used as the basis for formulating strategies for developing entrepreneurship education in order to be able to create more and more young entrepreneurs. The approach used in this research is SWOT analysis and internal–external matrix. The results of the study indicate that entrepreneurship education at universities in Bali has been going well; however, there are still obstacles or threats faced and weaknesses from the entrepreneurship education programs that have been running, such as lack of high public appreciation, especially parent’s respect toward the entrepreneurial profession, and the lack of awards obtained from universities. Based on the existing environmental conditions, in the future, the obstacles and weaknesses of existing entrepreneurship education need to be improved by frequently conducting literacy on entrepreneurship education to the community and giving higher awards to students who succeed in becoming entrepreneurs.
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Salam, Ahmad Abdun, Ibnu Siswanto, and Mar’atus Sholikah. "The Effect of Entrepreneurship Education on Student’s Entrepreneurship Intention in Vocational School." Indonesian Research Journal in Education |IRJE| 5, no. 1 (April 4, 2021): 85–102. http://dx.doi.org/10.22437/irje.v5i1.11185.
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Entrepreneurship education is crucial for students to learn knowledge around entrepreneurial skills, attitudes, and stimulates entrepreneurial intentions. This study aims to analyze the influence of entrepreneurship education program on student’s entrepreneurship intention in vocational schools with gender as moderation. There were 198 respondents from seven vocational schools in Yogyakarta province participated in this quantitative study. The analysis technique used is PLS-SEM with the help of SmartPLS software. The result revealed that entrepreneurship education programs are positively related to student’s entrepreneurship inspiration and intention. Extracurricular entrepreneurship activity is also positively related to entrepreneurship education inspiration and student’s entrepreneurship intention. However, the result displayed that gender insignificantly moderates the relationship between entrepreneurship education program and student’s entrepreneurship intention in vocational high school. Besides, schools and teachers need to present learning programs and extracurricular activities that can inspire and intend to generate interest in student entrepreneurship in the future.
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Ceresia, Francesco. "The Role of Entrepreneurship Education in Fostering Entrepreneurial Intentions and Performances: A Review of 30 Years of Research." Equidad y Desarrollo, no. 31 (June 1, 2018): 47–66. http://dx.doi.org/10.19052/ed.4380.
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Many scholars have stressed on the strong relationships between entrepreneurship, self-employment and the labor market growth in contemporary society. Several training and academic programs have been designed and developed all around the world to increase entrepreneurial propensity. This article aims to show the empirical evidences about the effects of entrepreneurship education programs on perceived attractiveness and perceived feasibility of new venture initiation, entrepreneurship-related human capital assets and entrepreneurship outcomes. Moderators affecting the relationship between entrepreneurship education and entrepreneurial intentions and outcomes—such as the attributes of education itself, the individual’s background, and the contextual factors—have been analyzed. Explorations of the main theoretical frameworks that argue the positive relationships between entrepreneurship education and entrepreneurial intentions and performance have been conducted. Different pedagogical models adopted for entrepreneurship education programs have been compared. The study was conducted through the systematic literature review method, allowing the suggestion of evidence-based policies at an organizational and a national level of analysis. The role of entrepreneurship education in adjusting and refining the participants’ assessment of their own entrepreneurial aptitude can explain the small positive relationship between entrepreneurship education and entrepreneurial intentions revealed by several meta-analyses.
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Rubin, Yu V., M. V. Lednev, and D. P. Mozhzhukhin. "Competition Studies: Structuring Competencies in University Entrepreneurship Programs." Higher Education in Russia 28, no. 1 (March 7, 2019): 21–33. http://dx.doi.org/10.31992/0869-3617-2019-28-1-21-33.
Повний текст джерелаАнотація:
. In this article, we introduce competition as an essential part of professional entrepreneurship activity and competition studies – as a significant direction in entrepreneurship education system. Competition competencies come into play at any stage of the entrepreneurship process. In this case, it is important to place competition competencies on relevant position within mainstream research in entrepreneurship education.The purpose of this article is to take a rational approach to defining, classifying competition competencies in entrepreneurship, and to structuring them as significant learning outcomes in entrepreneurship education in accordance with the types, kinds, methods, character, manners, styles of actor’s competition behavior, directions of competition management. Paper defines and describes categories of competition competencies.
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Bachiri, Mustapha. "Determinants of Students’ Entrepreneurial Intentions: Evidence from Moroccan University." International Business Research 9, no. 11 (September 29, 2016): 83. http://dx.doi.org/10.5539/ibr.v9n11p83.
