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Developing An Entrepreneurial Mindset Through Erasmus: Hacettepe University Case
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Developing An Entrepreneurial Mindset Through Erasmus: Hacettepe University Case

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  • örnek olması için bir title yazdım sadece nasıl göründüğünü görmemiz için. Bunun dışında sade bir tasarım kullanmaya çalıştım.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.
  • Burada very much diyenlerin gerçek oranlarına (ortalama değil) yer verdim. Çünkü diğer değerlerin hepsini topladığımızda very much’dan az ediyorlar. Bu nedenle bu veriler üzerinden her bir kazanım hakkında kısaca yorum yapmak mümkün. Bunlardan her bir set için hazırlayacağız.
  • Burada hatırlarsınız anketteki Kazanımlar bölümünü 3 sete ayırmıştık. Bu slaytı setlerden birincisi için örnek hazırladım. Bu setteki kazanımların önce ve sonra ortalamalarını koydum.

Developing An Entrepreneurial Mindset Through Erasmus: Hacettepe University Case Developing An Entrepreneurial Mindset Through Erasmus: Hacettepe University Case Presentation Transcript

  • Developing An Entrepreneurial Mindset Through Erasmus: Hacettepe University Case Selda Onderoglu, Bugay Turhan & Esin Sultan Oguz 3rd EMUNI Conference on Higher Education & Research, 23-25 September 2010, Portoro ž , Slovenia
    •  
    • Entrepreneurship is seen as the identification and exploitation of opportunities.
    • At the heart of entrepreneurship are imagination, creativity, novelty, and sensitivity .
    • The focus is no longer on ‘organisational emergence’ but rather, more generally, on the emergence of a new activity, which does not necessarily have to be associated with the creation of a new entity or new company.
    • This notion coincides with the notion of entrepreneurship as an ‘entrepreneurial spirit’ or ‘entrepreneurial initiative’.
    • We can say that ‘entrepreneurial spirit’, which may also be called ‘entrepreneurial mindset’, is an innovative practice of identifying and creating ….
    • Th e aim of this study was to examine how Erasmus period effected the entreprenueral mindset of students.
    Entrepreneurial mindset
    •  
    • Erasmus students study their own field (formal theoretical learning, curricular learning) during their Erasmus period in the host institution 3-12 months. They also have many different types of experiences in the host environment which may be accepted as informal learning (extra curricular learning, informal social and active learning) and, their subject specific knowledge, skills and competences as well as generic skills are developed.
    • Generic skills are becoming an important subject for the education of a student. The commonly accepted definition is that generic skills are “those transferable skills which are essential for employability at some level for most” and the phrase ‘generic skills for employability’ is now in common usage in policy and research (Sanguinetti 2004).
    • Personal attributes of generic skills for employability; Being self manager, cultural sensitivity, accepting responsibility for own actions, showing leadership.
    Erasmus and Informal learning
  •  
    • • 107 undergraduate, 80 graduate programmes offered
    • • 30.000 students (undergraduate & postgraduate)
    • 3500 academic staff / 4000 administrative staff
    • • Bilateral Agreements with 300 Universities in 26 countries of Europe since 2004
    • More than 300 outgoing / more than 100 incoming students
    Hacettepe University and Erasmus Programme
  • Sample : 408 Erasmus outgoing students (out of 806) of Hacettepe University between the 2006-2007 and 2008-2009 academic years. Methodology
    • The questionnaire was arranged as three sets of questions ;
      • 1- Number of multiple-choice questions ( to gain information about the respondents’ gender, age group, academic rank/faculty, and overall expectations, main problems and difficulties they come across, etc. )
      • 2- Questions with empty boxes for comments.
      • 3- Questions consisted of a series of items using a five point Likert-scale (not at all, not very much, some, much, very much). Only this group is analysed in this study.
      • a- personal skills
      • b-career bulding
      • c-social inclusion
    • In order to analyze the collected data PASW statistics software by SPSS cooperation was used. The data were analyzed with descriptive statistics tests such as paired samples t-test, and comparing means.
    Methodology
  • First Set: Personal Skills
  •  
  • Second Set: Career building skills
  •  
  • Third Set: Social Inclusion (EU Harmonisation)
  •  
    •  
    • Students have certain expectations from the Erasmus programme in terms of being an entrepreneur person.
    • The highest expectations are mostly about the career building skills just as the highest satisfactions has been met on the career building skills.
    • Entrepreneurial satisfactions are higher than their expectations when they finish their studying abroad.
    • Erasmus period (study abroad) has a positive effect on the development of entrepreneurial skills of students, which may make them more employable .
    Conclusion