Journal articles: 'Entrepreneurship education'

1

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

5

Piasek, Robert. "ENTREPRENEURSHIP EDUCATION." Gemeinsam Lernen 4, no. 2 (April 5, 2018): 20–25. http://dx.doi.org/10.46499/1213.111.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Faulk, Marguerite R. "Entrepreneurship education." New England Journal of Entrepreneurship 11, no. 1 (March 1, 2008): 63–64. http://dx.doi.org/10.1108/neje-11-01-2008-b005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Chawla, Anjali, and Benson Honig. "Is Entrepreneurship Education Only about Entrepreneurship?" Academy of Management Proceedings 2020, no. 1 (August 2020): 16411. http://dx.doi.org/10.5465/ambpp.2020.16411abstract.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Tentama, Fatwa, Surahma Asti Mulasari, Subardjo ., and Santi Widiasari. "ENTREPRENEURSHIP EDUCATION TO IMPROVE ENTREPRENEURSHIP INTENTION." Humanities & Social Sciences Reviews 7, no. 3 (April 19, 2019): 162–68. http://dx.doi.org/10.18510/hssr.2019.7325.

Full text

Abstract:

Purpose: This research aims at finding out the effect of entrepreneurship education on people’s entrepreneurship intention. Methodology: The subject of the research includes 18 persons of Wedomartani village, Sleman regency, Yogyakarta with the characteristics of having no jobs, having been married, and male or female incapable of handling waste for entrepreneurship. The sampling technique uses purposive sampling. The data analysis technique uses a Wilcoxon test. Results: The result of the analysis is Z = -2.102 and p = 0.018 (1-tailed), with p<0.05, which means there is a significant difference between the people's entrepreneurship intention before and after entrepreneurship education. So entrepreneurship education is effective in improving the people's entrepreneurship intention. Implications: People’s intention to convert waste into marketable goods is still low so that the waste spoils the environment. Therefore, entrepreneurship education is needed to rouse their intention in doing it.

APA, Harvard, Vancouver, ISO, and other styles

14

Games, Donard, Dessy Kurnia Sari, and Venny Darlis. "Entrepreneurship Education and Nascent Entrepreneurship: A Qualitative Study." AMAR (Andalas Management Review) 3, no. 2 (November 28, 2019): 28–43. http://dx.doi.org/10.25077/amar.3.2.28-43.2019.

Full text

Abstract:

The objective of this research is to see whether entrepreneurship education and training really help nascent entrepreneurs particularly when they try to face the real business. Formal and non-formal entrepreneurship educations are commonly offered in Indonesia nowadays as entrepreneurship has become national campaign. Qualitative approach is used in this research. Multiple case studies methods are used to discover the relationship between entrepreneurship education and the success of nascent entrepreneurs in SMEs development. We asked young entrepreneurs, who were nascent entrepreneurs in West Sumatera-a province in Indonesia. We asked them about the effectiveness of entrepreneurship training and education in determining their success as entrepreneurs. We found that education has contributed positively in terms of motivation, but less benefit in technical ability and practical aspect in business world. These young entrepreneurs define their achievement now as “small win” which can lead them to the next level of success as entrepreneurs.

APA, Harvard, Vancouver, ISO, and other styles

15

Munyaradzi Ndofirepi, Takawira, and Patient Rambe. "Entrepreneurship education and its impact on the entrepreneurship career intentions of vocational education students." Problems and Perspectives in Management 15, no. 1 (May 10, 2017): 191–99. http://dx.doi.org/10.21511/ppm.15(1-1).2017.06.

Full text

Abstract:

