Relevant bibliographies by topics / Education entrepreneuriale

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Education entrepreneuriale'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 July 2024

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Journal articles on the topic "Education entrepreneuriale"

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Mbarek, Wafa. "Les réseaux sociaux des femmes entrepreneures tunisiennes et leurs accès aux ressources informationnelles et financières externes." International Journal of Scientific Research and Management (IJSRM) 12, no. 01 (January 27, 2024): 30–47. http://dx.doi.org/10.18535/ijsrm/v12i01.eps01.

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De nombreux travaux en entrepreneuriat insistent sur l’importance des réseaux sociaux pour l’activité entrepreneuriale, au niveau de la création, de la survie et de développement des entreprises. Durant les différentes phases de création du projet entrepreneurial l’entrepreneur a confronté à des problèmes d’accès aux informations et des problèmes d’accès aux financements externes. Pour faire face à ces deux majors problèmes l’entrepreneur doit mobiliser les réseaux sociaux. Malgré l’importance des réseaux sociaux pour l’entrepreneur, rares sont les études qui traitent l’impact des réseaux sociaux sur l'accès des femmes entrepreneures tunisiennes aux ressources financières et informationnelles externes. Notre objectif, est donc d’analyser l’impact des réseaux informels et des relations sociales formelles entrepreneurials sur l'accès des femmes entrepreneurs aux ressources externes financières et informationnelles. Nous avons mené une étude quantitative auprès d’un échantillon de 80 femmes entrepreneures tunisiennes. Les résultats étaient satisfaisants du fait que les réseaux sociaux informels ont un impact positif plus important sur l’accès des femmes entrepreneures aux financements bancaires que les réseaux formels. D’autre part Les entrepreneurs femmes sont d’autant mieux informés qu’elles sont soutenues par les réseaux sociaux formels à liens faible.
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Pepin, Matthias. "L’entrepreneuriat en milieu scolaire : de quoi s’agit-il?" Articles 46, no. 2 (November 29, 2011): 303–26. http://dx.doi.org/10.7202/1006441ar.

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Depuis 2001, l’entrepreneuriat fait partie des orientations curriculaires défendues au sein du Programme de formation de l’école québécoise. Cependant, l’éducation entrepreneuriale demeure une notion ambiguë. Un examen attentif du mouvement de l’éducation entrepreneuriale permet de préciser selon quelle(s) finalité(s) éducative(s) il est possible de comprendre cette volonté d’introduire l’entrepreneuriat dans la scolarité de base des élèves (primaire et secondaire). Ceci spécifié, la particularité de l’approche entrepreneuriale en éducation (enterprise education) est exposée.
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Ciobanu-Gout, Varvara. "Accompagner l’initiative entrepreneuriale par le récit biographique. Proposition d’une méthode." Projectics / Proyéctica / Projectique 32, no. 2 (September 26, 2022): 133–50. http://dx.doi.org/10.3917/proj.032.0133.

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Ciobanu-Gout, Varvara. "Accompagner l’initiative entrepreneuriale par le récit biographique. Proposition d’une méthode." Projectics / Proyéctica / Projectique 32, no. 2 (September 26, 2022): 133–50. http://dx.doi.org/10.3917/proj.32.0133.

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Balaudé, Aliénor. "CHAMBARD Olivia. Business Model. L’Université, nouveau laboratoire de l’idéologie entrepreneuriale." Revue française de pédagogie, no. 213 (December 31, 2021): 149–51. http://dx.doi.org/10.4000/rfp.11174.

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Germain, Olivier. "Plaidoyer pour une dynamique entrepreneuriale des entreprises familiales. Hoy Franck et Sharma Pramodita (2010) Entrepreneurial Family Firms, Prentice Hall Entrepreneurship Series, Pearson Education." Management international 14, no. 1 (2009): 91. http://dx.doi.org/10.7202/039142ar.

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Carraud, Françoise. "Les écoles privées aujourd’hui : des entreprises pas comme les autres ?" Les Sciences de l'éducation - Pour l'Ère nouvelle Vol. 54, no. 4 (January 25, 2024): 81–100. http://dx.doi.org/10.3917/lsdle.544.0081.

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Pour exister légalement, les écoles privées hors contrat doivent adopter une structure juridique (association ou entreprise) inscrite dans le monde économique et marchand. Dans ce champ de l’éducation, les références sont celles de l’économie sociale et solidaire qui suscite de nombreuses attentes en termes d’autonomie, d’égalité ou de justice au travail (Darbus, 2009). Pour les quatre écoles étudiées dans ce texte, cette forme entrepreneuriale et l’organisation du travail adoptée, avec une division sociale du travail éducatif (Tardif & Levasseur, 2010) plus ou moins caractérisée, a d’importantes conséquences sur l’activité et la pédagogie des professionnels au quotidien. Disputes, conflits et démissions mettent parfois en péril l’existence même des structures, sans que les enjeux en termes d’organisation du travail ne soient suffisamment clarifiés. Ainsi, au-delà des références pédagogiques, sources de la création de ces écoles, la question de l’entrepreneuriat social et solidaire, et de ses ambiguïtés, doit aussi être étudiée, en fonction des différentes situations.
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Fayolle, Alain, and Caroline Verzat. "Education entrepreneuriale : Quels défis pour l’enseignement et la recherche à l’aune des crises et de la digitalisation ?" Revue de l’Entrepreneuriat Prépublication (November 23, 2022): Iu—VIIu. http://dx.doi.org/10.3917/entre1.pr.0028.

