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1
Wraae, Birgitte, and Andreas Walmsley. "Legitimizing the entrepreneurship educator." European Conference on Innovation and Entrepreneurship 18, no. 2 (September 18, 2023): 1074–76. http://dx.doi.org/10.34190/ecie.18.2.1808.
Анотація:
The entrepreneurship educator plays a key role in entrepreneurship education (EE) with the responsibility to plan and execute its delivery. Though scarce, research on the topic underlines how educators evolve and interact in an environment full of other actors (Foliard, Le Pontois, Fayolle, & Diermann, 2019) and deliver teaching entrepreneurship from a dialogical based ecosystem (Birgitte Wraae & Walmsley, 2020). One of these many interactions is with the educational institution, whose role it is to brand themselves externally to potential stakeholders and students (Jones & Matlay, 2011) This preliminary study uses as its theoretical foundation Legitimacy Theory, specifically Suchman’s (1995) constructs of ‘pragmatic’, ‘moral’ and ‘cognitive’ legitimacy. Our aim is to understand how the institutional environment legitimises the entrepreneurship educator and by implication what this means for EE more generally. The study will thereby provide insights into what role the educator plays and the mechanisms by which legitimacy is granted. Data were collected in 2022 on all undergraduate enterprise or entrepreneurship programmes (all programmes with either enterprise or entrepreneurship in their title) at undergraduate level in the UK. Access to programme information was provided via the central government-supported body UCAS. In total 73 programmes were identified and scrutinised for how the entrepreneurship educator was legitimised conforming to a form of discourse analysis. More specifically, following Suchman (1995) our search was focused on any mention of the teaching staff and whether that mention contained a pragmatic, moral or cognitive legitimising element. The preliminary results are startling in the sense that only rarely is the entrepreneurship educator directly legitimised. With this, we mean the role they play in the delivery of EE is neither argued on the grounds of their prowess (pragmatic legitimacy), their benefits to wider society (social legitimacy) or even just by explaining what makes them distinct as educators (cognitive legitimacy). Rather than focussing on the educator directly, programme specifications indirectly provide some insights into what they expect from the educator, or what is valued in EE. These early results raise a number of important questions as to how the entrepreneurship educator is perceived, legitimised and possibly even taken for granted. Recommendations for future research and practice are offered.
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Wraae, Birgitte, and Andreas Walmsley. "Behind the scenes: spotlight on the entrepreneurship educator." Education + Training 62, no. 3 (March 18, 2020): 255–70. http://dx.doi.org/10.1108/et-01-2019-0009.
Анотація:
PurposeExplores the role of the entrepreneurship educator and their place in the entrepreneurship education landscape.Design/methodology/approachThe paper uses an adapted version of Jones and Matlay's (2011) conceptual framework that describes the context of entrepreneurship education to explore the entrepreneurship educator's role. In-depth interviews were conducted with eleven entrepreneurship educators from five universities/university colleges in Denmark.FindingsIllustrates the situated nature of entrepreneurship education. The entrepreneurship educator is embedded in a system of dialogic relationships with a range of stakeholders. This paper provides insights into how the entrepreneurship educator navigates these relationships and the influence these relationships have in determining the scope and nature of the entrepreneurship educator's role.Research limitations/implicationsProvides a framework and findings upon which further studies can build in an area that has hitherto received limited attention. Findings could be compared with those in other geographical contexts, for example. The dialogic relationships themselves could be explored either holistically or individually with other stakeholders (e.g. students, institutions, communities).Originality/valueResearch on the role of the entrepreneurship educator is extremely limited in an area that has otherwise seen a proliferation of research. The adaptation and application of Jones and Matlay's (2011) framework provides a novel way of understanding how this role is shaped. Where most studies focus either on course content or the students, this study proposes another way to gain insight into the complex world of delivering entrepreneurship education.
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Brush, Candida, Birgitte Wraae, and Shahrokh Nikou. "Understanding influences on entrepreneurship educator role identity." Education + Training 66, no. 10 (January 16, 2024): 1–28. http://dx.doi.org/10.1108/et-01-2022-0007.
Анотація:
PurposeDespite the considerable increase in research on entrepreneurship education, few studies examine the role of entrepreneurship educators. Similarly, most frameworks from entrepreneurship education recognize the educator’s importance in facilitating instruction and assessment, but the factors influencing the educator role are not well understood. According to the identity theory, personal factors including self-efficacy, job satisfaction and personal values influence the perspective of self, significance and anticipations that an individual in this role associates with it, determining their planning and actions. The stronger the role identity the more likely entrepreneurship educators will be in effectively developing their entrepreneurial skills as well as the overall learning experience of their students. The objective of this study is to pinpoint the factors that affect entrepreneurial role identity.Design/methodology/approachDrawing upon the identity theory, this study developed a theoretical framework and carried out an empirical investigation involving a survey of 289 entrepreneurship educators across the globe. Structural equation modeling (SEM) technique was applied to analyze and explore the factors that impact the identity of the educators in their role as entrepreneurship teachers.FindingsThe findings show that the role identity of entrepreneurship educators is significantly influenced by their self-efficacy, job satisfaction and personal values. Among these factors, self-efficacy and job satisfaction have the most significant impacts on how educators perceive their role. The implications of these results and directions for future research are also discussed.Originality/valueThe novelty of the current study is derived from its conceptualization of the antecedents of role perception among entrepreneurship educators. This study stands out as one of the earliest attempts to investigate the factors that shape an individual’s scene of self and professional identity as an entrepreneurship educator. The significance of comprehending the antecedents of role perception lies in the insights it can offer into how educators undertake and execute their role, and consequently, their effectiveness in teaching entrepreneurship.
4
Dominik, Michael Thomas, and Devika Banerji. "US community college entrepreneurship educator practices." Journal of Small Business and Enterprise Development 26, no. 2 (April 23, 2019): 228–42. http://dx.doi.org/10.1108/jsbed-06-2018-0174.
Анотація:
Purpose The purpose of this paper is to descriptively characterize the demographic profiles of entrepreneurship educators (EE) in US community colleges, and include descriptive and inferential examination of their pedagogical modalities, attitudes toward online modality, and use of teaching materials, tools and techniques, with resulting impacts and outcomes on students. Design/methodology/approach This paper analyzed data collected by the National Association for Community College Entrepreneurship on the national landscape of community college entrepreneurship education. The useable sample included 568 responding participants from 270 US community colleges, all of whom self-identified as faculty members who teach entrepreneurship. To enhance the understanding of the findings, a small panel of EE experts was solicited to offer perspective and future study suggestions. Findings Ten distinct findings are offered. These include EE teaching materials, teaching modalities, use of e-learning and alternative techniques, and their relation to modalities; and examination of five distinct entrepreneurial educational outcomes and their relationship to educator use of pedagogical materials, tools and techniques. Originality/value Understanding effective entrepreneurship educational practices is important to globally advancing entrepreneurship education. This paper concentrates on the profiles and practices of educators in the significant but under-researched domain of US community colleges, and offers an incremental contribution and awareness of effective entrepreneurship education teaching methods.
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Bell, Robin, and Heather Bell. "Applying educational theory to develop a framework to support the delivery of experiential entrepreneurship education." Journal of Small Business and Enterprise Development 27, no. 6 (October 2, 2020): 987–1004. http://dx.doi.org/10.1108/jsbed-01-2020-0012.