Повний текст джерелаАнотація:
<p>In recent decades, entrepreneurship has become a major economic and social phenomenon, a subject of research and a new field of education. While entrepreneurship is not a new concept, it regained importance particularly in scientific research. Entrepreneurship is seen as a vector for innovation and economic efficiency but also as a powerful job creator. Along with the evolution of entrepreneurship, there is a growing interest in the development of training programs to encourage entrepreneurship in universities. The challenge remains to find a consensus on the content to be taught and the type of learning to guide student behavior. Several empirical studies indicate that education can foster entrepreneurship. Yet the impact of entrepreneurship education programs on entrepreneurial skills and entrepreneurial values remains largely unexplored.</p><p>In this study, we used the theory of planned behavior to assess the impact of entrepreneurship education programs on entrepreneurial intentions in Moroccan universities, particularly the University of Rabat (Mohammed V University).</p>
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Budi, Eko Setio. "Meningkatkan Motivasi Berwirausaha Mahasiswa Dilingkungan Kampus STISIP Widyapuri Mandiri Melalui Program Kewirausahaan." Jurnalika : Jurnal Ilmu Komunikasi 7, no. 1 (February 28, 2023): 103–14. http://dx.doi.org/10.37949/jurnalika7144.
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The government through the ministry, especially the ministry of education and culture, continues to increase the number of entrepreneurs through entrepreneurship competition programs. One of these entrepreneurship competition programs includes the Indonesian Student Entrepreneurship Activity Program (PKBMI) in 2021 and the Student Entrepreneurship Implementation Program (P2MW) in 2022 organized by the Ministry of Research and Technology Education and Culture through the Directorate General of Higher Education and the Directorate of Belmawa. It is hoped that the launch of these entrepreneurship programs can further spur and trigger entrepreneurial motivation, especially among students at public and private universities. Stisip Widyapuri Mandiri, one of the private universities in Sukabumi Regency, welcomed and enthusiastically participated by implementing the entrepreneurship program launched by the government through socialization and direct selection of participating students. It is hoped that the participation of the institution and the participation of students in the entrepreneurship program competition can further increase the motivation for entrepreneurship.
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Pimpa, Nattavud. "ENTREPRENEURSHIP EDUCATION: THE LEARNING CONUNDRUM IN THE TRANSNATIONAL CONTEXT." Humanities & Social Sciences Reviews 7, no. 5 (October 10, 2019): 503–9. http://dx.doi.org/10.18510/hssr.2019.7557.
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program co-offered by two partners from Australia and Singapore, as well as, to understand challenges in the management of transnational entrepreneurship education programs.
Methodology: Qualitative approach was adopted in this study. The data were collected, using a personal interview, from twenty-one students in the transnational entrepreneurship education program. We focus on what Singaporean students identified as challenges in learning in the transnational entrepreneurship education program in the Australian context from the Singaporean view.
Findings: Issues regarding pedagogical in the transnational program, host and home countries’ factors, and learning and teaching experiences are reported as the key challenges. In fact, this study unfolds the complexity of the management of transnational entrepreneurship education, engagements among students from different locations, and cross-cultural bias in the management of the program, people, and learning.
Applications: It is suggested that addressing these challenges requires managers of transnational entrepreneurship education programs to consider issues of power and inequality inherent in teaching partnerships, and the mindset change needed to develop global perspectives.
Novelty/Originality: This study unfolds challenges of transnational education program, by examining the nature of students in the entrepreneurship education (EE) programs. EE is unique, due to its nature and approaches in learning and teaching.
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MEHLHORN, JOEY E., LAURIE BONNEY, NIYAN FRASER, and MORGAN P. MILES. "BENCHMARKING ENTREPRENEURSHIP EDUCATION IN U.S., AUSTRALIAN, AND NEW ZEALAND UNIVERSITY AGRICULTURE PROGRAMS." Journal of Developmental Entrepreneurship 20, no. 03 (September 2015): 1550017. http://dx.doi.org/10.1142/s108494671550017x.
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The present study examines the extent of entrepreneurship education in Australian, New Zealand and U.S. agricultural colleges and programs. The findings suggest that entrepreneurship is important in agriculture, which is reflected in a majority of programs having some coverage in their curriculum of entrepreneurship. In addition, the courses taught are focused on developing entrepreneurial capabilities such as opportunity recognition and assessment, risk management and networking to create value.
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Kim, Yong-tae. "A Study on the Effects of Digital Literacy and Entrepreneurship Efficacy on Entrepreneurship Intention: Focusing on the Mediating Effect of Experiential Entrepreneurship Education." Korean Career, Entrepreneurship & Business Association 6, no. 4 (November 30, 2022): 103–24. http://dx.doi.org/10.48206/kceba.2022.6.4.103.