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Alexiadou, Nafsika, and Martin Lawn. "Le nouveau discours éducatif sous l'influence entrepreneuriale : les secteurs public et privé dans les zones d'action éducative." Revue française de pédagogie 133, no. 1 (2000): 25–36. http://dx.doi.org/10.3406/rfp.2000.1018.

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Otache, Innocent. "Enhancing the effectiveness of entrepreneurship education: the role of entrepreneurial lecturers." Education + Training 61, no. 7/8 (August 12, 2019): 918–39. http://dx.doi.org/10.1108/et-06-2018-0127.

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Purpose Despite the inclusion of entrepreneurship education (EE) in the curricula of tertiary education institutions in Nigeria, graduate unemployment is still an issue of serious concern. This calls into question the effectiveness of EE in influencing students’ entrepreneurial intentions (EIs) and behaviours. Perhaps, the issue is with the EE lecturers. The questions, which should be answered include: are the lecturers who teach EE entrepreneurially inclined? Can lecturers who are not entrepreneurially inclined teach students to become entrepreneurs? The purpose of this paper, therefore, is to empirically explore the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. Design/methodology/approach This study adopted a quantitative approach. Thus, a self-reported questionnaire was administered to a randomly selected sample of 256 Higher National Diploma II students of the Federal Polytechnic, Idah, Nigeria, who were exposed to EE. To analyse the data collected, partial least squares structural equation modelling (PLS-SEM) was performed using SmartPLS 2.0.M3 software. Findings Data analysis showed a significantly positive relationship between EE and students’ EIs on the one hand and between EE and perceived entrepreneurial lecturers (PELs) on the other hand. It was also found that PELs had a significantly positive link with students’ EIs. Further analysis indicated that PELs had a mediating effect on the relationship between EE and students’ EIs. Research limitations/implications This study was a single institutional study. Thus, the generalisability of its findings to other institutions is limited. Extending the research to other institutions and countries might be required to validate the findings presented. Practical implications This research work has some insightful implications for the teaching of EE. By implication, it provides an answer to the question: who should teach EE? To achieve greater impact of EE on students’ EIs and behaviours, entrepreneurial lecturers are required. It implies that EE lecturers should be entrepreneurially inclined. They should demonstrate sufficient entrepreneurial attitudes, intentions and behaviours. Social implications It has been argued that graduate unemployment constitutes a social problem to the society. In this regard, the suggestions made in this paper, if applied, would help resolve the problem of graduate unemployment in Nigeria and other countries. Originality/value This study is the first to provide empirical evidence of the role of entrepreneurial lecturers in the relationship between EE and students’ EIs. It has demonstrated that entrepreneurial lecturers could transfer the influence of EE to students’ EIs. Also, it has confirmed that EE lecturers are critical in the EE-students’ EIs relationship. Overall, this study makes a significant contribution to the discussion on how to enhance the effectiveness of EE in influencing students’ EIs and behaviours.
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Dissertations / Theses on the topic "Education entrepreneuriale"

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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.

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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 durabilité
The 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
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Wang, Yifan. "L’évolution de l’intention et le développement de l’esprit d’entreprendre des élèves ingénieurs d’une école française : une étude longitudinale." Thesis, Ecole centrale de Lille, 2010. http://www.theses.fr/2010ECLI0011/document.

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L’engagement dans la création d’entreprise est un évènement rare et tardif chez les ingénieurs français. Pour changer cette situation et former davantage des ingénieurs-entrepreneurs, nous étudions l’impact de la formation dans une grande école d’ingénieurs en France. La problématique s’inscrit dans le cadre théorique du comportement planifié complété par la théorie de la carrière entrepreneuriale et la notion d’esprit d’entreprendre. Nous avons suivi une approche longitudinale afin d’étudier l’évolution des intentions et de la construction des identités professionnelles ainsi que les comportements observables associés au cours de leur formation. La thèse s’appuie sur un questionnaire posé chaque année au cours du curriculum et des entretiens semi-directifs en fin de cursus auprès des élèves ingénieurs. Elle aboutit à l’identification de plusieurs identités professionnelles d’ingénieurs (ingénieur technique, manager, entrepreneur) et la caractérisation de la trajectoire de l’intention qui mène au choix de carrière entrepreneuriale. L’impact des facteurs socioculturels, scolaires et extrascolaires sur la trajectoire de l’intention a été modélisé. Il permet d’expliquer la construction de chaque identité professionnelle
Although many researchers point out the emergence of new generations of engineers, the traditional model of the French engineer remains reluctant to entrepreneurship, few engineers are moving towards entrepreneurial careers and they do it rather late in their career. To reverse this trend and train more entrepreneurial engineers, we study educational impact of an engineering Grande Ecole in France. Drawing on the theory of planned behaviour completed by the theory of entrepreneurial career and the notion of entrepreneurial spirit, we use a longitudinal approach to measure the evolution of intention, together with the construction of professional identities and observable behaviours of students during their school years. This study is based on a longitudinal survey completed each year by engineering students and semi-structured interviews with them at the end of the curriculum. The findings include the identification of three engineering professional identities (technical engineer, manager, and entrepreneur) and the definition of the entrepreneurial intention trajectory Leading to entrepreneurial career choice. The impacts of socio-cultural, pedagogical and extra curriculum factors on the trajectory of intention have been modelled. They can explain the building up process of each engineering professional identity
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Wang, Yifan. "L'évolution de l'intention et le développement de l'esprit d'entreprendre des élèves ingénieurs d'une école française : une étude longitudinale." Phd thesis, Ecole Centrale de Lille, 2010. http://tel.archives-ouvertes.fr/tel-00586082.

