Relevant bibliographies by topics / Entrepreneurship education

Contents

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

Academic literature on the topic 'Entrepreneurship education'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 January 2025

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Journal articles on the topic "Entrepreneurship education"

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Matlay, Harry. "Entrepreneurship Education: New Perspective on Entrepreneurship Education." Education + Training 60, no. 7/8 (August 23, 2018): 923–26. http://dx.doi.org/10.1108/et-08-2018-212.

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Lorcu, Fatma, and Gamze Yıldız Erduran. "Soul of entrepreneurship, entrepreneurship education?" International Journal of Social Sciences and Education Research 2, no. 3 (July 1, 2016): 1030–41. http://dx.doi.org/10.24289/ijsser.279045.

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Di Paola, Nadia, Olimpia Meglio, and Roberto Vona. "Entrepreneurship education in entrepreneurship laboratories." International Journal of Management Education 21, no. 2 (July 2023): 100793. http://dx.doi.org/10.1016/j.ijme.2023.100793.

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Mani, Mukta. "Entrepreneurship Education." International Journal of E-Entrepreneurship and Innovation 5, no. 1 (January 2015): 1–14. http://dx.doi.org/10.4018/ijeei.2015010101.

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Entrepreneurship education is believed to provide students with understanding of concepts of entrepreneurship, train and motivate them to indulge into entrepreneurial activities in future. This is an empirical study to explore the entrepreneurship education in engineering discipline from the perspective of students. The study also attempts to unearth the factors that motivate them to take entrepreneurial activities and their perceived hurdles. Data about the opinion of students regarding entrepreneurship education has been collected from 168 students. The data has been analyzed using various statistical tools. It is found that the students are highly interested in starting their own business. They consider that decision making skills, risk taking capacity, creativity, communication skills and ability to prepare business plan are the most important skills for a successful entrepreneur. They feel motivated to start their own business because of intrinsic factors like being their own boss, chasing their dreams. Lack of experience and lack of funds are the most deterring factors.
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Piasek, Robert. "ENTREPRENEURSHIP EDUCATION." Gemeinsam Lernen 4, no. 2 (April 5, 2018): 20–25. http://dx.doi.org/10.46499/1213.111.

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Barabasch, Antje. "Entrepreneurship education." Studies in Continuing Education 31, no. 1 (March 2009): 103–6. http://dx.doi.org/10.1080/01580370902742074.

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Barabasch, Antje. "Entrepreneurship education." Studies in Continuing Education 31, no. 2 (July 2009): 206–8. http://dx.doi.org/10.1080/01580370902927402.

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Hynes, Briga, and Ita Richardson. "Entrepreneurship education." Education + Training 49, no. 8/9 (November 27, 2007): 732–44. http://dx.doi.org/10.1108/00400910710834120.

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Marques, Carla S., João J. Ferreira, Daniela N. Gomes, and Ricardo Gouveia Rodrigues. "Entrepreneurship education." Education + Training 54, no. 8/9 (November 16, 2012): 657–72. http://dx.doi.org/10.1108/00400911211274819.

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Pittaway, Luke, and Jason Cope. "Entrepreneurship Education." International Small Business Journal: Researching Entrepreneurship 25, no. 5 (October 2007): 479–510. http://dx.doi.org/10.1177/0266242607080656.

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Dissertations / Theses on the topic "Entrepreneurship education"

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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.

