Дисертації з теми "Entrepreneurship educator"
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1
Price, Kariema. "Entrepreneurship education courses across multidisciplinary programmes at a South African university of technology: educator and student perspectives." Doctoral thesis, Faculty of Commerce, 2018. http://hdl.handle.net/11427/30142.
Анотація:
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.
2
Makaya, Sylvain Christian. "Incidence de la posture interactionnelle de l’enseignant en entrepreneuriat sur la soutenabilité de la génération de connaissances : une approche écosystémique." Electronic Thesis or Diss., Paris 10, 2023. http://www.theses.fr/2023PA100144.
Анотація:
La massification de l’éducation à l’entrepreneuriat à l’œuvre depuis une vingtaine d’années a conduit les institutions éducatives à accueillir une grande diversité de profils d’apprenants dans leurs cours d’entrepreneuriat. Ayant émergé dans un contexte politique de promotion de l’entrepreneuriat d’inspiration néolibérale, cette éducation entrepreneuriale fait face à des défis liés à la prise en compte de la subjectivité des apprenants et, surtout, de soutenabilité des écosystèmes terrestres ; la pratique entrepreneuriale ayant contribué à l’entrée dans l’ère de l’anthropocène, au sein de laquelle l’Homme représente la principale force de transformation, et de destruction, sur Terre. Notre recherche s’inscrit dans les travaux appelant à un renouveau épistémologique et éthique de l’éducation à l’entrepreneuriat, en croissance depuis une quinzaine d’années. Nous percevons l’enseignant en entrepreneuriat comme un levier de transformation éducative et nous nous demandons comment cet enseignant, peut, par sa posture, contribuer à la soutenabilité de sa pratique. Nous proposons de considérer le cours d’entrepreneuriat comme un écosystème impliquant des individus en interaction dans un milieu et nous cherchons à établir comment l’enseignant peut rendre cet écosystème équilibré par sa gestion de la diversité des individus qui le composent, la facilitation des interactions et la diffusion d’un esprit entrepreneurial vertueux. Nous nous demandons également à quoi pourrait ressembler ce milieu dans lequel évoluent les acteurs d’un tel écosystème. Inscrite dans une démarche interprétativiste et s’appuyant sur une expérience en tant que consultant-formateur au sein d’une structure de formation à l’entrepreneuriat, notre recherche débute par une étude de cas explorant l'impact de la diversité des apprenants dans deux programmes de formation à l'entrepreneuriat révélateurs de la diversité entrepreneuriale. Un deuxième article s’intéresse à la gestion des interactions dans le cadre de l’application de 10 méthodes d’apprentissage actif de l’entrepreneuriat, à partir d’une revue de littérature systématique, et en explorant les apports potentiels des sciences écologiques pour l’optimisation de cette gestion d’interactions. Un troisième article constitue une revue de littérature intégrative autour de pratiques d’enseignement de l’entrepreneuriat durable afin de comprendre comment l'enseignant peut intégrer les enjeux de développement durable dans son enseignement de l'entrepreneuriat, et suggérant l’appréhension d’un cadre d’opérationnalisation inspiré de la permaculture. Enfin, un quatrième article constitue un essai scientifique questionnant le jardin en tant que potentiel espace de réinvention l'enseignement de l'entrepreneuriat. L'ensemble de ces travaux aboutit à la proposition d'une logique de création et d'animation d'écosystèmes éducatifs entrepreneuriaux soutenables au niveau du cours d'entrepreneuriat : la biogogie. Notre étude apporte une compréhension nouvelle du rôle et de la posture de l’enseignant en entrepreneuriat, et pourra inspirer la conception de dispositifs de formation dédiés à ces acteurs. L’approche écosystémique adoptée invite à porter un regard nouveau sur les dynamiques à l’œuvre dans un cours d’entrepreneuriat, en termes de diversité, d’interactions et de durabilité. Notre recherche ouvre également une voie à l'exploration des émotions de l'enseignant, enrichissant ainsi le domaine de la recherche sur les émotions dans l'accompagnement et la formation d'entrepreneurs. De nouvelles perspectives sont explorées pour appréhender une éducation soutenable de l’entrepreneuriat. A travers la prise en compte de la permaculture comme voie d’opérationnalisation du cours, et du jardin comme espace d’apprentissage, des approches alternatives de l’entrepreneuriat sont appréhendées, axées sur l’équilibre des écosystèmes et ouvrant le champ à des opportunités pour inviter à repenser l'entrepreneuriat et sa relation à la durabilitéThe proliferation of entrepreneurship education over the past two decades has led educational institutions to welcome a diverse range of learners into their entrepreneurship courses. Emerging within a neoliberal-inspired political context that promotes entrepreneurship, entrepreneurship education faces challenges related to considering the subjectivity of learners and, most importantly, the sustainability of terrestrial ecosystems. Entrepreneurial practice has contributed to the onset of the Anthropocene era, in which humans represent the primary force for transformation and destruction on Earth. Our research aligns with the call for an epistemological and ethical renewal of entrepreneurship education, a field that has seen substantial growth over the past fifteen years.We view the entrepreneurship educator as a relevant lever for transformation and explore how this educator, through their stance, can contribute to the sustainability of their practice. We propose to consider the entrepreneurship course as an ecosystem involving individuals interacting within an environment. Our aim is to establish how the educator can manage diversity within this ecosystem, facilitate interactions, impart a virtuous entrepreneurial mindset, and envision the environment in which the actors in this ecosystem operate.Rooted in an interpretive approach and drawing on 34 months of experience as a consultant-trainer within an entrepreneurship training structure, our research began with a case study exploring the impact of learner diversity in two entrepreneurship training programs for adults (Article 1). The second article focuses on the management of interactions in the application of ten active entrepreneurship learning methods, drawing from a systematic literature review and exploring the potential contributions of ecological sciences to optimize interaction management. The third article is an integrative literature review aiming to understand how the educator can integrate sustainable development issues into entrepreneurship education, suggesting an operationalization framework inspired by permaculture. Finally, the fourth article is a scientific essay questioning the garden as a potential space for reinventing entrepreneurship education based on ecological sciences.Collectively, these works lead to the proposal of a logic for creating and animating sustainable entrepreneurial educational ecosystems at the level of entrepreneurship courses: "biogogy." Our study provides a fresh understanding of the role and stance of the entrepreneurship educator and can inspire the design of dedicated training programs for these actors. Additionally, our research paves the way for exploring the emotions of the educator, enriching the field of research on emotions in entrepreneurship mentoring and training. The ecosystemic approach adopted invites us to take a fresh look at the dynamics at play in an entrepreneurship course in terms of diversity, interactions, and sustainability. New perspectives are explored to understand sustainable entrepreneurship education. By considering permaculture as a means of operationalizing the course and the garden as a learning space, alternative approaches to entrepreneurship are apprehended, focusing on ecosystem balance and opening opportunities to rethink entrepreneurship and its relationship to sustainability
3
Naess, Emmy, and Melinda Sjölander. "Entreprenöriellt lärande : En fenomenologisk studie om pedagogers uppfattningar av entreprenöriellt lärande i skola och fritidshem." Thesis, Stockholms universitet, Barn- och ungdomsvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131417.