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L'engagement dans la création d'entreprise est un évènement rare et tardif chez les ingénieurs français. Pour changer cette situation et former davantage des ingénieurs-entrepreneurs, nous étudions l'impact de la formation dans une grande école d'ingénieurs en France. La problématique s'inscrit dans le cadre théorique du comportement planifié complété par la théorie de la carrière entrepreneuriale et la notion d'esprit d'entreprendre. Nous avons suivi une approche longitudinale afin d'étudier l'évolution des intentions et de la construction des identités professionnelles ainsi que les comportements observables associés au cours de leur formation. La thèse s'appuie sur un questionnaire posé chaque année au cours du curriculum et des entretiens semi-directifs en fin de cursus auprès des élèves ingénieurs. Elle aboutit à l'identification de plusieurs identités professionnelles d'ingénieurs (ingénieur technique, manager, entrepreneur) et la caractérisation de la trajectoire de l'intention qui mène au choix de carrière entrepreneuriale. L'impact des facteurs socioculturels, scolaires et extrascolaires sur la trajectoire de l'intention a été modélisé. Il permet d'expliquer la construction de chaque identité professionnelle
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Ras, PJ, and M. Pretorius. "An entrepreneurial education model for the Namibian Higher Education system." Acta Commercii, 2007. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001430.

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Purpose: The aim of this paper is to develop an entrepreneurial education model for implementation in the Namibian Higher Education system. Namibia, just like South Africa, has an objective to develop small, medium and micro enterprises to enhance economic growth and reduce unemployment. Development of such a model is supported by the government of Namibia. This paper investigates appropriate entrepreneurial education models used in South Africa for this purpose. Design/Methodology/Approach: This research is an exploratory research design based upon secondary data mainly provided by the Namibian Economic Policy Research Unit (NEPRU) that enabled the researcher to understand and identify the problems that Namibia encounter in their small business environment. Theories, as developed by the University of Pretoria based on entrepreneurial education, were explored and formed the base of the theory exploration. Findings: The researcher investigated an existing entrepreneurial education model being used for the South African context, as well as a comparison of two models, and an integrated model based on the cited models. These models are used to show the importance of such models and the need to develop one for Namibia. Implications: This paper presents a model that can solve the basic need expressed by the Namibian Higher Education System to find an appropriate model to implement. Originality/ Value: This paper provides a foundation from which an entrepreneurial education model can be implemented and improved/customised for the Namibian context
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Mbanga, Nelisa. "Entrepreneurial mindset and entrepreneurial education as tools for sustainable SMES." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11277.

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Small and Medium Enterprises are the engines of economic development. In developing countries, they play an irreplaceable role in poverty alleviation through creation of jobs and contribution towards the countries’ gross domestic products. South Africa is faced with a challenge of high failure rate of SMEs despite the efforts by government to support and grow this sector. For a country to have a strong sustainable economy, sustainable and successful SME sector is necessary. Literature reviews have demonstrated that incorporating sustainability aspect into entrepreneurship improves the performance of businesses. Research on implementation of sustainability principles by SMEs is limited and SMEs have been left out in sustainability teachings and monitoring. The purpose of the study was to analyse the role played by entrepreneurial mind-set and entrepreneurial education on sustainability of SMEs. The research was conducted amongst 10 SME owners/managers with businesses located in the Buffalo City Metropolitan Municipality. Case study method using a semi-structured interview guide was conducted. Results were transcribed, analysed and interpreted. Results of the research demonstrated that SME owners/managers possess entrepreneurial mind-set, which is a necessity to run a successful business. There was also evidence that entrepreneurial education enhances entrepreneurial mind-set of SME owners/managers. SMEs owners/managers also demonstrated that they implement sustainability principles informally with no guiding documents. With regards to implementation of sustainability principles, there was no noticeable difference between SME owners/managers who had undergone entrepreneurship education and the ones who had not gone through entrepreneurship education. This highlighted the need to incorporate sustainability issues in entrepreneurship education courses. The study brings contribution towards building sustainable SMEs.
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Strauch, Kerry Elizabeth, and Ks_kes@ozemail com au. "Capturing innovation : entrepreneurial activity within an education organisation." RMIT University. Industry, Professional and Adult Training, 2005. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20091028.095450.