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In a rapidly changing environment such as the global economic downturn and the emergence of new technologies following the 4th industrial revolution, national interest in entrepreneurship as a method of creating new jobs is increasing. is increasing In particular, various start-up education programs that have advanced from lecture-type education focusing on theory are being introduced. Therefore, this study tried to empirically examine the effects of digital literacy and entrepreneurial efficacy, which are required in the new era of digital transformation, on entrepreneurial intentions through experiential entrepreneurship education. As a result of empirical analysis through this study, first, it was confirmed that entrepreneurial efficacy had a significant positive ( +) effect on entrepreneurial intention. Second, the relationship between the ability to use the device during digital literacy and the intention to start a business was not verified. Third, it was found that experiential entrepreneurship education had an important mediating factor between digital literacy, entrepreneurial efficacy, and entrepreneurial intention. As the implication of this study, since entrepreneurship efficacy and digital literacy can enhance entrepreneurial intention through experiential start-up education programs, various teaching methods and contents will need to be developed to activate experiential start-up education programs.
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Shapkova Kocevska, Katerina. "ENTREPRENEURSHIP EDUCATION IN THE HIGHER EDUCATION SYSTEM IN REPUBLIC OF NORTH MACEDONIA." Balkans Journal of Emerging Trends in Social Sciences 2, no. 2 (2019): 210–20. http://dx.doi.org/10.31410/balkans.jetss.2019.2.2.210-220.
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This paper examines the entrepreneurship education programs present at the universities in Republic of North Macedonia. The analysis covers the overall higher education system, including both state and private universities. The authors use qualitative content analysis in order to explore and compare different aspects of the programs, including: objectives and expected outputs of the entrepreneurial program, its content, learning and grading methods, quality assurance and literature list. The findings of this work are expected to raise awareness about the importance of entrepreneurship education in the country and to serve as evidence for the relevant stakeholders to deliver more competitive, innovative and business supporting educational system.
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Handayani, Erna, Siswoyo Haryono, and Akhmad Darmawan. "Transformation of entrepreneur education programs (EEPS) of Indonesia’s higher education." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 1 (February 11, 2021): 180–88. http://dx.doi.org/10.20525/ijrbs.v10i1.976.
Повний текст джерелаАнотація:
The Entrepreneurship Education Program (EEPs) of Indonesia’s higher education has not been effective. The study aims to identify the extent to which EEPs in Indonesia was developed and propose several alternative schemes. The research uses the methodology of traditional narrative literature review and interviews with young entrepreneurs as the output of the EEPs higher education program in Indonesia. The analysis technique is done with an interactive model with steps of data collection, data reduction, data presentation, verification, and conclusions. The literature study is intended for the latest research information that evaluates the effect of EEPs on the formation of EM and the formation of new entrepreneurs. Furthermore, the information is verified by the results of the interview data processing. Entrepreneurship education for multidisciplinary students, business incubators, funding provision, and program sustainability studies is the result of research as a proposal for the development of higher education EEPs. This program is part of a long-term solution to addressing labor problems in Indonesia.
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A. Gedeon, Steven. "Application of best practices in university entrepreneurship education." European Journal of Training and Development 38, no. 3 (April 1, 2014): 231–53. http://dx.doi.org/10.1108/ejtd-05-2013-0058.
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Purpose – The purpose of this paper is to identify and apply best practices in university entrepreneurship education to the creation of a new MBA in entrepreneurship and innovation management. It is a direct response to calls for a total re-envisioning of entrepreneurship education and criticism that existing programs lack rigour, content, pedagogy, measurement and an established definition. Design/methodology/approach – This article uses reviews of the literature to identify normative best practices and how to apply them to the new program. An entrepreneurship program design framework (EPDF) was created and applied to a new MBA program being developed in central Germany. Findings – Most studies describe aspects of current programs (e.g. lists of courses) but almost none say what should be in a program. Others provide abstract guidance (e.g. programs should define entrepreneurship) but do not give specific recommendations (e.g. what the definition should be). The proposed EPDF provided a rigorous structure for reviewing the literature, designing the new program and establishing specific best practice recommendations for defining program goals, content, pedagogy and measurement of student transformation. Research limitations/implications – The entrepreneurship literature is largely silent on normative best practice guidance, so the proposed application of best practices should be evaluated in that context. Originality/value – Previous articles present relatively abstract frameworks and concepts, whereas this article is a direct application of the practical implications of these concepts. The proposed normative best practice guidelines may be somewhat controversial, but should stimulate useful discussion.