The rich body of literature examining the entrepreneurship education-entrepreneurship intention relations tends to neglect the influence of contingent and other mediating factors on the relationship. This elusion creates an erroneous assumption that entrepreneurship intentions are insulated from external influences and the entrepreneurship education-intentions relationship is an automatic, directly linear interaction. Contesting this premise, this research explores the influence of exposure to entrepreneurship education (EE), mediated by precursors (such as attitude, subjective norms and perceived behavioral control) to entrepreneurial intentions on the actual entrepreneurship intentions (EI) of vocational education students at a particular institution in Zimbabwe. Drawing on a cross-sectional research design and 154 randomly selected students, the study examines the extent to which they intended to engage in entrepreneurship careers in the near future. A non-parametric technique, the Spearman correlation test, and regression analysis were employed to test the relationships between EE on the direct determinants of EI, between the immediate determinants of EI and actual EI and to test a number of predictive effects. The results demonstrate that EE had a positive correlation with the direct determinants of EI. In addition, EE predicted all the immediate determinants of EI, except for subjective norms. Lastly, there was no evidence to support a direct predictive effect of EE on EI, controlling for other psychological factors. To a large extent, the results validated the Theory of Planned Behavior as a guiding tool for estimating any premeditated entrepreneurial behavior. Thus, the Theory remains an invaluable theoretical lens for academics, educators and policymakers’ evaluation of effective ways of enhancing the grooming of potential entrepreneurs.

APA, Harvard, Vancouver, ISO, and other styles

16

Nieuwenhuizen, Cecile, Darelle Groenewald, John Davids, Leon Janse van Rensburg, and Chris Schachtebeck. "Best practice in entrepreneurship education." Problems and Perspectives in Management 14, no. 3 (September 27, 2016): 528–36. http://dx.doi.org/10.21511/ppm.14(3-2).2016.09.

Full text

Abstract:

This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23

APA, Harvard, Vancouver, ISO, and other styles

17

Crookall, David. "Editorial: Entrepreneurship Education." Simulation & Gaming 25, no. 3 (September 1994): 333–34. http://dx.doi.org/10.1177/1046878194253001.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Lăcătuş, Maria Liana, and Camelia Stăiculescu. "Entrepreneurship in Education." International conference KNOWLEDGE-BASED ORGANIZATION 22, no. 2 (June 1, 2016): 438–43. http://dx.doi.org/10.1515/kbo-2016-0075.

Full text

Abstract:

Abstract This paper analyzes the importance of entrepreneurship in education. Originally, the entrepreneurship model is an economic model. But, nowadays, as educational domain became more attractive for entrepreneurs and technological changes created new opportunities for autonomy, de-centralization, and customization in educational systems, entrepreneurship is a reality in education too. The new forms of education, such as virtual schools or online courses stimulated entrepreneurs to invest in education in the same mode as they would initiate businesses in domains more market oriented. They take risks to invest in education and are known as ‘edupreneurs’. In the first part of the paper is discussing the role of entrepreneurship in education emphasizing the idea that education is a domain in that innovation is promoting and producing all the time and, due this, a domain of entrepreneurship. In the second part of the paper the new concepts of edupreneurship and edupreneur are used to express the essence of entrepreneurial initiative in education and to emphasize significant issues of educational entrepreneurship. In the last part various forms of edupreneurial initiative are presented. The conclusion of the paper is that edupreneurial initiatives may represent viable solutions for the problems that schools and school managers are facing nowadays.

APA, Harvard, Vancouver, ISO, and other styles

19

Rae, David, and Naomi Woodier‐Harris. "International entrepreneurship education." Education + Training 54, no. 8/9 (November 16, 2012): 639–56. http://dx.doi.org/10.1108/00400911211274800.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Bell, Jim, Ian Callaghan, Dave Demick, and Fred Scharf. "Internationalising Entrepreneurship Education." Journal of International Entrepreneurship 2, no. 1/2 (March 2004): 109–24. http://dx.doi.org/10.1023/b:jien.0000026908.35126.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Berglund, Karin, Ulla Hytti, and Karen Verduijn. "Unsettling Entrepreneurship Education." Entrepreneurship Education and Pedagogy 3, no. 3 (May 4, 2020): 208–13. http://dx.doi.org/10.1177/2515127420921480.

Full text

Abstract:

This special issue confronts taken-for-granted views on entrepreneurship education (EE), raises critical questions both about EE and how it is taught, and allows investigations of the potential dark sides of entrepreneurship and EE. The contributions in this issue challenge our teaching positions and evoke a pedagogical approach to invention where curiosity, cocreation, though-provoking questions can follow.

APA, Harvard, Vancouver, ISO, and other styles

22

Looi, Kim Hoe, and Alex Maritz. "Government institutions, entrepreneurship education and entrepreneurship education programmes in Malaysia." Education + Training 63, no. 2 (January 12, 2021): 271–91. http://dx.doi.org/10.1108/et-07-2020-0217.