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The 1990's in Victoria saw a political and economical shift away from the social justice themes of previous years to an economic rationalist approach to public sector services. Like other countries, educational reform initiatives focused on the introduction of market-oriented commercial practices. These were characterised by increased accountability for expenditure, pressure to supplement publicly funded income with commercial ventures, rationalisation of staff, privatisation of some services and a business-oriented approach to service provision. As part of this shift TAFE Institutes in Victoria were actively encouraged to embark on a business-based, entrepreneurial approach to training delivery in a competitive, user-choice market. This changing external environment is the context for this 'practitioner research' investigative project - the development of a motorsports program as a case study of innovation and entrepreneurship at Wodonga Institute of TAFE. A participant-observer research approach was applied to examine the perceptions of the stakeholders about the development of the program. Data was collected through semi-formal interviews with stakeholders, maintaining a reflective research journal and reviewing related literature. Analysis of the data identified emergent themes (enabling factors and barriers), reflecting at a micro level, similar themes and issues from current research and debate at national level. The themes are similarly reflected in literature on innovation, organisational change and entrepreneurship. The products generated from the investigative research project are:  Capturing Innovation: Entrepreneurial Activity Within a Publicly Funded Educational Organisation, an exegesis examining innovation and entrepreneurship at Wodonga Institute of TAFE through a case study (the motorsports program)  What a Great Idea! Where to From Here?, a set of guidelines for Wodonga Institute of TAFE practitioners about what is required in presenting their ideas to Senior Management (Appendix 1 and Appendix 2), and  a Professional development workshop agenda to support promotion of the guidelines (Appendix 2)  recommendations to Wodonga Institute of TAFE Directorate (Director/CEO and two Deputy Directors) for supporting the development of innovative ideas (Chapter 6). These outcomes aim to increase the success rate of innovative ideas being captured and developed into training programs and products at Wodonga Institute of TAFE.
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Butcher, Bradley J. "Entrepreneurial high school: An evaluation and feasibility study of a conceptual school model." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/58.

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The long-term goal of this project was to inform the design of an entrepreneurial-focused charter school utilizing school-based enterprises (SBEs) to anchor a project-based learning (PBL) curriculum. The study was two parts: 1) to determine the extent of schools utilizing this innovative approach to teach an entrepreneurial-centered curriculum, and 2) to perform and initial feasibility study to determine potential for developing this school in Stockton, California. A content analysis supplemented with interviews and correspondences was used to determine that few, if any, schools in the United States emphasize entrepreneurship and utilize SBEs to support PBL. The feasibility study employed the expertise of education and business leaders to determine that the model has conditional strength. To be successful, the model must build on certain success factors, strong mission and leadership, well developed PBL curriculum and training, and community support, while addressing the legal and logistical challenges of operating school-wide SBEs in a high school environment.
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Samsodien, Adeeb. "Entrepreneurial learning, opportunity recognition and development - Evaluating the impact of a training programme at TSiBA Education, Cape Town, South Africa." University of the Western Cape, 2017. http://hdl.handle.net/11394/6325.

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Magister Commercii - MCom (Business and Finance)
The youth of South Africa is currently faced with high levels of unemployment and poverty. This raises concerns about the future of the South African people and its economy. Consequently, much is needed to develop the youth to allow for a prosperous future. A decrease in poverty and unemployment was found to be linked to an increase in education. Entrepreneurial education can have a significant impact on entrepreneurial success. This research paper aims to assess the influence of entrepreneurial education and training on students' entrepreneurial development. To ensure a comprehensive assessment of the development of students, I utilised a mixed methodology to assess students both quantitatively and qualitatively. The study assessed a sample of students from South Africa and the United States of America who jointly partook in a two-week entrepreneurial education and training programme at TSiBA Education, Cape Town, South Africa. Entrepreneurial education and training had a positive effect on the students' entrepreneurial development, entrepreneurial orientation and intentions to start a business. While entrepreneurial orientation aids the exploitation of business opportunities, before opportunities can be exploited they must be recognised. Bringing into question the link between students' entrepreneurial orientation and their abilities to recognise and develop opportunities into successful ventures. To explore this I interviewed two participants and found the high entrepreneurially orientated participant to exhibit greater opportunity recognition and development abilities, compared to the low entrepreneurially orientated participant. I concluded by finding that although differences do exist between high and low entrepreneurially orientated students, entrepreneurial education and training could positively influence students' entrepreneurial orientation and assist in the development of entrepreneurs. The results suggest that TSiBA Education should attempt to increase the duration of the entrepreneurial programme to maximize the influence of the entrepreneurial education and training.
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Liu, Chengang S. M. Sloan School of Management. "Analysis of China's education market and the entrepreneurial strategy of a Chinese education venture." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/117949.