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For a variety of socio-economic and educational reasons, Entrepreneurship Education has become a critical aspect of the Indonesian higher education system. Contemporary Indonesia is characterised by high levels of youth and adult unemployment, low rates of business competitiveness, lack of entrepreneurial skills amongst graduates and negative attitudes towards entrepreneurs and entrepreneurship. Most universities in Indonesia that have adopted entrepreneurship education view it as a traditional subject, lacking innovation in its design, delivery and assessment. As a new phenomenon, entrepreneurship education remains an under-researched topic of academic endeavour. The aim of this study is to understand students' and faculty members' perceptions, aspirations and expectations as a basis for the development of entrepreneurship education models for Higher Education Institutions (HEIs) in Indonesia. Developing models of entrepreneurship education specific to the Indonesian context is of great importance for those who are in charge of establishing this new type of education initiative. It also will benefit the Indonesian government as they can use these informed models to make effective decisions on entrepreneurship education policy. The purpose of this study is to discover the different ways students and faculty members conceptualise entrepreneurship education and the logical relationship between these various conceptions. Focussing on this structural framework has been proven to contribute to new understandings of entrepreneurship education field. The research study upon which this thesis is based has employed a phenomenographic approach to the collection, analysis and interpretation of primary data obtained from seven Indonesian HEIs, including seventy semistructured interviews with students and faculty members. To complement the phenomenographic approach, face-to-face interviews were carried out with a sample of seven members of senior management, one in each institution. Due to the relatively small sample size, interpretive analysis rather than phenomenography was employed to analyse the results of these interviews. iii There are a number of important results emerging from this research study. Students indicated more variation in the ways in which entrepreneurship education is being experienced. Interestingly, faculty members appear to share with students the ‘dimensions of variation’ upon which the ‘outcome space’ was constituted. Regarding respondents’ aspirations of entrepreneurship education, variations emerged between students and faculty members in relation to 'themes of expanding awareness'. Both sample groups, however, seemed to accept that preparing students to become successful entrepreneurs should be considered a common aspiration of students and staff involved in entrepreneurship education. In terms of expectations, students felt that a market-driven strategy would be the best way to enhance the effectiveness of entrepreneurship education. In contrast, faculty members highlighted the importance of being part of, and contributing to, an entrepreneurial university. Based upon the result of this research study, three models of entrepreneurship education have been identified in relation to Indonesian HEIs: (i) ‘Traditional University’; (ii) ‘Entrepreneurial University’; and, (iii) ‘Transitional University’. Students' and faculty members' perceptions, aspirations and expectations of entrepreneurship education are the basis upon which these models have been developed. These models offer an original and innovative perspective on how entrepreneurship education should be conceptualised in a higher education context, in developing countries in general and Indonesia in particular.
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Youderian, Christopher J. "Essays on entrepreneurship and education." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.

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Doctor of Philosophy
Department of Economics
Dong Li
The first essay tests whether the returns to education are different between entrepreneurs and regular employees. If the signaling model of education is correct, entrepreneurs should receive lower returns from education (relative to employees) because they have no need to signal their productivity to an employer. However, this result should only hold if the researcher is able to control for selection into self-employment and the endogeneity of ed- ucation. This is illustrated using a stylized model of signaling. The relationship between self-employment and the returns to education is tested using data from the 1996 Survey of Income and Program Participation. This rich panel dataset makes it possible to control for many business-specific characteristics, like business equity, that have been previously unaccounted for in the literature. Ordinary least squares regressions find the correlation between education and earnings to be weaker for entrepreneurs. To control for selection, I utilize a Heckman selection model using spousal health insurance and housing equity as instruments. It shows that selection biases downward the correlation between education and income for entrepreneurs. Finally, a fixed effects model is employed to control for any time invariant unobserved heterogeneity. This approach indicates that education is as valu- able, if not more valuable, to entrepreneurs as it is to employees. This does not support the signaling hypothesis. The finding is robust to different measures of entrepreneurial earnings. The second essay explores whether unemployed workers make successful transitions into self-employment. It is well established that unemployed workers are more likely to transition into self-employment than individuals coming from paid employment. A growing body of literature suggests that these formerly unemployed entrants tend to exit self-employment earlier than typical entrants. It is tempting to attribute this result to differences in ability between the two groups. However, using an adapted version of Frank (1988)’s Intertemporal Model of Industrial Exit, I show that this is not the case. In this model, entrants to self- employment receive noisy information about their true entrepreneurial ability from their earnings in the market. I show that low ability entrants to entrepreneurship should be no more likely to exit self-employment than high ability entrants to self-employment. This is because although low ability entrants will earn less as entrepreneurs, their outside wage in paid employment will also be proportionately lower. Survival in self-employment, therefore, is a function of how initial expectations match reality. This leads me to suggest that the high exit rates out of self-employment for the formerly unemployed may be because this group systematically overestimates their entrepreneurial ability at entry. This hypothesis is justified by evidence from the psychology literature that low ability individuals tend to overestimate their performance. Duration analysis on data from the 1996 and 2001 panels of the Survey of Income and Program Participation confirms that the formerly unemployed are more likely to exit self-employment. I also find preliminary evidence consistent with the hypothesis that the unemployed overestimate their likelihood of success in self-employment. These findings should give policymakers pause before incentivicing the unemployed to enter self-employment.
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Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.