Full text

Abstract:

PurposeThis study aims to examine the status of entrepreneurship education (EE) in Malaysia and entrepreneurship education programmes (EEPs) offered by Malaysian public and private higher education institutions (HEIs), against the backdrop of macro-level context of Malaysian government institutions related to entrepreneurship.Design/methodology/approachThis study replicates and extends the research by Maritz et al. (2015, 2019). The study expands a nascent archetype regarding an iterative and systematic open-ended emergent enquiry, together with data collection from Malaysian HEIs.FindingsThe findings suggest significant emergence of EE (programmes and research) in Malaysia, despite EEPs being sparsely distributed across HEIs in the bottom half of Table 1. The top ten HEIs (12% of all HEIs in Table 1) accounted for 35% of all EEPs. This study highlights the significant influence of Malaysian government institutions related to entrepreneurship on EE and EEPs.Research limitations/implicationsThe findings are subject to the availability and accuracy of information and documents available on official websites of HEIs. This limitation has been mitigated with telephone and email inquiries and other sources of information.Practical implicationsThe findings provide critical grounding and inferences on the status of EE and EEPs in Malaysia for researchers, practitioners, HEIs, governments and other stakeholders.Originality/valueThis study is first of its kind on emergent enquiry into the status of EE in Malaysia and EEPs offered by 19 public HEIs and 67 private HEIs in Malaysia. Moreover, this study links macro-level context of the Malaysian government institutions related to entrepreneurship with micro-level context of EE and EEPs.

APA, Harvard, Vancouver, ISO, and other styles

23

Vanevenhoven, Jeff, and Eric Liguori. "The Impact of Entrepreneurship Education: Introducing the Entrepreneurship Education Project." Journal of Small Business Management 51, no. 3 (June 13, 2013): 315–28. http://dx.doi.org/10.1111/jsbm.12026.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Zhou, Yilin, Hongbo Li, and Fakhar Shahzad. "Does College Education Promote Entrepreneurship Education in China?" SAGE Open 11, no. 3 (July 2021): 215824402110316. http://dx.doi.org/10.1177/21582440211031616.

Full text

Abstract:

The Higher Education Expansion (HEE) policy implemented by the Chinese government in 1999 provides an exceptional opportunity to study the impact of university and college education (graduates) on entrepreneurship in China using an econometric approach. The study applied secondary data from the National Bureau of Statistics of China (NBS) to examine the role of entrepreneurship education on Chinese entrepreneurship intentions from 2005 to 2019. The study used fully modified ordinary least squares (FMOLS) and ordinary least squares (OLS) to estimate the long-run association between the variables. The study further accounts for endogeneity using two-stage least squares (2SLS). The findings show that graduates (undergraduates, master’s, and postgraduates) positively influence entrepreneurship education. This means that people who have passed through the higher education system are likely to have taken a program or programs in entrepreneurship that motivate them to create new business. The acquisition of knowledge and skills about entrepreneurship seems to rise with graduates. Moreover, entrepreneurship education increases entrepreneurship intentions in China. However, human capital decreases entrepreneurship intentions. The government should leverage further the policy benefits and promote the passion of entrepreneurship education within colleges and universities.

APA, Harvard, Vancouver, ISO, and other styles

25

Idris, Fahmi Idris. "Entrepreneurship Education in Higher Education." IJHCM (International Journal of Human Capital Management) 2, no. 2 (June 21, 2019): 1–8. http://dx.doi.org/10.21009/ijhcm.02.02.01.

Full text

Abstract:

Unemployment, economic growth, and low entrepreneurial ratio hasbecome current problem in Indonesia. Entrepreneurship education is animportant form of intervention to overcome these problems.This articlereviews the concepts and developments in the field of entrepreneurshipeducation in the literature.Furthermore, this study critically examines thedevelopment of entrepreneurship education in Indonesia and implementthe existing theoretical framework to recommend a number ofimprovements that can be taken by higher education and otherstakeholders to enhance the quality of entrepreneurship education inIndonesia.

APA, Harvard, Vancouver, ISO, and other styles

26

Salminen, L., E. Lindberg, M. L. Gustafsson, J. Heinonen, and H. Leino-Kilpi. "Entrepreneurship Education in Health Care Education." Education Research International 2014 (2014): 1–8. http://dx.doi.org/10.1155/2014/312810.

