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Journal articles on the topic 'Objectives of entrepreneurship education'

Author: Grafiati

Published: 26 June 2021

Last updated: 5 February 2022

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1

Boocock, Grahame, Regina Frank, and Lorraine Warren. "Technology-Based Entrepreneurship Education: Meeting Educational and Business Objectives." International Journal of Entrepreneurship and Innovation 10, no. 1 (2009): 43–53. http://dx.doi.org/10.5367/000000009787414226.

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The UK government's ‘Third Mission’ for Higher Education (2000) encourages universities to teach entrepreneurship to ‘STEM’ students (those studying science, technology, engineering and mathematics), in part to support the technology transfer agenda. Technology-based entrepreneurship education (TEE) incorporates the key elements of entrepreneurship education (EE), concentrating on the creation of economic value from technological change. In this paper, the key challenges associated with EE and TEE are outlined, and the authors propose that the way to meet these challenges is through a systemat

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Maritz, Alex, and Christopher R. Brown. "Illuminating the black box of entrepreneurship education programs." Education + Training 55, no. 3 (2013): 234–52. http://dx.doi.org/10.1108/00400911311309305.

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PurposeThe aim of this paper is to explore the components of entrepreneurship education programs (EEPs) and their interrelationships to develop a conceptual framework through which entrepreneurship education may be contextually evaluated and developed.Design/methodology/approachThe paper presents an extensive literature review of the entrepreneurship education literature which is used to inform a comprehensive framework for entrepreneurial education; based upon contextualisation, outcomes, objectives, audience, assessment, content and pedagogy.FindingsThe paper develops a comprehensive and par

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Falkäng, Joakim, and Fernando Alberti. "The Assessment of Entrepreneurship Education." Industry and Higher Education 14, no. 2 (2000): 101–8. http://dx.doi.org/10.5367/000000000101294931.

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The past twenty years have witnessed an enormous growth in the number of entrepreneurship courses at different educational levels. Nevertheless, there is still little uniformity in content and approach among courses and the research on entrepreneurship education remains sparse. So far, it has addressed topics such as course contents, pedagogical techniques, audience characteristics, teaching objectives, intended results, and so on. There is a need for much more research on methodologies for measuring entrepreneurship education effectiveness. Therefore, the purpose of this paper is to reflect u

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Daneshjoovash, Seyedeh Khatereh, and Mirza Hassan Hosseini. "Evaluating impact of entrepreneurship education programs." Education + Training 61, no. 7/8 (2019): 781–96. http://dx.doi.org/10.1108/et-08-2017-0128.

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Purpose The purpose of this paper is to evaluate the impact of Entrepreneurship Education Programs (EEPs) from students’ and educators’ viewpoint to improve the quality of EEPs. Design/methodology/approach This research applies a qualitative-quantitative methodology. Its sample is included 291 students were selected randomly and 35 educators were chosen by convenience technique from universities of Applied Science and Technology of Iran. Findings The results revealed that essence of EEPs had a positive direct effect on objectives and content of EEPs; objectives and content of EEPs had a positi

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French, Tracey, and Petra Püchner. "Entrepreneurship — An Objective for Education." Industry and Higher Education 13, no. 6 (1999): 372–75. http://dx.doi.org/10.5367/000000099101294708.

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This special issue of Industry and Higher Education comprises a selection of papers based on presentations at the international conference on ‘Entrepreneurship – an Objective for Education in Europe’ held in Stuttgart, Germany, on 8–10 June 1999. In the context of the need to establish an entrepreneurial culture within European education systems and research institutes, the conference was organized to provide participants with an opportunity to debate the various ideas and approaches either in practice or under consideration in Europe and in other countries. In this introductory article, the a

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TAM, KIN YUEN RAYMOND. "EDUCATING SOCIAL ENTREPRENEURSHIP: INSIGHTS FROM THE HIGHER EDUCATION COURSES IN HONG KONG." Hong Kong Journal of Social Work 51, no. 01n02 (2017): 145–64. http://dx.doi.org/10.1142/s0219246217000092.