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Thesis: S.M. in Management Studies, Massachusetts Institute of Technology, Sloan School of Management, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 49).
Since the past several years, Internet and Artificial Intelligence (AI) are at their zenith. Application of these technologies has reshaped most industries and has largely impacted the lives of people. Education is an essential part of an individual's welfare and a country's future. However, we find a slower than average speed, in the spread of Internet technologies in education. On the other hand, education in China is very backward. Millions of people who live in second-tier cities, small towns and rural areas do not have access to high-quality education. This phenomenon leads to Polarization of the Society and lowers social mobility. However, the situation of lesser development in education also indicates a market with great potential. The online education market is regarded as one of the most promising fields of the next decade. Moreover, people have witnessed many Chinese Online Education Technology startups emerged in the past several years. These education startups have different advantages and diverse strategies. This thesis will examine the current e-learning market, analyze the pros and cons of different models, choose the right model for a startup and recommend a roadmap to viable and profitable Chinese Educational ventures.
by Chengang Liu.
S.M. in Management Studies
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McHenry, Bruce. "Case Study on the Entrepreneurial Mindset and Individual Entrepreneurial Orientation of Six Community College Students." Thesis, Northern Arizona University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13419818.

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The purpose of this explorative case study was to understand how the skill building, academic, and life learning experiences align and demonstrate an entrepreneurial mindset and individual entrepreneurial orientation. The study used a purposive sample of six self-selected students at Southwest Suburban Community College, part of a large community college district, in a major metropolitan area in the southwest United States. An action research approach provided an iterative process for the researcher to reflect and review the research process to ensure the participants’ stories demonstrated their lived experiences.

The study used two conceptual frameworks, Effectuation Theory and Individual Entrepreneurial Orientation, to provide different lenses of entrepreneurial orientation and mindset to frame the findings. The study’s research question explored how skill building, academic, and life learning experiences of a purposive sample of self-selected community college students align with and demonstrate an entrepreneurial mindset and individual entrepreneurial orientation.

Two assertions emerged from the qualitative data analysis. The assertion of Willing Vulnerability and Purposeful Intentionality demonstrated the participants’ stories aligned with propositions inherent to the entrepreneurial mindset and individual entrepreneurial orientation found in the scholarship. Moreover, the assertions and the researcher’s own meaning making during the action research process suggest several actions can be taken. These actions include curriculum development, faculty pedagogy, and institutional polices and can be employed by the researcher, colleagues, and leaders when developing and facilitating an entrepreneurial culture where students lived experiences are integrated and validated as emerging entrepreneurial mindset and orientation.

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Books on the topic "Education entrepreneuriale"

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Kelman, Kristina. Entrepreneurial Music Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6.

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Nayyar, Javed. Entrepreneurial higher education in Pakistan. Lahore: Husn-e-Qalam Publications, 2014.

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Kazakova, Nataliya. The financial environment of entrepreneurship and entrepreneurial risks. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1989243.

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The textbook discusses organizational and managerial aspects, institutional factors and the financial environment of entrepreneurial activity. The system of organizational, financial, economic and non-financial indicators, aspects of the development strategy, types of financial, statistical and corporate reporting, as well as business risks and methods of their management are presented. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is intended for students enrolled in educational programs in the areas of "Economics" and "Management".
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Kaya-Capocci, Sila, and Erin Peters-Burton, eds. Enhancing Entrepreneurial Mindsets Through STEM Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17816-0.

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L, Fisher James. The entrepreneurial college president. Westport, Conn: Praeger Publishers, 2004.

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1942-, Koch James V., ed. The entrepreneurial college president. Westport, CT: Praeger Publishers, 2004.

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Golubeva, Tat'yana. Fundamentals of entrepreneurship. ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1912054.

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A wide range of problems is considered, such as: forms of organization and financing of entrepreneurship; the relationship of entrepreneurs with business partners; the content of the business plan of a small enterprise; methods and means to ensure the effectiveness of entrepreneurial activity; the culture of entrepreneurship and much more. The study of the material presented in the manual will allow students to obtain the necessary theoretical knowledge about the essence of entrepreneurship and its role in the national economy of Russia, as well as practical skills in the field of entrepreneurial activity. Meets the requirements of the federal state educational standards of secondary vocational education of the latest generation. The textbook is intended for students of secondary specialized educational institutions.
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World class learners: Educating creative and entrepreneurial students. Thousand Oaks, Calif: Corwin Press, 2012.

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author, Cummings Mary, ed. Enterprising child: Developing your child's entrepreneurial potential. Great Britain: Bookshaker, 2012.

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United States. Economics and Statistics Administration and United States. Minority Business Development Agency, eds. Keys to minority entrepreneurial success: Capital, education, and technology. Washington, D.C.]: U.S. Dept. of Commerce, Economics and Statistics Administration, 2002.

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Book chapters on the topic "Education entrepreneuriale"

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Liening, Andreas. "Entrepreneurship Education als Schlüsselelement Ökonomischer Bildung – Entrepreneuriale Lernprozesse synergetisch erklärt." In Ökonomische Bildung, 205–66. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-24731-7_6.

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Andrew, Gold, and Beth Kerly Mary. "An Entrepreneurial Approach to Entrepreneurial Education." In Community Colleges as Incubators of Innovation, 23–37. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443513-3.

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Alcorta de Bronstein, Antonieta, Jantje Halberstadt, and Shaun Bissett. "Introducing an Innovative International Format for Experience-Based Sustainability Entrepreneurship Education: The YEEES Sustainability Camps." In Transforming Entrepreneurship Education, 103–36. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_7.