Full text

Abstract:

This study describes the content of entrepreneurship education in health care education and the kinds of teaching methods that are used when teaching about entrepreneurship. Health care entrepreneurship has increased in many countries in recent decades and there is evidence that entrepreneurs have also a role in public health care. Therefore the health care professionals need to be educated to have the entrepreneurial skills. Education in the field of health care is still based on traditional forms of teaching and does not give enough attention to the issue of becoming an entrepreneur. The data was collected from teachers(n=111)via e-mail from six Finnish polytechnics. The data were analysed statistically and the open-ended questions were analysed via content analysis. Approximately 23% of the teachers had taught about entrepreneurship. The most popular teaching methods were company visits and cases, lecturing, and project work. The courses dealt with establishing a company, entrepreneurship in general, and marketing. Nearly all of the teachers had cooperated with the entrepreneurs or with the companies in question. Approximately 33% of the teachers took entrepreneurship into consideration often in other courses related to entrepreneurship.

APA, Harvard, Vancouver, ISO, and other styles

27

Antonio, Tony. "Inspiring Wednesday, Ciputra University Best Practice in Shaping Entrepreneurs in Higher Education." Jurnal Entrepreneur dan Entrepreneurship 1, no. 1 (September 2, 2016): 21–27. http://dx.doi.org/10.37715/jee.v1i1.9.

Full text

Abstract:

Ciputra University has a core focus on entrepreneurship and always emphasized entrepreneurships education in a contextual way. This paper shares the best practices of Entrepreneurships Education program that’s being run at Ciputra University. The program known as “Inspiring Wednesday.” In this program, for one day each week the study will be dedicated solely to entrepreneurship topics. It is conducted through the entire campus starting with the students from the first semester all the way to the fifth semester. The program offers the students a combination of real-live learning experience along with skills which are useful assets for aspiring entrepreneurs. The Entrepreneurship education is carried out by both lecturer as entrepreneur enabler and professional entrepreneurs, called as entrepreneur in residence, in order to achieve University’s objectives. This paper covers the rationale, methods, results, and evaluation of the inspiring Wednesday in Ciputra University.

APA, Harvard, Vancouver, ISO, and other styles

28

Millman, Cindy, Zhengwei Li, Harry Matlay, and Wang‐chan Wong. "Entrepreneurship education and students' internet entrepreneurship intentions." Journal of Small Business and Enterprise Development 17, no. 4 (October 26, 2010): 569–90. http://dx.doi.org/10.1108/14626001011088732.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Bridge, Simon. "Is “entrepreneurship” the problem in entrepreneurship education?" Education + Training 59, no. 7/8 (August 14, 2017): 740–50. http://dx.doi.org/10.1108/et-02-2016-0037.

Full text

Abstract:

Purpose In entrepreneurship education there are different interpretations of entrepreneurship which leads to considerable confusion. The purpose of this paper is to consider whether it is the word entrepreneurship itself which is the source of this problem. Design/methodology/approach This paper seeks, not to examine the different meanings of entrepreneurship in an education context, but instead to explore the confusion those different meanings can cause. Findings The word entrepreneurship is used as a label for what sometimes are essentially different things. But, even when a difference is acknowledged, the application of the same label implies a misleading commonality. A result is that false parallels can be drawn and differences among the requirements of funders, providers and consumers of entrepreneurship education can go unrecognised and not addressed. Attempts to restrict the label “entrepreneurship” to some uses and to use the label “enterprise” for others fail because it is only partially done and the two words are still often used interchangeably. Therefore, because the label “entrepreneurship” is the source of this problem, it is suggested that its use should be dropped. Practical implications Dropping the word entrepreneurship would force the various stakeholders in entrepreneurship education to specify more clearly what they want and/or expect to get from it. That could lead to clearer debate and better resolution of misunderstandings. Originality/value Possibly because we are accustomed to using the word entrepreneurship in different ways we fail to see and address the confusion that causes. This paper suggests a change.