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ÖZDEMİR, ŞEFİK, and H. Bahadır AKIN. "Who Should Provide Education For Entrepreneurship An Evaluation Of Government-Led Entrepreneurship Education Programs In Turkey." Journal of Business Research - Turk 10, no. 2 (April 25, 2018): 89–105. http://dx.doi.org/10.20491/isarder.2018.420.
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KHAN, GOLAM M. "ENCOURAGING ENTREPRENEURSHIP EDUCATION AND DEVELOPMENT IN BAHRAIN." Journal of Enterprising Culture 02, no. 01 (March 1994): 559–69. http://dx.doi.org/10.1142/s021849589400015x.
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The importance of entrepreneurship is now recognized worldwide. This has been reflected in the proliferation of different programs and other related activities aimed at fostering entrepreneurship education and development all over the world during the last two decades. This paper briefly reviews such developments, including those in Bahrain, and suggests that increased efforts are needed to help initiate and launch an effective entrepreneurship development program in the country.
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Sendra-Pons, Pau, Carolina Calatayud, and Dolores Garzón. "A REVIEW OF ENTREPRENEURSHIP EDUCATION RESEARCH AND PRACTICE." Journal of Management and Business Education 5, no. 4 (December 24, 2022): 361–76. http://dx.doi.org/10.35564/jmbe.2022.0021.
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Entrepreneurship has increasingly captured policymaker’s attention due to the need to promote economic development and job creation. Among the drivers of entrepreneurship, entrepreneurial education is of particular significance. This paper reviews entrepreneurship education from a research and practice perspective. Firstly, a discussion is held as to whether entrepreneurial talent is born or bred. Secondly, the different approaches to entrepreneurship education are revised, specifying their distinctive characteristics. This is followed by a review of research on the potential of entrepreneurship education to awaken individuals’ entrepreneurial intentions. Finally, a series of practical considerations aimed at improving entrepreneurship education programs are proposed. Ultimately, this paper contextualizes entrepreneurship education, advocating its relevance in the promotion of entrepreneurial activity.
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Susilaningsih. "Generic entrepreneurship education program design for universities." Economic Annals-ХХI 194, no. 11-12 (December 27, 2021): 144–50. http://dx.doi.org/10.21003/ea.v194-18.
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Universities in Indonesia have implemented entrepreneurship education, and some have committed to developing a good entrepreneurial culture. This study aims to design an entrepreneurship education program as a generic model applicable to universities. The method in this research is qualitative descriptive with a case study approach. The research was conducted at four universities in Indonesia. Data was obtained using in-depth interviews and observation. Data analysis uses triangulation, namely collecting data, validating data, presenting data, and drawing conclusions. The study results indicate that the entrepreneurship education program model should be considered, and one university must own it. The implementation of entrepreneurship education programs must be carried out in stages, continuously, and integrated manner. The entrepreneurship education model offered is generic. Entrepreneurial culture will be more developed because it is interpreted or perceived as an attitude or mental character that helps in all work. It has been proved that the implementation of entrepreneurship education needs to consider management factors such as university commitment, entrepreneurial climate, main activities, supporting activities, infrastructure, facilities, and cooperation.
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Einav, Gali, and Maria Blekher. "Do we Practice What we Preach? Applying Startup Practice to Entrepreneurship Education." European Conference on Innovation and Entrepreneurship 17, no. 1 (September 7, 2022): 197–205. http://dx.doi.org/10.34190/ecie.17.1.611.
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Definitions of the term “entrepreneurship education” vary from the process of passing the necessary skills and concepts to individuals to identifying new business opportunities and to reach high levels of self-confidence to benefit from such opportunities. Some scholars refer to entrepreneurship education as more of skill building and leadership programs, focused on new product development, creative thinking and technology innovation. This study set out to examine the entrepreneurship faculty perspective on applying venture creation methods to entrepreneurship courses. Through interviews with 15 entrepreneurship faculty in two entrepreneurship programs, in Israel and the United States, it examines their professional and academic backgrounds, thought processes and best practices for teaching entrepreneurship. Building on the Lean Startup Methodology, it mostly looks at the extent that lean startup guidelines such as iterations, customer feedback and product development are applied to their teaching methods and curriculum. The study found that many of these guidelines were applied by the professors, especially among those with an industry oriented professional background.
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Sherman, Peter S. "A Prescriptive Approach To Introducing An Experiential Entrepreneurship Course In Undergraduate Education." College Teaching Methods & Styles Journal (CTMS) 2, no. 1 (July 22, 2011): 1. http://dx.doi.org/10.19030/ctms.v2i1.5246.