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The purpose of this article is to uncover the trend of developing education courses for social entrepreneurship in higher education institutions in Hong Kong. The author had searched the syllabi or course descriptions across the websites of the higher education institutions in Hong Kong with the keywords of entrepreneurship, social entrepreneurship and social innovation. It was found that most of the social entrepreneurship courses offered were one-off single subject for undergraduate students, General Education courses, and minor courses, with only a few courses targeting postgraduates. It wa

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Sambo, Wise. "Factors affecting youth entrepreneurship development within Kibera, Kenya: the perspective of entrepreneurship education." Problems and Perspectives in Management 14, no. 2 (2016): 331–38. http://dx.doi.org/10.21511/ppm.14(2-2).2016.09.

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All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibe

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Firmansyah, Firmansyah, and Rusmin Rusmin. "Preparation of a Learning Module for Entrepreneurship Course at Economic Education Study Program of Faculty of Teacher Training and Education Sriwijaya University." International Education Studies 11, no. 5 (2018): 14. http://dx.doi.org/10.5539/ies.v11n5p14.

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The objective of this study was to prepare teaching materials in the form of entrepreneurship learning module to be used as a handbook in the classroom learning process. Entrepreneurship lecture of study program at FKIP UNSRI has various material differences delivered in lecturing activity. One of the objectives to be achieved in this study was to obtain a general description of the entrepreneurship learning materials that should be the subject. 14 materials obtained from the results of data processing from questionnaires given to lecturers of entrepreneurship courses were as follows: the scop

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Zondo, Robert Walter Dumisani. "EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)." CBU International Conference Proceedings 5 (September 23, 2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.

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The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participat

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Jin, Xiaozeng. "Objectives, Principles and Path Optimization of College Students' Innovation and Entrepreneurship Education." Lifelong Education 9, no. 4 (2020): 261. http://dx.doi.org/10.18282/le.v9i4.978.

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The rapid development of the economy has made the demand for talents in social positions more stringent. Under the current practical conditions of employment difficulties for fresh graduates every year in our country, many colleges and universities have introduced innovation and entrepreneurship education into the classroom in order to help students establish In the process of correct entrepreneurial goals, it can achieve better development through its own efforts. Therefore, this article mainly analyzes the goals, principles and implementation methods of innovation and entrepreneurship educat

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AKKAŞ, Elif Nur, Murat TARHAN, and Ülkü AYVAZ. "Gaining Entrepreneurship Skills with the Activities Designed Related to Primary School Mathematics Curriculum: The Case of Turkey." Acta Didactica Napocensia 13, no. 2 (2020): 93–112. http://dx.doi.org/10.24193/adn.13.2.7.

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Abstract: The aim of this study is to gain entrepreneurship skills with activities in mathematics education. With this aim, the Primary School Mathematics Curriculum was examined by the researchers. In this process, data were collected using a document review form developed by the researchers within the framework of Tarhan (2019a). According to this framework, entrepreneurship education includes five dimensions, namely business idea, finance, product design and production, promotion and marketing, investment. Obtained data was analyzed by document analysis method. Through the analysis process,

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Fleming, Patricia. "Education for Entrepreneurship in the Curriculum at University Level." Industry and Higher Education 13, no. 6 (1999): 405–8. http://dx.doi.org/10.5367/000000099101294753.

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This paper discusses how the higher education system may be used as a mechanism to instil entrepreneurial beliefs and develop entrepreneurial skills among a graduate population. In particular, it examines the objectives, content, teaching method and outcomes of an integrated entrepreneurship programme developed at the University of Limerick in Ireland. A process model of entrepreneurship education is presented. Educating for enterprise promotes an awareness of business ownership as a career option and motivates young people to look creatively at their future opportunities. Graduate expertise i

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V. Nani, Gwendoline. "Entrepreneurial education in the school curriculum: in search of positioning in Zimbabwe." Problems and Perspectives in Management 14, no. 3 (2016): 85–90. http://dx.doi.org/10.21511/ppm.14(3).2016.08.

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This study was conducted to find out when Entrepreneurship can be introduced in the school curriculum. A case study design premised in the qualitative approach was employed, which used semi-structured focus group interviews as data collection instruments. The areas of study were purposively selected government primary and secondary schools in the Bulawayo Metropolitan Province in Zimbabwe. Data were analyzed thematically and discussed according to research objectives. Findings revealed that Entrepreneurship per se is not taught in government primary and secondary schools. Based on these findin

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Shapkova Kocevska, Katerina. "ENTREPRENEURSHIP EDUCATION IN THE HIGHER EDUCATION SYSTEM IN REPUBLIC OF NORTH MACEDONIA." Balkans Journal of Emerging Trends in Social Sciences 2, no. 2 (2019): 210–20. http://dx.doi.org/10.31410/balkans.jetss.2019.2.2.210-220.