Анотація:
Syftet med vår studie är att undersöka hur pedagoger uppfattar entreprenöriellt lärande i grundskola och fritidshem. Anledningen till att vi valt att forska kring pedagogers uppfattningar och erfarenheter om entreprenörskap och entreprenöriellt lärande, som också är vårt syfte med studien, är att vi läst i styrdokument att det är viktigt att arbeta med entreprenöriella förmågor i skolan men inte erfarit hur ett sådant arbete kan se ut eller märkt av att andra skolor arbetar med det. Med hjälp av en kvalitativ metod och en fenomenologisk ansats har vi därför samlat in datainformation om pedagogers erfarenheter och upplevelser kring entreprenöriellt lärande i skola och fritidshem. Vi genomförde parintervjuer för att värdera den sociala interaktionen vi märkte under en pilotintervju, samt att pedagogerna skulle kunna hjälpas åt med att berätta om deras upplevelser och erfarenheter kring entreprenöriellt lärande. Resultatet visar på att pedagogerna delar samma uppfattningar om vad begreppet innebär, nämligen att det är svårdefinierat samt att det handlar om andra förmågor och kompetenser än vad de vanliga skolämnena kräver, även fast arbetet ser olika ut på olika skolor och fritidshem. Samtliga pedagoger tycker även att detta är viktigt att arbeta med trots att det finns många saker runtomkring som påverkar arbetet med entreprenöriellt lärande, som till exempel tidsbrist, brist på kunskap om begreppet samt att många utav de skolor som pedagogerna arbetar på har bestämt att pedagogerna ska gå olika fortbildningar för att utveckla verksamheten på olika sätt. Något som vi har kommit fram till under studiens gång är att skolans roll inte endast är att utveckla elevernas kunskaper inom de olika ämnena, utan skolan har även i uppgift att förbereda eleverna inför livet efter skolan som ansvarsfulla medborgare, att lära för livet.
4
Langston, Carol. "An interpretative phenomenological analysis of educators' experiences of entrepreneurship education in UK HEIs." Thesis, University of Aberdeen, 2018. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=239373.
Анотація:
Since the 1990s the education sector has been called upon to create more 'entrepreneurs' to find solutions to global problems (Acs and Audretsch, 2010) leading to entrepreneurship education (EE). EE is considered to be at an early stage of development, regarded by some as confusing or marginal, with work needed to make it more effective and available (Lackéus, 2015). Expectations of EE “may have spiralled beyond what is both realistic and possible” (Henry, 2013, p.836). The educator is key in this relationship, but research has largely neglected their experiences. This study directly addresses this gap. EE can be categorised into four learning approaches: (1) knowledge 'about' entrepreneurship; (2) human and social capital 'for' entrepreneurship; (3) entrepreneurial attributes 'through' EE; and (4) 'embedded', where EE is inculcated within wider learning outcomes. An interpretative phenomenological approach was employed to study UK based Higher Education EE educators. This study provides an original contribution to knowledge by proposing a conceptual model of the essence of EE educators' experiences identifying: shared values; multiple identities; and innovative practices. It finds something personal and inherently 'good' about EE, beyond knowledge of entrepreneurship, which attracts certain educators. These educators are entrepreneurial with a need for change, distinctiveness and action, which can lead to marginalisation from the traditional educational establishment. They are found to be highly efficacious when a HEI is developing EE, and it is argued, could act as significant enablers for wider HEI institutional change. Despite substantial EE policy, within HEIs the EE agenda can go 'in and out of fashion', causing frustrations and difficulties for educators. Policy implications are advocated to create enabling HEI environments and future research is recommended to develop a clearer understanding of what EE, and in particular EE educators, require to make a significant and measurable impact for students and wider society.
5
Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.
Анотація:
For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
6
Youderian, Christopher J. "Essays on entrepreneurship and education." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.
Анотація:
Doctor of PhilosophyDepartment of Economics
Dong Li
The first essay tests whether the returns to education are different between entrepreneurs and regular employees. If the signaling model of education is correct, entrepreneurs should receive lower returns from education (relative to employees) because they have no need to signal their productivity to an employer. However, this result should only hold if the researcher is able to control for selection into self-employment and the endogeneity of ed- ucation. This is illustrated using a stylized model of signaling. The relationship between self-employment and the returns to education is tested using data from the 1996 Survey of Income and Program Participation. This rich panel dataset makes it possible to control for many business-specific characteristics, like business equity, that have been previously unaccounted for in the literature. Ordinary least squares regressions find the correlation between education and earnings to be weaker for entrepreneurs. To control for selection, I utilize a Heckman selection model using spousal health insurance and housing equity as instruments. It shows that selection biases downward the correlation between education and income for entrepreneurs. Finally, a fixed effects model is employed to control for any time invariant unobserved heterogeneity. This approach indicates that education is as valu- able, if not more valuable, to entrepreneurs as it is to employees. This does not support the signaling hypothesis. The finding is robust to different measures of entrepreneurial earnings. The second essay explores whether unemployed workers make successful transitions into self-employment. It is well established that unemployed workers are more likely to transition into self-employment than individuals coming from paid employment. A growing body of literature suggests that these formerly unemployed entrants tend to exit self-employment earlier than typical entrants. It is tempting to attribute this result to differences in ability between the two groups. However, using an adapted version of Frank (1988)’s Intertemporal Model of Industrial Exit, I show that this is not the case. In this model, entrants to self- employment receive noisy information about their true entrepreneurial ability from their earnings in the market. I show that low ability entrants to entrepreneurship should be no more likely to exit self-employment than high ability entrants to self-employment. This is because although low ability entrants will earn less as entrepreneurs, their outside wage in paid employment will also be proportionately lower. Survival in self-employment, therefore, is a function of how initial expectations match reality. This leads me to suggest that the high exit rates out of self-employment for the formerly unemployed may be because this group systematically overestimates their entrepreneurial ability at entry. This hypothesis is justified by evidence from the psychology literature that low ability individuals tend to overestimate their performance. Duration analysis on data from the 1996 and 2001 panels of the Survey of Income and Program Participation confirms that the formerly unemployed are more likely to exit self-employment. I also find preliminary evidence consistent with the hypothesis that the unemployed overestimate their likelihood of success in self-employment. These findings should give policymakers pause before incentivicing the unemployed to enter self-employment.
7
Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.
Анотація:
The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.
8
Farzin, Farnaz. "Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.
9
Jacobsen, Petter Jacob. "A Case Study: action based Entrepreneurship Education." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.
Анотація:
This paper contributes by providing suggestions on how to analyze business ideas forexploitation in an entrepreneurial education context, and how the institution can provide support activities to enhance the chance of successful exploitation. Active learning has become the preferred choice of teaching entrepreneurship and external ideas are used to provide the students with business opportunities to exploit. An instrumentaø case study on the Norwegian University of Science and Technology – School of Entrepreneurship, however, finds challenges on collaborating with these external partners. By reviewing theory, ways to improve the analysis of business opportunities are found and presented. Additionally a structured idea search process and mentors are suggested as a mean of gaining access to sufficient business ideas and the experience and network necessary for a successful evaluation and exploitation process.