APA, Harvard, Vancouver, ISO, and other styles

30

Noh, Jeong-Suk, and Jong-Bok Park. "The Effect of Entrepreneurship Education Instructor’s Competence on Entrepreneurship Education Satisfaction and Entrepreneurship Intention: Focusing on the Technology Entrepreneurship Education in Universities." JOURNAL OF THE KOREA CONTENTS ASSOCIATION 24, no. 12 (December 31, 2024): 559–73. https://doi.org/10.5392/jkca.2024.24.12.559.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Abba, Maryam Tijjani, Abraham Lincoln Torsu, and Rowland Kwami Dey. "Entrepreneurship Education and Intention." International Journal of Rehabilitation and Special Education (IJRSE) 2, no. 2 (May 1, 2022): 58–70. http://dx.doi.org/10.48165/ijrse.2022.2.2.1.

Full text

Abstract:

The paper aims to examine the effect of entrepreneurship education on entrepreneurship intention with mediating roles of entrepreneurship attitude and self-efficacy. In a style of a quantitative research, the paper applied the SPSS version 23.0 and PLS-SEM version 3.0 for the analysis to understand the cause and effect and the mean of the differences in the constructs. As a cross-sectional study, data were collected from 393 HND Students II Business School, Bauchi, Federal Polytechnic Institute, Bauchi State, Nigeria. The result of the research shows a positive and meaningful relationship between entrepreneurship education and attitudes towards entrepreneurship, entrepreneurship education and self-efficacy and self-efficacy and entrepreneurship intention. Again, a negative impact was empirically proven between entrepreneurship attitude and entrepreneurship intention and entrepreneurship education and entrepreneurship intention. However, while testing for mediating effects of entrepreneurship attitude and self-efficacy. The result reveals that entrepreneurship attitude does not mediates the link between entrepreneurship education and entrepreneurial intention, while self-efficacy links entrepreneurship education and entrepreneurial intention. The result confirms with previous studies in this field. Future studies recommends that more research should be carried out in the same institution for instance, from school of engineering, school of general studies to mention but a few. In the same vein, researchers should carry out studies from universities and colleges of education within the region. Again, entrepreneurship attitude should be used to test the moderating effect of entrepreneurship education and entrepreneurship intention and also a longitudinal study should be carried out.

APA, Harvard, Vancouver, ISO, and other styles

32

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

33

A, Audu, G. "Role of Entrepreneurship Education and Vocational Education in the Management of Education." Journal of Advances in Education and Philosophy 6, no. 7 (July 13, 2022): 377–82. http://dx.doi.org/10.36348/jaep.2022.v06i07.004.

Full text

Abstract:

This paper reviewed the role of entrepreneurship and vocational education in sustainable development. Graduate unemployment is one of the greatest challenges that bedevil Nigeria, a nation endowed with enormous wealth in terms of human, mineral and natural resources. This paper stresses the importance of entrepreneurship and vocational education curriculum in solving unemployment problems and achieving sustainable development. This papers argues that entrepreneurship and vocational education will provide students who are leaders of tomorrow with skills with which they can be self-reliant because human resource through knowledge based capacity are the cornerstone for effective management and utilization of natural resources. The paper concludes that entrepreneurship and vocational education when engendered leads to employment generation, growth of the economy and promotes sustainable development. The paper recommended that educational institutions at all levels must inculcate and intensify the integration of entrepreneurship and vocational education into its curriculum systems.

APA, Harvard, Vancouver, ISO, and other styles

34

Jadmiko, Purbo, Linda Wati, Elfitra Azliyanti, and Azizah Juwita Hadrus. "SOCIAL ENTREPRENEURSHIP EDUCATION IN HIGHER EDUCATION." Jurnal Apresiasi Ekonomi 11, no. 3 (September 5, 2023): 520–27. http://dx.doi.org/10.31846/jae.v11i3.675.

Full text

Abstract:

Social entrepreneurship is considered a new phenomenon as a field of research, and is seen as an answer to social problems that occur. Mission and creating social value is the key goal of social entrepreneurship. However, there is still limited research that focuses on raising the issue of ways/methods to increase interest in social entrepreneurship among students (social experiential learning). The urgency of this research can be seen in the results that will be produced, namely the creation of a development model/method of fostering interest in social entrepreneurship among students through short course. The results of this study where respondents will be given a short course with prepared material (pre-test vs. pre-test) show that there is a difference in the average proportion before and after training from the 5 dimensions of Social Entrepreneur Competency (SEC), namelypersonal competence, leadership, social innovation, social values and entrepreneurial management. Even though the small workshop concept is still on a small scale, the output of this technique can be an alternative way of fostering interest in social entrepreneurship among students. Universities can improve and evaluate the design of entrepreneurship education by involving more social learning. This process can foster deeper knowledge so that they are expected to have high social awareness by manifesting an interest in becoming social entrepreneurs.