Анотація:
PurposeExperiential approaches have become increasingly common in entrepreneurship education in response to calls for different approaches to the traditional didactic process-driven approach. Experiential approaches offer the potential to develop the skills and mindset that are required in entrepreneurship. Research has highlighted the critical importance of educator pedagogical competence in the delivery and quality of teaching and learning in further and higher education. Nevertheless, educator narratives and practices are often based on foundations that suggest a lack in the depth of knowledge and understanding of the underlying pedagogic learning theories and practice. This paper brings educational theory and pedagogic practice together in a three-stage framework of the experiential entrepreneurship learning process to support entrepreneurship educators within further and higher education.Design/methodology/approachThis paper reviews and brings together the seminal educational theories and philosophies of constructivism, objectivism, Kolb's (1984) theory of experiential learning, Schön's (1983) reflection-in-action and Mezirow's (1997) theory of transformative learning, to develop a framework which underpins the experiential entrepreneurship learning process.FindingsThis paper develops a three-stage framework which informs the roles of an educator and a learner in experiential entrepreneurship education within further and higher education, based on educational theories and philosophies that inform the learning process.Practical implicationsThe developed framework supports the pedagogic competence of educators in the delivery of experiential entrepreneurship education through a deeper understanding of the supporting theory that informs the pedagogic practice. This will provide consolidation to enable educators to maximise the effectiveness of their educational practice (Kaynardağ, 2019) and can increase the legitimacy of entrepreneurship education (Foliard et al., 2018).Originality/valueThis paper meets calls in the literature to provide a closer engagement between educational theory and pedagogic practice to afford guidance as to how educators can navigate some of the different educational theories and philosophies to consolidate the effective delivery of quality experiential entrepreneurship education. Applying seminal educational theories and philosophies to ensure the quality of experiential education can support the legitimacy of experiential entrepreneurship education.
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Vizdák, Károly, and Judit Katonáné Kovács. "Higher Education Educator Roles in Developing Entrepreneurship." Köz-gazdaság 18, no. 3 (September 18, 2023): 115–34. http://dx.doi.org/10.14267/retp2023.03.07.
Анотація:
In universities, there has been a strong tradition of knowledge development in recent decades, where the emphasis in education has been on knowledge transfer rather than skill development. In the labour market, by contrast, the focus is increasingly on skills enhancement. Where is the balance, taking in mind that the educator is part of the educational environment and different stakeholders of the system expect different roles from them? What is an excellent teacher like, in our modern world, who is ready to face these challenges, invests energy, shows interest in students and excels in shaping the learning environment around them in a positive way? What are the approaches that are most needed in entrepreneurship education? Our paper seeks to continue the dialogue around these burning questions and comes to the conclusion that educators are important stakeholders in entrepreneurship education. Clarification and development of their roles, their job-fitness, needs more attention and further research.
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Hannon, Paul D., Lorna A. Collins, and Alison J. Smith. "Exploring Graduate Entrepreneurship." Industry and Higher Education 19, no. 1 (February 2005): 11–23. http://dx.doi.org/10.5367/0000000053123600.
Анотація:
There is a strong interest in knowledge-based economies in increasing the levels of graduate entrepreneurship. The role of higher education in this context is crucial in enhancing the motivation and capability of graduates to engage in entrepreneurial activity. However, traditional pedagogical approaches in business and management as applied to entrepreneurship education may be limiting the opportunities for students to develop entrepreneurial skills, knowledge and behaviour. If the need for increased levels of graduate entrepreneurship is to be met, it is important to develop more innovative and entrepreneurial approaches. Shifting the underpinning paradigm to one derived from a humanist philosophy suggests a co-learning approach in which both learner and educator participate in the learning process. This paper highlights the need for innovation in the supply of entrepreneurship education in UK higher education institutions to enhance graduate entrepreneurship. The authors reflect on and examine the experience of piloting a collaborative co-learning approach to entrepreneurship education that engages university students from a range of disciplines, local entrepreneurs and educators in the learning and development process. Finally, they explore the challenge that embedding such an approach poses to the development of entrepreneurship education in UK HEIs. The paper adds to the body of knowledge in the area of graduate entrepreneurship and raises important issues for policy makers, practitioners, educators and entrepreneurs.
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Bell, Robin, and Peng Liu. "Educator challenges in the development and delivery of constructivist active and experiential entrepreneurship classrooms in Chinese vocational higher education." Journal of Small Business and Enterprise Development 26, no. 2 (April 23, 2019): 209–27. http://dx.doi.org/10.1108/jsbed-01-2018-0025.
Анотація:
PurposeThe purpose of this paper is to investigate the perceived challenges that Chinese vocational college educators face in developing and delivering constructivist active and experiential entrepreneurship education.Design/methodology/approachQualitative data were collected from 24 focus groups of educators who had been tasked with embedding constructivist entrepreneurship education into their teaching and curriculum, at four different vocational colleges situated in four different provinces in China. The data were coded and analysed for emerging themes using a process of bottom-up thematic analysis.FindingsA range of concerns were identified from the focus groups and these could be divided into five main challenges, which were the role of the educator in the constructivist learning process and their ability to control the process; the educators perceived student reaction to the process and their engagement with it; the time and technology required to deliver the process; the link between the learning and industry; and the educators’ perception of the requirements to meet internal expectations.Research limitations/implicationsThis research explores the educators’ perceptions of the challenges they face in developing and delivering active and experiential constructivist entrepreneurship education. Whilst these concerns may impact how the educators’ approach the task, these concerns are only perceived, as the educators’ have not yet implemented the introduction of constructivist entrepreneurship education when other challenges may become evident.Originality/valueEncouragement by the Chinese Government to develop and deliver constructivist active and experiential entrepreneurship education has resulted in a number of tensions and challenges. Entrepreneurship education in China is still relatively young and under researched and this research contributes to the literature by exploring the challenges that educators face in developing and delivering constructivist entrepreneurship education in Chinese vocational colleges.
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Jong-In Choi and 황보윤. "Development on Educator for Entrepreneurship Program." Asia-Pacific Journal of Business Venturing and Entrepreneurship 7, no. 1 (March 2012): 207–14. http://dx.doi.org/10.16972/apjbve.7.1.201203.207.
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Balan, Peter, Alex Maritz, and Matthew McKinlay. "A structured method for innovating in entrepreneurship pedagogies." Education + Training 60, no. 7/8 (August 23, 2018): 819–40. http://dx.doi.org/10.1108/et-05-2017-0064.
Анотація:
PurposeThe purpose of this paper is to describe a dynamic and continuous process for evaluating entrepreneurship pedagogies to implement continuous improvement of entrepreneurship education in order to achieve increased student engagement in face-to-face classes. Pedagogy is argued to be a significant contributor to entrepreneurship education programmes, consisting of dynamic activities and initiatives within the scope of defined entrepreneurship education ecosystems.Design/methodology/approachA “minute paper” was used as a quick and convenient method to obtain qualitative data on student perceptions of different pedagogies. The research adopted an action-research strategy where data were analysed using concept mapping to identify key themes that the educator can use to further develop or modify the pedagogy during course delivery.FindingsThe research identified student perceptions of the nature of engagement with pedagogies, and of possible improvements that were used by the educator to increase student engagement during course delivery. Different pedagogies were found to have varying outcomes on students’ engagement with entrepreneurship learning, and as such, contextual and spatial factors have to be taken into account when implementing new and/or adjusted pedagogies.Research limitations/implicationsRepeated application of the research method to different pedagogies was carried out in several deliveries of an undergraduate entrepreneurship foundation course in one university. As such, further research requires testing in various institutional and delivery contexts as well as comparisons of learning and other outcomes including entrepreneurial intentions between classes where particular pedagogies may or may not be used.Practical implicationsThe approach described is relatively straightforward to implement, with marginal resource and time. It provides rich data that gives insights into student perceptions of engagement with an individual pedagogy that the educator can use to modify to modify in order to increase student engagement.Originality/valueThe paper describes a practical method for educators to evaluate and develop optimal pedagogies for a particular class or group of students. This method can be applied to small as well as large class sizes, and data analysis can be carried out in real time to make improvements during course delivery. Although this method is described in the context of entrepreneurship education, it can be applied to other fields of instruction.
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Jones, Colin, Kathryn Penaluna, Andy Penaluna, and Harry Matlay. "The changing nature of enterprise: Addressing the challenge of Vesper and Gartner." Industry and Higher Education 32, no. 6 (October 9, 2018): 430–37. http://dx.doi.org/10.1177/0950422218804075.
Анотація:
During the course of the past 30 years, a challenge made to entrepreneurship educators has gone unaddressed. While acknowledging that there has never been a more exciting time to be an enterprise educator, we suggest that there has also never been a more challenging time. On the one hand, the changing nature of employment landscapes globally is forcing a freelancer world on us all. In this new world, our students must increasingly be capable of developing an enterprising career, regardless of any additional start-up aspirations. Conversely, the legitimacy of our teaching practice remains challenged at a level slightly above the student–educator interface. These concerns tend to question our collective purpose and relevance. This article seeks to offer a holistic framework through which enterprise and entrepreneurship educators can act in greater unison. In doing so, it also aims to move us collectively on from the current focus of our scholarly writings to analyse more deeply how we promote and define our purpose and relevance as enterprise and entrepreneurship educators. Our observations inform us that the greater challenge lies not in finding a starting point for new ideas in enterprise education, but rather in engaging all key stakeholders and developing an inclusive scholarship of teaching. At a time when higher education stands accused of failing graduates, we offer leadership on addressing long-running challenges in our field of education.