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The previous economic structure in South Africa was well served by the FET College institutions in that they provided a resource pool for large companies and organisations. This however, developed a student mindset of becoming an employee instead of the employer of an organisation. With an economy in transition, privately owned companies or organisations now account for an increasing proportion of economic development. Hence, FET Colleges need to redefine their role in the economy and society, specifically in the type of entrepreneurship courses they offer. This study examines the provision of entrepreneurship education at a FET College in the Eastern Cape with special reference to the levels of provision, support mechanisms, course objectives, contents, teaching and assessment methods to ascertain whether they are appropriately developed to prepare students for entrepreneurship as a career option. This study followed a qualitative research paradigm, implementing a case study approach during the research. In order to analyse the above, the New Venture Creation and Entrepreneurship and Business Management students were selected for this study. Data were collected by handing out questionnaires to a sample of 200 students to assess entrepreneurship courses and pedagogies. The results of this study, indicate that entrepreneurship education at a specific FET College is not enabling the students with sufficient knowledge and skills to start their own business. The results indicate a low level of entrepreneurship education and a weak standing of entrepreneurship courses, which tend to only be part of the Finance course offered within the Business Studies Department at a FET College. Contributing factors to this low level of entrepreneurship education have been identified by lack of support mechanisms by management, the theoretical orientation of entrepreneurship curriculum, teaching methods and assessment of tasks. Based on these findings, it is strongly suggested that this FET College should: (1) develop specialised entrepreneurship programmes for all students; (2) receive special funding for entrepreneurship education; (3) integrate experiential learning in the curriculum; and (4) give special consideration to training entrepreneurship educators.
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O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.

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Thesis (PhD) - Australian Graduate School of Entrepreneurship, Swinburne University of Technology - 2009.
Submitted for the degree of Doctor of Philosophy, Australian Graduate School of Entrepreneurship, Faculty of Business and Enterprise, Swinburne University of Technology, 2009. Includes bibliographical references (p. 190-211)
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Farzin, Farnaz. "Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.

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Jacobsen, Petter Jacob. "A Case Study: action based Entrepreneurship Education." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.

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This paper contributes by providing suggestions on how to analyze business ideas forexploitation in an entrepreneurial education context, and how the institution can provide support activities to enhance the chance of successful exploitation. Active learning has become the preferred choice of teaching entrepreneurship and external ideas are used to provide the students with business opportunities to exploit. An instrumentaø case study on the Norwegian University of Science and Technology – School of Entrepreneurship, however, finds challenges on collaborating with these external partners. By reviewing theory, ways to improve the analysis of business opportunities are found and presented. Additionally a structured idea search process and mentors are suggested as a mean of gaining access to sufficient business ideas and the experience and network necessary for a successful evaluation and exploitation process.
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Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

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The emergence of an entrepreneurial spirit is the most significant economic development in the twenty-first century. Entrepreneurship education was introduced in Grades 10-12 as part of the optional subject Business Studies. There are problems across the country encountered by educators in imparting entrepreneurship skills and knowledge to learners. The integration of entrepreneurial programmes into the education system in secondary schools is a prerequisite to develop the necessary skills to start and run a business successfully. It is the responsibility of the government to ensure that entrepreneurship education is included in the curriculum as a separate subject so as to develop the entrepreneurship skills at secondary school level. The formal employment sector is no longer able to provide jobs for the increasing number of unemployed people. Fewer jobs are available for the economically active population of the South African economy especially the school leavers. The primary objective of this study is to assess the current entrepreneurship education programmes offered at secondary schools in Grade 10-12 levels in Motherwell. The purpose is to learn from global trends and to improve the current entrepreneurship education programmes. A literature review was done to establish global trends and also South African trends concerning entrepreneurship education programmes. A mixed research approach and cluster sampling was used to select the twelve Motherwell senior secondary schools in the Motherwell township of Port Elizabeth. The findings of the study were that strategic skills, operational skills, competitions, labour entrepreneurial skills, management skills, creativity and innovation were taught to a limited extent by educators. The practical exposure of learners was deficient because of the limited involvement of local businesses and organisations. Learners were also not encouraged to operate simulated businesses. The study recommends that the Outcome Based Education, National Curriculum Statement and Curriculum Policy Statement which have been introduced by the Department of Education be followed but adjustments must be made to the iii teaching methods to follow the interactive approach required by entrepreneurship. Policy makers should incorporate comprehensive entrepreneurship education programmes from primary school to secondary school to vocational and university and adult education centres. Finally, entrepreneurship education should be offered as an optional separate subject to all learners and involvement of local businesses and organisations should be encouraged.
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Hofmuth, Matthias [Verfasser]. "Selected Essays on Entrepreneurship Education / Matthias Hofmuth." München : Verlag Dr. Hut, 2015. http://d-nb.info/1069020486/34.