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This paper examines the entrepreneurship education programs present at the universities in Republic of North Macedonia. The analysis covers the overall higher education system, including both state and private universities. The authors use qualitative content analysis in order to explore and compare different aspects of the programs, including: objectives and expected outputs of the entrepreneurial program, its content, learning and grading methods, quality assurance and literature list. The findings of this work are expected to raise awareness about the importance of entrepreneurship educat

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Fernbach, Elisabeth. "Social Entrepreneurship Education in Art Education of Future Primary School Teachers." Discourse and Communication for Sustainable Education 11, no. 1 (2020): 26–40. http://dx.doi.org/10.2478/dcse-2020-0004.

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AbstractAs a part of the Art Education course, students of the primary school education develop competences in Art Education, Social Entrepreneurship Education and Human Rights Education (one sequence). For the students, a learning environment is created which is characterized by an artistic approach and input as well as by cooperative teamwork in the field of Social Entrepreneurship Education (SEE) and Human Rights Education (HRE). The focus lies on the development of creativity and on the awareness of sustainability as well as the experience of self-efficacy and the fostering of strategies t

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Mwasalwiba, Ernest. "Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators." IEEE Engineering Management Review 40, no. 2 (2012): 72–94. http://dx.doi.org/10.1109/emr.2012.6210519.

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Samwel Mwasalwiba, Ernest. "Entrepreneurship education: a review of its objectives, teaching methods, and impact indicators." Education + Training 52, no. 1 (2010): 20–47. http://dx.doi.org/10.1108/00400911011017663.

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Ndou, Valentina, Giustina Secundo, Giovanni Schiuma, and Giuseppina Passiante. "Insights for Shaping Entrepreneurship Education: Evidence from the European Entrepreneurship Centers." Sustainability 10, no. 11 (2018): 4323. http://dx.doi.org/10.3390/su10114323.

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The pivotal role of Entrepreneurship centers in the development of Entrepreneurship Education (EE) is receiving more attention. This study aims to open the “black box” of “how, when, why and what” entrepreneurial mindset and competencies in the field of technology entrepreneurship are learned over time in the Entrepreneurship Centers. The study adopts an empirical web-based content analysis of ten entrepreneurship centers in European Universities from seven countries, analyzing 105 curricular and extra-curricular entrepreneurship education programs. This method allows researchers to address ge

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Borowiec, Monika, and Tomasz Rachwał. "Kształtowanie postaw przedsiębiorczych na lekcjach geografii wyzwaniem edukacyjnym w procesach globalizacji." Przedsiębiorczość - Edukacja 7 (January 1, 2011): 321–32. http://dx.doi.org/10.24917/20833296.7.25.

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The paper aims to highlight the role of entrepreneurial attitudes in school education. This is due to the large role of entrepreneurship in the socio-economic development of different spatial systems (local, regional, national) in a globalized world economy. Developing entrepreneurial attitudes should take place not only during the lessons of Entrepreneurship, but during the whole period of school education and on other subjects. Teachers of Geography play a special role in this field. It is the consequence of large convergence of aims and teaching contents of geographic education with the obj

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Sagir, Junaidi, L. Hamdani Husnan, and Mulyadi Mulyadi. "PENGARUH PEMBERIAN MATA KULIAH PENGEMBANGAN KEWIRAUSAHAAN TERHADAP MINAT DAN KETERAMPILAN BERWIRAUSAHA MAHASISWA PADA FAKULTAS EKONOMI DAN BISNIS UNIVERSITAS MATARAM." JMM UNRAM - MASTER OF MANAGEMENT JOURNAL 9, no. 2 (2020): 161. http://dx.doi.org/10.29303/jmm.v9i2.537.

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The objectives of this study were to know the effect of entrepreneurship education toward entrepreneurial interest and skills in the Faculty of Economics and Business, Universit y of Mataram. This study was causal research in which there were 100 students as respondents. Data were obtained by using a questionnaire and analyzed by simple linear regression through Partial Least Square (PLS). The results showed that: entrepreneurship education had a positive and significant effect on Entrepreneurial Interest. Entrepreneurship Education had a positive and significant effect on Entrepreneurial Skil

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Ramzan, Saubia, Muhammad Shakir, and Jam Muhammad Zafar. "Identifying the Role of Teachers in Developing Entrepreneurial Intention of Prospective Teachers." Global Social Sciences Review IV, no. I (2019): 195–204. http://dx.doi.org/10.31703/gssr.2019(iv-i).26.

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This research study identified the main areas related to entrepreneurship teacher education. The main objectives of the study were: (a) to identify the importance of entrepreneurship education for teacher education in Pakistan; (b) to identify the areas to prepare pre-service teachers for entrepreneurship education. The nature of study was descriptive while mixed method approach was used to gather information. Twelve teacher educators and eighty five prospective teachers were selected by using convenience sampling technique. ENVIVO-11 and SPSS were used to analyze qualitative and quantitative

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Efa Wahyu Prastyaningtyas, Zainal Arifin,. "Implementasi Pendidikan Kewirausahaan Sebagai Character Building Mahasiswa Pendidikan Ekonomi UNPGRI Kediri." EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya 7, no. 2 (2019): 142. http://dx.doi.org/10.25273/equilibrium.v7i2.4780.

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<p><em>Entrepreneurship is a course that aims to provide understanding and skills to students about entrepreneurs, in accordance with the learning objectives of being able to understand, analyze basic concepts of entrepreneurship and business ethics, create and use a trusted and effective business plan. This study aims to determine whether the implementation of entrepreneurship education affects the character building of UN PGRI Kediri economic education students in the practice of entrepreneurship, by looking at before and after getting KWU education whether it can generate charac

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Adebayo, Aina M. "Entrepreneurship Education in Public Universities in Ekiti State, Nigeria." International Journal of Education and Literacy Studies 6, no. 4 (2018): 58. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.58.

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The inclusion of entrepreneurship education to university curriculum is to make the content more functional. However, it seems that entrepreneurship education has not been achieving its objectives in Nigeria. The main purpose of this study was to compare entrepreneurship education in two public universities in Ekiti State. The survey research design was adopted. The sample of the study consisted of 101 lecturers/trade experts from these universities. Two questionnaires were used to collect data. The instruments were validated by two lecturers from Ekiti State University (EKSU) and the Federal

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Rotimi, Grace Gift, Dare Joseph Enimola, and Zekeri Ochidi. "Entrepreneurship Education and Graduate Unemployment in Kogi State." Economic Insights – Trends and Challenges 2021, no. 3 (2021): 59–71. http://dx.doi.org/10.51865/eitc.2021.03.06.

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The study aimed at the inclusion of entrepreneurship in the education curriculum and the inability of graduates to get jobs in Kogi State. Thus entrepreneurship education and its impact on graduate unemployment were investigated. A descriptive survey design was used to achieve the study’s objectives. Six (6) higher institutions in Kogi State were chosen to make up the study’s population. Due to the nature of the research, we concentrated on students. The study determined the sample size of 385. Inferential and descriptive statistics were used to analyze the data gathered. Multiple regression a

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Mitra, Jay. "Holistic experimentation for emergence." Industry and Higher Education 31, no. 1 (2016): 34–50. http://dx.doi.org/10.1177/0950422216684072.

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This article explores the development of a comprehensive and systemic approach to entrepreneurship education at a research-intensive university in the United Kingdom. The exploration is based on two key conceptual challenges: (a) taking entrepreneurship to mean something more than new business creation and (b) differentiating between entrepreneurship education and entrepreneurship training. The author draws on human capital, capabilities and planned behaviour theories together with those of competency-based and experiential learning to make six propositions. The idea is to develop a replicativ

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Kamovich, Uladzimir, and Lene Foss. "In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education." Education Research International 2017 (2017): 1–15. http://dx.doi.org/10.1155/2017/1450102.

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This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the p

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Mbore, Beth Karani. "Effect of entrepreneurship education on innovation capability of technical and vocational and education training (TVET) graduates in Kenya." International Journal of Research in Business and Social Science (2147- 4478) 10, no. 3 (2021): 490–500. http://dx.doi.org/10.20525/ijrbs.v10i3.1151.

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The purpose of this study was to explore the Effect of Entrepreneurship Education on Innovation Capability of TVET Graduates in Kenya. The study used a cross-sectional survey research design. The study used the entire population as a sample since the accessible population was all TVET graduates in Kenya. The main data collection instrument was semi-structured questionnaire. The questionnaire was tested for reliability and validity. The study found out that entrepreneurship education is key to the innovation capability of TVET graduates in Kenya. The study found out that respondents were intere

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Léger-Jarniou, Catherine. "Student Entrepreneurship Clusters." Industry and Higher Education 26, no. 3 (2012): 177–91. http://dx.doi.org/10.5367/ihe.2012.0093.

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Widespread demand has recently arisen for measures to be taken to provide students in higher education with the opportunity to acquire entrepreneurial skills. Echoes of this demand are to be found in recent work produced by the Organization for Economic Cooperation and Development (OECD) and in the desire expressed in 2010 by the French government to set up ‘Student Entrepreneurship Clusters’ in the country's universities. In this paper a description of the objectives defined for these clusters is followed by an examination of the feasibility of a new offer targeting, in a given region, studen

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Aeknarajindawat, Natnaporn, Preecha Karuhawanit, and Sumneung Maneechay. "Role of Essence, Objectives, and Content of Entrepreneurship Education Programs on Their Performance: Moderating Role of Learner Disability in Thailand." Journal of Computational and Theoretical Nanoscience 16, no. 11 (2019): 4606–13. http://dx.doi.org/10.1166/jctn.2019.8368.

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The purpose of this paper was to analyze the role of Essence, objectives, and content of EEP’s on their Performance with the moderating role of learner disability in Thailand. Entrepreneurship education programs are developing quickly to facilitate persons to project into an innovative business, raise the amount of “Entrepreneurs” and as well as make an influence on the intention and behavior of entrepreneurs. The present paper applies a quantitative methodology. The researcher of this study selected the sample of the study purposely. The researcher of this paper collected data from educators

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Danbuba, Jummai Muhammad. "APPRAISAL OF QUALITATIVE AND PRODUCTIVE ENTREPRENEURSHIP EDUCATION FOR SUSTAINABLE NATIONAL DEVELOPMENT IN NIGERIA." Sokoto Educational Review 17, no. 1 (2017): 6. http://dx.doi.org/10.35386/ser.v17i1.23.

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The unemployment rate demands for the re-positioning of our educational policies and programmes in the production of self-reliant graduates that will not only be independent but employers of labour. This paper sought to examine the objectives of entrepreneurship education in terms of empowerment, diversification and job creation, as well as the significance of the discipline in incorporating skills, integrating of economic models, professionalism, and entrepreneurship ethos. The paper further addressed the challenges that bedeviled entrepreneurship education such as lack of standard system on

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Akpoviroro, Kowo Solomon, and Akinbola Olufemi Amos. "The Efficacy of Counseling in Eradicating the Problems of Entreprenuership Education." Acta Universitatis Bohemiae Meridionalis 21, no. 2 (2018): 28–43. http://dx.doi.org/10.1515/acta-2018-0004.

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Abstract Counselling has been identified as a key focus in addressing the mismatch between the needs of labour market and the products of the educational and training system. The objectives of the study are to examine the significant effect between Cognitive Behaviour Modification Strategies of counselling (CBMS) and awareness of Entrepreneurship education and also to investigate the effect of Counselling on Entrepreneurship Education. The Sample size consists of one hundred and sixty-five (165) employees out of the two hundred and eighty (280) employees of Centre for Entrepreneurship Studies

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Sondakh, Danny F., and Kanes K. Rajah. "Developing an Entrepreneurship Culture." International Journal of Entrepreneurship and Innovation 7, no. 4 (2006): 231–41. http://dx.doi.org/10.5367/000000006779111611.

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Entrepreneurship is increasingly relevant to economic output and job creation in both developed and developing countries. It is especially important for the UK, so as to reverse a century of relative economic decline. This paper discusses the UK government's policy on entrepreneurship, and the objectives it has set for higher education institutions. It then goes on to present the initiatives taken by the University of Greenwich to develop an enterprise culture, both within and with the wider community. The paper focuses on the role played by the University's Centre for Entrepreneurship in help

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Karanassios, Nikolaos, Michail Pazarskis, Konstantinos Mitsopoulos, and Petros Christodoulou. "EU Strategies to Encourage Youth Entrepreneurship." Industry and Higher Education 20, no. 1 (2006): 43–50. http://dx.doi.org/10.5367/000000006776150747.

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The authors present and discuss significant aspects of youth entrepreneurship in the European Union (EU) and, especially, in higher education institutions in Greece. The structure of this paper is as follows. First, the study introduces a conceptual basis for entrepreneurship as defined in the EU and looks at entrepreneurship in the context of actions taken by the European Council and especially by the European Commission. The significance of entrepreneurship, embedded in substantial economic factors such as growth, development, employment, education and training, etc, and its objectives are t

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Oladokun, Augustina. "Vocational Home Economics Education: A Veritable Tool for Self Reliance, Poverty Eradication and Sustainable National Development." UJAH: Unizik Journal of Arts and Humanities 21, no. 3 (2021): 213–24. http://dx.doi.org/10.4314/ujah.v21i3.12.

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The increasing rate of poverty, unemployment and retrenchment and so many other social problems is worrisome. However, unemployment is not peculiar to Nigeria alone but to other third world countries. This paper examined the objectives of Home Economics education as it is geared towards improving the standard of living. It looked at self-reliance, poverty Eradication through Home Economics Education, and the role of entrepreneurship in economic development. It also examined Home Economics income generating business ventures in the major areas of Home Economics for employment and wealth creatio

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Afandi, Muhamad. "Implementasi Pendidikan Kewirausahaan (Entrepreneurship) di Sekolah Dasar/Madrasah Ibtidaiyah." AR-RIAYAH : Jurnal Pendidikan Dasar 5, no. 1 (2021): 51. http://dx.doi.org/10.29240/jpd.v5i1.2671.

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This study aims to discuss and see the evaluation of entrepreneurship education in elementary schools / madrasah ibtidaiyah. Elementary schools and madrasah ibtidaiyah that have implemented entrepreneurship education that can be used as references include: SD Entrepreneur Muslim Alif-A Piyungan Yogyakarta, SD IT Alam Harum Purbalingga, and MI Terpadu Qurrota A'yun Ponorogo. This research uses a qualitative approach. This type of research data is qualitative data and the data source is secondary data. While the data method used is library research (library research). Data analysis techniques th

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Torres-Coronas, Teresa, and María-Arántzazu Vidal-Blasco. "Predicting global entrepreneurship: An exploratory study." Educar 57, no. 2 (2021): 519–36. http://dx.doi.org/10.5565/rev/educar.1279.

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Globalization provides international career opportunities and options, such as entrepreneurship. Entrepreneurship education is currently promoted in both national and European educational strategies. For university students, the viability of this career option depends on their own motivations, perceived competencies, and professional objectives. This study uses a structural equations model analyses the factors that affect the intention to create an international company. It focuses on how intercultural skills, cognitive cultural intelligence, entrepreneurial self-efficacy, and linguistic compe

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Chen, Li, Dirk Ifenthaler, and Jane Yin-Kim Yau. "Online and blended entrepreneurship education: a systematic review of applied educational technologies." Entrepreneurship Education 4, no. 2 (2021): 191–232. http://dx.doi.org/10.1007/s41959-021-00047-7.

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AbstractThe supply and demand of entrepreneurship education at university level commenced in 1938. With the proven entrepreneurial effectiveness in economic development and the efforts of scholars, policymakers and other stakeholders, competencies in entrepreneurship are becoming a set of essential learning objectives. In the digital era, entrepreneurship education can be made available in an online and blended format. Thereby, this study presents a systematic analysis of research focusing on blended and online entrepreneurial learning and teaching. Based on five keywords, collating an initial

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Mets, Tõnis, Inna Kozlinska, and Mervi Raudsaar. "Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education." Industry and Higher Education 31, no. 1 (2016): 23–33. http://dx.doi.org/10.1177/0950422216684061.

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The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory fa

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Chaker, Hajer, and Houyem Jarraya. "Combining teaching “about” and “through” entrepreneurship: A practice to develop students’ entrepreneurial competencies." Industry and Higher Education 35, no. 4 (2021): 432–42. http://dx.doi.org/10.1177/0950422221991005.

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Many universities have incorporated entrepreneurship education into their programs. However, research and the practice show that this curriculum is taught in various ways, which the authors group into three themes: teaching about entrepreneurship, teaching for entrepreneurship, and teaching through entrepreneurship. Entrepreneurship educators face several challenges, especially the difficulties in defining the best way to teach entrepreneurship and the lack of evaluation of the chosen method’s effectiveness. This article focuses specifically on how entrepreneurship is taught at the Faculty of

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Dima, Alina-Mihaela, and Georgeta-Madalina Meghisan-Toma. "Reserch on implementing education for sustainable development." Proceedings of the International Conference on Business Excellence 12, no. 1 (2018): 300–310. http://dx.doi.org/10.2478/picbe-2018-0027.

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Abstract The current research aims to identify the main directions to implement sustainability in education through curriculum; interdisciplinary/ transdiciplinary approach; business environment; entrepreneurship and innovation. In order to fulfil the objectives of the current study, a questionnairebased survey was sent by email to UNESCO Chairs from Balkan Region and the responses were analysed using descriptive statistics and factor analysis. According to the results, UNESCO chairs are working towards the main goals for higher education in the EU through some instruments: Establishing the ma

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Radulescu, Irina, and Alexandru Radulescu. "Case study concerning successful Romanian SMEs development by students education and entrepreneurial training." Journal of Research and Innovation for Sustainable Society 3, no. 1 (2021): 18–24. http://dx.doi.org/10.33727/jriss.2021.1.3:18-24.

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The European Commission has published in 2020 the SMEs Strategy for a Sustainable and Digital Europe that aims to increase the number of SMEs engaged in sustainable business practices, as well as the SMEs number that use digital technologies. Important opportunities for SMEs can be provided by digitization, to improve the production processes efficiency and the ability to innovate products and business models, by using advanced disruptive technologies. Good management is needed for a successful SME, education and entrepreneurship training have the role of consolidating business knowledge and s

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Badzińska, Ewa. "Knowledge Acquisition and Business Modeling Using Experiental Learning Approach to Entrepreneurship." European Journal of Social Science Education and Research 6, no. 2 (2019): 48. http://dx.doi.org/10.26417/ejser.v6i2.p48-56.

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Boosting entrepreneurial thinking and emphasizing its usefulness at all levels of education is a response to support the Entrepreneurship 2020 Action Plan (European Commission, 2013), use the international potential, and revolutionize the culture of entrepreneurship in the EU. In order to increase both the attractiveness and effectiveness of entrepreneurship education, mainly at HEI, a variety of methods, tools and materials will be developed. Entrepreneurship, creativity and interpersonal communication are the key transversal skills necessary for working today in a multicultural environment.

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Rachwał, Tomasz. "Entrepreneurship in School in the Conditions of the Education System Reform in Poland – a Voice in the Discussion on the Directions of Change." Przedsiębiorczość - Edukacja 13 (December 17, 2017): 330–39. http://dx.doi.org/10.24917/20833296.13.24.

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Preceded by the debate, the 2016 implementation of the school reform in Poland brought serious organisational and program changes. These changes also concern entrepreneurship education, therefore the subject of the article is the discussion on the proposals of the Ministry of Education regarding changes to the school system, in the context of yet another comprehensive organisational and program reform of the Polish education system. The primary goal of the paper is to present the direction of change, based on the current research and discussions conducted by various forums. The author’s claims

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Sá, Creso, and Christopher Holt. "Profiles of entrepreneurship students: implications for policy and practice." Education + Training 61, no. 2 (2019): 122–35. http://dx.doi.org/10.1108/et-06-2018-0139.

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Purpose While much research seeks to determine the impacts of entrepreneurship education on students, far less attention has been paid to students’ motivations and interests. Understanding students’ perspectives is useful, particularly as governments support the expansion of campus entrepreneurship. The purpose of this paper is to develop a deeper understanding of students’ reasoning in relation to pursuing entrepreneurship education. Design/methodology/approach Specifically, the key questions driving this study were: Why do students join experiential learning entrepreneurship programs? How do

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Iglesias-Sánchez, Patricia P., Carmen Jambrino-Maldonado, Antonio Peñafiel Velasco, and Husam Kokash. "Impact of entrepreneurship programmes on university students." Education + Training 58, no. 2 (2016): 209–28. http://dx.doi.org/10.1108/et-01-2015-0004.