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Nikou, Shahrokh, Jozsef Mezei, Candida Brush, and Birgitte Wraae. "Factors Influencing Entrepreneurship Educators’ Pedagogical Choices—A Configurational Approach." Sustainability 14, no. 19 (September 27, 2022): 12248. http://dx.doi.org/10.3390/su141912248.
Анотація:
Entrepreneurship education is critical for developing the entrepreneurial skills of tomorrow’s entrepreneurs and leaders. In this paper, we aim to identify factors influencing entrepreneurship educators’ pedagogical choices, in particular, factors influencing their preferences to become either a teacher-centric or a student-centric educator. Our analysis includes job satisfaction, self-efficacy, and department support as the antecedent variables influencing the outcome. The data are collected from 289 global entrepreneurship educators, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain multiple configurations of conditions leading to either a teacher-centric or student-centric model. The fsQCA analysis reveals that for teacher-centric educators, job satisfaction and more than 10 years of teaching experience are the most important factors, whereas for student-centric educators, teaching experience is not important factor, but self-efficacy and entrepreneurship teaching training are influential factors. In the article we discuss the important theoretical and practical contributions resulting from the analysis.
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Neck, Heidi M., and Andrew C. Corbett. "The Scholarship of Teaching and Learning Entrepreneurship." Entrepreneurship Education and Pedagogy 1, no. 1 (January 2018): 8–41. http://dx.doi.org/10.1177/2515127417737286.
Анотація:
Entrepreneurship education (EE) research is not advancing as fast as general entrepreneurship because it is not subject to the same level of scholarship. Grounded in the Scholarship of Teaching and Learning from the field of adult education and using an expert Delphi Panel approach, we offer a glimpse into the minds of top entrepreneurship educators. We suggest studying EE through a teaching lens offers insights and elevates teaching as a form of scholarship on par with traditional, more accepted forms of research. Our Delphi analysis suggests a definition of EE as developing the mindset, skill set, and practice necessary for starting new ventures, yet acknowledging the outcomes of such education are far reaching. We introduce five continuums of EE that encourage a transition to teaching approaches based on adult learning, namely andragogy and heutagogy. Implications for entrepreneurship educator training, the need for practice, and the future of EE research are discussed.
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Simmons, Marcus. "Lessons learned by educator and students through experiential entrepreneurship." Industry and Higher Education 35, no. 4 (June 14, 2021): 454–59. http://dx.doi.org/10.1177/09504222211023419.
Анотація:
This account of practice describes an experiential learning approach used for enterprise and entrepreneurship education in a UK higher education setting. Module design and delivery insights are drawn from the methods employed by an entrepreneur turned educator to facilitate learning via pop-up shop/event activities financed by a £50 seed fund. Feedback showed that the approach was highly valued by students, who reported significant personal development and enhanced entrepreneurial understanding. Considerably improved student attainment was also measured. The educator reflects on how his experiences as an entrepreneur helped shape the activities and their delivery, and the impact on his own pedagogical and academic development.
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Tojar-Hurtado, Juan-Carlos, and Ligia-Isabel Estrada-Vidal. "Assessing and developing social entrepreneurship competencies in university subjects." New Trends and Issues Proceedings on Humanities and Social Sciences 6, no. 1 (May 10, 2019): 91–99. http://dx.doi.org/10.18844/prosoc.v6i1.4159.
Анотація:
Universities and other scientific and academic entities have become aware of the need to promote entrepreneurship in higher education. Social entrepreneurship and the values that it promotes are to a large extent consistent with the transversal competencies that must be taught at University. This paper presents a tool (two versions) that allows for the evaluation of social entrepreneurship competencies in university subjects. The tool permits the analysis of the degree to which these competencies are developed in a specific subject, both from the perspective of the students and educators. The two versions (students and faculty) have been validated by experts, and in the case of the student version, a statistical validation has been carried out (reliability and construct validity). The conclusions of this research highlight the relevance of working on social entrepreneurship competencies in university classrooms, as well as the way in which each educator proposes improvement strategies.
Keywords: Social entrepreneurship, competency, licker scales, reliability, factor analysis.
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Sinay, Francisca R. "PENDIDIKAN ANAK BERWAWASAN KEWIRAUSAHAAN." Manajemen & Bisnis Jurnal 5, no. 2 (September 10, 2019): 45–57. http://dx.doi.org/10.37303/embeji.v5i2.89.
Анотація:
Efforts to improve the quality of education in Indonesia have long been carried out. Improving the quality of education is one of the development priorities in the field of education. Seeing these conditions, the world of education must be able to play an active role in preparing educated human resources who are able to face the challenges of life both locally, regionally, nationally and internationally. It is not enough to master theories, but also be willing and able to apply them in social life. Not only able to apply knowledge in primary, secondary and tertiary education, but also able to solve various problems encountered in everyday life. Entrepreneurial education is education that applies principles and methodologies towards the formation of life skills for students through an integrated curriculum developed in schools. This paper tries to offer an entrepreneurial insight education model for pre-school level and primary school. With this model, if it is implemented, it is expected that the world of education will contribute significantly to improving the quality of human resources in Indonesia. The framework of entrepreneurship development among educators is felt to be very important. Because educators are 'agents of change' who are expected to be able to instill the characteristics, nature and character as well as the spirit of entrepreneurship or the soul of 'entrepreneur' for their students. Besides that the spirit of 'entrepreneur' is also very necessary for an educator, because through this soul, educators will have a work orientation that is more efficient, creative, innovative, productive and independent.
Keywords: Children's Education, Entrepreneurship.
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Jones, Sally. "“You would expect the successful person to be the man”." International Journal of Gender and Entrepreneurship 7, no. 3 (September 14, 2015): 303–20. http://dx.doi.org/10.1108/ijge-03-2013-0025.
Анотація:
Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.
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Nikou, Shahrokh, Candida Brush, and Birgitte Wraae. "Entrepreneurship educators: a configurational analysis of factors influencing pedagogical choices." International Journal of Entrepreneurial Behavior & Research 29, no. 11 (March 21, 2023): 81–108. http://dx.doi.org/10.1108/ijebr-08-2022-0760.
Анотація:
PurposeEntrepreneurship education (EE) is critical for developing the skills of tomorrow's entrepreneurs and leaders. While significant research examines the content, student learning processes and outcomes, less studied are the entrepreneurship educators and their pedagogical preferences. Following a cognitive process model of decision-making, this study explores how self-efficacy, philosophy of teaching, entrepreneurship training and teaching experience influence entrepreneurship educator preferences to follow either a teacher-centric or a student-centric approach. This study also includes gender in a secondary analysis of the relationships.Design/methodology/approachThe data were collected from 289 entrepreneurship educators in 2021, and fuzzy-set comparative qualitative analysis (fsQCA) was used to obtain configurations of conditions (causal recipes) that lead to teacher-centric or student-centric model. A secondary analysis explores whether there are different configurations of conditions when gender is added to the analysis.FindingsThe results of our fsQCA analysis reveal multiple configurations of conditions (causal recipes) that result in a preference for either a teacher-centric or student-centric approach to teaching entrepreneurship. The authors find that teaching experience is the main condition for the teacher-centric model, while self-efficacy and entrepreneurship training are the main conditions for the pathways leading to student-centric model. The fsQCA results also show that the configurations are affected when gender is taken into account in the analysis.Originality/valueThis study, one of the first of its kind, uses a configurational approach to examine pathways that contribute to the teaching preferences of entrepreneurship educators. This paper uses self-efficacy, teaching philosophy, teaching experience and entrepreneurship training as conditions to identify multiple unique pathways that result in either a teacher-centric or student-centric pedagogical model in EE. Notably, differences by gender are also found in this study.