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Schneider, Wilfried. "Entrepreneurship Education an Wirtschaftsschulenzwischen kreativen Spielereien undsinnvoller Planung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6046/1/Schneider_2016_MANZ_Entrepreneurship%2DEducation.pdf.

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Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.

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The  purpose  of  this  study  is  to  identify  and  analyze  reoccurring  insights  in Entrepreneurship  Education  (EE)  literature,  fill  gaps  in  the  scholarly  discussion,  and develop innovative teaching tools for entrepreneurship educators. The study is based on an in-depth  review  of  the  current  EE  literature  drawing  on  insights  from  about  70  studies. The analysis finds a clear need for: EE on the university level; clear goals and objectives; clear  program  descriptions;  a  more  practical  orientation;  and  true  alumni  networks. Additionally it finds that EE should be interdisciplinary, student-centered, practical, as well as containing strong elements of reflection, support, and networking. These findings are a valuable  resource  for  educators  interested  in  innovative  teaching  practices  and entrepreneurship  program  design  in  a  university  context.  This  paper  develops  three suggestions  on  the  use  of  innovative  teaching  practices,  namely  a  course  on  business models,  an  adapted  form  of  business  simulation  with  a  focus  on  cross-disciplinary networking, and a comprehensive class in entrepreneurial venturing that takes the student through all steps of establishing and growing a business.
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Books on the topic "Entrepreneurship education"

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Sawang, Sukanlaya, ed. Entrepreneurship Education. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48802-4.

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Manimala, Mathew J., and Princy Thomas, eds. Entrepreneurship Education. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3319-3.

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Bijedić, Teita, Ilona Ebbers, and Brigitte Halbfas, eds. Entrepreneurship Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27327-9.

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Weber, Richard. Evaluating Entrepreneurship Education. Wiesbaden: Gabler Verlag, 2012. http://dx.doi.org/10.1007/978-3-8349-3654-7.

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Geiger, Jan-Martin. Schwellenkonzeptorientierte Entrepreneurship Education. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-39479-0.

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Halberstadt, Jantje, Antonieta Alcorta de Bronstein, Jean Greyling, and Shaun Bissett, eds. Transforming Entrepreneurship Education. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11578-3.

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Vesper, Karl H. Entrepreneurship education 1993. Los Angeles (Ca.): Entrepreneurial Studies Center, 1993.

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Xu, Xiaozhou, ed. Comparative Entrepreneurship Education. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-1835-5.

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Larios-Hernandez, Guillermo J., Andreas Walmsley, and Itzel Lopez-Castro, eds. Theorising Undergraduate Entrepreneurship Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-87865-8.

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Hyams-Ssekasi, Denis, and Naveed Yasin, eds. Technology and Entrepreneurship Education. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84292-5.

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Book chapters on the topic "Entrepreneurship education"

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Bainée, Jonathan. "Entrepreneurship Education." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 873–78. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-15347-6_213.

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Aff, Osef, and Gerhard Geissler. "Entrepreneurship Education." In Becoming an Entrepreneur, 17–33. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-596-0_2.

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Bainée, Jonathan. "Entrepreneurship Education." In Encyclopedia of Creativity, Invention, Innovation and Entrepreneurship, 649–54. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-3858-8_213.

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Uebe-Emden, Nadine. "Entrepreneurship Education." In Entrepreneurship Education an Hochschulen für Gründer und Nachfolger, 36–65. Wiesbaden: Springer Fachmedien Wiesbaden, 2011. http://dx.doi.org/10.1007/978-3-658-24358-6_3.