10
Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.
Анотація:
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.
11
Hofmuth, Matthias [Verfasser]. "Selected Essays on Entrepreneurship Education / Matthias Hofmuth." München : Verlag Dr. Hut, 2015. http://d-nb.info/1069020486/34.
12
O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.
Анотація:
Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)
13
LEGAS, Habtamu Adane. "An Empirical Analysis of the Workings of Entrepreneurship, and the Role of Entrepreneurship Education on Intention towards Entrepreneurship: Insights from Africa." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/62254.
14
Schneider, Wilfried. "Entrepreneurship Education an Wirtschaftsschulenzwischen kreativen Spielereien undsinnvoller Planung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6046/1/Schneider_2016_MANZ_Entrepreneurship%2DEducation.pdf.
15
Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.
Анотація:
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.
16
Ismail, Mohd Zahari. "Developing entrepreneurship education : empirical findings from Malaysian polytechnics." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:2682.
Анотація:
This study identifies empirically the effectiveness of the entrepreneurship curriculum used in Malaysian polytechnics. This includes an evaluation of the syllabus, teaching methods and lecturer training programmes. The study investigates the relationship between entrepreneurship education and polytechnic students‟ entrepreneurial tendencies. The needs of this research arise due to problems of unemployment amongstgraduates and the inadequacy of research on entrepreneurship education. It also responds to the government's intention to achieve “Developed Nation” status in 2020.The research, one of the most comprehensive ever undertaken in this area, comprises interviews and focus groups with students, lecturers, senior managers in polytechnics and officials from the Malaysian Ministry of Higher Education. In addition, the General Enterprising Tendency (version 2) Test (GETv2) was used with students to explore their entrepreneurial tendencies. Six hundred Malay-version questionnaires were randomlydistributed to selected classes during a regular lecture period in 2008. After screening, a total of 506 questionnaires were deemed completed and usable: a response rate of 84.3 percent. The study identifies that the entrepreneurship syllabus in polytechnics is not effective and students are not imbued with entrepreneurial knowledge, skills and attributes during their study. Teaching approaches appear to be inappropriate and polytechnic lecturers do not appear to have relevant entrepreneurial skills, knowledge or training. There are shortcomings in the way entrepreneurship education is organized and funded in highereducation and cooperation and networking within the agencies, whether domestic or international, is low. The role of culture perceived to be of particular importance. Cultural factors such as gender, values, religion, family back ground and ethnicity are crucial issues which influence students‟ tendency towards entrepreneurship. These findings provide the basis for a new model of entrepreneurship development for higher education in Malaysia.The contribution of the study is therefore to add to the body of knowledge on entrepreneurship education by providing empirical evidence from a Malaysian perspective.
17
Setzepfand, Lena, Ida Kristina Kühn, and Anja-Christina Hinrichs. "Quality Assurance in Vocational Orientation through Entrepreneurship Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20873.
18
Avenant, Leonie. "Entrepreneurship leadership and creativity." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51743.
Анотація:
Thesis (MEd)--Stellenbosch University, 2000.ENGLISH ABSTRACT: In this masters thesis the nature and theory of entrepreneurship, leadership and creativity are discussed. The primary objectives were to identify the entrepreneur. The secondary objectives were to evaluate that when he corporates his leadership skills and creativity if he can be a winner. Entrepreneurs create and manage change. Action-orientation is the essence of entrepreneurship. In order to achieve the above-mentioned objectives an in-depth literature study was carried out. It was followed by informal interviews with different entrepreneurs, managers and leaders of big and small businesses. Young entrepreneurs were also interviewed. During this study it was found that leadership and creativity are necessary for entrepreneurship, in order to prosper in an increasingly competitive world. Development of entrepreneurship, leadership and creativity becomes an important strategic objective of schools and other organisations. There is a need for training young people and adults efficiently. This situation poses definite challenges. On the part of educators it requires innovative and unique approaches to develop these abilities. Entrepreneurs are leaders. Being a leader is a prerequisite to entrepreneurship. An entrepreneur must be a leader to attract, retain and get the most out of financiers, suppliers, customers, consultants, professionals and contractors. He must be a leader to get the best out of himself. Some entrepreneurs lead in such a way that their leadership is easy to observe and to understand, while others' ways are less visible or comprehensible; but they are all leaders. One thinks that leaders are born with leadership talent. Some small elements of leadership may come with birth (Shefsky, 1994: 168), but those elements tend to determine the quality of the leadership, not the existence of leadership talent. People can be educated how to be leaders. This can also be taught at school. Entrepreneurial leadership develops by keeping perspective so that dreams can become reality, knowing why one must lead, identifying targets and staying focussed. Like other forms of leadership, entrepreneurial leadership entails a blend of what is ethically correct and what is financially successful. The entrepreneurial leader must be prepared for the stimulation and the responsibility of the position. Creativity in entrepreneurship is challenging and stimulating. Intuition is the enabling factor in creativity. Once the entrepreneurial leader creates, he tears apart his good ideas. He will analyse how long his idea will take to develop, what the risk is and what the market is. He will estimate both sides of success, spectacular and worst case scenarios. His mind will be open for creativity to truth. He will be inquisitive, he will question everything and try to figure out how in the world everything can be done better.