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Raible, Stephanie E., and Karen Williams-Middleton. "The relatable entrepreneur: Combating stereotypes in entrepreneurship education." Industry and Higher Education 35, no. 4 (May 17, 2021): 293–305. http://dx.doi.org/10.1177/09504222211017436.
Анотація:
Despite an estimated 582 million entrepreneurs globally, stereotypes plague the social cognitive concept of “the entrepreneur,” shaping assumptions of what entrepreneurship is while being far from representative of possible entrepreneurial identities. “Heroic” stereotypes of entrepreneurs (e.g., Steve Jobs or Elon Musk) stemming from the popular media shape the assumptions of students entering entrepreneurship classrooms. These stereotypes are strong and limiting, framing entrepreneurship as attainable only through exceptional skill and talent, and are often characterized by exclusively masculine qualities. Involving identity work in entrepreneurship education can expose the limitations that stereotypes impose on students aspiring to be entrepreneurs and introduce more heterogeneity. The use of narrative cases allows educators to facilitate a threefold approach: (1) raising awareness of stereotypes, (2) creating a structure for more realistic examples and socialization through narrative comparisons and (3) teaching students the basics of identity management for sustaining their entrepreneurial careers. The approach encourages direct conversations about what is—and who can become—an entrepreneur and reveals the limiting beliefs that students may bring with them into the classroom. Such discussion informs the educator on how to foster students’ entrepreneurial identity and empower their identity management.
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SAKS, NAOMI T., and CONNIE MARIE GAGLIO. "CAN OPPORTUNITY IDENTIFICATION BE TAUGHT?" Journal of Enterprising Culture 10, no. 04 (December 2002): 313–47. http://dx.doi.org/10.1142/s0218495802000050.
Анотація:
The perception of market opportunities is acknowledged as a major act in the entrepreneurial process that spurs economic progress and development. This distinctive behavior is also emerging as a central theoretical concern for the discipline. Given the acknowledged importance of opportunity identification, it follows that it should be a central topic in programs that aim to train future entrepreneurs. However, little is known about whether and how this issue is addressed in education. This study examines how entrepreneurship educator-practitioners from fourteen top masters-level entrepreneurship programs in the US conceptualize and teach the opportunity identification process. The results indicate remarkable consistency across programs regarding pedagogical content and approaches. The implications of such consistency for the future of entrepreneurship theory and practice are discussed.
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Teodoro, Jaume, Ester Bernadó, Florian Bratzke, Anita Zehrer, and Wouter Van Bockhaven. "Online Support for Education in Entrepreneurial and Intrapreneurial Competences: A Proposal for an Assessment Tool and Support for Tailor-Made Training." Education Sciences 12, no. 11 (November 11, 2022): 805. http://dx.doi.org/10.3390/educsci12110805.
Анотація:
Higher education institutions across Europe are called to offer entrepreneurship education. Despite the rising interest and the increased offerings in the last decades, entrepreneurship education is yet not as mature as other disciplines, and it is still underdeveloped in some faculties and institutions. One way of embedding entrepreneurship education within different disciplines is to take a broader approach beyond teaching how to start up and focusing on developing the entrepreneurial competences of students, which equip them to provide value to society (either economic, social, or cultural). This article describes an online platform—named EICAA—that supports educators and trainers aiming at teaching/guiding/coaching students or employees in developing entre/intrapreneurial competences. The platform is based on a Competence Framework built upon a systematic literature review, which defines 18 key competences grouped in three competence areas. The platform allows the educator to assess the entrepreneurial competences of a group of students/participants, via the so-called Competence Monitor and provides tailor-made training with the Competence Development Kit. The platform is being used in five European universities and is open to be used by any higher education institution or organisation aiming at developing the entrepreneurial competences of their students and/or employees. Future developments of the tool can be enriched from the experiences of the participant institutions and could become an open collaborative online tool.
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Hannon, Paul D. "On becoming and being an entrepreneurship educator: a personal reflection." Entrepreneurship & Regional Development 30, no. 7-8 (May 7, 2018): 698–721. http://dx.doi.org/10.1080/08985626.2018.1464259.
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Yohana, Corry, Rizki Firdausi Rachma Dania, and Dorojatun Prihandono. "Study of the Influence of Education and Literation of Entrepreneurship in Vocational High Schools: Indonesian Case." Academic Journal of Interdisciplinary Studies 10, no. 1 (January 17, 2021): 34. http://dx.doi.org/10.36941/ajis-2021-0004.
Анотація:
This paper aims to explain the factors that influence of entrepreneurship education and entrepeneurship literacy of vocational students (SMK). A paper based on research on 1,440 vocational grade XI students in 12 provinces in Indonesia obtained through random techniques, in the sense that each student has the same opportunity. Primary data collection is done through the distribution of questionnaires to students and analyzed by SEM techniques through the help of the Lisrel program version 8.70. The study found that the variables of school management, the role of teachers, teaching factories, and community participation had a positive influence on supporting facilities variables and entrepreneurship education variables. Facility support itself has a positive effect on entrepreneurship education, furthermore it has a positive effect on students' entrepreneurial literacy. On the other hand, external cooperation indicators contribute the strongest value for the school management variable, competent educator indicators of the teacher role variable, production training in the factory teaching variable, production marketing assistance in the community participation variable, and capital assistance information in the supporting facilities variable. In the entrepreneurship education variable, the indicator that contributes the strongest value is the identification of business prospects, while the entrepeneurship literacy variable is an indicator of business creativity. The implication is that entrepreneurship education efforts need to pay more attention to the above influence variables as well as indicators that have the effect strength of each variable.
Received: 20 August 2020 / Accepted: 2 November 2020/ Published: 17 January 2021
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Purnomo, Bambang, and Bambang Raditya Purnomo. "Peran Guru dalam Menumbuhkan Intensi Berwirausaha pada Siswa Tuna Rungu di SMPLB Karya Mulia V Surabaya." Jurnal Maksipreneur: Manajemen, Koperasi, dan Entrepreneurship 7, no. 1 (December 31, 2017): 48. http://dx.doi.org/10.30588/jmp.v7i1.322.
Анотація:
<p><span class="fontstyle0">This research is motivated by the lack of entrepreneurial intention of deaf students in SMPLB-B (Junior High-School for Disabled Children Type B) Karya Mulia V Surabaya, Indonesia in which so many alumni became laborers or even unemployed. Entrepreneurship intention is one of predisposition factors that determine a person's entrepreneurial behavior. One of which various aspect determines how much a person's intention to perform a </span>behavior is the social environment in a student's life, especially teachers. This research also shows that the intention of entrepreneurship can be nurtured since an earlier age through education. As the student’s main educator, teachers play an important role in the process. This article discusses how the role of teachers through parenting is done to foster entrepreneurship intention of the students by using theories of planned behavior.</p>
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OUKIL, M.-Said. "Maximizing Entrepreneurship learning/training benefits." Journal of Finance & Corporate Governance 1, no. 1 (June 30, 2017): 7–15. http://dx.doi.org/10.54960/jfcg.v1i1.1.
Анотація:
As an educator who strives for highest quality university teaching, I do my best to create a complete immersion of my students in learning from theory, best practices, real examples and a great variety of in- and out- of university and class activities. Hence, my approach in teaching entrepreneurship courses in particular, consists of providing with every possible tip to make learning cognitive, fun, closest to reality and effectively productive and promising. Believing in the fundamental link or relationship, between innovation and entrepreneurship, I do focus very much on stimulating creativity through individual and team-based assignments, as well as games and picture-based exercises. Problem-solving games and exercises are particularly used. A best expected outcome in my entrepreneurship courses is a choice for enrolled students to create either a spin-off company, or a sound business plan to implement after graduation, individually or collectively. A major policy implication is the need for great improvements in courses content and teaching methods.
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Lee, Kenny Cheah Soon. "Teaching Entrepreneurship Education (EE) Online During Covid-19 Pandemic: Lessons learned from a Participatory Action Research (PAR) in a Malaysian Public University." SAGE Open 12, no. 1 (January 2022): 215824402210821. http://dx.doi.org/10.1177/21582440221082126.