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Universities are continually adding entrepreneurship courses to their curriculum. Duhaime and Hitt (2000) found 82% of schools offered entrepreneurship courses at the undergraduate level and 69% of masters programs had offerings in entrepreneurship. A much smaller number of programs offer courses that require that the students actually start the business. The requirement of new venture creation adds an enormous amount of complexity to the teaching experience. Although each pedagogical endeavor will vary, this manuscript details one such experience, including the challenges and various successes of the course and offers recommendations for those professors and/or deans interested in adding a real-life experiential entrepreneurship course to their curriculum.
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Rubin, Yury B., Danila P. Mozhzhukhin, and Elena V. Alekseeva. "Continuous Entrepreneurship Education: Formation of an Innovative Model (2021 Experience)." Journal of Modern Competition 15, no. 4 (November 16, 2021): 91–108. http://dx.doi.org/10.37791/2687-0657-2021-15-4-91-108.
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The article presents the results of the federal innovation project implementation “Model of an innovative system of continuous entrepreneurship education of higher education of the Russian Federation” in 2021, created in accordance with the order of the Ministry of Science and Higher Education of the Russian Federation No. 1580 dated December 25, 2020, in the Synergy University. The goal of the project is to design, create and implement an innovative system of entrepreneurship education in a higher educational institution of the Russian Federation. It also analyzes the relevance and innovative implementation of the project from the standpoint of the current state of entrepreneurship education in the Russian Federation at the bachelor’s and master’s degrees. Competencies that form the core of an entrepreneur’s professional competence are analyzed. Based on this analysis, the substantiation of the professional competency-based model of practice-oriented education is provided for the programs of lifelong entrepreneurship education. The sequence of the formation of universal, general professional and professional competencies at the levels of bachelor’s and master’s degrees in entrepreneurship programs is revealed. The described approaches formed the basis for the refinement and improvement of competency matrices. It is proved that the development of a harmonized curriculum should be based on the proposed approach to the formation of learning outcomes. The authors describe the design features of methodological content that contributes to the consistent application of practice-oriented approaches in the implementation of lifelong entrepreneurship education programs, as well as innovative techniques, technologies, entrepreneurship training, and the trajectory of individualization of training for undergraduate and graduate programs. Other issues that are considered in the article reveal the activities of the federal innovation project from the standpoint of scientific publications, the dissemination of experience in the scientific community. Based on the described results, recommendations are proposed for the further formation of an innovative system of continuous entrepreneurship education in the Russian Federation.
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Fallatah, Mahmoud Ibrahim, and Tahar Lazhar Ayed. "“Entrepreneurizing” College Programs to Increase Entrepreneurial Intentions: A Mediation Framework." Administrative Sciences 13, no. 2 (February 8, 2023): 50. http://dx.doi.org/10.3390/admsci13020050.
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The impact of entrepreneurship on the development of emerging economies is widely recognized. Research has focused on studying factors that increase entrepreneurship in societies, including the role of education in increasing entrepreneurial intentions among students. In this paper, we contribute to the entrepreneurship and education literature by examining the impact of entrepreneurial college programs on entrepreneurial intentions. Further, we study the mediating roles of perceived benefits and individual creativity. Using a sample of 438 students from a public university in Saudi Arabia, our findings reveal that students enrolled in entrepreneurial programs have higher levels of entrepreneurial intentions that those enrolled in non-entrepreneurial programs, and that perceived benefits and individual creativity partially mediate the aforementioned relationship. The paper opens the door for future research in the entrepreneurship and education literature and provides several managerial implications.
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Kiradoo, Dr Giriraj. "Competency-Based Learning: An Imperative Benchmark for Result Engendering Entrepreneurship Education." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 2 (April 11, 2021): 2781–86. http://dx.doi.org/10.17762/turcomat.v12i2.2307.
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Entrepreneurship is an essential element aiming to be part of this competitive world based on fostering economic growth, creativity, and innovation. The competency-based approach refers to mastering skills and abilities as per the internal will power instead of the external environment’s pace. The present review dealt with studies that focused on entrepreneurship education, competence-based entrepreneurship learning, and a model curriculum. The program should identify and assess trainees’ acquired competencies and develop a communication competency at the entrepreneurship training program’s initial phase. Additionally, the entrepreneurship training programs’ curriculum should develop the trainees’ skills and capabilities. It should also focus on the industry-specific areas leading to economic growth. Hence there is a need to create quality courses by forming a committee of experts from various industries. It concluded that entrepreneurship training programs should develop specific competencies that enable the start-up founders to run their business successfully. Finally, the research considered enhancing motivation and attributes among trainees’ entrepreneurial behaviour and increasing their satisfaction level.
