A presentation about entrepreneurship and businesses

1. English for Entrepreneurship
English Education Department Program

2. Group 2
1.Yusnitha Tjira (202036089)
2. Armila (202036093)
3. Jaenab saliu (201936106)
4. Yonista beatrix Adeo (202036031)
5. Amirah G Idris (202036025)

3. Contents of This Presentation
1.5 Entrepreneurial
competencies
1.6 The debates around
entrepreneurial education
1.7 Comparing entrepreneurial
education to other pedagogical
approaches

4. 1. 5 Entrepreneurial competencies
Entrepreneurial competencies are defined here as knowledge, skills
and attitudes that affect the willingness and ability to perform the
entrepreneurial job of new value creation. This definition aligns with
much of the literature on competencies in general as well as on
entrepreneurial competencies (See for example Sánchez, 2011,
Burgoyne, 1989, Kraiger et al., 1993, Fisher et al., 2008).

5. There are striking similarities between many of the outlined entrepreneurial competencies and what
researchers label “non-cognitive factors”, such as perseverance, self-efficacy, learning skills and
social skills. Cognitive competencies are easy to teach and evaluate, whereas non-cognitive
competencies require learning-by-doing and are more difficult to evaluate.
While there is almost no research done on the interaction between non-cognitive factors and
entrepreneurial education, this is a promising area where entrepreneurial education can aid the
improvement of general education through its innate capacity to foster the development of non-
cognitive competencies leading to increased academic performance.

6. Five categories of non-cognitive factors impacting academic performance.
(Adapted from Farrington et al., 2012)
Tunjukkan untuk tanya jawab, tetapi gunakan
Lampiran untuk menunjukkan bahwa Anda sudah
memikirkan pertanyaan tersebut dan memiliki jawaban
yang tepat dengan informasi pendukung. Biarkan
audiens menguji pemahaman mereka tentang
masalah dan solusi yang telah Anda uraikan -
pertanyaan memberi mereka kesempatan untuk lebih
mengerti pendekatan Anda dan memberi Anda
kesempatan untuk menunjukkan penguasaan topik
tersebut.

7. 1.6 The debate around entrepreneurship
education
● Much discussion around entrepreneurship education contrasts between ways of
teaching “traditional” and "entrepreneurial"
● The traditional learning process tends to be teacher-centered, so it is often called
teaching and learning activities. In general, traditional learning uses simple
methods, namely lectures.
● Entrepreneurship learning is basically a learning about values, abilities, and
behavior (attitudes) in facing life's challenges to obtain opportunities with various
challenges faced. Entrepreneurship learning in the realm of education, is not only
developed to produce skilled human beings who in spire pragmatic.

8. The result of debates between traditional learning and entrepreneurial learning
Traditional Learning
Main reason
• In general, the traditional approach is preferred in education mainly due to its easiness to verify what has
been learned through testing (Von Glasersfeld, 2001) (Labaree, 2005) (Lobler, 2006).
• According to Pepin, John Dewey, the conceptual founder of entrepreneurial education, lost out because
he was thought to be too diverse (Kyro, 2005, 2012)

9. 1.7 Comparing entrepreneurial education to other
pedagogical approaches
● Some common pedagogical approaches often claimed to be similar to
or appropriate in entrepreneurial education are problem-based
learning (Tan and Ng, 2006), project-based learning (Jones and English,
2004) and service-learning (Desplaces et al., 2009). Although these
approaches suffer from similar problems with multiple definitions as
entrepreneurial education, table shows an attempt to illustrate some
key similarities and differences.

10. • Problem-based learning is a teaching method that presents students with
real problems or cases and then seeks solutions through discussion.
• Project-based learning is a method that uses projects as learning media
through research and in-depth investigation of a problem by creating
'artifacts’, the final product in the form of reports, models, videos and
others.
• Service learning is a teaching method that connects the material and
theory learned in class to be applied in real actions in the form of
community service. For example, working together to clean gardens, visit
nursing homes and provide food for people in need.

11. Table 3. Comparison of pedagogical approaches. Similarities and differences between
entrepreneurial education and some pedagogical approaches often stated to be similar.

12. Q & A section

13. Thank you!