AFRIKAANSE OPSOMMING: In hierdie verhandeling word die aard en teorie van entrepreneurskap, leierskap en kreatiwiteit bespreek. Die primêre doelwitte was om te bepaal of die entrepreneur suksesvol kan wees as hy leierskap en kreatiwiteit koppel aan entrepreneurskap. Die entrepreneur skep verandering en hy bestuur verandering. Die wese van die entrepreneur is daarin om daadwerkilk op te tree. Om bogenoemde doelwitte te verwesenlik, is en diepgaande Iieteratuurstudie gedoen, asook onderhoude gevoer met verskeie entrepreneurs, bestuurders en leiers van groot en klein sakeondernemings. Daar is ook onderhoude met skoolgaande en jong entrepreneurs gevoer. Tydens die studie is bevind dat leierskap en kreatiwiteit noodsaaklik is vir entrepreneurskap ten einde voorspoedig te wees en vooruit te gaan in en Wêreld wat toenemend mededingend raak. Ontwikkeling van entrepreneurskap, leierskap en kreatiwiteit raak al hoe meer die strategiese doelwitte van skole en ander organisasies. Daar is en behoefte daaraan om jong mense en volwassenes effektief op te lei. Hierdie situasie skep werklik uitdagings. Aan die kant van die opvoeders vereis dit unieke verandering deur nuwighede in te voer en unieke benaderings te ontwikkel, ten einde hierdie vermoëns te ontwikkel. Entrepreneurs is leiers. Om en leier te wees, is en vereiste vir entrepreneurskap. en Entrepreneur moet en leier wees ten om die finansiers, verskaffers, kliënte, konsultante, beroepslui en kontrakteurs aan te trek, hulle te behou en die meeste uit hulle te haal. Hy moet 'n leier wees om die beste uit homself te kry. Sommige entrepreneurs lei op so 'n manier dat hulle leierskap maklik waarneembaar en verstaanbaar is. Ander se leierskap is weer minder sigbaar of verstaanbaar, maar hulle is almal leiers. Daar word algemeen aanvaar dat leiers gebore word met leierskaptalent. Sommige beginsels van leierskap is reeds by geboorte aanwesig (Shefsky, 1994: 168), maar hierdie beginsels is geneig om die bestaan van leierskap te bepaal, maar nie die bestaan van leierskap talent nie. Mense kan opgelei word on leiers te wees. Leierskap kan ook in die skool aangeleer word. Ondernemende leiers ontwikkel deur perspektief te behou sodat hulle drome werklikheid word, deur te wete te kom hoekom hulle moet lei, deur doelwitte te stel en gefokus te bly. Soos enige vorm van entrepreneurskap tree hulle eties korrek op om finansieel suksesvol te wees. Kreatiwiteit en entrepreneurskap skep 'n uitdaging en is stimulerend. Intuïsie is die bydraende faktor tot kreatiwiteit. Sodra die voornemende leier skep, haal hy sy idee uitmekaar uit. Hy analiseer hoe lank dit sal duur voor sy idee ontwikkel, wat die risiko is en waaroor die mark geleenthede gaan. Hy maak 'n waardebepaling van moontlike suksesse of mislukkings. Hy is ingestelop kreatiwiteit, is ondersoekend en weetgierig. Hy doen alles in sy vemoë om 'n belangrike rol te speel om die wêreld 'n beter plek te maak. Klem is gelê op die eienskappe, vaardighede, rolle en funksies van die voornemende leier en watter rol leierskap en kreatiwiteit in entrepreneurskap speel.
19
Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.
Анотація:
The purpose of this research report is to investigate how Entrepreneurship is being taught in the classroom of secondary schools and to see if there is a vast difference between how it is taught across the income spectrum of the students.The research used a qualitative methodological approach. Questionnaires were sent out to respondents selected by the researcher (convenient sample). Then there was a follow-up in-depth interview with all the respondents. The respondents are all teachers who currently teach entrepreneurship at secondary schools and were divided into three groups depending on the school they teach at. There is the private school, the Model C School and the public school.The research revealed that there are vast differences in the way entrepreneurship is taught between the schools. Private schools have a large component of ‘beyond the classroom’. These include company visits, guest lecturers on entrepreneurial exercises. Model C Schools were very limited with the ‘odd’ guest lecturer and ‘fund raising’ poject. Public schools have no practical component to entrepreneurship what so ever. All the previous research suggests that a practical component to teaching entrepreneurship is vital. This research high-light’s that entrepreneurial education is seriously lacking at secondary school level in that a practical component seems to be missing.This research report looked at different schools to see if there was possibly a model that could be replicated across secondary schools that could bring in a practical element to teaching entrepreneurship. A model was found called, ‘R10 in ten days’. Students are placed in pairs and given R10 on a Wednesday. The following Friday they return the R10 and profit. They pay 20% to the school and keep the rest. This is a model that can be implemented in every school. Furthermore it creates a culture of ‘entrepreneurship’. Parents, relatives and friends get involved. A culture that encourages entrepreneurs is far more successful than one that doesn’t.Dissertation (MBA)--University of Pretoria, 2012.
Gordon Institute of Business Science (GIBS)
unrestricted
20
Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.
Анотація:
Entrepreneurship has emerged over the last two decades as arguably the most potent economic force the world has ever experienced (Kuratko, 2005: 577). Entrepreneurship has become a pressing national priority in South Africa as there are simply not enough existing jobs to absorb the influx of school leavers into the labour market (www.ssaci.org.za). The Global Entrepreneurship Monitor study has consistently highlighted the weaknesses in the education system as a factor limiting entrepreneurial activities in South Africa (Orford, 2004: 26). Entrepreneurship education was introduced into the Further Education and Training curriculum (Grades 10-12) in 2006 as part of an optional subject Business Studies (Horn, 2006: 120). Preliminary evidence suggests widespread problems across the country with the implementation of entrepreneurship education programs in schools (Isaacs, Visser, Friedrich and Brijlal, 2007: 618). The primary objective of this study is to improve entrepreneurship education at secondary school level by investigating how effective the current entrepreneurship education program is in providing school leavers with the entrepreneurial knowledge and skills required to start their own business. The study conducted a literature review to establish global trends of entrepreneurship education. Furthermore, a qualitative case study approach was used, where three schools from Nelson Mandela Bay Municipality was selected for collecting data on the progress of entrepreneurship education in secondary schools. The study found that prescribed content for entrepreneurship education is being taught at secondary schools. However, concerns were identified with the methods used to teach entrepreneurship education as it lacked practical exposure to real life situations. The study found that the way in which entrepreneurship education was taught did not motivate school leavers to start their own business. Therefore, the study recommends that entrepreneurship education should be offered as an independent subject and not as part of another subject. Furthermore, a practical approach should be followed in teaching entrepreneurship education. Finally, commitment and collaborative participation by all stakeholders are required to ensure the success of entrepreneurship education.
21
Hannan, Mark Joseph. "Evaluating the impact of entrepreneurship education :an exploratory study." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491948.
Анотація:
This thesis aims to create additional knowledge and understanding in measuring the impact of entrepreneurship education at the tertiary level. In particular, this study investigates whether embedding entrepreneurship into the curricula of undergraduate degree programmes has a positive impact on students' entrepreneurial attitudes and intentions. Intentions-based models are used as the theoretical basis for determining the impact of entrepreneurship modules, specifically Shapero's (1985) model of the 'Entrepreneurial Event'. In addition, this study also investigates whether other extraneous factors, such as role models, influence students' entrepreneurial intentions. The influence of these factors is investigated since they could demonstrate if any factors could be integrated into the teaching design and content of modules to ensure greater impact. This study employed a comparison group pre-test/post-test research design to assist in determining causality, that is, if entrepreneurship education caused a change in students attitudes and not other factors. The empirical data of this study was derived from a survey. The survey data of 577 students at the pre-test stage and 321 at the post-test stage was used to test the research aim, objectives and hypotheses. The results indicate that the embedded approach to teaching has little impact on students' attitudes or intentions. However, if students undertake work experience as part of their module the findings suggest that this will enhance students' entrepreneurial selfefficacy. The results provide support for the continued use of intentions-based models to explain entrepreneurial behaviour, however, the model that emerged from the statistical analyses differed somewhat to that hypothesised. Finally, the findings highlight that extraneous factors, such as role models and gender, significantly influence the formation of entrepreneurial intentions. These findings highlight possible ways for lecturers to enhance students' entrepreneurial intentions and help identify those sub-sections of students who may need additional information and support.
22
Halbfas, Brigitte. "Entrepreneurship education an Hochschulen : eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dokv̲ar=1&doke̲xt=htm.
23
Halbfas, Brigitte. "Entrepreneurship education an Hochschulen eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dok_var=1&dok_ext=htm.