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Martin, W. Marty, John Mazzeo, and Briana Lemon. "Teaching Public Health Professionals Entrepreneurship: An Integrated Approach." Journal of Enterprising Culture 24, no. 02 (June 2016): 193–207. http://dx.doi.org/10.1142/s0218495816500084.
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Entrepreneurship is reflected in mass media and pop culture by television shows like Shark Tank and The Profit. In fact, entrepreneurship was characterized as the hype of the 1990s (De Leeuw, 1999) and entrepreneurship education has since been described as booming (Fayolle, 2013). The increase in college degree programs in entrepreneurship has been documented by a range of researchers (Jones et al., 2012; Kuratko, 2005; Wakefield, 2012). Recently, such entrepreneurship programs have begun to extend across campuses and beyond the walls of business schools. Such cross campus programs are currently to be found in curricula in the arts, the sciences, and engineering, as well as in medical schools (Nambisan, 2015). The aim of the present paper is to describe an interdepartmental entrepreneurship curriculum with extra-curricular activities developed at DePaul University in Chicago, Illinois, for graduate students in public health. Before describing this entrepreneurship curriculum, the changing healthcare landscape is briefly reviewed; the conceptual links between entrepreneurship and the social determinants model of health explored, and entrepreneurship education in the health professions discussed. Shepherd and Patzelt (2015) assert that entrepreneurship scholarship has pushed health topics largely to the periphery. This paper represents an attempt to bring entrepreneurial education among public health professionals closer to the core of healthcare.
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Sripituksakul, Chanachai. "Education about Digital Marketing to Students through Entrepreneurship Programs." Journal of Asian Multicultural Research for Educational Study 3, no. 2 (April 8, 2022): 1–5. http://dx.doi.org/10.47616/jamres.v3i1.272.
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Educating kids about digital marketing through entrepreneurial programs is critical, according to this article's authors. With the goal of effectively selling things, digital marketing has become a critical part of entrepreneurship. Digital marketing will make it easier for students to start their own businesses. Regardless of one's field or profession, entrepreneurship education in higher education is essential. As a business owner, it is easier than ever to keep tabs on what potential customers want and need, but on the other hand, potential customers can easily look for and acquire information about products online
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Solomon, George Thomas, Nawaf Alabduljader, and Ravi S. Ramani. "Knowledge management and social entrepreneurship education: lessons learned from an exploratory two-country study." Journal of Knowledge Management 23, no. 10 (December 9, 2019): 1984–2006. http://dx.doi.org/10.1108/jkm-12-2018-0738.
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Purpose Social entrepreneurship courses are among the fastest growing category of course offerings to entrepreneurship students (Brock and Kim, 2011) because both high growth potential- and steady growth-social ventures can create value and help solve social issues effectively and efficiently. As knowledge disseminators, entrepreneurship educators are in prime position to develop the knowledge, skills and abilities of students, which, in turn, increases their intentions to start a social venture and their ability to manage and grow their venture. Students gain an understanding about the role of entrepreneurship in addressing social opportunities, as well as knowledge related to starting, managing and growing social entrepreneurship ventures. This paper is divided into three parts. First, the authors broadly discuss the concept of social entrepreneurship. Second, the authors present an overview of the field of social entrepreneurship education (SEE) and its evolution. Finally, the authors supplement this review with an analytical examination of SEE, in which the authors present results of a cross-country analysis survey of over 200 entrepreneurship education programs in the USA and Canada. This paper aims to present information about: student enrollment in social entrepreneurship courses in comparison to other entrepreneurship courses; the frequency of offering social entrepreneurship courses and programs compared to other entrepreneurship courses and programs; and future trends in SEE. The results revealed a strong demand for social entrepreneurship from students, room for improvement in terms of the supply of course offerings, and a strong belief in the continued growth of social entrepreneurship. The authors conclude with suggestions about the future of SEE. Design/methodology/approach Analysis of secondary data derived from the oldest and most-frequently cited sources regarding entrepreneurship education in the USA and a novel data set examining entrepreneurship education in Canada. Both data sets were collected using an online self-report survey. Findings Demand for SEE continues to rise in both the USA and Canada. However, course and program offerings have not kept pace. Prominent trends in social entrepreneurship such as cross-campus programs and addressing the evolving demographics of students in higher education institutions need more attention. Originality/value A cross-cultural study of SEE that provides a high-level view of the state of the field today. In addition, the paper outlines the potential of the field of knowledge management for the future of SEE.
