As an entrepreneurship educator I'm often faced with the question "Can we teach entrepreneurship?". I prepared this presentation to share my thoughts on it at Global Entrepreneurship Week 2016 in Qatar.
A presentation on how important entrepreneurship education is to various levels of institution. Entrepreneurship is the core of our module. This is for entrepreneurial idea in entrepreneurship establishments.
The document outlines several common barriers to entrepreneurship. These include: (1) lack of adequate financing and funding which is necessary to start a business but difficult to obtain; (2) fear of failure and uncertainty about whether an idea will succeed in the market; and (3) inadequate training, education and technical skills which are important for entrepreneurs to possess but sometimes lacking. Additional barriers mentioned are human resource issues, stringent rules and regulations, lack of opportunities, insufficient capacity and experience, low risk tolerance, corruption and an unsupportive business environment, absence of strategic planning, and lack of practical knowledge. Overcoming these barriers is challenging but necessary for aspiring entrepreneurs.
This document outlines an entrepreneurial skills curriculum aimed at at-risk secondary students in Antigua and Barbuda. The 90-hour, two-year program teaches business and life skills to motivate students to stay in school and gain skills to start sustainable businesses. It covers topics like what is an entrepreneur, types of businesses, business planning, management, and basic computer skills. The goal is to provide opportunities for at-risk youth to generate income and contribute to the economy.
This document discusses innovations in entrepreneurship education. It notes challenges in traditional entrepreneurship education, including that academics do not know how to educate entrepreneurs and that entrepreneurs need access to on-demand education. It argues that entrepreneurship education should focus on skills like communication, problem solving, and customer relationship management. The document advocates for more experiential and innovative practices in entrepreneurship education, including experiential environments, gamification, online just-in-time learning, learning journals, experimentation, and co-op experiences. It provides examples of these innovations and promotes York University's BEST entrepreneurship initiative.
The document summarizes an introduction to an entrepreneurship course at Andalas University in Padang, Indonesia. It outlines the objectives of the course, which are to explain the 7 modules in the instructional materials, discuss the accompanying activities and educational methodology principles for teaching entrepreneurship. It then provides an overview of the modules which cover topics like entrepreneurship concepts, business skills application, industrial awareness, financial skills, developing a business plan, and more.
Rushworth (2009) has argued that the desired outcome of an entrepreneurship education program is not just that students show know things but they should be able to do things. This is another word for ‘capability’ (Stephenson, 1998) – ‘Capability depends much more on our confidence that we can effectively use and develop our skills in complex and changing cir-cumstances than on our mere possession of those skills. Our learners become capable people who have confidence in their ability to take action; explain what they are about; and continue to learn from their experiences.
Bloom's (1956) widely used Taxonomy classifies learning objectives into three 'domains': Cognitive, Affective and Psychomotor (sometimes loosely described as knowing/head, feel-ing/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.
How does this apply to teaching entrepreneurs? The problem is that Bloom does not distin-guish well between knowing how to and being able to. 'Knowledge . . . involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure or setting (Bloom, 1956, p. 201). Students may be able to compare, analyse, classify and categorise but this does not mean they have the confidence to act in the real world.
Rushworth (2011) believes that a more useful taxonomy for the teaching of capability is Fink’s taxonomy of significant learning (L. Dee Fink, 2003; L.D. Fink, 2003). Whereas Bloom’s taxonomy focuses on mastery of content, Fink’s focuses on application, relationships and on the process of learning.
We agree with Rushworth (2011), who says that entrepreneurship education should:
• be grounded in evidence-based theory (Fiet)
• aim at embedding capability rather than knowledge (Stephenson)
• teach through experiential learning (Kolb)
• teach in the form of significant learning experiences (Fink)
• apply theoretical concepts to problems students expect to encounter in practice (Fiet)
• ideally involving students in the design of these activities (Boyatzis, Cowen, & Kolb, 1995)
Bibliography
Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals (1st ed.). New York,: Longmans, Green.
Boyatzis, R. E., Cowen, S. S., & Kolb, D. A. (1995). Innovation in professional education : steps on a journey from teaching to learning : the story of change and invention at the Weatherhead School of Management (1st ed.). San Francisco: Jossey-Bass Publishers.
Fink, L. D. (2003). Creating significant learning experiences : an integrated approach to de-signing college courses (1st ed.). San Francisco, Calif.: Jossey-Bass.
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning, 28, from http://www.cccu.org/filefolder/A_Self-Directed_Guide_to_Designing_Courses_for_Significant_Learning.pdf
Rushwo
Entrepreneurship education: How would we know if we're moving the needle?Norris Krueger
Dubai Manipal talk: the real issues in growing the entrepreneurial mindset - research opportunities and what we really need to do the grow the mindset!
As an entrepreneurship educator I'm often faced with the question "Can we teach entrepreneurship?". I prepared this presentation to share my thoughts on it at Global Entrepreneurship Week 2016 in Qatar.
A presentation on how important entrepreneurship education is to various levels of institution. Entrepreneurship is the core of our module. This is for entrepreneurial idea in entrepreneurship establishments.