24
Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.
Анотація:
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
25
Felsher, Rivka Aliza. "Policy entrepreneurship| A descriptive portrait of higher education leaders." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095899.
Анотація:
As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time.
The study employed a descriptive, revelatory, single-case study research design (Yin, 1994) interpreted from the postpositivist paradigm (Creswell, 2007). The major source of data, drawn from 23 interviews with policy entrepreneurs from across the United States, was triangulated with document reviews and a multi-level coding strategy. Then the data were framed by the research questions and juxtaposed against nine propositions extracted from the extant literature to derive the study findings.
The policy entrepreneurs in this study are creative political leaders with a passion for improving educational opportunity. They are adaptable, pragmatic on details of policy shaping, and use the means available to them to influence. Policy entrepreneurs don’t work in isolation; rather, they are network dependent. They value collaboration and seek to develop relationships and create opportunities to advocate for policy innovations that benefit students before institutions or organizations, taking calculated risks with interminable patience, and making sacrifices for their cause. They have learned to listen, compromise, reach across the aisle, strategize, and recognize windows of opportunity. They work hard to build credibility and trust. Workplace mentorships and peer relationships are a major source of their learning and development.
26
Jónsdóttir, Svanborg R. "Two sides of the same coin : Innovation education and entrepreneurship education in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12149.
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Bernardo, Nathalia Rana Rosa. "A public intitution of higher education and technology entrepreneurship education: a case study." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=803.
Анотація:
The entrepreneurial activity, from the last century, has been considered essential for the generation of wealth of a country. Brazil is considered one of the most entrepreneurial countries in the world. However, a major problem is the high mortality
rate of companies. The entrepreneurial education in this sense may take the relevant function to motivate, help and support initiatives that foster the development of entrepreneurial skills, contributing to the initiation and maintenance business
probably more likely to succeed. Based on these considerations, this dissertation that aimed to identify, describe and analyze the entrepreneurship training in a Public Institution of Higher Education Technology through the education program and the
perception of students and coordinators. The research is classified as exploratory; the point of view of technical procedures, we conducted a field study, developed
through document analysis and case study. The survey was conducted with 74 students enrolled in the 5th and 6th semesters of courses offered by the institution, because they were already in the final phase of the degree program. Participants are also three of the Institution course coordinators. As a result, one can observe the convergence of perceptions of the Course Coordinators and Student Body regarding the concept and importance of entrepreneurship, especially the realization of a dream, the possibility of start-ups and entrepreneurial activity as a potential human being. Furthermore, it was possible to detect that 74% of respondents wish to undertake, reinforcing the notion that the Brazilian population has `vocation for entrepreneurship. Regarding the institution, it was noticeable actions that allow the practice of entrepreneurship and the development of entrepreneurial skills in their students, which shows the concern of the institution to the development of trained professionals to work face the challenges of the XXI century.A atividade empreendedora, a partir de meados do século passado, passou a ser considerada essencial para a geração de riquezas de um país. O Brasil é considerado um dos países mais empreendedores do mundo. No entanto, um dos grandes problemas é o elevado índice de mortalidade das empresas. A educação empreendedora, nesse sentido, pode assumir a relevante função de motivar, contribuir e apoiar as iniciativas que fomentem o desenvolvimento de habilidades empreendedoras, colaborando para a iniciação e manutenção de negócios provavelmente mais propensos ao sucesso. Partindo destas considerações, esta dissertação tem por objetivo identificar, descrever e analisar a formação para o empreendedorismo em uma Instituição Pública de Ensino Superior Tecnológico, por meio do projeto pedagógico e da percepção de seus alunos e coordenadores. A pesquisa classifica-se como exploratória; do ponto de vista dos procedimentos técnicos, foi realizado um estudo de campo, desenvolvido por meio de análise documental e estudo de caso. A pesquisa foi realizada com 74 alunos matriculados nos 5 e 6 semestres dos cursos oferecidos pela Instituição, pois estes já se encontravam na fase final do programa de graduação. São participantes também, três coordenadores de curso da Instituição. Como resultado, pode-se observar a convergência das percepções dos Coordenadores de Curso e do Corpo Discente no que tange ao conceito e à importância do empreendedorismo, destacando-se a realização de um sonho, a possibilidade de criação de empresas e a atividade empreendedora como um potencial do ser humano. Além disso, foi possível detectar que 74% dos alunos pesquisados desejam empreender, reforçando a noção de que a população brasileira possui vocação para o empreendedorismo. Com relação à Instituição, foi possível notar ações que permitem a prática do empreendedorismo e o desenvolvimento de habilidades empreendedoras em seus alunos, o que mostra a preocupação da Instituição com a formação de profissionais capacitados para atuar frente aos desafios do século XXI.
28
Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Анотація:
This study explored the provision of entrepreneurship education at higher education institutions in Rwanda with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option.
29
Jones, Sally Ann. "The gendering of entrepreneurship in higher education : a Bourdieuian approach." Thesis, Leeds Beckett University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544144.
Анотація:
This thesis explores the gendering of entrepreneurship education in Higher Education in light of increasing government emphasis on the embedding of entrepreneurship education across the higher education curriculum in the UK. It argues that issues around the historical masculinisation of entrepreneurship are not acknowledged in current policy and education approaches and that this is problematic given an increasingly female HE cohort and that female graduates are still less likely than their male counterparts to consider entrepreneurship as an option on graduation. I take a three-phase, qualitative, multiple-method case-study approach - informed by Pierre Bourdieu's theory of practice - to explore gendered discourses of entrepreneurship and enterprise education in the UK and how these play out in one post-1992 UK HE institution. The study highlights the choices, positions and struggles of the social space of HE and how staff and students respond to institutionally-framed policy and historically masculinised discourses and their teaching and learning practices in light of this. It suggests that, contrary to current education and entrepreneurship policy discourses, HE institutions and staff are not disinterested purveyors of neutral and uncontested 'facts' but are highly invested in their arbitration of the entrepreneurship education curriculum within disciplines, such as Health, Sport and Hospitality, that have not traditionally had an enterprise or entrepreneurship focus. It also suggests that female undergraduate students - although positioned in policy and practice as 'not-knowing' - bring a range of entrepreneurial experiences and expectations to HE which they can struggle to draw on and make sense of within an HE sector that positions them as deficient and unable or unwilling to take advantage of entrepreneurial opportunities.
30
Maier, Acosta Ana Margarita. "A multiculturalist and sociotransformative approach to entrepreneurship education in Honduras." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149983.