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Kovalenko, Alexander I. "A value-based approach to online entrepreneurship education in college and undergraduate programs in Russia." Journal of Modern Competition 15, no. 1 (March 31, 2021): 108–15. http://dx.doi.org/10.37791/2687-0657-2021-15-1-108-115.
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The article reveals the features of teaching courses on entrepreneurship, in accordance with the regulatory and methodological support of the Russian educational system, where entrepreneurship is not recognized as a separate area of professional activity. The author offers a possible explanation for this situation, focusing on the principles of modeling vocational education programs. The article reveals the difference between management and entrepreneurship, as well as training programs for "Management" and "Entrepreneurship". The author recommends to approve "Entrepreneurship" as a separate and independent direction of professional training. The key approach to teacher behavior in the educational process is revealed in the article using the concept of value used in entrepreneurship. The teacher's value-based learning approach is to provide the learner with more value in the learning experience than the cost of the learning to the learner. This concept is the opposite of cost- cutting business tactics Separately, the article reveals the problems of education transformation associated with the development of the digital environment. There is a decrease in the value of knowledge and an increase in the value of skills and abilities. For the implementation of entrepreneurship teaching programs in the educational process, more attention should be paid to practical exercises. Author shares his own experience in teaching entrepreneurship courses for bachelor and college programs in the Russian Federation. Separate practical tips for organizing and conducting online classes will help teachers, who face the same types of tasks, that is, for example, teachers, who implement disciplines through online means in accordance with the regulatory and methodological support of the Russian educational system.
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Mosly, Ibrahim. "The Significance of Including an Entrepreneurship Course in Engineering Programs." Higher Education Studies 7, no. 4 (September 13, 2017): 9. http://dx.doi.org/10.5539/hes.v7n4p9.
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This paper studied the significance of entrepreneurship education in engineering programs. It looked into its influence on engineering students’ perception and willingness to change their future job direction. The study was performed at the College of Engineering-Rabigh Branch, of King Abdulaiziz University in Saudi Arabia. Entrepreneurship education was introduced in 2013 to all of the college’s engineering programs in the form of an introductory course on entrepreneurship (IEN 481). This study reveals the importance of entrepreneurship education to engineering students, as the majority of study participants seek to establish their own business in the future. Moreover, 90% of the participants agreed that the IEN 481 course provided them with sufficient knowledge and skills required to establish their future businesses. In addition, the IEN 481 course changed the students’ mindsets and increased their entrepreneurial awareness.
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Chulkova, Olga S. "Problematic aspects of entrepreneurship education depending on age characteristics of trainees." Psychological-Pedagogical Journal GAUDEAMUS, no. 4 (2022): 113–20. http://dx.doi.org/10.20310/1810-231x-2022-21-4-113-120.
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Entrepreneurship education is an urgent and important topic of psychological and pedagogical research nowadays. Entrepreneurs are the most active part of society, developing and modernizing it. The issue of entrepreneurship training has no simple solution, since this occupation is not reduced to a simple description of competencies. The traditional formalized training of entrepreneurs in most cases is based on a formal approach, informing about entrepreneurship, and not learning how to be an entrepreneur. At the same time, studies show that the meaning of teaching entrepreneurship and the entrepreneurial spirit is to transfer such knowledge, skills, attitudes and personal characteristics to the extent that it corresponds to the age of participants in training programs. In this case, entrepreneurship training has an expanded understanding. There are three main directions in it: the first is the development of skills and abilities necessary to create an enterprise; the second involves the development of the spirit of entrepreneurship among students; the third involves teaching entrepreneurship in practice. New approaches to entrepreneurship training include the development of the entrepreneurial spirit: personal qualities that contribute to entrepreneurship. These personal qualities can be developed in the training programs for schoolchildren. The analysis of educational approaches for university students shows a certain bias in the field of theoretical knowledge about entrepreneurship and a lack of development of entrepreneurial spirit and practical skills.
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Heinert, Seth, and T. Grady Roberts. "A Profile of Exemplary Rural Agricultural Entrepreneurship Education Programs." Journal of Agricultural Education 59, no. 3 (September 30, 2018): 291–308. http://dx.doi.org/10.5032/jae.2018.03291.
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Fedenia, James N. "Entrepreneurship Education: An Important Component of Contemporary Outplacement Programs." Advances in Developing Human Resources 3, no. 1 (February 2001): 93–95. http://dx.doi.org/10.1177/15234220122238120.
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Aldianto, Leo, Grisna Anggadwita, and Aang Noviyana Umbara. "Entrepreneurship education program as value creation." Journal of Science and Technology Policy Management 9, no. 3 (October 1, 2018): 296–309. http://dx.doi.org/10.1108/jstpm-03-2018-0024.