Анотація:
This article focuses on a Participatory Action Research (PAR) project that was carried out in a Malaysian Public University during three series of lockdowns during the Covid-19 pandemic. During that time, all higher education institutes in Malaysia were barred from conducting face-to-face lectures that resorted to fully online learning throughout two semesters during the academic session of 2020 to 2021. As an educator, I was primary concerned about their achievement in learning outcomes and knowledge transfer through online learning of the Entrepreneurship Education (EE) Course. Therefore, this PAR described my critical reflections on my students’ feedbacks from the analysis of my online video lessons, online student forums, and open-ended online surveys regarding their sentiments and perceptions on their learning experience. Ultimately, this PAR is to help me improve my teaching skills, to highlight gaps in the course content and suggest strategies of delivery in the future. As such, this article concludes by highlighting the mismatch between learning gaps, the extent the EE course learning outcomes address the students’ personal obstacles in entrepreneurship and my future strategies to mitigate the challenges of entrepreneurship education.
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Boyle, Thomas J. "A New Model of Entrepreneurship Education: Implications for Central and Eastern European Universities." Industry and Higher Education 21, no. 1 (February 2007): 9–19. http://dx.doi.org/10.5367/000000007780222688.
Анотація:
This paper explains a new model of entrepreneurship education at university level. The early development of potential entrepreneurs through education, experience and nurturing may be one of the most important initiatives that business and other academic schools can pursue, because the role of entrepreneurship in creating new businesses (as well as in innovating within existing companies) can have a profound effect on the national economy. The entrepreneurial ingredients of a university business education include, among other things, a culture of learning in the classroom that fosters entrepreneurial thinking; experience in new business start-ups; and exposure to entrepreneurs through entrepreneurial retreats that ignite the spirit of entrepreneurship. The attributes at the heart of entrepreneurship include creativity, persistence and innovation – attributes that need to be identified, nurtured and freely expressed in the classroom. In order to realize this goal, the professor must be both educator and mentor. A focus on innovation is the most salient feature of an entrepreneurial classroom, wherein the professor's role shifts from the mere delivery of information to the true facilitation of learning. The curriculum and individual courses must be well designed and implemented, and a balance between analytical and creative approaches to instruction must be carefully crafted to tap the inner resources of the mind for creative thought. By leading the efforts for change, universities in Central and Eastern Europe have a great opportunity to capitalize on the market economy. With the advances in innovation, new product development and new management thinking by companies in the global economy, business educators should create new entrepreneurship programmes that are capable of preparing and educating students for a new world. The proposed model includes entrepreneurial retreats for the development of entrepreneurial thinking, since this type of thinking often requires larger doses of educational medicine. Other parts of this integrated model include new curricula and individualized entrepreneurial prescriptions, apprenticeships and opportunity centres.
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Pinho, Maria Inês, Dárida Fernandes, Carla Serrão, and Daniela Mascarenhas. "Youth Start Social Entrepreneurship Program for Kids: Portuguese UKIDS-Case Study." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 33–48. http://dx.doi.org/10.2478/dcse-2019-0016.
Анотація:
Abstract Today’s society has valued entrepreneurship in various sectors of personal and professional life, but the school seems to forget this reality. Aware of this fact, the Portuguese Ministry of Education has created a program, from early childhood education to basic and secondary education, to develop the concept of social entrepreneurship in schools. The Porto Polytechnic Higher School of Education, as an educator of teachers and teachers of the First and Second cycle of Basic Education, joined the European UKIDS project to integrate this theme in the initial and continuous teacher training. In this article we will analyze the data obtained from a UKIDS Portuguese Partner School in the context of continuing teacher education and present some conclusions. The qualitative methodology used allowed us to conclude that the UKIDS project enhanced the valorization of individual capacities, such as creativity, self-confidence, the power of argumentation, as well as the construction of social competences, in interpersonal and group relationships, which are crucial in the formation of a child’s personality in the basic school learning process.
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Левушкин, Анатолий, and Сулико Алборов. "ALEXEY VLADIMIROVICH BARKOV: ORIGINAL SCIENTIST, TALENTED EDUCATOR AND TEACHER, PROFESSIONAL COLLEAGUE (TO THE 60TH ANNIVERSARY OF A.V. BARKOV)." Rule-of-law state: theory and practice 16, no. 3 (March 1, 2020): 175–82. http://dx.doi.org/10.33184/pravgos-2020.3.21.
Анотація:
The article formulates some reasoning about Alexey Vladimirovich Barkov as an original scientist, teacher, professional colleague, competent specialist in the field of social entrepreneurship, who made a significant contribution to the development of the doctrine of business law, in particular, the theory of socially oriented entrepreneurship. Purpose: scientific and practical understanding of Alexei Vladimirovich Barkov’s years of work, dedicated to social entrepreneurship in Russia. The methodological basis of this article is general scientific methods of cognition of legal phenomena, such as synthesis, the method of analogy, formal logic, deduction, and others. Results: The authors note the high theoretical and practical significance of Alexei Vladimirovich Barkov’s scientific achievements for private law and business law. The authors emphasize the invaluable, innovative and bold contribution to the development and improvement of national civil science and the law enforcement implementation of norms.
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Listiningrum, Hertining Dyah, Worakamol Wisetsri, and TCHABLE Boussanlegue. "Principal’s Entrepreneurship Competence in Improving Teacher’s Entrepreneurial Skill in High Schools." Journal of Social Work and Science Education 1, no. 1 (August 5, 2020): 87–95. http://dx.doi.org/10.52690/jswse.v1i1.20.
Анотація:
This study described the principals' entrepreneurial competencies in increasing entrepreneurship knowledge for teachers, fostering and developing an entrepreneurial spirit for teachers and helping teachers to apply entrepreneurial spirit to the learning process. This research is a qualitative descriptive study. The subject of the study is the principal and teachers. The object of the principal's entrepreneurial competency research. The data in this study were in the form of observations, documentation, and interviews. Data analysis using interactive analysis of the Miles and Huberman model includes data collection, data reduction, data display, and conclusions. The results in this study are knowledge about technology-based entrepreneurship for teachers as a professional educator carried out through entrepreneurship socialization, providing information about technological developments, and providing motivation to develop teacher potential. Teachers have the ability to apply the spirit of entrepreneurship in the learning process so that they are able to produce students who are superior competitiveness.
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Ramsgaard, Michael Breum, Mette Lindahl Thomassen, Karen Williams-Middleton, and Helle Neergaard. "Mapping and navigating context for opportunity development: The Context Hive – a research-based framework." Industry and Higher Education 35, no. 4 (June 15, 2021): 325–35. http://dx.doi.org/10.1177/09504222211021311.
Анотація:
Contextual elements play an important role in entrepreneurial activities and learning processes. However, context is often taken for granted rather than being viewed as an asset, which may lead to missed opportunities, missed potential solutions and missed learning. Entrepreneurship education should therefore prepare and empower students to act entrepreneurially in their individual, unique context. A student-centric pedagogical approach is required to build this metacognitive understanding and enable students to ultimately self-manage their own process, embedded in and influenced by context. This paper presents a framework, the Context Hive, which enables students to understand and work with the impact of context on their entrepreneurial activity. The Context Hive translates entrepreneurship and context theories into educational (and entrepreneurial) practice by structuring complexity and uncertainty in ways that help students to better grasp, adapt or adjust to contextual elements. Using the research-based framework facilitates dialogue, builds awareness and enables prioritization of actions based on contextual analysis. In this way, the classroom is no longer limited to one perspective and educator and student share responsibility for how learning is designed, which provides a means for educators and students to raise awareness of how context influences entrepreneurial activity, making it navigable.
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Teo, Teck Choon. "Bridging Academic Entrepreneurship and the World of Work? Perspectives from Contemporary Educator." Journal of Business Strategy Finance and Management 2, no. 1-2 (December 25, 2020): 115–30. http://dx.doi.org/10.12944/jbsfm.02.01-02.12.