Анотація:
Maier Acosta, Ana Margarita, Ph.D., Purdue University, May 2016. A Multiculturalist and Sociotransformative Approach to Entrepreneurship Education in Honduras. Major Professor: JoAnn Phillion. This research seeks to take advantage of the converging points among multicultural education, sociotransformative constructivism and entrepreneurship education to propose new ways of teaching entrepreneurship through a multicultural approach in Honduras, based on the potential that entrepreneurship education has to impact society. Action research, because of its potential to connect theory and practice was used as the methodology for this project. This study had the purpose of exploring the efficacy and effects of incorporating multicultural education into entrepreneurship education through a sociotransformative constructivist theoretical framework at the graduate school in the leading private university at Honduras, UNITEC. Entrepreneurship´s contextual nature, its desire to foster individualism and its potential to impact society provided the perfect platform for multicultural education through the incorporation of sociotransformative constructivism in the curriculum to act as an awareness raising device for both students and the teacher. A review of multicultural literature and business education literature, specifically entrepreneurship education literature, reveals adisconnect between the two fields. Even though in some literature the integration of multicultural education is implicit; it is not explicitly stated. The field of Entrepreneurship in Honduras had never been studied before through the lens of such a theory and this as a starting point from which future research should be done.
31
Veach, June Painter. "Preparation for entrepreneurship in Home Economics education : a national perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216894.
32
Logie, Steven James. "Exploring entrepreneurship and organizational culture in a higher education context." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/8848.
Анотація:
The United Kingdom Higher Education sector is undergoing a prolonged period of turbulence in its external environments. This is causing universities to seek to develop entrepreneurial activities to support the diversification of their traditional income streams, whilst also widening their societal and economic contribution at the Government's request. The researcher has worked within this field for twenty years and has witnessed perceived tensions and barriers that have emerged as university organizational cultures have been required to adapt to meet these new challenges. The purpose of this research is to explore perceptions of entrepreneurship and organizational culture within this context. The research has been undertaken using a social constructionist ontology and interpretivist epistemology, utilizing two complementary qualitative research methods to draw out an understanding of the key issues perceived by twelve participants within a single study organization. Thematic analysis has been utilized to explore the research data drawn from the semi-structured interviews and participant diagrams. The research has identified five key themes that are perceived by participants to be antecedents for entrepreneurship: time; resources; support; leadership & management; and a supportive culture. Analysis has further suggested that some antecedents to entrepreneurship are themselves precursors for others, with a matrix developed herein to outline these interactions. Participants have highlighted that all of the perceived antecedents to entrepreneurship may be considered to be elements of organizational culture, with a belief expressed that these may be amended over time to become more supportive of entrepreneurship. It has further been reported that a university has many, not a single, organizational culture with local cultures being perceived to be generally more supportive than those associated with larger organizational units. In light of this research and its findings, contributions are made to knowledge and practice, with specific recommendations also made to the study organization around these issues.
33
White, Jason C. "The State of Entrepreneurship Across The Ohio Arts Sector: Generating nascent data for informing arts entrepreneurship education and practice." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461237938.
34
Kramer, Karen Lee Van Brunt. "A qualitative study of an educational entrepreneurship program /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663287062.
35
Snow, Michelle Hansen. "Music education and entrepreneurship: post-secondary music teacher education and value creation for individuals and communities." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12633.
Анотація:
Thesis (D.M.A.)--Boston UniversityEntrepreneurship is a topic gaining attention within post-secondary education in the United States in a multitude of disciplines outside of the traditional business school. In the discipline of music, entrepreneurship education can be described as an approach to preparing professional musicians that considers the artistic and economic environment they will encounter upon graduation. The aim of entrepreneurship education is to help a student creatively apply her or his education, skills, passion, and vision toward creating a sustainable career in music. Entrepreneurship education may hold particular significance in the realm of music teacher preparation in post-secondary education for its potential to broaden employment opportunities for music educators and to help them create new and expanded value for individuals and communities within and beyond the pre-K-12 school settings for which music educators are traditionally prepared to work. Examples include preparation in studio teaching and community music leadership. Drawing on the historical and theoretical foundations of traditional entrepreneurship, and examining current models of entrepreneurship and entrepreneurial thinking in music education, I develop a conceptual framework for how entrepreneurship education might serve as a means of positively transforming music teacher preparation practices in post-secondary education to better meet the career needs and interests of music education majors and other music majors who aspire to teach music. Programs that are designed to create musical, social, and economic value for individuals and communities may challenge and expand current accepted definitions of "music educator" and might bring greater relevance to the aims, processes, and content involved in music teacher preparation programs. Particular attention is focused upon three entrepreneurial models of music education: the Sistema Fellows Program of El Sistema USA, Musical Futures in the United Kingdom, and the Music-in-Education concentration at New England Conservatory.
36
Baraton, Pierrick. "Microfinance and entrepreneurship in Madagascar." Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAD006/document.
Анотація:
Les pays en développement, notamment en Afrique subsaharienne, sont confrontés au défi de réduire la pauvreté alors que peu d'entre eux ont réellement amorcé leur transition démographique. Les micro, petites et moyennes entreprises (MPME) sont un des principaux leviers de création d'emplois et de revenus. Cependant, elles font face à des obstacles importants, au premier lieu desquels le manque de financement.Depuis les années 1970, les institutions de microfinance (IMF) jouent un rôle central pour diminuer la contrainte financière qui affecte les populations exclues du financement bancaire. Dans cette thèse, nous utilisons des données sur des MPME clientes d'une IMF à Madagascar pour étudier trois aspects de la relation entre les IMF et leurs clients.Premièrement, nous nous intéressons à l'influence que peut avoir la contrainte financière sur le choix d'activités des micro-entrepreneurs. Nos résultats suggèrent que le manque de moyens financiers peut amener des individus à créer une activité dans un secteur différent de celui qu'ils souhaitaient initialement en raison de coûts d'entrée trop importants. Ce phénomène pourrait se traduire par une allocation sous-optimale des compétences entrepreneuriales. Dans notre second chapitre, nous suggérons que la stratégie de "montée en gamme" initiée par certaines IMF, c'est-à-dire le fait de proposer des crédits d'un montant de plus en plus élevé, peut conduire IMF et banques commerciales à entrer en concurrence pour attirer les MPME à plus fort potentiel. L'impact de cette stratégie demeure incertain selon qu'elle conduit les IMF à négliger les populations les plus pauvres et qu'elle détourne certains entrepreneurs du financement bancaire. Enfin, dans notre troisième chapitre, nous mettons en lumière le faible niveau d'éducation financière des entrepreneurs et ses éventuelles conséquences en termes de choix de prêteurs (entre IMF et banques).En conclusion, nos travaux soulignent le rôle que peut jouer la microfinance dans le développement des MPME, tout en suggérant certaines pistes pour optimiser son impact économique et socialDeveloping countries, especially countries in Sub-Saharan Africa, are confronted with the need to reduce poverty while their populations are stillincreasing at high rates. Micro small and medium-sized enterprises hold the highest potential for job creation and income generation. However, lack of financing, among numerous other obstacles, significantly impedes their development.Microfinance institutions have played, and continue to play, a significant role in meeting the growing financing needs of MSEs excluded from the formal financial sector. In this dissertation, we attempt to illustrate some points to pay particular attention to in order to increase microfinance impacts. Firstly, we highlight that initial financial constraints may prevent entrepreneurs from investing in their first-choice sector and that ultimately, this misallocation of talent could be detrimental for growth. This result emphasizes the need for start-up financing, which is one of the riskiest and most critical aspects of running a business. Secondly, we draw attention on the fact that up-scaling strategies implemented by MFIs may lead to competition with banks. The net economic impact of up scaling strategies will depend on how much MFIs neglect the poorest clients (mission drift) and to what extent clients with the highest growth potential can in fact resort to commercial banks. Finally, we shed light on the fact that the lack of financial knowledge among entrepreneurs may actually skew their financing choices and ultimately prevent them from obtaining more affordable sources of financing.As a whole, MSEs need special attention to foster their growth and contribution to job creation. MFIs are a powerful tool to help MSEs meet growth objectives, but optimal development may require other forms of financial assistance and better suited funding
37
Wolf, Yvonne L. "The cyclical nature of moral entrepreneurship." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0330101-083327/unrestricted/wolfy.pdf.