APA, Harvard, Vancouver, ISO, and other styles

35

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

36

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.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

37

Béchard, Jean-Pierre, and Jean-Marie Toulouse. "ENTREPRENEURSHIP AND EDUCATION: VIEWPOINT FROM EDUCATION." Journal of Small Business & Entrepreneurship 9, no. 1 (January 1991): 3–13. http://dx.doi.org/10.1080/08276331.1991.10600386.

Full text

APA, Harvard, Vancouver, ISO, and other styles

38

Onjewu, Adah-Kole Emmanuel, Mohamed Yacine Haddoud, and Witold Nowiński. "The effect of entrepreneurship education on nascent entrepreneurship." Industry and Higher Education 35, no. 4 (April 28, 2021): 419–31. http://dx.doi.org/10.1177/09504222211014038.

Full text

Abstract:

The literature has been enriched by studies examining the effect of entrepreneurship education on entrepreneurial or goal intention. Yet, few articles have considered how entrepreneurship education affects nascent entrepreneurship as a more sought-after outcome. Similarly, some scholars assess entrepreneurship education as an aggregate rather than a multidimensional construct comprised of alternative methods with peculiar characteristics yielding distinct student outcomes. Possibly, the present shortage of specificity in the investigation of methods in entrepreneurship education reduces empirical understanding of efficacious teaching and learning modes for optimising entrepreneurial behaviour. Hence, by way of contribution, this inquiry isolates and measures the direct effect of courses, workshops, guest speakers and simulations on new venture creation among UK students. It also measures indirect influence in the same relationships, with self-efficacy as a mediator. A structural equation analysis is performed and the findings show that discretely, in this order, simulations, workshops and courses stimulate nascent entrepreneurship. However, there is particular insignificance in the direct link between guest speakers and nascent entrepreneurship, and further dissociation in the indirect link between workshops and simulations leading to self-efficacy. Theoretical implications arise for future correlation and configurational studies, as well as practical ramifications for entrepreneurship education practitioners, simulation developers and public institutions.

APA, Harvard, Vancouver, ISO, and other styles

39

Türko, Esra Sena. "Can Entrepreneurship Education Reduce Stereotypes Against Women Entrepreneurship?" International Education Studies 9, no. 11 (October 27, 2016): 53. http://dx.doi.org/10.5539/ies.v9n11p53.

Full text

Abstract:

<p class="apa">The aim of this study is to investigate whether entrepreneurship trainings can reduce stereotypes against women entrepreneurship. With this aim socio-psychological obstacles to women entrepreneurship in Turkey are examined, and an experimental study is carried out. Entrepreneurship courses were given with a special emphasis on women entrepreneurship and gender issues. To evaluate the out puts of the experimental study, a questionnaire was designed and applied to students. In order to make a comparison, the same questionnaire was applied to students from two other universities, who have taken entrepreneurship courses through the classical method and curricula.</p><p class="apa">Survey tool includes 21 statements on women entrepreneurship, 5 positive and 16 negative. A non-parametric Mann-Whitney U test was conducted to evaluate the hypothesis that the experimental group would score lower in negative statements and higher in positive statements, on the average, than the non-experimental group. Test results indicate that mean ranks for the two groups differ significantly from each other in 12 items (p<.05). Experimental group score significantly higher than the non-experimental group in 4 positive and 1 negative statements; and lower than the non-experimental group in 7 negative statements. Compared to non-experimental group, experimental group seems to have higher scoring for awareness and advocacy of women entrepreneurship and lower scoring for socio-psychological obstacles against women entrepreneurship. According to the survey results, it can be concluded that modification of entrepreneurship education curricula will contribute to reduce stereotypes hindering women entrepreneurship.</p>

APA, Harvard, Vancouver, ISO, and other styles

40

Prasetya, Hendra, and Nurul Azizah. "ENTREPRENEURSHIP INTEREST: ENTREPRENEURSHIP EDUCATION, INCOME EXPECTATIONS AND CREATIVITY." Jurnal Manajemen dan Bisnis 11, no. 2 (December 30, 2022): 296–301. http://dx.doi.org/10.34006/jmbi.v11i2.524.

