The document discusses the importance of entrepreneurial education and the characteristics of successful entrepreneurs, outlining a model that emphasizes experiential learning and skill acquisition. It evaluates current measures of success in entrepreneurship programs and highlights the relationship between such education and entrepreneurial intentions, noting that while positive, the correlation is modest. Additionally, it addresses the need for a holistic approach to curriculum that encompasses cognitive, psycho-motoric, and affective domains, as well as learning from failures.

1. PROJECT
ENTREPRENEURIA
L MINDSET:
Research and Education

2. ENTREPRENEURIAL MINDSET
Entrepreneurial HeadEntrepreneurial Heart Entrepreneurial Hand

3. MINDSET CHANGE SKILL ACQUISITION MATURING PROCESS
3 PILLARS OF CIPUTRA ENTREPRENEURSHIP EDUCATION

4. ENTREPRENEURS
Commercial
Entrepreneurs
Government /
Public Entrepreneurs
Corporate
Entrepreneurs
(Intra-preneurs)
Social
Entrepreneurs

5. PERSONALITY CHARACTERISTICS OF AN
ENTREPRENEURS:
self – confidence
openness to experience
tolerance for ambiguity
independence
locus of control
proactivity
needs for achievements
risk acceptance
unconventionality
ideational fluency
etc.

6. Passionate
Market Sensitive
Calculated Risk-taker
Creative And Innovative
Independent
Persistent
High Ethical Standard
7 CHARACTER OF ENTREPRENEURS CIPUTRA WAY:

7. • Learn to understand entrepreneurship
• Learn to be entrepreneurial
• Learn to become an entrepreneur
Ciputra University model: giving the student the experience of how to
create a real start up with real money to generate real profit
ENTREPRENEURSHIP EDUCATION:

8. LEARNING METHOD:
experiential and problem/project – based learning.
LEARNING ENTREPRENEURSHIP INVOLVES PROCESSES OF:
• Learning
• Un-learning
• Re-learning

9. UC Graduate Profile:

10. CURRENT PERFORMANCE MEASURES:
• Number of businesses being created
• Number of new employment opportunity being created
• Total Revenue being generated monthly
Does NOT reflect any reliable evidence of mindset change!

11. Entrepreneurship Education must cover domains of:
Cognitive
Psycho-motoric
Affective
Quotients to be measured:
IQ, EQ, SQ, AQ  Entrepreneurial Quotient

12. • Holistic Approach of
Entrepreneurship Curriculum covers
3 learning domains (Bloom’s
Taxonomy) :
1. Cognitive : Problem solving using intelligence
and conscious thought
2. Psycho-motoric : physical movement
3. Affective : feeling/emotion (receiving,
responding, valuing, organization,
characterization  Krathwohl)

13. One thing for sure:
Learning entrepreneurship includes learning from failures.
Fail Fast, Fail Often and Fail Cheap
“Good Ideas does not come from successes but from
failures” Jeff Hoffman

14. Clip from Bruce C. Martin, Jeffrey McNally, Michael J. Kay paper
on Journal of Business Venturing
Suggests:
1. Those who have taken university- level courses in entrepreneurship
have higher intention to start a business (Galloway & Brown, 2002)
2. Individual who have had entrepreneurship training are more likely
to start a business (Kolvereid & Moen, 1997)

15. Clip from Tae Jun Bae, Shanshan Kian, Chao Miao and James O. Fiet paper on the
Relationship between E’ship Education and E-Intentions: a Meta Analytic Review
• Overall, entrepreneurship education has a statistically significant but small
positive relationship with entrepreneurial intentions. The meta-analysis indicated
that the correlation between entrepreneurship education and entrepreneurial
intentions was ρˆ = .143.
• In addition, another analysis confirms that the entrepreneurship education–
entrepreneurial intentions relationship (ρˆ = .143) was greater than the business
education–entrepreneurial intentions relationship (ρˆ = .051).
• The difference was statistically significant. Thus, in conclusion: entrepreneurship
education was related more positively to a participant’s entrepreneurial
intentions than was business education

16. oN THE OTHER SIDE:
1. Students had lower level of intention to start a business after
completing entrepreneurship course (Oosterbeek, 2010)
2. Training entrepreneurs in business planning can be negatively
related to entrepreneurial performance (Honig & Karlssson, 2004)

17. There is a lacked linkage to established theories that explains the
relationship between education and entrepreneurial behavior (Henry &
Kailer, 2005)

18. DEFINITION OF EET
Entrepreneurship Education and Training (EET) can range from short
training course focusing on core entrepreneurship knowledge and skills
related to starting a business in a particular market to full academic
courses providing broad theoretical and conceptual understanding of
topics such as opportunity identification, decision making in ambiguous
context, causation vs. effectuation.
The 2 types of EET impact the relationship between EET and
entrepreneurship-related human capital assets and entrepreneurship
outcomes.

19. ENTREPRENEURSHIP-RELATED HUMAN CAPITAL ASSETS CONTAINS:
1. Knowledge & skills incl. knowledge of entrepreneurship &
entrepreneurial process, competency in finding business
opportunities, competency in dealing with ambiguity in decision
making
2. Positive Perceptions of Entrepreneurship incl. attitude towards
entrepreneurship, desirability in becoming entrepreneur, self-
efficacy for entrepreneurship
3. Entrepreneurship Performance incl. success in terms of duration, of
financial performance & personal income from the owned business

20. UC : Universitas Ciputra
CEC : Ciputra Entrepreneruship Center
Literature
Research
Tool Design
Pilot Data
Collection
Verification
and
Evaluation
Pre-Test
Ecamp
Training
Post-Test
Evaluate
and
Conclusion
Publication Replication
UC CEC UC CEC UC CEC
No
Yes
RESEARCH ROAD MAP

21. Literature Review