38
Haji, Din Mohd Salleh. "The development of entrepreneurship and enterprise in higher education in Malaysia." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1522/.
39
Fleming, Patricia. "Developing graduate entrepreneurs : an analysis of entrepreneurship education programmes in Ireland." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1467/.
40
Greimel-Fuhrmann, Bettina, and (Hrsg ). Richard Fortmüller. "Facetten der Entrepreneurship Education. Festschrift für Josef Aff anlässlich seiner Emeritierung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/5988/1/Festschrift_Aff_gesamt_gut_zum_druck.pdf.
41
Tai, Hing Paul. "A framework to implement social entrepreneurship activities in higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15923.
Анотація:
The development of social enterprises are recognised by the broader community as an effective tool for addressing social problems. As a result, the development and emergence of social enterprise sectors have taken various paths in different geographic regions in the world. For the African context, the withdrawal of funding from the state as a result of external conditions imposed by foreign actors as well as the institutional support provided by foreign aid organisations were the key drivers behind the emergence of the social enterprise sector in Africa. Within the South African context, job creation and poverty alleviation are pressing priorities, both politically and economically, so providing an environment that is conducive for the development of social enterprises or social entrepreneurship. Implementing social entrepreneurship activities in higher education is important as universities are under increasing pressure to become responsive to student needs, and there is a growing scrutiny of their engagement, supportive, and economic role in local communities. By supporting local communities, institutions can broaden the student experience and create an economic impact. In addition, as the student experience entails more than curricular learning opportunities, social entrepreneurship practices are an important dimension for higher learning. This study used a series of case studies of social entrepreneurship projects that were implemented in the classroom of the first and second year Management students on the 2nd Avenue Campus of the Nelson Mandela Metropolitan University (NMMU). These case studies highlighted the possibilities of how classroom space and students can be utilised to set-up social enterprises to improve the conditions of the many disadvantaged and disenfranchised communities within which the university functions. At the same time, learning takes place through the practical application of the theory taught in the classroom. From the seven case studies highlighted in the study, a framework was developed to implement social entrepreneurship activities in the context of higher education. This framework includes five steps, namely, motivation and inspiration to develop social enterprises in the classroom, student involvement in creating and developing a product for sale, use of appropriate teaching strategies to provide the learning experience, provision of adequate mentoring and control of the social enterprises and, finally, assessment of the social enterprises. With the funds generated from the projects, communities benefited, for example, the upgrading of community facilities. Educators in higher education institutions are responsible for developing future business leaders. Given the increasing importance of social issues, especially poverty, this educational experience ensured that the students were made aware of the importance of using the powers yielded by business to solve some of these social issues, and thus contribute to the improvement of the South African economy. As a result, social entrepreneurship has a role to play in addressing social and economic issues. For example, the entrepreneurship part of the business will help to alleviate the unemployment strain placed upon the South African economy, whereas, the social part of the business will assist in alleviating poverty. Regarding the implementation of social entrepreneurship activities within the environment of higher education, it is evident from the case studies that successful social enterprises can be established within the classroom and sufficient funds generated to effect positive change within disadvantaged communities. Other higher education institutions in South Africa may find the implementation of social entrepreneurship activities more problematic as they might not possess a similar university culture as the NMMU.
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Reid, Michele McFadden. "The Boundaries of Social Entrepreneurship in Higher Education: A New Framework." Diss., North Dakota State University, 2016. https://hdl.handle.net/10365/28013.
Анотація:
Social entrepreneurship (SE) incorporates the more ethical dimensions of innovative
business practices in the pursuit of financial sustainability in the advancement of societal goals,
and is intended to empower all participants while bringing about positive changes in
communities and society at large. An increasing number of colleges and universities are now
embracing SE to stay competitive in the higher education market, find new sources of income in
times of fiscal constraint, and align with their public service missions. However, despite the
interest in SE on the part of the academic community, there is no broad or consistent
understanding regarding what actually constitutes SE in higher education settings (SEHE), or
about how it is being carried out in the institutions that have adopted SEHE. A multi-case study
design explores a proposed initial SEHE framework developed from the literature through a
qualitative analysis of the experiences of five higher education institutions recognized for their
adoption of SE practices. This qualitative approach utilizing the lens of structuration theory
enables the development of a complex understanding of SEHE as a multifaceted social
phenomenon derived through the examination of its actors in their structural context.
The revised SIEHE framework, informed by the experiences of these exemplar
institutions, is intended both to advance scholarly understanding of the elements and process of
SIEHE, and to serve as a model for those undertaking or considering SE implementations at
other colleges and universities. The framework sheds new light on the definitional and
operational aspects of SE, and translates concepts that have previously been largely confined to
the business literature to other disciplines, enabling their adoption by scholars and practitioners
in such diverse areas as education, the social sciences, and the liberal arts. While allowing for a
broader scope of the types of socially beneficial projects that could be undertaken by agents, including faculty from a larger range of disciplines, SIEHE?s emphasis on financial sustainability
should also be attractive to administrations for enabling access to alternative funding sources.
43
Black, Vicky K. "Graduates perceived effectiveness of an Ohio vocational school entrepreneurship education program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu14879292307428.
44
Hekman, Björn. "Entrepreneurship education in Europa Förderung von Gründungskompetenz in der beruflichen Erstausbildung." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/984927301/04.
45
Ismail, Annafatmawaty B. "We are different : a case study of entrepreneurship education in Malaysia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102894/1/Annafatmawaty%20Binti_Ismail_Thesis.pdf.
Анотація:
In this thesis the aim is to question the extent to which different pedagogies used in teaching entrepreneurship education influence individual skill development, and how this translates into a likelihood of entrepreneurial intention. A quasi-experimental design and analysis of interview data, shows that although a student-centered approach is widely accepted practice in western education, a teacher-centered approach is more effective in Malaysia due to the system of collective culturally based education.
46
Chan, Yuk-che. "A case study of the significance of studying entrepreneurship education in an institute for secondary five graduates." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320060.
47
Mann, Gerald R. Jr. "Intrapreneurship in Public Education| An Exploration of the Antecedents and Dimensions." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978042.
Анотація:
K-12 public schools are under immense pressure to meet the demands of several competing priorities. These priorities include, but extend beyond, educating students, providing social services, meeting benchmarks for the state and federal mandates, engaging with their community, and dealing with parents, being instructional leaders, and supervising staff members. Identifying the needs of the district, schools, and students is a daunting task for every school district and an imperative task for leaders.