Анотація:
This contribution of this study investigates how the use of the AE toolkit can take the lead to a greater appreciation of the university spin-off venture into the real world of work. Nevertheless, no conceptual framework can explain how the technology-market matching proceeds from one stage to another. A longitudinal survey design involving four focus groups was chosen to monitor the development process of group spin-off creation in context. Data collection is also derived from the literature review, in-depth interviews, and a series of workshops and focus group discussions on the Malaysian and Cambodian higher education sectors. Finding shows that the AE toolkit is organized around four mutually dependent themes: (1) the structure of an enterprising university and its culture, (2) university spin-offs (USOs) and applied research, (3) the attribute of academic entrepreneurs and entrepreneurial ecosystem, and (4) spin-off development and community engagements. These theories may offer a more comprehensive insight into the AE process in conjunction with each other. The beliefs of each notion hint at significant consequences for further research on AE and the world of work as a general rule.
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Choon Teo, Dr Teck. "Bridging Academic Entrepreneurship and the World of Work? Perspectives from Contemporary Educator." Journal of Business Strategy Finance and Management 1 and 2, no. 1 and 2 (December 28, 2019): 115–30. http://dx.doi.org/10.12944/jbsfm.01.0102.10.
Анотація:
This contribution of this study investigates how the use of the AE toolkit can take the lead to a greater appreciation of the university spin-off venture into the real world of work. Nevertheless, no conceptual framework can explain how the technology-market matching proceeds from one stage to another. A longitudinal survey design involving four focus groups was chosen to monitor the development process of group spin-off creation in context. Data collection is also derived from the literature review, in-depth interviews, and a series of workshops and focus group discussions on the Malaysian and Cambodian higher education sectors. Finding shows that the AE toolkit is organized around four mutually dependent themes: (1) the structure of an enterprising university and its culture, (2) university spin-offs (USOs) and applied research, (3) the attribute of academic entrepreneurs and entrepreneurial ecosystem, and (4) spin-off development and community engagements. These theories may offer a more comprehensive insight into the AE process in conjunction with each other. The beliefs of each notion hint at significant consequences for further research on AE and the world of work as a general rule.
34
Teo, Teck Choon. "Bridging Academic Entrepreneurship and the World of Work? Perspectives from Contemporary Educator." Journal of Business Strategy Finance and Management 2, no. 1 (June 30, 2021): 115–30. http://dx.doi.org/10.12944/jbsfm.02.01.12.
Анотація:
This contribution of this study investigates how the use of the AE toolkit can take the lead to a greater appreciation of the university spin-off venture into the real world of work. Nevertheless, no conceptual framework can explain how the technology-market matching proceeds from one stage to another. A longitudinal survey design involving four focus groups was chosen to monitor the development process of group spin-off creation in context. Data collection is also derived from the literature review, in-depth interviews, and a series of workshops and focus group discussions on the Malaysian and Cambodian higher education sectors. Finding shows that the AE toolkit is organized around four mutually dependent themes: (1) the structure of an enterprising university and its culture, (2) university spin-offs (USOs) and applied research, (3) the attribute of academic entrepreneurs and entrepreneurial ecosystem, and (4) spin-off development and community engagements. These theories may offer a more comprehensive insight into the AE process in conjunction with each other. The beliefs of each notion hint at significant consequences for further research on AE and the world of work as a general rule.
35
Mukrodi, Mukrodi, Wahyudi Wahyudi, Endang Sugiarti, Tri Wartono, and Martono Martono. "Membangun Jiwa Usaha Melalui Pelatihan Kewirausahaan." Jurnal PKM Manajemen Bisnis 1, no. 1 (January 1, 2021): 11–18. http://dx.doi.org/10.37481/pkmb.v1i1.215.
Анотація:
The best of humans is beneficial to others. Trying to contribute to their abilities, both in the field of knowledge, energy, or material. This information is attached to an educator. As knowledgeable people, educators are required to educate and advance community life. Therefore, service activities are carried out, as evidence of the contribution of educators. Realistically, this activity is carried out using qualitative techniques. The service is carried out by direct interaction through discussion and practice. Participants in the activity were residents of the Reni Jaya housing complex, especially teenagers. Based on the results of the activity, a conclusion can be drawn, in general the participants are interested in entrepreneurship, but limited knowledge, experience, and costs become obstacles.
36
Kabongo, Jean D., and Patrick H. McCaskey. "An examination of entrepreneurship educator profiles in business programs in the United States." Journal of Small Business and Enterprise Development 18, no. 1 (February 22, 2011): 27–42. http://dx.doi.org/10.1108/14626001111106415.
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Rizzo, Alex, Silvio De Bono, and David Kenely. "Stakeholder Engagement and the Enhanced Entrepreneurship of VET Graduates." MCAST Journal of Applied Research & Practice 1, no. 1 (December 7, 2017): 4–24. http://dx.doi.org/10.5604/01.3001.0013.9143.
Анотація:
This study forms part of an ongoing research endeavour by the Malta College of Arts, Science, and Technology (MCAST) to map out and understand the entrepreneurial behaviours and actions that are particular to students who graduate after completing further or higher vocational education and who enter an entrepreneurial venture. An understanding is sought on how active stakeholder engagement enhances the capability of a Vocational Education and Training (VET) College to contribute positively and significantly towards the knowledge, skills, and competences of its students. Of interest to both the vocational and academic community is the linkage between educational activities and entrepreneurship. Ardichvili and Cardozo (2000) argue that learning activities and the subsequent knowledge acquired positively impact opportunity recognition and discovery. This follows on the lines of Autio et al. (1997), Krueger (1993), and Peterman and Kennedy (2003) in that educational activities influence students’ entrepreneurial intentions and the desirability and feasibility of starting a business. The research aims to understand how stakeholder engagement empowers the vocational educator to provide distinct enterprise-relevant advantages to the vocational student. Vocational education programmes offer a component distinct from the normal academic learning. Whilst the knowledge component is ever-present, as would be in any educational programme, skills and competences take on a new meaning, one that is not lost in enterprise behaviour. Skills are practical and transversal, giving vocational graduates an edge in understanding how to behave and make decisions in a dynamic business environment. Competences are stronger, particularly the competence of the vocational graduate to make decisions with autonomy and responsibility. The outcome of this vocational setting and the way that this is influenced by predominant stakeholders is of much interest to the researcher and to the academic and business community.
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Ngatono, Ali Imron Al Ma’ruf, and Waston. "Teacher Empowerment in Creative Economy Education: A Case Study at Sd Ta'mirul Islam Surakarta Indonesia." Revista de Gestão Social e Ambiental 18, no. 6 (April 3, 2024): e05941. http://dx.doi.org/10.24857/rgsa.v18n6-090.
Анотація:
Purpose: The purpose of this study is to cultivate entrepreneurial potential in students. The release of such potential could catalyze the natural wave of young entrepreneurs of the future. The successful development of entrepreneurial potential in students requires the quality and professionalism of an educator in nurturing creativity, integrating innovative methodologies, and instilling an understanding of entrepreneurship in students. The role of educators in the transmission of knowledge, ensuring effective and continuous learning, is essential.
Methods: This qualitative research adopts a case study approach, collecting data through interviews, observation, and document analysis. To ensure the validity of the data, triangulation is used, combining multiple sources to ensure consistency and validity of the study.
Results and Conclusion: Ta'mirul Islam Elementary School in Surakarta City, integrates creative economy education with religious teachings. Creativity must not be allowed to multiply without restraint; This requires internalizing religious values. Internalization of religious values refers to the process by which individuals adopt, understand, and apply religious values in their entrepreneurial endeavours. This internalization will build a moral foundation for engaging in sustainable economic practices that are transparent, honest, fair, and ethical. As a result, the study contributes significantly to the discourse on the intersection of education, entrepreneurship, and religious values.
Research implications: The implications of this research are expected to be imitated by teachers in empowering the creative economy in schools.
Originality/value: The originality of this research lies in empowering teachers in the implementation of creative economy education: a case study at SD Ta'mirul Islam Surakarta Indonesia.
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Zahiq, Moh. "Manajemen Kepala Sekolah sebagai Upaya Peningkatan Profesionalisme Guru." Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 6, no. 1 (March 24, 2022): 113–26. http://dx.doi.org/10.54437/alidaroh.v6i1.398.