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Lindner, Johannes. "Entrepreneurship Education." In Handbuch Entrepreneurship, 1–18. Wiesbaden: Springer Fachmedien Wiesbaden, 2016. http://dx.doi.org/10.1007/978-3-658-05263-8_35-1.

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Lindner, Johannes. "Entrepreneurship Education." In Handbuch Entrepreneurship, 407–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-04994-2_35.

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Mittelstädt, Ewald, Olena Mykolenko, and Claudia Wiepcke. "Entrepreneurship Education." In Handbook Transdisciplinary Learning, 123–32. Bielefeld, Germany: transcript Verlag, 2023. http://dx.doi.org/10.14361/9783839463475-014.

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Morselli, Daniele. "Why Entrepreneurship?" In Enterprise Education in Vocational Education, 5–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137552617_2.

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Kleine, Kari. "Technology Entrepreneurship, Enriching Entrepreneurship Education." In Encyclopedia of Educational Innovation, 1–5. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-13-2262-4_172-1.

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Opute, A. P., I. K. Kalu, K. C. Mezieobi, C. G. Iwu, A. A. Eniola, S. B. Hagos, and D. O. Obor. "Entrepreneurship Education and Productive Entrepreneurship." In The Future of Entrepreneurship in Africa, 204–21. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216469-11.

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Conference papers on the topic "Entrepreneurship education"

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Soler-Domínguez, Amparo, and Juan Carlos Matallín-Sáez. "SUSTAINABLE ENTREPRENEURSHIP." In 17th annual International Conference of Education, Research and Innovation, 10193–97. IATED, 2024. https://doi.org/10.21125/iceri.2024.2579.

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Paiva, Teresa, and Luis Nuno Sousa. "ENTREPRENEURSHIP EDUCATION PARADOXES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0575.

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Reddy, Jayarama, Alemayehu Asale, Almaz Balta, Thangamayan Sudhanthiran, and Simuzar Sultan. "Navigation of multidimensional and digital education strategies." In Employment, Education and Entrepreneurship 2024, 279–87. Faculty of Business Economics and Entrepreneurship, 2024. https://doi.org/10.5937/eee24026r.

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Education, a fundamental process occurring universally and continuously, transcends conventional boundaries of time and place. Evolving pedagogical methods, educational institutions, technological advancements, industrial demands, entrepreneurial pursuits, shifting lifestyles, and the quest for knowledge have reshaped educational landscapes. These advancements have facilitated the development of innovative learning approaches and teaching practices. Since its inception, education has embraced multidimensionality, striving for comprehensive and specialized learning, contextual understanding, and interpersonal skills. Effective teaching requires educators to comprehend the diverse dimensions through which students naturally engage in the learning process. Technological advancements have catalyzed the design of new learning methodologies, complemented by traditional approaches, empowering educators worldwide to achieve new heights. Educators face the imperative to equip youth for rapid economic and social changes, preparing them for emerging professions, technologies yet to be invented, and unforeseen societal challenges. The global education system has faced significant disruption due to the Covid-19 pandemic, a challenge likely to persist for some time. Nevertheless, technological innovations, including free online courses, universities like UoPeople, and a multitude of web-based apps, have ensured continuity in education despite these disruptions. This article explores various dimensions, approaches, strategies, and methodologies in contemporary education, aiming to illuminate the dynamic landscape of multidimensional and digital educational practices.
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Sánchez, Guzmán, Francisco José, and Sang-Myung Lee. "Education, Culture and Entrepreneurship." In Business 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.126.04.

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Luryi, Serge, Wendy Tang, Nadia Lifshitz, Gerrit Wolf, Simona Doboli, Joseph A. Betz, Peter Maritato, and Yacov Shamash. "Entrepreneurship in engineering education." In 2007 37th Annual Frontiers in Education Conference - Global Engineering: Knowledge Without Borders, Opportunities Without Passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418174.

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"Innovative Entrepreneurship Education Development." In 2017 International Conference on Frontiers in Educational Technologies and Management Sciences. Francis Academic Press, 2017. http://dx.doi.org/10.25236/fetms.2017.149.