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AbstractThe YEEES Sustainability Camps are an innovative format for sustainability-oriented entrepreneurship education that gives participants from different backgrounds the opportunity to obtain real-life experience by helping solve sustainability issues in an international context. Universities from Germany and the south of Africa worked together in the implementation of four different Camps. The societal problems the world currently faces require change agents from various fields willing to contribute solutions and think entrepreneurially. We believe the Sustainability Camp format is an effective tool for motivating its participants to generate awareness about the problems it is tackling, while also acquiring key competences necessary for developing entrepreneurial solutions. In this chapter, we introduce the Sustainability Camps’ formats and share experiences being made by implementing and further developing it.
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Kollmann, Tobias, and Julia Christofor. "Specific Requirements for Multimedia Applications in Entrepreneurship Education." In Entrepreneurial Excellence, 329–53. Wiesbaden: Deutscher Universitätsverlag, 2005. http://dx.doi.org/10.1007/978-3-322-81895-9_12.

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Hägg, Gustav, and Agnieszka Kurczewska. "Perspectives of Entrepreneurial Education." In Entrepreneurship Education, 59–75. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003194972-4.

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Kelman, Kristina. "Introduction." In Entrepreneurial Music Education, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6_1.

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Kelman, Kristina. "Making a Case for an Entrepreneurial Music Education in Schools." In Entrepreneurial Music Education, 9–22. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6_2.

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Kelman, Kristina. "Current Approaches to Education—But What About the Music Industry?" In Entrepreneurial Music Education, 23–62. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6_3.

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Kelman, Kristina. "Building the Emerging Professional Learning Model." In Entrepreneurial Music Education, 63–91. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6_4.

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Kelman, Kristina. "Designing an Entrepreneurial Learning Project." In Entrepreneurial Music Education, 93–115. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-37129-6_5.

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Conference papers on the topic "Education entrepreneuriale"

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Shapovalov, V. К., I. F. Igropulo, M. M. Аrutyunyan, and E. V. Khokhoeva. "Psychological and pedagogical features of development of nonformal social-entrepreneural education in the north caucasus." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.708.723.

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The current situation in the North Caucasus is characterized by a high level of social tension, the severity of socio-economic problems, the solution of which is possible on the basis of the potential of social entrepreneurship. The lack of a scientifically based methodological and theoretical basis for teaching social entrepreneurship in the system of non-formal education is a constraining factor in the rapid, holistic development of social entrepreneurship in the republics of the North Caucasus. The aim of the study is to analyze the content-structural and technological features of informal social and entrepreneurial education. The research methodology is based on the application of the basic ideas of system-activity, ecosystem, axiological, andragogical and competency-based approaches. When solving research problems, methods of a comparative analysis of scientific literature on the problem of social entrepreneurship, entrepreneurial education, methods of comparing and summarizing scientific and theoretical results and empirical information were used. The analysis of the experience in the region allowed the authors to identify and present the characteristics of the psychological and pedagogical features of informal social and entrepreneurial education in the North Caucasus: – strategic orientation of non-formal social and entrepreneurial education on advancing social transformations in the region; institutionalization of the system of social and cultural norms that promote the development and support of social entrepreneurship as a factor in youth self-employment, its involvement in innovative socio-educational practices; – axiological potential of non-formal social and entrepreneurial education: the formation of students’ sustained interest in socially oriented entrepreneurial activity; systematic development of their entrepreneurial competencies; – openness of non-formal social and entrepreneurial education: strengthening the relationship of subjects of social and entrepreneurial education in the regions with the external sociocultural environment, actively involving existing social entrepreneurs in the development of the local entrepreneurial community based on the values of the public good, taking into account dynamic social changes in a wide regional and global context. An analysis of the results allows us to conclude that the development of nonformal social and entrepreneurial education involves the widespread use of interactive educational technologies in the formation of applied entrepreneurial competencies of students, the establishment of a new style of interaction of social entrepreneurs based on trust, resource sharing, value-semantic coordination of ideas and approaches to innovative development of the republics North Caucasus.
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Cekule, Laila, Andrejs Cekuls, and Margarita Dunska. "The role of education in fostering entrepreneurial intentions among business students." In Ninth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16159.

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Entrepreneurial intention is a critical aspect of the creation of new businesses and the development of an entrepreneurial culture. It is considered to be the strongest predictor of an individual's behavior towards entrepreneurship. The present study aims to examine the role of education in promoting entrepreneurial intentions among business students and understand how educational programs, initiatives and experiences can impact the development of an entrepreneurial mindset. The study was conducted using focus group discussions to gather views and attitudes of individuals. The results suggest that in order to cultivate entrepreneurial intentions among business students, education must provide exposure to successful entrepreneurs, encourage hands-on experience, offer entrepreneurship-focused classes and workshops, provide access to funding and mentorship, foster a supportive and inclusive environment, emphasize the development of critical thinking and problem-solving skills, and encourage continuous learning. The findings of this research provide valuable insights for educators, policymakers, and stakeholders to enhance entrepreneurial education and foster a supportive environment for the development of entrepreneurial skills and mindsets among business students.
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Girdzijauskaitė, Eglė, Asta Radzevičienė, and Artūras Jakubavičius. "TRANSITION OF ENTREPRENEURIAL UNIVERSITY: FROM LOCAL TO INTERNATIONAL." In Business and Management 2016. VGTU Technika, 2016. http://dx.doi.org/10.3846/bm.2016.65.

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Universities are becoming entrepreneurial due to highly competitive environment, decreased government funding and external and internal pressure to generate income from research and education services. It is argued in literature that the competitiveness of higher education institutions (HEIs) will increasingly depend on their ability to operate internationally in the near future. However, the knowledge of entrepreneurial university management especially the ways to create the international presence and provide educational services cross-border is lacking and this research is contribution to filling this gap. The transition of higher education conception from public good to private good or tradable service in line with the contemporary theories and practices in international higher education have been analysed in the paper to illustrate the shift in approach to international activities of HEIs. The paper undertakes an analysis of the premises associated with the entrepreneurial model of university management, as well as analysis illustrating the growing transnational education (TNE) consumption globally and the growth of international education market as the potential venue of an entrepreneurial university.
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(Beșcu) Buzică, Monica-Mihaela. "The Entrepreneurial Spirit of the Manager." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/01.

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Through this article we want to emphasize the importance of educational management. We are also interested in whether the manager of an educational institution has or should have an entrepreneurial spirit. In recent years, special emphasis has been placed on educational management. We observe a tendency towards interdisciplinarity in the Romanian education and the necessity of the presence of the entrepreneurial spirit in the educational institutions. Entrepreneurship and management have a close connection that we will discuss in the following article. Thus, our attention was drawn to the need for entrepreneurship in management positions. The special importance given to educational management, leadership and entrepreneurship has led us to approach this interesting topic. It is necessary to create a personal profile of the manager of the educational institutions and to understand what educational management means and how to be a good manager in order to achieve high results. For this we have conducted a research on these concepts, and the results and its course will be presented in this article. We are also interested in how the manager's activity influences the education provided in an educational institution. We have a number of compelling questions to which we want to receive scientifically substantiated answers and that is why we have proposed a research that will answer the current needs. The world is constantly changing and this forces the existence of a manager capable of adapting and managing the various situations that arise. We need to know what competencies and qualities a manager must have and his status within the organization.
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Løje, Hanne. "Experiences from using formative feedback in entrepreneurship course." In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1450.

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Formative feedback is a valuable tool that enables educators to provide an immediate and ongoing feedback to improve the student learning [1]. Formative feedback can be done in a variety of ways and can be administered at various times during a learning process [1]. Many studies about feedback and assessment in entrepreneurship educations focus on measuring, assessing and evaluating the contribution of the entrepreneurship education to society etc. and only a few studies have focus on how the didactic question of assessment and feedback are done in entrepreneurship educations [2]. In this concept paper, we report and reflect on our experiences and learnings from implementing formative feedback as a mandatory part of an entrepreneurial introduction course. The paper builds on experiences from one course, which ran in January 2021, in June 2021 and in January 2022. The feedback design used in this course can be categorized into three situations: (1) from student to student and (2) from student to educator, and (3) from educator to student. The purpose and outcome from using the feedback design is described and evaluated concerning further development. The discussion also includes which initiatives, we consider there are needed to support the further development and the implementation of formative feedback in entrepreneurial courses.
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Slišāne, Agnese. "Conceptualization of Pedagogical Entrepreneurship." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.53.

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The European Union (EU) and the Organisation for Economic Co-operation and Development (OECD) have stated that education is central to economic and social policy development. Entrepreneurial competence has been topical since 2006, when the European Commission identified a “sense of initiative and entrepreneurship” as one of the eight competencies necessary for all members of a knowledge-based society, however there is still no consensus on what the distinctive elements of entrepreneurship as a competency are. Latvian educational reforms involve changes in the teacher education system in order to have highly qualified, competent, and excellence-oriented teachers who are able to respond quickly to the demands of the labour market and adapt to technological developments. The school reforms also necessitate teachers to create a study process where students develop entrepreneurial competence, which is a new and still vague concept. The aim of the research is to conceptualize pedagogical entrepreneurship through a systematic literature review of the term ‘pedagogical entrepreneurship’ and its components – entrepreneurial skills and teachers’ entrepreneurial behaviour (the methodological approach to teaching, which characterizes entrepreneurial behaviour in the context of education). The present research analyzes 35 publications available on Web of Science, Scopus, ScienceDirect, and ResearchGate that were published in English from 2011 to 2021. The result of the systematic literature review is the compilation of literature for the terms ‘pedagogi­cal entrepreneurship’, ‘entrepreneurial skills’, and ‘teachers’ entrepreneurial behaviour’ (‘teacherpreneurs’), as well as summarized explanations of each term. The results can be used for further research on pedagogical entrepreneurship and its components. Comprehension of the value of pedagogical entrepreneurship in the context of education will create fertile soil for the effective integration and elaboration of entrepreneurial skills for teacher education students as well as already practising teachers that will support them to implement a competency-based curriculum and be competitive in the changing labour market.
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Kastratović, Edita, Milan Dragić, and Milan Vemić. "Entrepreneurial Competencies of Students in Serbia." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.29.