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Purpose – The purpose of this paper is to investigate entrepreneurship in Malaga University based on the Theory of Planned Behaviour model. There are two objectives: to analyse the influence of the main elements of orientation to entrepreneurship and to evaluate the efficiency of education programmes in the university system. Design/methodology/approach – The authors have chosen Ajzen’s influential model (1991) for analysing entrepreneurial intention as the basis for the analysis of a sample of 392 students at Malaga University. Findings – The results suggest that the students’ predisposition

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Stenholm, Pekka, Joachim Ramström, Riikka Franzén, and Lenita Nieminen. "Unintentional teaching of entrepreneurial competences." Industry and Higher Education 35, no. 4 (2021): 505–17. http://dx.doi.org/10.1177/09504222211018068.

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Research on entrepreneurship education (EE) emphasizes the role of learning environments, contexts and pedagogical choices in developing students’ entrepreneurial competences. EE has assumed that it solely carries the task of improving entrepreneurial competences. Yet, the objectives, content and methods of teaching vary, and hence non-entrepreneurship teachers’ classrooms can also provide a learning environment for entrepreneurial competences. However, whether or not this kind of unintentional teaching of entrepreneurial competences takes place has not been widely addressed. In this study, th

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Frolova, Yuliya, Suad A. Alwaely, and Olga Nikishina. "Knowledge Management in Entrepreneurship Education as the Basis for Creative Business Development." Sustainability 13, no. 3 (2021): 1167. http://dx.doi.org/10.3390/su13031167.

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Despite numerous studies dedicated to business and entrepreneurship education, there is a lack of research dedicated to students studying creativity in entrepreneurial and business-related disciplines through knowledge management tools and practices. The objectives of the study were to determine the key factors of creative motivation for entrepreneurship among students, to build an appropriate universal practical model of learner creativeness motivation, and to create a knowledge management concept based on this model. By way of comparative, descriptive, qualitative, and quantitative analysis

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Widodo, Widodo, Ira Darmawanti, and Novia Nur Kharisma. "Strategy of Non-Formal Education Development Through Entrepreneurial Skills at CLC Budi Utama Surabaya." Journal of Nonformal Education 7, no. 1 (2021): 23–31. http://dx.doi.org/10.15294/jne.v7i1.26796.

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The development of urban community needs for increasing self-competence is a great opportunity for Non-Formal Education (NFE), but the NFE program organized by Community Learning Centre (CLC) has not been able to answer. It needs the right strategy to develop NFE programs that are in accordance with the needs of urban communities, namely entrepreneurship. The research objective was to reveal the urban area entrepreneurship based NFE program development strategy carried out by CLC. The research used a descriptive qualitative approach, with the following research results. Entrepreneurship-based

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Muñoz, Rosa Maria, Yolanda Salinero, Isidro Peña, and Jesus David Sanchez de Pablo. "Entrepreneurship Education and Disability: An Experience at a Spanish University." Administrative Sciences 9, no. 2 (2019): 34. http://dx.doi.org/10.3390/admsci9020034.

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The European Commission considers the following groups of entrepreneurs: females, family businesses, liberal professions, migrants, and seniors. Disabled people are not included, and this paper could, therefore, open up a new field of research and an important issue to be considered among the European Union’s social objectives. The University of Castilla-La Mancha (UCLM) in Spain provides an entrepreneurship education course, “Entrepreneurship and disability,” for disabled students. It is the first time that a course with these characteristics has been taught at a Spanish University, which sig

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Clement, Tom, and Craig Silvernagel. "A Conceptual Framework of Entrepreneurial Finance." Entrepreneurship Education and Pedagogy 2, no. 4 (2019): 308–32. http://dx.doi.org/10.1177/2515127419846629.

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This article proposes a framework and core content for entrepreneurial finance (EF) that distinguishes EF from corporate finance. The Realms of Entrepreneurial Finance (REF) framework builds on existing literature along with theories and methodologies from psychology and entrepreneurship. This study also offers a set of EF learning goals and objectives as well as suggestions for teaching EF. The REF framework benefits entrepreneurship educators and scholars in furthering the understanding, maturation, and legitimacy of EF education.

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