Full text

Abstract:

This research was conducted in order to find out how important the influence of entrepreneurship education, income expectations and creativity is partly on the interest in entrepreneurship in students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. The research was conducted using a quantitative approach and the population was students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. Non-probability samples were taken using a purposive sampling technique. The number of samples is 100 respondents. The variables studied were entrepreneurship education, income expectations and creativity as independent variables, and entrepreneurial interest as the dependent variable. We collected data through a closed questionnaire. The result is entrepreneurship education, income expectations and creativity have an influence on the interest in entrepreneurship in students of the Faculty of Economics and Business, Wijaya Kusuma University, Surabaya. It is recommended that entrepreneurship education materials continue to be developed in accordance with developments in the business world, accompanied by entrepreneurial practices for students, instilling the hope of earning a high income if they become entrepreneurs and increasing the power of creativity in generating business ideas.

APA, Harvard, Vancouver, ISO, and other styles

41

Simuka, Joshua, and Makanzwa Mercy Masunda. "Entrepreneurship Education and Women Entrepreneurship Opportunities in Zimbabwe." Journal of African Education 4, no. 3 (January 31, 2024): 87–107. http://dx.doi.org/10.31920/2633-2930/2023/v4n3a4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Onstenk, Jeroen. "Entrepreneurship and Vocational Education." European Educational Research Journal 2, no. 1 (March 2003): 74–89. http://dx.doi.org/10.2304/eerj.2003.2.1.12.

Full text

Abstract:

Entrepreneurship is an important European Union objective for education and lifelong learning policies (European Community, 1999). This article reports the results of a research project on entrepreneurship competencies in higher and vocational education commissioned by the Dutch Ministry of Economic Affairs. A three-layered concept of entrepreneurship competencies is presented. The way in which innovations in higher and vocational education develop competencies for entrepreneurship, enterprising behaviour and employability is analysed. The views of students and teachers in entrepreneurship-oriented education are presented. The article ends with recommendations on promoting entrepreneurship competencies in (vocational) education and lifelong learning.

APA, Harvard, Vancouver, ISO, and other styles

43

Hämäläinen, Minna, Elena Ruskovaara, and Timo Pihkala. "Principals’ utilization of external stakeholders in entrepreneurship education – Evidence from the general education." Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 6, no. 2 (November 1, 2018): 104–17. http://dx.doi.org/10.12697/eha.2018.6.2.05b.

Full text

Abstract:

The purpose of this article is to examine the principals’ networking activities in entrepreneurship education. In this study, we are interested in the principals’ actions, when they aim at developing entrepreneurship education in their schools. More precisely, the focus is on how principals utilize external stakeholders in the school context. Our motivation for conducting this study is based on the assumption that while there are external stakeholders supporting entrepreneurship education, principals and their schools are not fully utilizing them. We suggest that the use of external stakeholders may be related to the personal characteristics of the principals, and therefore we examine if or how the background characteristicsof the principals explain their use of external stakeholders. Furthermore, we aim at understanding how principals’ participation in entrepreneurship education related training explains the level of use of external stakeholders. As a method, analysis of variance and a linear regression analysis are used. The sample consists of 173 Finnish principals working in general education2. This article contributes to entrepreneurship education literature by analysis of external network resources in entrepreneurship education. We also pinpoint the role of the principal in this process. The article also provides empirical evidence on the importance of principals’ training for utilizing external stakeholders in entrepreneurship education.

APA, Harvard, Vancouver, ISO, and other styles

44

Moureau, Nancy. "Entrepreneurship in PICC Education." Journal of the Association for Vascular Access 9, no. 1 (March 1, 2004): 24–25. http://dx.doi.org/10.2309/1552-8855-9.1.24.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Culha, Yeliz, Nuray Turan, and Hatice Kaya. "Entrepreneurship in nursing education." Pressacademia 4, no. 1 (June 30, 2017): 50–53. http://dx.doi.org/10.17261/pressacademia.2017.516.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Stasiak, Jacek. "ENTREPRENEURSHIP EDUCATION IN POLAND." Globalization, the State and the Individual 26, no. 2 (December 30, 2020): 123–34. http://dx.doi.org/10.5604/01.3001.0014.8287.