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Stern, Glenn, Jacques Bazen, and Denis Gavrikov. "Building Challenge: International education model for construction education." In Regional Innovation & Entrepreneurship Conference. Saxion, 2016. http://dx.doi.org/10.14261/postit/db158b96-42e6-4619-ab9259ad8729c0ac.

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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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"Study on College Students' Entrepreneurship Education and Entrepreneurship Consciousness." In 2017 International Conference on Advanced Education, Psychology and Sports Science. Francis Academic Press, 2017. http://dx.doi.org/10.25236/aepss.2017.078.

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Emrizal, Emrizal, and Primadona Primadona. "The Effect Of Entrepreneurship Education On Student Entrepreneurship Motivation." In Proceedings of the 11th International Applied Business and Engineering Conference, ABEC 2023, September 21st, 2023, Bengkalis, Riau, Indonesia. EAI, 2024. http://dx.doi.org/10.4108/eai.21-9-2023.2343008.

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Reports on the topic "Entrepreneurship education"

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G. Pittz, Thomas. A Model of Experiential Entrepreneurship Education. ResearchHub Technologies, Inc., December 2024. https://doi.org/10.55277/researchhub.h9q4wx4x.

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G. Pittz, Thomas. A Model of Experiential Entrepreneurship Education. ResearchHub Technologies, Inc., January 2025. https://doi.org/10.55277/researchhub.h9q4wx4x.1.

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), October 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Robano, Virginia, and Néstor Gandelman. Intergenerational Mobility, Middle Sectors and Entrepreneurship in Uruguay. Inter-American Development Bank, July 2012. http://dx.doi.org/10.18235/0011394.

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This paper estimates the relationship between parents educational attainment and income and children's schooling in Uruguay between 1982 and 2010. This relationship is interpreted as a measure of intergenerational social mobility, and the paper reports evidence that it has decreased over time. The paper finds that the probability that the children of the more educated remain among the more educated has grown, with analogous results for the less educated. As a result, the improvements in education of the 1980s and 1990s were unevenly distributed, with a bias against the disadvantaged. The paper also finds that while entrepreneurship status and belonging to the middle class matter in terms of social mobility as measured by compulsory education, i.e., primary school and the first three years of secondary school, they do not have a notable effect on noncompulsory education, i.e., the last three years of secondary school and higher.
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Benneworth, Paul Stephen, and Mike Osborne. Understanding universities and entrepreneurship education: towards a comprehensive future research agenda. Center for Higher Education Policy Studies, 2015. http://dx.doi.org/10.3990/4.2589-9716.2015.08.

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Research Institute (IFPRI), International Food Policy. Mothers’ non-farm entrepreneurship and child secondary education in rural Ghana. Washington, DC: International Food Policy Research Institute, 2018. http://dx.doi.org/10.2499/1024320660.

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Beadle, Jorhie. Addressing food insecurity: Experiential learning through entrepreneurship education in a second year Career and Technical Education setting. Ames (Iowa): Iowa State University, January 2020. http://dx.doi.org/10.31274/cc-20240624-113.

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Davis, Lizhau, Li Zhao, and Dean Davis. It Is About the Time! Incorporate Entrepreneurship Education in Fashion Merchandising Curriculum. Ames (Iowa): Iowa State University. Library, January 2019. http://dx.doi.org/10.31274/itaa.8374.

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Romantseva, Eugenia, and Elizabeth A. Strychalski. CELL-FREE (comparable engineered living lysates for research education and entrepreneurship) workshop report. Gaithersburg, MD: National Institute of Standards and Technology, February 2020. http://dx.doi.org/10.6028/nist.sp.1500-13.

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Näslund-Hadley, Emma, María Mercedes Mateo-Berganza Díaz, Emma Strother, and Danielle S. Parrillo. The Power of Music Education: Unlocking the Talent of Latin American and Caribbean Youth. Inter-American Development Bank, September 2023. http://dx.doi.org/10.18235/0005159.

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The IDB supports youth empowerment through music education in Latin America and the Caribbean. This note draws on conversations with beneficiaries, project team leaders, and partner organizations about music as an engine of social inclusion and economic development. It highlights successful initiatives, including a program focused on music entrepreneurship among young people in Colombia, an all-female orchestra and a choir for women's rights in Guatemala, young luthiers crafting stringed instruments in Peru, and a program preventing violence through music education for children and their families in Nicaragua.
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