Повний текст джерелаАнотація:
Purpose The purpose of this paper is to analyze the role of inputs and processes to the output of entrepreneurship education programs (EEPs) in universities in Bandung, Indonesia. The input here is related to the audience, institutional setting and type. The process includes the objective, content and teaching method. The output is represented by entrepreneurial knowledge, entrepreneurial spirit and entrepreneurial behavior. Meanwhile, this study tries to reflect that inputs, processes and outputs in EEPs to create value for students. Design/methodology/approach This study provides empirical evidence of how the influence of inputs and processes on output of EEPs. The results are based on survey data collected at universities in Bandung, Indonesia. A total of 222 respondents participated in filling questionnaires. Structural equation modeling is used to test the proposed hypothesis. Findings The study found that inputs are positively and significantly related to the process of EEP. The study also point out that processes have positive and significant effect on the output of EEP. Meanwhile, the inputs have negative and insignificant effect on the output of EEP. The study concludes that EEPs should be integrated in providing learning to students in encouraging business creation through the identification of inputs, processes and outputs so as to provide insight into how to manage value creation. Practical implications The study is valuable from a university and government perspective, as it highlights the most effective EEP for creating value that is an increase in the number of young entrepreneurs and business creation. Originality/value This study adds knowledge based on students’ perspectives at universities by demonstrating the importance of inputs and processes for EEP output as value creation in giving impact for students to be entrepreneurs.
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Shodikin, Ali, Wahyu Kyestiati Sumarno, Sutardi Sutardi, and Ali Muhajir. "Program Pengembangan Kewirausahaan Mahasiswa dan Alumni Di Universitas Islam Darul Ulum Lamongan." JPM (Jurnal Pemberdayaan Masyarakat) 3, no. 2 (November 14, 2018): 258–63. http://dx.doi.org/10.21067/jpm.v3i2.2636.
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At this time, a lot of news about unemployment of higher education graduates became a special concern for the campus as the organizer. The solutions adopted include entrepreneurship education programs for students and graduates. But often entrepreneurship education programs that are carried out are not continuous and sporadic in order to obtain less optimal results. The entrepreneurship development program aims to provide entrepreneurship guidance for students and alumni of Universitas Islam Darul Ulum by prioritizing the concept of sustainable training and coaching and adjusting tenant issues. This program uses a three-phase of Participatory Action Learning System (PALS) approach, namely awareness, entrepreneurship capacity building, and institutionalization. The results were obtained that this program provided improvements in tenant management, produced science and technology-based products and formed cooperation with related parties.
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Vdovichenko, Maria, Elena Lyapuntsova, Yulia Belozerova, and Ilona Drozdova. "Analysis of the methods for assessing the quality of entrepreneurial education." E3S Web of Conferences 210 (2020): 22029. http://dx.doi.org/10.1051/e3sconf/202021022029.
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Improving the quality of education is becoming one of the main goals of the Ministry of Education of the Russian Federation, any reform in education is aimed at improving quality. To date, it has been proven that there is a direct relationship between entrepreneurship activity and entrepreneurship education. Every year the Ministry of Education creates new programs aimed at training enterprisers. The paper aims to study possible methods of independent quality assessment of entrepreneurship education. In the course of the research, mechanisms for monitoring the quality of entrepreneurship education were developed and proposed.
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Hsu, Jane Lu, and Maja Pivec. "Integration of Sustainability Awareness in Entrepreneurship Education." Sustainability 13, no. 9 (April 28, 2021): 4934. http://dx.doi.org/10.3390/su13094934.
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Compared to topics such as creativity and strategic implementation in entrepreneurship education, sustainability has not been profoundly emphasized in programs. This study seeks to fill this gap by examining cross-cultural differences between the Austrian and Taiwanese educational contexts in terms of sustainability awareness in entrepreneurship among students in higher education. To conduct the study, students from both Austria and Taiwan were interviewed after developing a procedure to cross-examine their activities in programs, workshops, and team projects. The results indicated that students’ perception of sustainability differed according to sociocultural background: Taiwanese students tended to prefer individual responsibility and action, whereas Austrian students were more aware of the impact of industry and food production on sustainability. Such an approach could help students in both Taiwan and Austria to attain a better understanding of the sustainability problems that require entrepreneurial solutions. The uniqueness of this study lies in its cross-examination and cross-comparisons of sustainability integration in entrepreneurship education in Austria and Taiwan. Such comparisons provide educators and policymakers the opportunity to engage in cross-cultural exchanges of knowledge and experiences from which they can learn and adapt.