Анотація:
The world of education from time to time began to experience rapid development, therefore, to manage and develop education in schools requires management knowledge and a leader/head, therefore the principal is in charge of improving the education system so that education is more efficient and effective. And the principal serves as a supervisor, as a manager, as an educator, and as an entrepreneurship developer, in carrying out his duties the principal needs teaching staff who have different logic, personality, social, and professional potential. Professional teachers have personal, social, intellectual, moral, and spiritual responsibilities, and can carry out their duties as teachers. Professional teachers have adequate professional education qualifications, have abilities following their fields. because management science is one of the most important aspects in managing an institution or agency, including educational institutions.
40
Henry, Colette. "Reconceptualizing the role of the future entrepreneurship educator: an exploration of the content challenge." Entrepreneurship & Regional Development 32, no. 9-10 (March 12, 2020): 657–76. http://dx.doi.org/10.1080/08985626.2020.1737416.
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Bondarenko, Oleksandr. "ENTREPRENEURSHIP DEVELOPMENT STRATEGY IN GERMANY." 63, no. 63 (July 10, 2022): 104–13. http://dx.doi.org/10.26565/2524-2547-2022-63-10.
Анотація:
Abstract. Entrepreneurship is an important component of the formation of the society and the economy. Today the question arises, what should be the strategy of its development given the past experience. This article discusses the strategy of entrepreneurship development in Germany. The purpose of this article is to investigate the basis for further strategies for entrepreneurial activity development based on the data from previous years, cultural and social heritage of society as well as to identify the most relevant and possible areas of development, its trajectories and the main problems. I found that entrepreneurship in modern Germany had been influenced by the events of the 20th century, when the country had been divided into two parts. However, the transition period had its positive consequences, such as the exchange of knowledge and approaches in solving certain problems and issues. I determined that the reform of entrepreneurship in Germany had entered a new wave of development, taking into account not only its own history, but also general global trends and needs of the internal market. State programs to support start-up entrepreneurs to facilitate the establishment of their own business and the first steps for its development and scaling were considered. I found that the issues of women’s, institutional and social entrepreneurship were becoming relevant. It is related to the change of base conceptions of personality of woman in society as a main educator of child, to the growing problem of explanation of central role of separate agency in institutional changes and to the desires of people and government to do an enterprise more inclusive through development of social enterprises that play a role of preachers of the alternative going near the decision of social problems. The development of entrepreneurship in Germany has a clear strategy in all its areas. The government, the federal government, and private entrepreneurs are making significant efforts to integrate entrepreneurship into society and spread its ideas among the larger masses and categories of citizens. However, there are still obstacles and some of the necessary concepts of communication between different institutions are missing and need to be refined.
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Meor Osman, Wan Sofiah, and Antonia Girardi. "An Exploratory Study Examining Educator Perceptions about Teaching and Assessing Entrepreneurship Skills at Malaysian Public Higher Education Institutions." Journal of the World Universities Forum 4, no. 4 (2012): 81–100. http://dx.doi.org/10.18848/1835-2030/cgp/v04i04/56767.
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Penaluna, Andrew, Kathryn Penaluna, and Radmil Polenakovikj. "Developing entrepreneurial education in national school curricula: lessons from North Macedonia and Wales." Entrepreneurship Education 3, no. 3 (September 2020): 245–63. http://dx.doi.org/10.1007/s41959-020-00038-0.
Анотація:
Abstract In 2016, Eurydice reported that no country in Europe had fully integrated entrepreneurial education in schools and that teacher training was fragmented. However, supported by the World Bank, North Macedonia introduced a compulsory and progressively evaluated Entrepreneurship and Innovation curriculum in 2016, following policy decisions made in 2014. Teacher training initiatives from Wales informed progress. The Welsh Government decided to integrate an entrepreneurial culture within curriculum and assessment arrangements in schools which built upon prior work including education within Initial Teacher Training. This included funding to pilot training for teachers at all levels, from schools to universities and across all subject specialisms—to develop entrepreneurial education. Welsh Government’s Youth Entrepreneurship Strategy (YES) commenced in 2004 within the Ministry for Business and Transport (now Business Economy and Innovation), and since 2015, has been supported by the Ministry of Education and Skills. The sector now has 10 years of experience in entrepreneurial teacher training and has developed Doctoral-level study for educational leaders. In February 2020, the theme of ‘creative enterprising contributors’ was formally positioned as one of the four overarching ‘purposes’ of school education in Wales. This article provides reflective insights of knowledge exchange through the lens of the International Institute for Creative Entrepreneurial Development, in both a Macedonian and Welsh context, and will be of interest to those who wish to advance national policies and entrepreneurial educator development.
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Kolho, Piia, Anu Raappana, Sanna Joensuu-Salo, and Timo Pihkala. "Teacher's Agency and the Cooperation With Entrepreneurs in Entrepreneurship Education." International Journal for Research in Vocational Education and Training 10, no. 3 (September 18, 2023): 318–39. http://dx.doi.org/10.13152/ijrvet.10.3.2.
Анотація:
Purpose: Vocational education and training (VET) in Finland takes place more and more at workplaces. Hence, the teachers' cooperation with companies has become important. Little research has been done on the teacher's activities in business cooperation and the factors affecting business cooperation. The teacher's decisions and choices are made possible through the teacher's autonomy and agency. The teacher's agency is understood as a capacity to utilise autonomy. In this study, the teacher's agency is reflected in their activity in developing entrepreneurial learning environments and activity in developing regional entrepreneurship education (EE). The study was conducted among Finnish VET teachers. In Finland EE is understood in its broad sense and the teacher is in a significant position choosing where, how and with whom they implement EE. The main research question in this article is: How does the VET teacher's agency in EE affect their cooperation with entrepreneurs? Methods: The data consists of 933 vocational teachers' responses. An open online survey tailored for teachers was used in the data collection (Measurement Tool for Entrepreneurship Education). Ordinal regression analysis has been used to analyse the data.Results: The teacher's agency is a significant factor explaining his/her level of cooperation with entrepreneurs. The results show that the teacher's activity, desire, and ability to express agency, strengthens the use of companies in teaching. Surprisingly, the teacher's personal entrepreneurial background and the number of companies in the area do not act as explanatory factors for entrepreneurs' cooperation. The study makes several suggestions on teachers' perceptions of the factors explaining and creating agency as an entrepreneurship educator. Conclusions: In Finland, teachers' autonomy is high. Teachers have the freedom to utilise their agency in many ways. They can, for example, make their own decisions and renew their teaching in many ways if they are willing and encouraged to do so. It seems like the question is more about management and teacher identity. The teacher's agency should be strengthened, and the teacher should be given the option to act more freely. Furthermore, the teacher's autonomy is not enough; agency is also needed.
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Rohmah, Siti. "KEWIRAUSAHAAN SOSIAL BERBASIS PEMBERDAYAAN PEREMPUAN DALAM MENINGKATKAN EKONOMI LOKAL." Lembaran Masyarakat: Jurnal Pengembangan Masyarakat Islam 5, no. 02 (December 30, 2019): 241. http://dx.doi.org/10.32678/lbrmasy.v6i2.4248.
Анотація:
Women today have quite diverse roles, from educator to career. Currently they have various roles that can contribute to provide for family income. This research aims; 1) to identify the social entrepreneurship based on women’s empowerment through woven pandanus training, 2) to analyze the supporting factors and obstacles ocial entrepreneurship based on women’s empowerment through woven pandanus training. In this study used qualitative methods and data collection techniques using observation, interview, and documentation. Based on research that has been done, it can be concluded that social entrepreneurship based on women’s empowerment this uses several, stages preparation phase, assessment stage, alternative planning stage of the program or activity, the stage of formulation of the action plan, the stage of implementation and assistance, the evaluation phase, the termination stage. Women taught how to make crafts by utilizing the potential of the natural surroundings, namely pandanus leaves which can made into items that have sale value such as mats, hats, player mats and bags. Furthermore, the supporting factors in the empowerment activities through this craft and woven training, there is collaboration between Pandan’s Craft and the agency/company. Finally, the inhibiting factors such as the low human resources and lack of curiosity.
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Sulistiyan, Erna, Nanis Hairunisya, and Imam Suwaktus Suja’i. "Peran Guru dalam Pembentukan Karakter Kewirausahaan pada Pembelajaran Tatap Muka Terbatas Mata Pelajaran Produk Kreatif dan Kewirausahaan Kelas XI SMKN 2 Boyolangu." Jurnal Pendidikan dan Kewirausahaan 11, no. 3 (July 15, 2023): 1018–26. http://dx.doi.org/10.47668/pkwu.v11i3.876.