Full text

Abstract:

entrepreneurship is the development of skills such as taking initiatives, project planning, implementation, self-realisation, risk taking, team work, the ability to cope with countermeasures and constructive.

APA, Harvard, Vancouver, ISO, and other styles

47

Pereira, Pedro Álvaro Correia, Irene García Medina, and Patricia Margarida Farias Coelho. "Business Entrepreneurship And Education." Revista Organizações em Contexto 17, no. 33 (August 31, 2021): 211–24. http://dx.doi.org/10.15603/1982-8756/roc.v17n33p211-224.

Full text

Abstract:

This study is a review of the literature regarding business entrepreneurship and education. The main aim is to study the social and educational factors affecting the creation of self-employment for young people as a contribution to the development of local entrepreneurship, reducing unemployment and leveraging economic development. Of the various social influencers, it was important to understand the role of the family, especially of the parents, in motivating and sustaining the creation of one's own job and in the actions of entrepreneurship. In the same sense, at the educational level, to perceive the consequences of access to new resources that expand and support knowledge and skills acquisition useful for creating one's own job and reducing risk aversion of business activities. Finally, to understand the role of endogenous factors such as intelligence and individual motivation in the pursuit of entrepreneurship activities and their relationship with social and educational influencers.

APA, Harvard, Vancouver, ISO, and other styles

48

Schultz, Christian. "Entrepreneurship Education an Hochschulen." WiSt - Wirtschaftswissenschaftliches Studium 49, no. 10 (2020): 4–10. http://dx.doi.org/10.15358/0340-1650-2020-10-4.

Full text

Abstract:

In Deutschland werden immer weniger Start-ups in der Wissenswirtschaft gegründet. Frühindikatoren, wie Gründungsabsicht oder die Vorbereitung von Gründungsaktivitäten, verharren auf geringem Niveau. Um die Anzahl der Start-ups zu steigern und das Gründungspotential zu erhöhen, wird die Entrepreneurship Education an deutschen Hochschulen ausgeweitet. Ein balanciertes Curriculum, das die unternehmerische Entfaltung der Studierenden adäquat fördert, entfaltet viele positive Effekte.

APA, Harvard, Vancouver, ISO, and other styles

49

Kirkwood, Jodyanne, Melissa Baucus, and Kirsty Dwyer. "Ethics in Entrepreneurship Education." Journal of Business Ethics Education 13 (2016): 91–116. http://dx.doi.org/10.5840/jbee2016136.

Full text

APA, Harvard, Vancouver, ISO, and other styles

50

Belitski, Maksim, and Keith Heron. "Expanding entrepreneurship education ecosystems." Journal of Management Development 36, no. 2 (March 6, 2017): 163–77. http://dx.doi.org/10.1108/jmd-06-2016-0121.

Full text

Abstract:

Purpose The creation of start-ups using knowledge provided by universities has been identified as an important source of knowledge spillover and regional economic development. Entrepreneurship ecosystems in education have become the most important and efficient mechanism of business community engagement and knowledge transfer within university-industry-government framework creating value to society and regional economy. The paper aims to discuss these issues. Design/methodology/approach This study undertakes in-depth synthesis of eclectic literature on entrepreneurship ecosystems and knowledge spillover of entrepreneurship, examining the critical success factors and enablers of entrepreneurship ecosystems in education. Findings This study proposes entrepreneurship education ecosystems as an alternative unit of analysis when it comes to considering the role of university-industry-government collaboration in knowledge commercialization. The authors recommend key entrepreneurship education ecosystem enablers for knowledge commercialization and engagement with entrepreneurial communities. Originality/value The authors propose a framework for the creation of an entrepreneurship education ecosystem as a unit of analysis when considering the role of university-industry-government collaboration. It requires different approaches to teaching, research and business outreach, some of which have not yet been discovered or yet need to be created.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Entrepreneurship education'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles