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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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Barba-Sánchez, Virginia, and Carlos Atienza-Sahuquillo. "EDUCACIÓN EMPRENDEDORA A TRAVÉS DE LAS JUNIOR EMPRESAS." Journal of Management and Business Education 1, no. 2 (June 1, 2018): 106–16. http://dx.doi.org/10.35564/jmbe.2018.0009.
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En el contexto de la universidad emprendedora, el movimiento de la Junior Empresa nació como un complemento formativo para incrementar el espíritu emprendedor y mejorar la empleabilidad del alumno universitario de cualquier rama del conocimiento. Sin embargo, se observa que en el ámbito español ha tenido un éxito relativo, con una baja tasa de creación y dificultades para mantenerse activas. ¿Por qué no termina de consolidarse este movimiento en España? ¿Cuáles son los problemas a los que se enfrenta la creación y consolidación de una Junior Empresa? A partir del estudio general del movimiento de Junior Empresa, este trabajo de investigación analiza el caso de una Junior Empresa adscrita a la Universidad de Castilla-La Mancha (UCLM). Los resultados obtenidos sugieren que, a pesar de las singularidades de estas empresas, los problemas son similares a los que se enfrenta una pequeña empresa creada por un equipo de emprendedores, respecto a su coordinación interna, a su capacidad de retención del talento o a la difícil conjunción de capacidades técnicas y de gestión que deben poseer sus miembros. La posible solución a tales problemas pasa porque las universidades ejerzan, de una forma más activa, su papel de incubadora de este tipo de iniciativas emprendedoras.
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Fernández-Portillo, Antonio. "APROXIMACIÓN BIBLIOMÉTRICA A LA EDUCACIÓN EMPRENDEDORA." Journal of Management and Business Education 1, no. 3 (December 11, 2018): 182–89. http://dx.doi.org/10.35564/jmbe.2018.0013.
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En esta introducción se proporciona una visión actual de la situación en la que se encuentra la investigación sobre la educación emprendedora. Para ello, se desarrolla una revisión del estado de la cuestión de la educación emprendedora. Este análisis permite interconectar el número anterior del Journal of Management and Business Education (JMBE), con el actual y permanecer dentro de su misión, objetivos y características principales, que son explicados a continuación. Por último, se presenta el tercer número de la revista.
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Calzado-Barbero, María, Antonio Fernández-Portillo, and Manuel Almodóvar-González. "EDUCACIÓN EMPRENDEDORA EN LA UNIVERSIDAD." Journal of Management and Business Education 2, no. 2 (May 27, 2019): 127–59. http://dx.doi.org/10.35564/jmbe.2019.0011.
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Con el objetivo de conseguir desarrollo económico en la sociedad, y paliar problemas económicos que están surgiendo en la actualidad, como las altas tasas de desempleo juvenil, se lleva proponiendo desde hace décadas fomentar el emprendimiento y la educación emprendedora como instrumento para generar crecimiento económico en un país. Uno de los mecanismos principales según diversos autores, para generar cultura emprendedora, es la educación en centros formativos, ya que las universidades contribuyen al desarrollo económico de la comunidad a través de la creación de capital humano mediante la formación emprendedora, este estudio propone observar la importancia que se le ofrece a la educación emprendedora, con el objetivo de conocer si realmente se fomenta el espíritu emprendedor, para ello, en primer lugar, se ha elaborado una revisión de la literatura del emprendimiento hasta la actualidad y una aproximación a la definición de educación emprendedora y en segundo lugar, se ha elaborado un análisis de la producción científica actual sobre educación emprendedora, para conocer qué se está investigando actualmente en este campo, es decir para conocer el estado de la cuestión de la educación emprendedora. Los resultados obtenidos nos sugieren que el emprendimiento ha ido obteniendo importancia a medida que han pasado los años, y que la investigación actual sobre educación emprendedora ha aumentado desde el año 2015 hasta la actualidad.
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Sun, De Lin, Yu Li, Qiu Xiang Zhou, Jia Xin Lo, Yi Long Liu, and Yi Qi Liu. "The Research of the Characteristic Specialized Subject of E-Commerce on Informatization Entrepreneurial Venture." Applied Mechanics and Materials 411-414 (September 2013): 2284–87. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2284.
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Entrepreneurical informatizational education pays attention to gain experience that is related to it, and is needed to the students who should be leaded to get perceptual cognition about entrepreneurial venture. This is the premise conditions to carry out education startup successfully. We can be consciously known to the students experience about related content, thus, to stimulate the students pioneering innovation consciousness.For the current college students, entrepreneurial education should be focused on changing its employment idea. According to the survey at present,many college students think: employment is his own thing to find work. These old ideas make many college students rather passive when finding a job. Entrepreneurial education is to converse the students the passive employment ideas and initiate to start a business. Students should be encouraged to regard entrepreneurial venture as a career choice,combined with their interests to create the value of life that are expected .
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Esther Tan, Karen, Sylvia @. Nabila Azwa Ambad, Sakka Nordin, Jasmine Vivienne Andrew, and Nur Syahidah Wong Abdullah. "The Role of Education Support in Enhancement of Entrepreneurial Intentions Amongst Undergraduates in Malaysia." Jurnal Intelek 16, no. 1 (January 26, 2021): 115–23. http://dx.doi.org/10.24191/ji.v16i1.371.
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Entrepreneurship has long been a topic of interest for many researchers. The economy being volatile has impeded job opportunities for many, particularly amongst youths. In Malaysia specifically, where unemployment has been increasing over the years, measures have been taken by the government to promote entrepreneurship to youth and undergraduates to make them more entrepreneurially inclined. Despite the numerous incentives and programs by the government to encourage youth to be entrepreneurial inclined, the unemployment rate is still high in many countries, particularly Malaysia. This research aims to offer a systematic literature review on the growing role of education support in promoting entrepreneurial intention amongst undergraduates in Malaysia. This research will highlight the increasing importance of education in fostering entrepreneurial intentions amongst undergraduates in Malaysia over the last five years. Through the compilation of past literature and research, this study aims to contribute to entrepreneurship research by discussing the impact of education support as well as highlighting ongoing discussions on education support in nurturing undergraduate entrepreneurial intention.
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Venco, Selma. "Tristes trópicos: a cultura empresarial aplicada à educação pública." Educação e Filosofia 37, no. 79 (July 31, 2023): 39–68. http://dx.doi.org/10.14393/revedfil.v37n79a2023-65554.
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Resumo: O presente artigo analisa a política de ensino integral no estado de Pernambuco, implementada por atores privados desde 2008, com enfoque privilegiado sobre as formas de contratação de docentes e sua incidência no território. A hipótese aqui considerada faz analogia ao pensamento de Lévi-Strauss, por ocasião de sua passagem pelo Brasil em 1930, quando remarcou o arrasamento da população indígena pela cultura do homem branco e seus interesses econômicos sustentados pelo discurso da modernidade. Problematiza-se, assim, em que medida o avanço do segmento empresarial na educação pública assemelha-se à constatação tecida nos “Tristes trópicos” (1955) à medida que arrasa uma cultura educacional que passa da estabilidade e reflexividade para o pragmatismo e a racionalidade econômica. A concepção teórica que sustenta o debate sobre o tema apoia-se em Robert Castel (1998) e Cingolani (2005), os quais destacam que a precariedade nas relações de trabalho conduz a um processo de precarização das condições de vida, posto que trabalhadores sujeitados a trabalhos intermitentes, contratos por tempo determinado, tempo parcial, entre outros, resultam em vulnerabilidade social. Palavras-chave: Trabalho Docente; Privatização; Precariedade; Política Educacional. Sad tropics: the business culture of precarity applied to public education. Abstract: This article analyzes the policy of full-time education in the state of Pernambuco, implemented by private actors since 2008, with a privileged focus on the ways of hiring teachers and its impact on the territory. The hypothesis here considered makes analogy with the thought of Lévi-Strauss, on his passage in Brazil in 1930, when he remarked the destruction of the indigenous population by the white man's culture and his economic interests supported by the discourse of modernity. Is problematized how much the advance of the entrepreneurial segment in public education is similar to the observation made in "Sad tropics" (1955) as it devastates an educational culture that moves from stability and reflexivity to pragmatism and economic rationality. The theoretical conception that sustained the debate about the theme is based on Robert Castel (1998) and Cingolani (2005), who point out that the precarity in work relations leads to a process of precariousness in living conditions, since subjected to intermittent work, fixed-term contracts, part-time work, among others, result in social vulnerability. Keywords: Teaching Work; Privatization; Precarity; Educational Politics. Tropiques tristes : la culture entrepreneuriale de la précarité appliquée à l'éducation publique. Resumé: Cet article analyse la politique d'éducation à temps pleins dans l'État de Pernambuco, mise en œuvre par des acteurs privés depuis 2008, en se concentrant de manière privilégiée sur les formes d'embauche des enseignants et leur impact sur le territoire. L'hypothèse envisagée ici fait analogie à la pensée de Lévi-Strauss, à l'occasion de son passage au Brésil en 1930, lorsqu'il remarquait la destruction de la population indigène par la culture de l'homme blanc et ses intérêts économiques soutenus par le discours de la modernité. Le problème est donc de savoir dans quelle mesure l'avancée du segment entrepreneurial dans l'enseignement public est similaire à l'observation faite dans "Tristes trópicos" (1955) car elle dévaste une culture éducative qui passe de la stabilité et de la réflexivité au pragmatisme et à la rationalité économique. La conception théorique qui soutient le débat sur le sujet est basée sur Robert Castel (1998) et Cingolani (2005), qui soulignent que la précarité dans les relations de travail conduit à un processus de précarisation des conditions de vie, puisque soumis au travail intermittent, aux contrats à durée déterminée, au temps partiel, entre autres, entraînent une vulnérabilité sociale. Mots clés : Travail Enseignant ; Privatisation ; Précarité ; Politique Éducative. Data de registro: 29/05/2022Data de aceite: 28/06/2022
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Torales Decoud, Oscar Ariel. "Educación, transformación y emprendedurismo en Paraguay." Revista científica en ciencias sociales 3, no. 2 (September 2, 2021): 7–8. http://dx.doi.org/10.53732/rccsociales/03.02.2021.7.
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Grundling, J. P., and L. Steynberg. "Academic Entrepreneurship in South African HEIs." Industry and Higher Education 22, no. 1 (February 2008): 9–17. http://dx.doi.org/10.5367/000000008783876995.
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This article first identifies the principal forces that impact on and shape entrepreneurially-oriented higher education institutions (HEIs) in South Africa, and then analyses the degree to which those institutions have succeeded in becoming entrepreneurial. The results reveal that South Africa's HEIs are still in the initial phases of entrepreneurial development. This is attributable largely to factors particular to a developing country in a social transformational phase and faced with restricted social and economic capital.
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Klein, Peter G., and J. Bruce Bullock. "Can Entrepreneurship Be Taught?" Journal of Agricultural and Applied Economics 38, no. 2 (August 2006): 429–39. http://dx.doi.org/10.1017/s107407080002246x.
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Is entrepreneurship an innate ability or an acquired skill? Can entrepreneurial acumen be achieved and enhanced through education and training, or are certain people “born” to be entrepreneurs or to act entrepreneurially? Economists and management theorists give widely divergent answers to these questions. This paper reviews the major approaches to teaching entrepreneurship, primarily at the undergraduate level, and relates them to economic theories of entrepreneurship. Surprisingly, we find little connection between the leading approaches to entrepreneurship education and economists' understanding of the entrepreneurial function. We assess likely explanations for the lack of contact between these two groups of scholars and suggest possible improvements.
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Diehl, Monika. "TEACHERS’ AND LEARNERS’ EXPERIENCES OF ENTREPRENEURIAL EDUCATION: PRACTICE AND CHALLENGES IN RELATION TO VISIBLE AND INVISIBLE PEDAGOGY." Problems of Education in the 21st Century 73, no. 1 (October 25, 2016): 27–44. http://dx.doi.org/10.33225/pec/16.73.27.
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Entrepreneurial education is described as gaining abilities that enable the future workforce to develop, be part of and adapt to the changing society. International policy texts, from for instance the Organisation for Economic Co-operation and Development (OECD) and the European Commission, agree that entrepreneurial abilities are to be taught and learned in school. Even if this has been on the agenda for decades, it wasn’t inscribed in the Swedish curricula until 2011. This research focuses on lower secondary schools and what is called the broad approach or entrepreneurial education. To foster entrepreneurially, different progressive theories of instruction are often suggested. Basil Bernstein has outlined two generic forms of instructional theories: visible and invisible pedagogy; visible pedagogy can be described as “traditional”, while invisible pedagogy requires progressive teaching and learning. Based on classroom observations, interviews with teachers and learners, this study elaborates on these concepts in relation to experiences of entrepreneurial education. Different challenges, due to contradictory messages in curricula, learners’ backgrounds and experiences, as well as teachers’ approaches, are revealed. The study suggests that, even though more or less ambitious attempts are being made, “pure” entrepreneurial education is difficult to enable in a practice where visible pedagogy is the standard educational practice. Key words: entrepreneurial education, lower secondary school, teachers’ and learners’ experiences, parental background, visible and invisible pedagogy.
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Bosman, Lisa, and Stephanie Fernhaber. "Applying Authentic Learning through Cultivation of the Entrepreneurial Mindset in the Engineering Classroom." Education Sciences 9, no. 1 (December 31, 2018): 7. http://dx.doi.org/10.3390/educsci9010007.
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Higher education provides plenty of opportunity for theory and in many cases, even the ability to apply theory in a laboratory setting. Yet, there remains limited opportunity for students to learn by doing through participation in authentic learning experiences. The purpose of this paper is to provide one potential solution for integrating authentic learning into the engineering classroom by cultivating the entrepreneurial mindset. As entrepreneurship serves as an integral part of the economy, developing an entrepreneurial mindset through authentic learning experiences is essential for engineers. While online discussion prompts represent a useful way for educators to facilitate student learning, less is known about how to facilitate online discussions in a way that truly cultivates an entrepreneurial mindset for engineering students. In this paper, the key intentions of entrepreneurially-minded learning are reviewed, and a guide for creating online discussions applicable to any engineering course is presented. Example online discussion prompts incorporating the entrepreneurial mindset are then shared from an Introduction to Engineering course. Results from a mixed methods survey instrument suggests positive impacts towards student perceptions of online discussions and development of the entrepreneurial mindset. Recommendations for effectively and efficiently facilitating online discussions for entrepreneurially-minded learning in the engineering classroom are offered.
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Martins, Carlos Benedito. "Universidade empreendedora: um novo paradigma para o ensino superior?" Sociedade e Estado 37, no. 3 (September 2022): 955. http://dx.doi.org/10.1590/s0102-6992-202237030009.
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Resumo O artigo aborda as transformações que estão ocorrendo nas concepções sobre o ensino superior num contexto internacional. Apoiado numa bibliografia pertinente, destaca a construção de uma concepção específica para o ensino superior, denominada no artigo de modelo instrumental, que visa estreitar os vínculos das universidades com o campo econômico. Num primeiro momento, aborda o processo de construção desta concepção instrumental, indicando que, longe de seguir uma trajetória linear, constitui o resultado de uma conjugação de trabalhos realizados por acadêmicos, organismos internacionais e centros de pesquisa. Num segundo momento, o artigo aborda o surgimento da noção de entrepreneurial university, ou seja, da universidade empreendedora e sua difusão, ressaltando a inserção deste tipo de universidade na construção de uma concepção instrumental para as universidades.
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Vasylyk, Alla, Iryna Varis, and Oksana Kravchuk. "Development of entrepreneurial competencies through informal education." Social and labour relations: theory and practice 13, no. 1 (September 15, 2023): 1–13. http://dx.doi.org/10.21511/slrtp.13(1).2023.01.
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The relevance of the study lies in identifying modern and effective tools for the formation and development of entrepreneurial competencies in the informal education system, which is extremely relevant and in demand not only among higher education students, but also among specialists in various fields of activity. The purpose of this study is to determine the optimal tools of informal education for the effective development of entrepreneurial competencies of both students and specialists in modern conditions. The basic entrepreneurial competencies necessary for a specialist to create, develop and manage a business are highlighted, and the main differences between employees with entrepreneurial competencies and employees without them are pointed out. The study summarizes the main directions in the field of informal education for the formation of entrepreneurial thinking, culture, skills, entrepreneurship support institutions, as well as the main online platforms for learning. It is substantiated that entrepreneurship education is strengthened in terms of innovation, technology transfer and business creation both at enterprises and in higher educational institutions. The findings confirm that businesses are either hiring professionals with entrepreneurial competencies or investing in training programs to help develop competencies of existing employees, and are increasingly using informal education tools in conjunction with formal training.
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McAlexander, James, Rachel Nelson, and Chris Bates. "Developing an entrepreneurial education in a residential college: An exploratory case study." New England Journal of Entrepreneurship 12, no. 2 (March 1, 2009): 49–62. http://dx.doi.org/10.1108/neje-12-02-2009-b005.
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Entrepreneurship is a source of innovation, job creation, and vibrancy for local and regional economies. As a direct result, there is a profound interest in creating an infrastructure that effectively encourages entrepreneurship and incubates entrepreneurial endeavors. Western State University has responded to this call by developing the Harvey Entrepreneurship Program, which is integrated in the Enterprise Residential College.The Harvey program provides a socially embedded experiential learning approach to entrepreneurial education. Faculty, students, entrepreneurs, and technical experts are drawn together in an environment that provides space for business incubators and an entrepreneurially focused curriculum. In this article, we present a case study in which we use qualitative research methods to explore the benefits and challenges of creating such a program.The delivery model that Enterprise Residential College provides for entrepreneurial education is examined through the perspectives of program administrators, faculty, and students. The findings reveal evidence that a residential college can form a powerful nexus of formal instruction, experiential learning, socialization, and networking to influence entrepreneurship. We discuss relevant findings that may aid others considering similar endeavors.
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ED Radianto, Wiarawan. "MENGEMBANGKAN PENDIDIKAN KEWIRAUSAHAAN DALAM MATA KULIAH MANAJEMEN PEMASARAN DENGAN MENGGUNAKN PROJECT BASED LEARNING : STIJDI KASUS I.JNIVERSITAS CIPUTRA." Jurnal Riset Akuntansi dan Keuangan 5, no. 2 (August 1, 2009): 23. http://dx.doi.org/10.21460/jrak.2009.52.156.
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The need of entrepreneurial skill is emergtng along with the increasing of unemployment. Consequently, many higher education especially university integrate entrepreneurship in the carricalum. But yet, there are many universities still looking for the appropriate model to implement entrepreneurial skill.The essence of entrepreneuriql education is developing the spirit af entrepreneur of students in order to become entrepreneur instead of employee. Therefore, there are marcy methodologies can be studied further in term of integrating entrepreneurial tocurriculum.This study used Project Based Learning method (PBL). This method employed in Marketing Management course. The purpose of the study is to develop the spirit of entrepreneurship especially creativity and innovative, opportunity creation, and calculated risk taking. The result shows that PBL is very effectiue to increase sofi skill and to develop creativity and innovative. Also the student can understand easily aboutthe concepts of marketing.Keywords: Project Based Learning, student, entreprensurship, marketing management.
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Hatak, Isabella, Rainer Harms, and Matthias Fink. "Age, job identification, and entrepreneurial intention." Journal of Managerial Psychology 30, no. 1 (February 9, 2015): 38–53. http://dx.doi.org/10.1108/jmp-07-2014-0213.
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Purpose – The purpose of this paper is to examine how age and job identification affect entrepreneurial intention. Design/methodology/approach – The researchers draw on a representative sample of the Austrian adult workforce and apply binary logistic regression on entrepreneurial intention. Findings – The findings reveal that as employees age they are less inclined to act entrepreneurially, and that their entrepreneurial intention is lower the more they identify with their job. Whereas gender, education, and previous entrepreneurial experience matter, leadership and having entrepreneurial parents seem to have no impact on the entrepreneurial intention of employees. Research limitations/implications – Implications relate to a contingency perspective on entrepreneurial intention where the impact of age is exacerbated by stronger identification with the job. Practical implications – Practical implications include the need to account for different motivational backgrounds when addressing entrepreneurial employees of different ages. Societal implications include the need to adopt an age perspective to foster entrepreneurial intentions within established organizations. Originality/value – While the study corroborates and extends findings from entrepreneurial intention research, it contributes new empirical insights to the age and job-dependent contingency perspective on entrepreneurial intention.
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Du Toit, Adri. "Entrepreneurial Learning: Creating Value towards Social Justice." Research in Educational Policy and Management 5, no. 3 (December 24, 2023): 1–19. http://dx.doi.org/10.46303/repam.2023.18.
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Economic equality contributes towards social justice through equal access to opportunities for employment, income generation, or starting businesses. Entrepreneurship is often viewed as the panacea for job creation and reducing unemployment. Entrepreneurship education, therefore, supports the development and expansion of learners’ knowledge and understanding of entrepreneurship. The notion is that when more learners opt to become entrepreneurs, economic inequality will be reduced. Entrepreneurship education continues to be studied for its contribution towards attaining social justice through economic equality. Recent literature, however, indicates a notable shift towards embracing a broader perspective of entrepreneurship education rather than only lauding it for its economic value creation. Numerous contemporary publications use the term entrepreneurial learning rather than entrepreneurship education. This shift emphasises the role of learners to learn self-directedly so as to think entrepreneurially or behave in an entrepreneurial manner rather than educators teaching them to “become entrepreneurs” (i.e., starting a business). Entrepreneurial learning intends to benefit not only the entrepreneurship learner but also purposefully endeavours to create value for others. The current conceptual paper focuses on this broader value-creation purpose of entrepreneurial learning and how this different view can contribute to attaining social justice if embedded in the South African school curriculum using a socio-constructivist theoretical framework. Conceptual recommendations are made for the optimal construction of entrepreneurial learning in upcoming curriculum adaptations to buttress its broader value-creation purpose in support of social justice.
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Sabri, Nur Ain Ayunni, Norhidayah Mat Arip, Nurul Izyan Mat Daud, and Fatihah Mohd. "The Contribution of University in Developing Entrepreneurial Students Towards New Venture Creation." Journal of Entrepreneurship and Business 11, no. 1 (March 31, 2023): 111–22. http://dx.doi.org/10.17687/jeb.v11i1.918.
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The university context in which students are embedded plays a central role in providing students with learning and motivation to think and act entrepreneurially. There is a vibrant research stream that has shown that university offerings affect students’ transition to an entrepreneurial career and on antecedents or enablers of entry, such as entrepreneurial intentions and entrepreneurial knowledge. Student proclivity to begin a venture may be affected not only by the university environment where they are exposed to entrepreneurship but also by perceptions of how desirable entrepreneurial behaviour is considered to be in a given society. The paper explores the drivers of the intention of entrepreneur students in UMK of new venture creation, particularly specialising in the role of university entrepreneurship-related offerings and students' prior business experience. The main objective of this study is to determine the relationship between the contribution of the university to entrepreneurial education, mentoring support, and financial support towards new venture creation. A complete of 346 questionnaires were collected. Using SPSS tools containing Preliminary Analysis, Descriptive Analysis, Reliability and Validity Test, Normality Test and Spearman Correlation Analysis, data analysis was administrated. The result shows the correlation between entrepreneurial education, mentoring support, and financial support towards new venture creation is significant. In conclusion, entrepreneurship courses can be elective and compulsory and generally aim to stimulate entrepreneurial learning by imparting knowledge, skills and attitudes related to entrepreneurship.
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Cho, Yun Hee, and Joo-Heon Lee. "Entrepreneurial orientation, entrepreneurial education and performance." Asia Pacific Journal of Innovation and Entrepreneurship 12, no. 2 (August 13, 2018): 124–34. http://dx.doi.org/10.1108/apjie-05-2018-0028.
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PurposeKorean economy is demanding to change from an industrial society to an entrepreneurial society. It is asking for a generational change from the preexisting paradigms of such as labor consciousness, the concept of work and company management. Entrepreneurship is one of the key elements that will lead to a successful business performance under highly uncertain business conditions. The purpose of this paper is to examine the relationship between entrepreneurial orientation and business performance. Also, the authors look for the role of entrepreneurship education in the influence of entrepreneurial orientation on financial and nonfinancial business performance.Design/methodology/approachTo accomplish the purpose of this study, the authors carried out a survey targeting nascent entrepreneurs and total early-stage entrepreneurs with less than seven years of experience. Based on the Miller’s (1983) definition, a group of questions for entrepreneurial orientation, similar to Covin and Slevin (1989), were developed.FindingsFirst, among the subfactors of entrepreneurial orientation, it was clear that innovative progressiveness affected nonfinancial business performance. Second, risk-taking propensity did not influence both financial business performance and nonfinancial business performance. Third, entrepreneurship education had no connection with entrepreneurial orientation or business performance.Practical implicationsNonfinancial business performances are related with long-term goals and growth potential. Innovative proactiveness affects nonfinancial business performance. Thus, entrepreneurs should look for ways to promote their innovative proactiveness. Entrepreneurship education for experienced entrepreneurs is not as effective as that for students.Originality/valueIn the authors’ study, survey questionnaires were sent to 200 nascent and total early-stage entrepreneurs searching for business angel investments or entrepreneurship consultants in Korea. A total of 180 entrepreneurs answered the survey questions online. There are not so many valid studies examining the effect of entrepreneurship education for nascent and total early-stage entrepreneurs in Korea.
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VASCONCELOS, G. C., and G. V. BARBOSA. "A CONVERSA SOLIDÁRIA PARA PENSAR UMA EDUCAÇÃO EMPREENDEDORA." Revista SODEBRAS 15, no. 169 (January 2020): 53–56. http://dx.doi.org/10.29367/issn.1809-3957.15.2020.169.53.
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Adeniyi, Adeshina Olushola, Evelyn Derera, and Vangeli Gamede. "Entrepreneurial Self-Efficacy for Entrepreneurial Readiness in a Developing Context: A Survey of Exit Level Students at TVET Institutions in Nigeria." SAGE Open 12, no. 2 (April 2022): 215824402210950. http://dx.doi.org/10.1177/21582440221095059.
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Entrepreneurial self-efficacy (ESE) has been described as the cognitive element that can stimulate entrepreneurial readiness. There is a paucity of research on whether graduates of Technical and Vocational Education and Training (TVET) institutions in Nigeria are entrepreneurially ready for future work, particularly in the field of entrepreneurship. Previous studies have noted that individuals will not take entrepreneurial action until certain personality traits are triggered. This study investigated the entrepreneurial readiness of exit level students using ESE task phases at three selected TVET institutions in Nigeria. It will assist policymakers in identifying the specific cognitive traits that can stimulate entrepreneurial behavior in students. A sample of 301 exit level students was selected from a target population of 1,212 using a convenience sampling technique. Only 289 students participated in the study. The quantitative data was analyzed using Pearson Product Moment Correlation to test the relationships among variables, and regression analysis was conducted to determine the level of influence between ESE and entrepreneurial readiness. The study found that, while other components of ESE positively impact students’ entrepreneurial readiness, ESE marshaling does not have a significant impact. While all the other pairs of ESE show significant relationships with the male students’ entrepreneurial readiness, only ESE implementing has a significant relationship with the female students’ entrepreneurial readiness. We thus conclude that the entrepreneurship education curriculum at the selected TVET institutions is not adequately addressing training in ESE marshaling skills. The implication for practice is that entrepreneurship training should focus on building economic resources skills for business start-ups.
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Tampouri, Sofia, Alexandros Kakouris, Andronikos Kaliris, and Anastasios Kousiounelos. "Introducing Sources of Self-efficacy and Dysfunctional Career Beliefs in Socio-cognitive Career Theory in Entrepreneurship." European Conference on Innovation and Entrepreneurship 18, no. 2 (September 18, 2023): 866–74. http://dx.doi.org/10.34190/ecie.18.2.1603.
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A missing link between entrepreneurship education and career choices is how and when alumni decide to behave entrepreneurially. This question pertains to the impact of entrepreneurship education as envisaged in various educational policies. The vast majority of relevant studies have examined the concepts of entrepreneurial self-efficacy and entrepreneurial intention across courses and audiences worldwide. A recent trend adopts more systematic career development theories as the social cognitive career theory (SCCT). In this line, the present article provides new insights in SCCT models including the construct of dysfunctional career beliefs that represents an essential element in career decision-making. The article presents a small-scale quantitative research through a sample of Greek adults aimed to examine the relations between entrepreneurial intention and dysfunctional career beliefs as well as the informational sources of self-efficacy representing fundamental premises of SCCT. The pilot findings show that “significant others”, a dimension of dysfunctional career beliefs, influence the entrepreneurial career decision process as an extraneous personal parameter. Linear multiple regression analysis demonstrated that positive emotions, mastery experiences and the perceptions regarding significant others’ influence in career decision-making significantly predicted entrepreneurial intention. It is also shown that influence from significant others moderates the relationship between positive emotions and entrepreneurial intention, that is, intensifying the previous relationship when influence of significant others is low and decreasing it when this influence is high. These findings are discussed in the context of entrepreneurial career decision making with implications to educational and career counselling practices.
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Amalia Nafiati, Dewi, Sukirno Sukirno, and Endang Mulyani. "Students' entrepreneurial attitudes: Does the integrated Learning model based on tri dharma in entrepreneurship education work?" Cypriot Journal of Educational Sciences 18, no. 1 (January 30, 2023): 269–85. http://dx.doi.org/10.18844/cjes.v18i1.8555.
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The role of entrepreneurship education is urgently needed due to the lack of entrepreneurial activities, the curriculum not being standardized, the lack of skills of the lecturers in entrepreneurship, and less collaboration among the practitioners, education institutions, and students. Therefore Entrepreneurship education has not been planned and integrated well into higher education's functions to develop student entrepreneurial attitudes. This research aims to analyze the effectiveness of the integrated entrepreneurship education model of tri dharma education in developing student entrepreneurial attitudes in higher educations. Indicators of student entrepreneurial attitudes were measured by aspects of student leadership, student personality, and student personal assessment and the research analysis through paired sample t-test The result indicates that the integrated entrepreneurship education model of tri dharma education was effective and can be used as an alternative learning model to improve student entrepreneurial attitudes. It can be helpful in the students to increase their entrepreneurship attitudes after school in the community. The researcher recommends further research to compare the tri dharma of entrepreneurship education model with the other model. It also recommends cooperatively formulating and implementing a fit integrative entrepreneurship education program to develop better students' entrepreneurship attitudes in Indonesia. Keywords: entrepreneurial attitude, entrepreneurship education, Tri Dharma education, integrated education, learning models
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Mei, Hong, Ching-Hung Lee, and Yuanyuan Xiang. "Entrepreneurship Education and Students’ Entrepreneurial Intention in Higher Education." Education Sciences 10, no. 9 (September 22, 2020): 257. http://dx.doi.org/10.3390/educsci10090257.