Анотація:
The purpose of this review is to determine the teacher's role in the planning, implementation, evaluation process of entrepreneurial character formation in limited face-to-face learning in the subjects of Creative Products and Entrepreneurship class XI SMKN 2 Boyolangu. The literature is the role of the teacher, character education, entrepreneurial character, limited face-to-face learning. This research is qualitative with a case study method approach. The research was conducted by examining the current condition of the implementation of learning at SMK Negeri 2 Boyolangu. This research includes the pre-field stage, field work stage, and data analysis stage. Data analysis used data analysis according to J. P. Spradley. The research subjects in this study were teachers of Class XI Creative Products and Entrepreneurship (PKK) at SMKN 2 Boyolangu. Data collection techniques were carried out through observation, interviews and documentation methods. Based on the results of the study that the teacher's role in planning is as a planner of learning activities. The teacher's role in implementation is: as an educator (educating students), as a manager (class manager) - teaching according to KD, as an actor (implementing learning). The teacher's role in evaluating the formation of entrepreneurial character is as a supervisor and motivator, as an integrator - evaluating learning through PKG and strengthening character
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Johann, Denise Adriana, Andrieli de Fátima Paz Nunes, Geovane Barbosa dos Santos, Deoclécio Junior Cardoso da Silva, Sirlene Aparecida Takeda Bresciani, and Luis Felipe Dias Lopes. "Mapping of scientific production on design thinking as a tool for entrepreneurship education: a bibliometric study of a decade." World Journal of Entrepreneurship, Management and Sustainable Development 16, no. 4 (June 25, 2020): 271–85. http://dx.doi.org/10.1108/wjemsd-05-2019-0028.
Анотація:
PurposeDesign thinking (DT) is still a relatively new methodology in the context of entrepreneurial education, which presents itself as an important tool for the development of entrepreneurial skills when inserted into the educational system. This research aimed to analyze studies about DT related to the entrepreneurial mindset in international journals over a period of ten years (2009–2019). Entrepreneurial education has been a constant in academic debates as well as practices and methodologies to apply this education, and such context has moved educational institutions to adopt practices and initiatives focused on the theme.Design/methodology/approachThe tool used in the present study was the bibliometric database of the Web of Science through the words “Design Thinking” (DT) and “Entrepreneurial Education”. The research is characterized as descriptive and quantitative, and 146 publications were investigated in the period from 2009 to 2019, in the respective database.FindingsThe study also highlighted the new generation of young students forcing a change in education with an approach centered on the individual. Speech does not prevail in the teachers but in the students, and the teacher educator starts to collaborate for this new educational demand with didactics relevant to the world in this way preparing these young people and delivering society to critical, proactive and participatory individuals.Originality/valueIn the course of the study, we observed practices and examples of schools and universities that have adapted ways to allow new interactions in the school environment by promoting and encouraging innovative education.
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Urban, Boris, and Alison Gaylard. "Sakhumzi Restaurant: exploring new avenues." Emerald Emerging Markets Case Studies 7, no. 1 (January 9, 2017): 1–25. http://dx.doi.org/10.1108/eemcs-12-2015-0213.
Анотація:
Subject area Entrepreneurship. Study level/applicability Postgraduate Management Diploma Masters of Business Administration. Case overview Sakhumzi Restaurant on Vilakazi Street, in Soweto’s Orlando West, had grown exponentially since it opened in October 2001. Vilakazi Street was named after a South African Zulu poet, novelist and educator, Benedict Wallet Vilakazi, who was the first black South African to obtain a PhD in 1946. The street was famous for housing two Nobel Peace Prize laureates – Nelson Mandela and Archbishop Emeritus Desmond Tutu – as well as for being the site of the shooting of Hector Pieterson during the Soweto Uprising. There were two museums in the vicinity that attracted thousands of tourists every year – Mandela House and the Hector Pieterson Memorial and Museum. The founder of Sakhumzi Restaurant, Sakhumzi Maqubela, had no experience of the hospitality industry but, nevertheless, had a “deep appreciation” of customer satisfaction, which he had learnt through his previous job in the banking sector. During the start-up phase of the restaurant, Maqubela immersed himself in books on business, focusing on leadership and communication. From such humble beginnings, the restaurant had become a thriving magnet for the tourist and local markets – tourists enjoyed sampling traditional Soweto fare, and for locals, Sakhumzi offered a culinary “home away from home”. Dressed smartly, Maqubela could be seen every day at his restaurant, mingling with patrons and greeting tour operators warmly. But what worried Maqubela was how to keep growing. Should he open another Sakhumzi? Would it work away from the tourist hub of Vilakazi Street? Or were there other options that he needed to explore? Expected learning outcomes The outcomes are as follows: evaluate the entrepreneurial mindset and how entrepreneurial opportunities are recognised, assess the individual-opportunity fit of an opportunity that is being pursued, navigate the entrepreneurial process, identify sources of entrepreneurial finance, identify and overcome resistance and obstacles to start-ups and growing the venture, rigorously analyse the potential of a new business opportunity/venture and assess the relevance of the practice of entrepreneurship to firms and society. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship.
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Muji, Anggarda Paramita, Alwen Bentri, Jamaris Jamaris, Rakimahwati Rakimahwati, and Abna Hidayati. "Designing an Information Technology Platform for Imparting Entrepreneurship Values in Social-Emotional Learning for Kindergarten Children Using EFA and CFA." JOIV : International Journal on Informatics Visualization 8, no. 2 (May 31, 2024): 948. http://dx.doi.org/10.62527/joiv.8.2.2536.
Анотація:
Kindergarten is crucial for today's education. Kindergarten helps kids develop in all areas. Students work in groups on a simple project task in this study. The work includes topic-related activities. Kids should learn early on that being an entrepreneur will shape their identity & future. This condition makes someone realize that their long-term desire to be an entrepreneur comes from their academic success. This study investigated how the 35 questions are assembled & what improves them. 195 kindergarten teachers participated in the study. The sample was analyzed using EFA & CFA. Exploratory factor analysis revealed twelve unknown variables. The above variables explained 80% of the variation. Various factors explained the remaining 20%. All Cronbach's alpha values exceed requirements. CR >.7 & AVE >.5, indicating credible & tested constructs. The EFA showed that 195 research samples were sufficient because the KMO was above 0.50. This allowed more research. Six-factor solutions explained over 80.71% of the variation, so the EFA liked them. These factors kept the results consistent with those of previous studies. These traits facilitate legislator-educator dialogue rather than kindergarten teacher business observation. Researchers can use these properties for cluster analysis or multivariate linear regression. This subject requires more research because students develop a structured approach. Furthermore, experts should examine the research on what is making kindergarten entrepreneurship instruction popular.
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Balan, Peter, Michele Clark, and Gregory Restall. "Preparing students for Flipped or Team-Based Learning methods." Education + Training 57, no. 6 (August 10, 2015): 639–57. http://dx.doi.org/10.1108/et-07-2014-0088.
Анотація:
Purpose – Teaching methods such as Flipped Learning and Team-Based Learning require students to pre-learn course materials before a teaching session, because classroom exercises rely on students using self-gained knowledge. This is the reverse to “traditional” teaching when course materials are presented during a lecture, and students are assessed on that material during another session at a later stage. The purpose of this paper is to describe an introductory class session that prepares and engages students to be successful participants in courses requiring pre-learning. Design/methodology/approach – A sequence of seven learning activities drawn from the education literature was implemented in an introductory undergraduate entrepreneurship class. These activities were evaluated using exploratory qualitative research. Findings – Student evaluations of the learning activities showed that they readily identified important aspects of learning, critical factors related to student success, and the learning purposes of the introductory session. Practical implications – The sequence of seven activities develops a positive learning culture where students understand their obligations regarding pre-learning, and are prepared for active engagement in the course. These also give the educator valuable information for understanding the learning motivations, expectations, and perceptions of student learners, that allows teaching approaches to be tailored to the needs of that class. Originality/value – The sequence of learning activities is novel and gives both students and educators insights into learning processes required for effective pre-learning for active engagement in student-centred classes. This approach can be applied in different fields of higher education.