This study explored whether intrapreneurship, entrepreneurship within an existing organization, could be a framework to help school districts meet these daunting demands. This quantitative study focused on an urban/suburban school district and examined the antecedents and dimensions of intrapreneurship in public K-12 education. Its main proposition was that environmental and organizational characteristics would relate positively to intrapreneurship and that together these two characteristics would also relate positively to intrapreneurship. Additionally, there were 11 sub-propositions, which examined whether the characteristics embedded within the antecedents of environment and organization also had positive relationships with intrapreneurship. Quantitative data gathering occurred through an electronic survey. The data analysis used descriptive and inferential statistic procedures.
The findings from this case study, although not generalizable to every school district, indicate that intrapreneurship is possible in public K-12 education. The findings were statistically significant, and the antecedents of environment and organization had positive relationships to intrapreneurship. Furthermore, nine of the 11 sub-propositions also had positive relationships to intrapreneurship. Lastly, favorability to change, organizational support, and industry growth were all main drivers of the antecedents in relation to intrapreneurship. This study adds to the literature on intrapreneurship in public K-12 education and offers insights for future research.
48
Barnard, Juanita Marlyn. "An assessment of entrepreneurial intentions of secondary school learners in selected areas / J.M. Barnard." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8781.
Анотація:
This study highlights the need for a youth entrepreneurship education program of value in South African secondary schools. It examines the enterprising tendencies of grade 12 learners in 10 secondary schools in the Lejweleputswa District of the Free State province, South Africa, using the General Enterprising Tendency (GET) test.
An investigation into the current status of entrepreneurship in South Africa revealed that there is a lack of entrepreneurs and not enough people who have the orientation and skills to create new businesses. This leads to a situation where the South African economy performs poorly and the recent financial crisis exuberated South Africa’s challenges in terms of poverty, unemployment and income inequality. In addition, youth unemployment has worsened as a result of the recession, because the youth lack the needed qualifications, experience and skills to compete for the few job opportunities in the labour market. Entrepreneurship and innovation are widely seen as key sources of renewed economic growth, creating jobs and advancing human welfare.
This study shows that the South African youth has a positive enterprising tendency. The ‘General Enterprising Tendency Questionnaire’, completed by 530 grade 12 learners was evaluated and learners scored within the average score, although at the lower end of the suggested average. When the questionnaire’s constructs are evaluated, learners scored below the suggested average score on ‘need for achievement’, ‘need for autonomy’, ‘creative tendency’ and ‘moderate/calculated risks’, but above the suggested average for ‘drive and determination’, but it can be conclude that learners shows a tendency to be entrepreneurial.
However, the study suggests that grade 12 learners in the Lejweleputswa sample have overrated expectations on the ‘drive and determination construct’. It appears that they do not have the propensity to be creative and have a low drive to be autonomous. The study also reveals that there are no practical significant differences between the mean values for the demographic variables school, age, gender, home language and ethnic group regarding the measured constructs.
Major shortfalls in the current education system are highlighted, including teachers with no previous knowledge of commercial subjects that are forced to teach entrepreneurship, most schools do not implement Economic and Management Science (EMS) as learning area and as from 2013, EMS will only be introduced to the curriculum in the Senior phase (grade 7 to 9). In addition, learners are not motivated to be creators of jobs, but to rather seek employment.
The study concludes that public schools in South Africa do not have the capacity to implement a successful program of youth entrepreneurship education. The involvement of Government, Department of Education, schools, teachers, parents, learners, entrepreneurs and organised business is needed to promote youth entrepreneurship in South Africa. The study expands on recommendations and presents a national strategy to enhance youth entrepreneurship in South African schools, but concludes that future research is needed.Thesis (MBA)--North-West University, Potchefstroom Campus, 2013
49
Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates." Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.
Анотація:
The thesis consists of five papers: three deal with the efficiency of higher education institutions (HEI) and two with entrepreneurship among university graduates. The efficiency of HEIs is analyzed at three different levels: units of one university, universities of one country and universities of a group of European countries. Using data envelopment analysis (DEA) the first paper compares technical efficiency among university units at the Royal Institute of Technology (Stockholm). An interesting result is that there seems to be a complementary relationship between efficiency of resource utilization in teaching and in research. The second paper applies stochastic frontier analysis (SFA) to estimate the cost efficiency of Swedish higher education institutions. According to the estimates, half of the Swedish HEIs have an above average efficiency of 85 percent. The efficiency differences are mainly influenced by the source of funding, HEI size, the number of students per faculty as well as faculty and student compositions. The third paper analyses the cost efficiency of universities among a set of public higher education institutions from six European countries by means of stochastic frontier techniques. The results suggest small variation in the mean economic efficiency of higher education institutions from UK, Norway, Sweden, Finland and Switzerland, implying that the efficiency differences are not explained by country effects. Instead the variations in efficiency are related to organizational differences. The two essays on entrepreneurship among university graduates are based on a unique dataset encompassing individual level data on all employees registered in the Swedish labor market. The first paper explores the differences in entrepreneurial choice of graduates from different universities. The main finding from this paper is that the entrepreneurial choice of graduates from internationally ranked Swedish universities systematically differs from others with the difference varying by the area of education. The second paper on entrepreneurship aims at explaining the high interest in entrepreneurship among arts graduates and finds that the need for self-expression is among the main motivations for their high interest in entrepreneurship.QC 20130107
50
Langridge, James Wilbur. "Entrepreneurship in Higher Education: A Case Study of the University of Wollongong." Thesis, University of Southampton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485026.
Анотація:
In 1998, Burton Clark published his seminal work, 'Creating Entrepreneurial Universities: Organizational Pathways of Transformation' (1998) arising out of an international study of five European Universities: Warwick, Twente, Strathclyde, Chalmers and Joensuu. His study explored the significant research question 'How do universities, by means of entrepreneurial action, go about transforming themselves?' The major findings of the research gave rise to what Clark describes as pathways of transformation and in his view, 'five elements constitute an irreducible minimum'. (Clark 1998, p.5) These are defined as: • A strengthened steering core; • An expanded developmental periphery; • A diversified funding base; • A stimulated academic heartland; and • An integrated entrepreneurial culture. The key research question for this study was defined as follows: Using Clark's (1998) five pathways of transformation, is the UOW an entrepreneurial university? The research, both quantitative and qualitative, was conducted as a case study. The quantitative study involved the use of an online survey and the findings of the sample group represent the totality of staff perception. The qualitative study, using a semi-structured interview program, again focused on the UOW and the extent to which a sample of its senior executive and management staff, perceive the UOW to be an entrepreneurial university. The findings of the research, based upon the case study, supported by the views and perceptions of its staff, support the contention that the UOW is an entrepreneurial university, as characterized by Clark's (1998) five pathways of transformation. However, they also provide insights into the extent to which the UOW adheres to the five pathways of transformation, the critical nature of the leadership role of the Vice-Chancellor, and how different staff constituencies, including gender, perceive the entrepreneurial culture of the UOW.