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Facing the challenging employment situation and the changing labor market, developing student entrepreneurial intention has attracted significant policy consideration in China. This study describes the background of entrepreneurship education in China’s higher education institutes and explores the influences of entrepreneurship education on student entrepreneurial intention. Using data from a survey on students in China, this study finds that students in different types of institutions and different major fields had a different level of engagement in entrepreneurship education. Further, the higher the level of entrepreneurship education the students received, the stronger their self-efficacy of entrepreneurial decision-making was, and the stronger their entrepreneurial intention was. Student entrepreneurial decision-making self-efficacy played a mediating role between entrepreneurship education and student entrepreneurial intention. We found that entrepreneurship education has a positive effect on entrepreneurial intention. Entrepreneurship education course-taking has a positive effect on entrepreneurial decision-making. Furthermore, the positive effect of self-efficacy of entrepreneurial decision-making on entrepreneurial intention was also confirmed. We also found that self-efficacy of entrepreneurial decision-making played the significant role of mediator between entrepreneurship education and entrepreneurial intention. The findings also showed a difference between the current China context and the western context that taking entrepreneurship-related classes had more considerable influences on student entrepreneurial intention than entrepreneurship-related practicum. We discuss the implications of the improvement of higher education in China and relevance to other contexts.
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Cahyani, Utari Evy, Siswanto Masruri, and Syafiq Mahmadah Hanafi. "DOES ENTREPRENEURSHIP EDUCATION MATTER FOR ISLAMIC HIGHER EDUCATION STUDENTS’ ENTREPRENEURIAL READINESS?" Jurnal Ekonomi Bisnis dan Kewirausahaan 11, no. 2 (August 31, 2022): 258. http://dx.doi.org/10.26418/jebik.v11i2.55092.
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This research examines the empirical linkages among entrepreneurship education, entrepreneurial mindset, entrepreneurial skill, and entrepreneurial readiness of Islamic higher education students in Indonesia. This research also highlights the intervening role of an entrepreneurial mindset and entrepreneurial skills in the linkages between entrepreneurship education and entrepreneurial readiness. This study is based on social cognitive theory. The article is a quantitative research using a survey method. Data were collected using an online questionnaire with a sample of 310 Islamic college students in Indonesia. The data were analyzed using PLS-SEM to identify hypotheses. The results indicate that entrepreneurship education improves the entrepreneurial mindset and entrepreneurial skills. Surprisingly, entrepreneurship education has no direct effect on entrepreneurial readiness. Although entrepreneurship education indirectly affects entrepreneurial readiness, intervened by an entrepreneurial mindset and entrepreneurship skills. The results showed that the entrepreneurial mindset and entrepreneurship skills determine entrepreneurial readiness. The findings of this study are essential for Islamic higher education to provide entrepreneurship education that aims to develop an entrepreneurial mindset and improve entrepreneurship skills.
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A. Waguey, Diego. "Entrepreneurial Career of Students in Agriculture: An Analysis." American Journal of Educational Research 2, no. 1 (January 17, 2014): 35–43. http://dx.doi.org/10.12691/education-2-1-7.
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Chen, Hanhui, Duo Xu, Xueqian Zhang, and Guoqing Zhao. "Entrepreneurship Education, Entrepreneurial Alert and Entrepreneurial Tendency." Frontiers in Business, Economics and Management 9, no. 1 (May 25, 2023): 361–68. http://dx.doi.org/10.54097/fbem.v9i1.8783.
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From the perspective of college students' perceptions, we firstly construct a model of the influence of entrepreneurship education on entrepreneurial tendency under the mediating role of entrepreneurial alertness based on literature review and design a related questionnaire. Secondly, based on 264 valid questionnaires, SPSS 20.0 and Mplus7.0 software were used to conduct empirical analysis. The findings show that entrepreneurship education has a significant positive effect on entrepreneurial tendency of college students in both college entrepreneurship education and social entrepreneurship education dimensions. The full mediating effect of entrepreneurial alertness was confirmed. The entrepreneurial tendency of college students is influenced by entrepreneurship education in colleges and universities and entrepreneurship education in society, so the government should pay more attention to entrepreneurship education for college students, and college students should acquire relevant entrepreneurial knowledge and improve their entrepreneurial practice ability through receiving entrepreneurship education, so as to promote the formation of entrepreneurial alertness and thus improve the entrepreneurial tendency of college students.
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Boldureanu, Gabriela, Alina Măriuca Ionescu, Ana-Maria Bercu, Maria Viorica Bedrule-Grigoruță, and Daniel Boldureanu. "Entrepreneurship Education through Successful Entrepreneurial Models in Higher Education Institutions." Sustainability 12, no. 3 (February 10, 2020): 1267. http://dx.doi.org/10.3390/su12031267.
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In higher education institutions, entrepreneurship learning based on successful entrepreneurial role models may promote education for sustainable development. Several theoretical perspectives, such as the human capital theory, the entrepreneurial self-efficacy and self-determination theory, argue that entrepreneurship education is positively correlated with entrepreneurial intentions of students, as it provides adequate know-how and skills and motivates them to develop their entrepreneurial careers. In entrepreneurship education programmes, exposure to successful entrepreneurial models could be a significant factor for stimulating students’ confidence in their ability to start a business and for improving their attitudes towards entrepreneurship. This study aims (i) to identify characteristics viewed by students as being specific to a successful entrepreneur, (ii) to establish the influence of exposure to successful entrepreneurial role models (chosen by students) during entrepreneurship education classes on student entrepreneurial intentions, and (iii) to assess how such exposure influences the attitudes of students towards entrepreneurship. For this purpose, the authors ran a pilot experiment with 30 graduate students enrolled in a Business Creation course using a research methodology that combined qualitative techniques with quantitative measures. Content and statistical analyses were utilised to examine differences in student entrepreneurial intentions and attitudes towards entrepreneurship after being exposed to successful entrepreneurial models. Our study provides evidence that entrepreneurship education based on successful entrepreneurial role models may positively influence the entrepreneurial attitudes and intentions of students and could lead to higher orientation of student perception towards social benefits of entrepreneurship (new jobs) compared to financial ones (high income). However, our findings stress that if educators want to improve the efficiency of education focused on developing entrepreneurial skills, graduate programmes should be designed differently for business and non-business students, since studying successful entrepreneurial stories impacts these two groups differently.
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Davids, Nashwin, Robertson Tengeh, and Rodney Duffett. "The influence of culture on the development of youth entrepreneurs in a selected suburb in Cape Town." EUREKA: Social and Humanities, no. 2 (April 5, 2021): 24–37. http://dx.doi.org/10.21303/2504-5571.2021.001718.
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Coloured people's entrepreneurial efforts in South Africa are mostly survivalist. Although most of the selected suburb's youth have high entrepreneurial intentions, most do not become successful entrepreneurs. We are hoping to understand why people think this. Indisputable are the inadequacy of entrepreneurial education and training, a heavily skewed distribution of resources, a lack of mentorship, minimal support from parents, and a cultural upbringing in opposition to entrepreneurship. This study's objective was to gain insight into the cultural and educational limitations on entrepreneurial development and the entrepreneurial intentions of the selected suburb's youth. This paper employed quantitative and qualitative research methodologies. The quantitative data was collected from 470 youths through a survey questionnaire. Ten personal interviews were conducted within the qualitative ambit and served to validate the quantitative tool's results. The quantitative data was analysed using SPSS software, and the qualitative data was analysed by identifying common themes in relation to the quantitative findings. The study revealed a low level of tertiary education, a family orientated culture and a high level of entrepreneurial intention. The findings further revealed that many parents do not run their businesses, which indicated that most of the youth do not stem from entrepreneurially oriented households. The researchers recommend that business incubators be established within the suburb and that schools within the community should partner with the private sector and governmental structures, such as the Department of Trade and Industry (DTI), The National Youth Development Agency (NYDA), and Small Enterprise Finance Agency (SEFA) in order to expose youth to the practical application of entrepreneurship.
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Adelaja, Ayotunde Adetola. "Entrepreneurial education exposure: a comparative investigation between technical and nontechnical higher education." Journal of Small Business and Enterprise Development 28, no. 5 (May 10, 2021): 711–23. http://dx.doi.org/10.1108/jsbed-12-2020-0429.
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PurposeThe aim of this study is to investigate the significance of entrepreneurial education on entrepreneurial intention between students of technical and nontechnical higher education institution after exposure to entrepreneurial education.Design/methodology/approachThis study adopts the TPB model and tests the difference in intention between two different samples after they have been exposed to entrepreneurial education. Therefore, the data were analyzed using linear regression and students T-test. Data were collected from students studying at technical and nontechnical higher education institutions in Nigeria at the end of the semester to verify that they have been exposed to entrepreneurial education.FindingsThe findings reveal a weak significant relationship between entrepreneurial education and entrepreneurial intention among nontechnical students, and no significant relationship was found among technical students after entrepreneurial education exposure. Further findings reveal no significant relationship between entrepreneurial education and entrepreneurial intention when the samples are combined.Practical implicationsIn response to the volatile economy and uncertain employment opportunities for graduates in Nigeria, the ministry of education and the management of higher education institutions (universities and polytechnics) have to integrate into the entrepreneurial education curriculum change of mindset, needed entrepreneurial skills, capabilities and entrepreneurial competence that is able to nurture the intention of students toward entrepreneurship opportunities identification and exploration in their immediate and extended markets.Originality/valueThis study provides a comprehensive empirical evidence of effectiveness of entrepreneurial education and intention between students with technical and nontechnical education background after entrepreneurial education exposure. This study is among the first that will put the survey timing into consideration. Therefore, fills important gap in the entrepreneurship literature.
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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.
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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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Khan, Nafid, and Muhammad Saqib Khan. "ROLE OF ENTREPRENEURIAL PASSION IN LINKING ENTREPRENEURIAL EDUCATION AND ENTREPRENEURIAL INTENTIONS." JUNE 2023 02, no. 01 (June 1, 2023): 44–56. http://dx.doi.org/10.53664/jssd/02-01-2023-04-44-56.
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This study aims to explore the influence of entrepreneurial passion in linking entrepreneurial education and intentions in the higher education institutions (HEIs) as entrepreneurial passion is positive intense spirits that entrepreneurs experience toward their work to ensure creativity and innovation. Literature revealed that entrepreneurial education plays a crucial role in promoting entrepreneurial intentions in HEIs among the students. Still, the link between entrepreneurial intentions and education is stronger for students who have higher entrepreneurial passions. Present study used mixed-method approach by obtaining data from surveys in HEIs. The results indicated that students who have higher entrepreneurial passions are more possible to have higher entrepreneurial intentions. Students who have taken more entrepreneurial courses report higher levels of entrepreneurial intentions, suggesting that entrepreneurial education play crucial role in promoting entrepreneurial intentions among students. The HEIs should, design courses and programs that promote entrepreneurial passion, by providing theoretical knowledge and practical skills. This may help to create a culture of entrepreneurship in HEIs but also help to promote the development of successful entrepreneurs in the future.
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Mantasia Mantasia and Putri IS Samad. "Application of Technopreneurship learning model based on project-based learning in enhancing students' entrepreneurial motivation in higher education." International Journal of Scholarly Research in Engineering and Technology 3, no. 1 (August 30, 2023): 016–12. http://dx.doi.org/10.56781/ijsret.2023.3.1.0046.
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The goal of the present investigation is to: (1) identify the effectiveness of the Technopreneurship educational framework based on Project Based Learning in increasing entrepreneurial drive among students in the Departement of Electronics Engineering Education, Faculty of Engineering, UNM; (2) assess the level of entrepreneurial enthusiasm among learners in the Electronics Engineering Education Department, Engineering Faculty, UNM; and (3) investigate how it impacts of the Technopreneurs. In the present investigation, a quantitative analysis strategy, specifically using the survey method of inquiry, was utilized. The sample consisted of 36 students enrolled in the Technopreneurship course of the Applied Electronics Engineering Study Program (D4). Data was collected through questionnaires, and the data was evaluated via descriptive percentage analyses within the shape of simple linear regression. The study's findings are as follows: First, the execution of the Technopreneurship learning paradigm based on Project Based Learning is extremely excellent, with an average score of 89%. Second, students in the Electronics Engineering Education Department, Faculty of Engineering, UNM are entrepreneurially oriented, with an average score of 83%. Third, the Project Based Learning-based Technopreneurship learning technique has an 83% positive impact on building passion for entrepreneurship. Third, the Technopreneurship method of instruction based on Project Based Learning has an 83% advantageous effect on increasing entrepreneurship drive. As a result, it is possible to infer that using the Technopreneurship learning model based on Project Based Learning may improve the entrepreneurial drive of students in the Department of Electronics Engineering Education, Engineering Faculty, UNM.
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Murad, Muhammad, and Majid Ibrahim Mohammed Abdullah Al Zarooni. "Does the face expression recognition model under the online entrepreneurial education model important for deep learning technologies and entrepreneurial emotions?" ASIAN BULLETIN OF BUSINESS AND SOCIAL SCIENCE RESEARCH 3, no. 1 (December 30, 2023): 50–75. http://dx.doi.org/10.62019/abbssr.v3i1.31.
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AI's rapid development has already affected the economy and society, and it might revolutionize how goods and services are manufactured and categorized. This affects the country's production, employment rate, and competitiveness. This research aims to determine how emotions (good and negative) impact deep learning technologies and company startup intentions. The research also examined how emotion recognition influences online entrepreneurship education and how deep learning and entrepreneurship are connected. In conclusion, the research is one of the pioneering efforts that provides a comprehensive grasp of deep learning and facial recognition in entrepreneurship. 78 of the 650 replies were insufficient, according to the statistics. Some individuals constantly picked 3, while others submitted blank questionnaires. The answer is inadequate. 572 surveys were utilized for the study. Positive emotions affect the urge to establish a company, according to the research. People who are generally happy may be able to develop their entrepreneurial expertise and be more driven to behave entrepreneurially. Positive and negative emotions have a significant impact on the deep learning technology and entrepreneurial intention connection. The findings imply that individuals who often experience pleasant emotions may be better able to improve their entrepreneurial cognition and, as a consequence, their drive to engage in entrepreneurial activity. The facial recognition model in entrepreneurship significantly moderates the relationship between deep learning technology and entrepreneurial intention (=0.262, p 0.001); hence, hypotheses 6, 7, and 8 are validated. This provides support for the hypothesized results, claiming that facial recognition plays a significant role in determining the relationship between deep learning technology and entrepreneurial intention. The results would be significant for university students, academicians, and policymakers as they seek to link practices and outcomes. The study is among the pioneers on issues related to deep learning mechanisms in eastern China.
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Majid Ibrahim Mohammed Abdullah Al Zarooni. "Does the face expression recognition model under the online entrepreneurial education model important for deep learning technologies and entrepreneurial emotions?" ASIAN BULLETIN OF ONLINE EDUCATION AND E-LEARNING 2, no. 1 (December 16, 2022): 32–53. http://dx.doi.org/10.61866/aboeel.v2i1.29.
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AI's rapid development has already affected the economy and society, and it might revolutionise how goods and services are manufactured and categorized. This affects the country's production, employment rate, and competitiveness. This research aims to determine how emotions (good and negative) impact deep learning technologies and company startup intentions. The research also examined how emotion recognition influences online entrepreneurship education and how deep learning and entrepreneurship are connected In conclusion, the research is one of the pioneering efforts that provides a comprehensive grasp of the deep learning and facial recognition in entrepreneurship. 78 of 650 replies were insufficient, according to the statistics. Some individuals constantly picked 3, while others submitted blank questionnaires. The answer is inadequate. 572 surveys were utilized for study. Positive emotions affect the urge to establish a company, according to the research People who are generally happy may be able to develop their entrepreneurial expertise and be more driven to behave entrepreneurially. Positive and negative emotions have significant impact on the deep learning technology and entrepreneurial intention connection. The findings imply that individuals who often experience pleasant emotions may be better able to improve their entrepreneurial cognition and, as a consequence, their drive to engage in entrepreneurial activity. Facial recognition model in entrepreneurship significantly moderates the relationship between deep learning technology and entrepreneurial intention relationship (=0.262, p 0.001); hence, hypotheses 6, 7, and 8 are validated. This provides support to the hypothesized results, claiming that facial recognition plays a significant role in determining the relationship between the deep learning technology and entrepreneurial intention relationship. The results would be significant for university students, academicians and policymakers as they seek to link practices and outcomes. The study is among the pioneers on the issues related to deep-learning mechanism in eastern China.
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K P, Sarithambika, Dr Shahanas Beegam P.P, and Dr Pradeesh S. "The Effect of Entrepreneurial Education, Self-Efficacy and Family Environment on Entrepreneurial Intention among Differently-Abled Youth." International Journal of Research Publication and Reviews 5, no. 1 (January 2, 2024): 569–78. http://dx.doi.org/10.55248/gengpi.5.0124.0118.
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A. S., Dr Laxmisha. "Education and Entrepreneurial Motivation." International Journal for Research in Applied Science and Engineering Technology 10, no. 8 (August 31, 2022): 1987–91. http://dx.doi.org/10.22214/ijraset.2022.46561.
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Abstract: Motivation is the process that motivates a person into action and induces him to continue the courses of action for the achievement of goals. Ambitions or aspiration motivates men, activise them, broaden their vision and make the life meaningful. Various ambitions which motivate a person to become an entrepreneur are need for independence, to make money, previous experience, unemployment, securing social status, availability of industrial shed or plot, fulfillment of father’s ambition etc. The paper focuses on factors motivating the entrepreneurs, the relationship between motivational factors and education qualification. The paper is based on primary sources collected from 60 entrepreneurs running their units in KSSIDC industrial estates of Shivamogga district. The response is collected using structured interview schedule using stratified random sampling technique.
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Roy, Aditya, and Kaushal Mukherjee. "Entrepreneurial Education in India." INTERNATIONAL JOURNAL OF ADVANCED ENGINEERING AND MANAGEMENT 2, no. 1 (January 1, 2017): 15. http://dx.doi.org/10.24999/ijoaem/02010008.
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Dana, Leo Paul. "Entrepreneurial Education in Europe." Journal of Education for Business 68, no. 2 (December 1992): 74–78. http://dx.doi.org/10.1080/08832323.1992.10117590.
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Kolstad, Ivar, and Arne Wiig. "Education and entrepreneurial success." Small Business Economics 44, no. 4 (April 2015): 783–96. http://dx.doi.org/10.1007/s11187-014-9621-1.
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