The document outlines several common barriers to entrepreneurship. These include: (1) lack of adequate financing and funding which is necessary to start a business but difficult to obtain; (2) fear of failure and uncertainty about whether an idea will succeed in the market; and (3) inadequate training, education and technical skills which are important for entrepreneurs to possess but sometimes lacking. Additional barriers mentioned are human resource issues, stringent rules and regulations, lack of opportunities, insufficient capacity and experience, low risk tolerance, corruption and an unsupportive business environment, absence of strategic planning, and lack of practical knowledge. Overcoming these barriers is challenging but necessary for aspiring entrepreneurs.
This document outlines an entrepreneurial skills curriculum aimed at at-risk secondary students in Antigua and Barbuda. The 90-hour, two-year program teaches business and life skills to motivate students to stay in school and gain skills to start sustainable businesses. It covers topics like what is an entrepreneur, types of businesses, business planning, management, and basic computer skills. The goal is to provide opportunities for at-risk youth to generate income and contribute to the economy.
This document discusses innovations in entrepreneurship education. It notes challenges in traditional entrepreneurship education, including that academics do not know how to educate entrepreneurs and that entrepreneurs need access to on-demand education. It argues that entrepreneurship education should focus on skills like communication, problem solving, and customer relationship management. The document advocates for more experiential and innovative practices in entrepreneurship education, including experiential environments, gamification, online just-in-time learning, learning journals, experimentation, and co-op experiences. It provides examples of these innovations and promotes York University's BEST entrepreneurship initiative.
The document summarizes an introduction to an entrepreneurship course at Andalas University in Padang, Indonesia. It outlines the objectives of the course, which are to explain the 7 modules in the instructional materials, discuss the accompanying activities and educational methodology principles for teaching entrepreneurship. It then provides an overview of the modules which cover topics like entrepreneurship concepts, business skills application, industrial awareness, financial skills, developing a business plan, and more.
Rushworth (2009) has argued that the desired outcome of an entrepreneurship education program is not just that students show know things but they should be able to do things. This is another word for ‘capability’ (Stephenson, 1998) – ‘Capability depends much more on our confidence that we can effectively use and develop our skills in complex and changing cir-cumstances than on our mere possession of those skills. Our learners become capable people who have confidence in their ability to take action; explain what they are about; and continue to learn from their experiences.
Bloom's (1956) widely used Taxonomy classifies learning objectives into three 'domains': Cognitive, Affective and Psychomotor (sometimes loosely described as knowing/head, feel-ing/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.
How does this apply to teaching entrepreneurs? The problem is that Bloom does not distin-guish well between knowing how to and being able to. 'Knowledge . . . involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure or setting (Bloom, 1956, p. 201). Students may be able to compare, analyse, classify and categorise but this does not mean they have the confidence to act in the real world.
Rushworth (2011) believes that a more useful taxonomy for the teaching of capability is Fink’s taxonomy of significant learning (L. Dee Fink, 2003; L.D. Fink, 2003). Whereas Bloom’s taxonomy focuses on mastery of content, Fink’s focuses on application, relationships and on the process of learning.
We agree with Rushworth (2011), who says that entrepreneurship education should:
• be grounded in evidence-based theory (Fiet)
• aim at embedding capability rather than knowledge (Stephenson)
• teach through experiential learning (Kolb)
• teach in the form of significant learning experiences (Fink)
• apply theoretical concepts to problems students expect to encounter in practice (Fiet)
• ideally involving students in the design of these activities (Boyatzis, Cowen, & Kolb, 1995)
Bibliography
Bloom, B. S. (1956). Taxonomy of educational objectives; the classification of educational goals (1st ed.). New York,: Longmans, Green.
Boyatzis, R. E., Cowen, S. S., & Kolb, D. A. (1995). Innovation in professional education : steps on a journey from teaching to learning : the story of change and invention at the Weatherhead School of Management (1st ed.). San Francisco: Jossey-Bass Publishers.
Fink, L. D. (2003). Creating significant learning experiences : an integrated approach to de-signing college courses (1st ed.). San Francisco, Calif.: Jossey-Bass.
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning, 28, from http://www.cccu.org/filefolder/A_Self-Directed_Guide_to_Designing_Courses_for_Significant_Learning.pdf
Rushwo
Entrepreneurship education: How would we know if we're moving the needle?Norris Krueger
Dubai Manipal talk: the real issues in growing the entrepreneurial mindset - research opportunities and what we really need to do the grow the mindset!
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
The document discusses entrepreneurship development and communication skills in India. It provides an overview of the business environment in India post-liberalization, including policies to support small industries. It defines entrepreneurship and describes the characteristics of successful entrepreneurs. It also discusses the importance of planning, monitoring, and evaluation for running a successful enterprise, and explains entrepreneurship development programs in India.