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Entrepreneurship represents a significant potential for economic development of countries in transition. Knowledge and will are the basis of every successful enterprise. The development and organization of educational systems and processes is an indispensable factor for the development of entrepreneurship. The paper analyzes the entrepreneurial competencies of students of an economic educational profile in terms of basic knowledge acquired by the education system. The aim of the work is the analysis of entrepreneurial competence and readiness of students during and after schooling to start their own business.
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Kurniawati, Tri, Menik Kurnia Siwi, Rita Syofyan, and Sari Rahmiyanti. "Entrepreneurial Education Influence on Entrepreneurial Character and Entrepreneurial Intention." In The Fifth Padang International Conference On Economics Education, Economics, Business and Management, Accounting and Entrepreneurship (PICEEBA-5 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/aebmr.k.201126.049.

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Slišāne, Agnese, and Alise Oļesika. "Entrepreneurial Skills – a Pathway to Sustainable Social Innovations?" In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.56.

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Along with globalization processes and adjustments – social and environmental problems that are challenging global sustainability in the labor market and society, it’s essential to ask whether the demand for education is also changing? Having regard to the fact that in 2015 United Nations (UN) member states adopted the 17th Sustainable Development Goal (SDGs) to address global challenges and emphasized the importance of quality education in Sustainable Development Goal 4 and The Organisation for Economic Co-operation and Development (OECD) countries have long recognized the need to develop skilled people through education. As they strive to find new sources of growth to underpin a solid and sustainable future, it is crucial to understand the best ways to advance social innovation, which is key to solving these increasing demands in the entrepreneurial process. It can manifest itself in various elements of pedagogical work. The study conducted content analysis to find out how social innovations and entrepreneurial skills show in the experience of four academic representatives of educational sciences to analyze various perspectives and opportunities of social innovation implementation by promoting entrepreneurial skills. To reach the aim of the research, three following questions were asked: How has the meaning of social innovation in the educational sciences changed since 2015, when UN member states adopted the 2030 Agenda for Sustainable Development and 17 Sustainable Development goals (SDGs)? What entrepreneurial skills help implement social innovation in the educational sciences? What are the most critical factors for the sustainable social innovations implemented in the educational sciences? The study results reveal diverse and ordinary comprehensions depending on professional academic experience, which has been listed and analyzed through the theories of social innovation.
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Zakharova, Anna Nikolaevna, Aniuta Nikolaevna Erlygina, and Denis Viktorovich Gartfelder. "Psychological training program to support student technological entrepreneurship: “psycho-correctional targets” and the basics of construction." In All-Russian scientific and practical conference. Publishing house Sreda, 2023. http://dx.doi.org/10.31483/r-109361.

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The psychological training program for supporting student technological entrepreneurship in the Russian educational environment of an educational institution of higher education is discussed in the article. Ways to develop entrepreneurial activity are proposed, based on the “psychocorrectional targets” identified by the authors and the psychological problems of beginning entrepreneurs.
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Reports on the topic "Education entrepreneuriale"

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Baumol, William. Education for Innovation: Entrepreneurial Breakthroughs vs. Corporate Incremental Improvements. Cambridge, MA: National Bureau of Economic Research, June 2004. http://dx.doi.org/10.3386/w10578.

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Gutierrez Zepeda, Paulina. Exploring Relationships Between Entrepreneurship Education and Students’ Entrepreneurial Intentions: A Mixed Method Study of Entrepreneurial Pedagogies at Chilean Universities. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2629.

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

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The prodPhD project aims to address the challenging problem of introducing entrepreneurship training in PhD programmes regardless of discipline. The prodPhD project will create the necessary teaching methodologies and the platform for applying them. The project consists of a consortium of four organizations from across Europe. The main objective of the prodPhD project is to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. The methodology will be conceived to develop experiential knowledge, involving academics, entrepreneurship experts, and mentors in its development and implementation. Besides, the exchange of experience, competences, and approaches facilitated by social networking will pave the way to crowdsourcing new ideas, improving training methodologies, and stimulating academics’ entrepreneurial skills.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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Innovative and Entrepreneurial Universities in Latin America. Inter-American Development Bank, November 2022. http://dx.doi.org/10.18235/0004542.

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The review examines how higher education institutions are supporting innovation and entrepreneurship in their surrounding communities. The study focuses on eleven universities located in six countries in Latin America: Chile, Colombia, Mexico, Brazil, Argentina and Uruguay. The study finds that selected institutions are actively supporting entrepreneurs (university students, but also local entrepreneurs) through courses, incubation and acceleration activities. It also shows that universities are actively engaging with external stakeholders in their surrounding communities, to spur innovation through joint-research, organisation of events (such as festivals, competition). It finds that that while COVID-19 pandemic brought about some challenges, universities managed to stay afloat and keep a steady stream of support to entrepreneurs and partners. The review also illustrates the challenges that universities face when developing these activities (lack of funding, unclear regulation for intellectual property development, etc.) and highlights some opportunities that universities should leverage, particularly in the current context.
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