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Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
Presentation martin
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Presentation martin

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  1. ENTREPRENEURSHIP EDUCATION – NEEDS AND PERSPECTIVES FOR THE EDUCATIONAL SCIENCES DOMAIN IN ROMANIACĂ TĂ LIN Junior Researcher, Romanian Institute for Adult Education MARTIN PhD Student, University of Bucharest
  2. Content Entrepreneurship – strategy and discipline Research  Methodology  Entrepreneurial intentions  Interest to study entrepreneurship  Usefulness of entrepreneurship education course Conclusions
  3. Entrepreneurship – strategy anddiscipline Europe 2020 - A European Strategy for smart, sustainable and inclusive growth Education and Training 2020 Strategy - De ve lo p ing c re a tivity a nd c a p a c ity fo r inno va tio n, inc lud ing e ntre p re ne uria l s p irit, a t a ll le ve ls o f e d uc a tio n a nd tra ining , strategic objective 4 Annual Growth Survey 2012 Analysis of the higher education system in Romania- systemic, institutional and quality assurance perspective Entrepreneurship in Higher Education, Especially Within Non-Business Studies. Final Report of the Expert Group report
  4. Research questionnaire-based survey 168 students from the Faculties of Educational Sciences specialization "Pedagogy", BA level, from 3 major Romanian universities: West University of Timisoara, University of Craiova and the University of Bucharest. purpose - to identify entrepreneurial education needs of students at The Faculty of Educational Sciences, namely: O.1. Analysis of risk and success factors in the adoption of a module of entrepreneurship education. O.2. Identifying the variables that contribute to changing the attitudes and behavior towards starting a
  5. Entrepreneurial intentions (1) 34.5% want to open a business after 4 years 4.8% want to open a business after 6 months most students think of a business in the field of education, however, trade and services do represent other alternatives. Reasons to be or not to be entrepreneur YES NO - Money, profit, financial independence - Responsibility - Contribution in the community, useful, helping - Lacking the necessary skills people, social purpose, implement my own ideas - Difficult, time-consuming - Personal and professional development
  6. Entrepreneurial intentions (2) In order to start a business, students lack the most:  money - 44.6%  entrepreneurship competences - 38.7%  business ideas - 22%  knowledge in accounting - 16.7%  confidence - 16.1%  innovative spirit - 14,9%  risk appetite - 9.5%  associate - 9.5%  the perspective itself - 2.4%
  7. Interest to study entrepreneurship more than 50% of respondents claiming they read entrepreneurship less than once a week during an entrepreneurship education course are preferred:  team activities in order to develop certain skills  workshops with entrepreneurs or even to visit their business  demonstrations and debates. the 4 most important theoretical:  management - 22%,  initiation and business plan - 26.7%,  marketing - 8.33%,  the skills of a successful entrepreneur - 9 52%
  8. Usefulness of entrepreneurship educationcourse 52,2% of the respondents consider very helpful and useful such a course 7,7% of respondents would consider this course not very useful or useless
  9. The success factors 68.5% of students want to start a business; More than 95% of students are female; Role models; Students see entrepreneurial competence as something that could be developed.
  10. The risk factors Approximately 50% of students intend to open a business after 2- 4 years -> hard to monitor Professors’ lack of training in entrepreneurship or even the lack of professors able to teach this discipline
  11. Conclusions developing transversal competences is necessary because:  graduates are working other areas which are not related to this specialization  the graduates in educational sciences has a position of “doing” in the organization, not having subordinates (89.87%)  students don’t know sure what they want teaching a module of entrepreneurship education with a sample of students in educational sciences could be a good solution for defining and adapting a curricula in
  12. THANK YOU FOR YOUR ATTENTION! CATALIN MARTIN catalin.martin@irea.uvt.ro www.facebook.com/catalin.martin

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