Johannes Lindner, Head, eesi Entrepreneurship Education Center and Initiative for Teaching Entrepreneurship, Austria, on Entrepreneurship Education Curricula
This document provides an overview of entrepreneurship presented by Simran Kaur. It defines key terms like enterprise, entrepreneurship, and entrepreneur. It discusses theories of entrepreneurship and characteristics of successful entrepreneurs like being self-employed, risk-taking, and innovative. Intrapreneurs who create new ideas within companies are also covered. The roles of entrepreneurship in economic development and common problems entrepreneurs face are summarized. The presentation outlines the development stages of starting a new enterprise and differences between entrepreneurs and managers.
Game based approaches (gamification) in Entrepreneurship EducationRajiv Basaiawmoit
The document discusses using game-based approaches to address challenges in entrepreneurship education. It argues that entrepreneurship education needs to avoid student disillusionment and simulate real-world entrepreneurial processes. It suggests that games can provide a "near-entrepreneurial" experience by having students learn about entrepreneurship through an entrepreneurial process in a game. The document advocates for games to help students experiment with possible entrepreneur identities and careers by developing entrepreneurial self-narratives through gameplay.
This document discusses various aspects of entrepreneurship including what entrepreneurs are, their common characteristics, how to plan to become an entrepreneur, dealing with business growth pressures, managing a family business, and corporate intrapreneurship. Specifically, it notes that entrepreneurs notice opportunities and mobilize resources to create new products/services, they often have traits like risk-taking and self-confidence, planning involves considering your motivations, market research, and costs, and growing businesses often require more formal structures while intrapreneurs can drive innovation within large companies.
The document discusses entrepreneurship development programs. It defines entrepreneurship development as improving entrepreneur skills and knowledge through training programs to increase the number of entrepreneurs. It outlines that the objectives of entrepreneurship programs should be clearly explained and include venture development. It suggests selecting both educated and uneducated people with high entrepreneurial potential for the programs, identifying local markets and entrepreneurs, choosing appropriate locations, partnering with institutions, and analyzing results for future program development. Finally, it discusses the need for entrepreneurship for economic development through wealth creation, job creation, improved standards of living, increased exports, and balanced area development.
An entrepreneur is someone who starts and manages their own business by identifying opportunities to create new products or services. Successful entrepreneurs display qualities like creativity, risk-taking, hard work, and a need for achievement. Key factors for business success include sustainability, profitability, properly managing costs and prices, and building a loyal customer base. Sustainable businesses are profitable, consider their social and environmental impact, and implement strategies to ensure long-term viability.
There is no such thing as a typical entrepreneur. Some entrepreneurs are quiet and hard-working, while others are more outgoing and flamboyant. The key to being a successful entrepreneur lies in the ability to take an idea and then, through the process of innovation, develop it in such a way that it becomes a marketable product or service.
This document provides an overview of an entrepreneurial project studying a local entrepreneur, Mr. Rajib Saikia. It includes sections on the introduction to entrepreneurship, entrepreneurship in India, an entrepreneurial career, the objectives and methodology of the project, and a brief introduction to the entrepreneur. The objectives are to understand what an entrepreneur is, the current scenario for local entrepreneurs, how entrepreneurs develop new business ideas, and the motivational and supportive factors for new entrepreneurs. The methodology involves internet research, library resources, an interview with the entrepreneur, and a field study of his businesses - Computer World and Services and Green Valley Infra Project.
The document discusses the basic requirements and benefits of entrepreneurship. It lists self-confidence, determination, knowledge, and risk-taking ability as key requirements. Some benefits include financial independence, setting your own schedule, pursuing your passions, and creating a legacy. Related career titles for entrepreneurship include owner, manager, director, president and CEO. Important skills involve managing day-to-day operations, marketing, accounting, hiring personnel, and production of goods and services.
The document discusses various topics related to entrepreneurship development including definitions of an entrepreneur and entrepreneurship, advantages of being an entrepreneur, the entrepreneurial decision process, characteristics and core competencies of successful entrepreneurs, skills required, classifications of entrepreneurs based on different factors, myths about entrepreneurs, entrepreneurial development models, and principles for a successful new venture.
Introduction to Business and Entrepreneurship for High School SeniorsDavid Daniel
This document outlines the course content and goals for an Introduction to Business & Entrepreneurship course. The course aims to empower students by teaching them how to identify business opportunities, develop business concepts, and learn entrepreneurial skills. It will provide profiles of successful entrepreneurs for students to analyze. Students will also learn how to turn their own ideas into startups by progressing through stages from ideation to marketing and sales. The course will prepare students for entrepreneurial success by teaching relevant business technologies and tools.
The document discusses entrepreneurship and defines an entrepreneur as someone who creates a new business while facing risk and uncertainty in order to make a profit. It notes that entrepreneurship involves developing and coordinating entrepreneurial functions in a purposeful and systematic way. The document outlines characteristics of entrepreneurs like being risk-taking, leadership, decision-making, and confidence. It also lists different types of entrepreneurs and discusses the need and importance of entrepreneurship in creating jobs, economic growth, and innovation. Finally, it debunks some common myths about what is required to be a successful entrepreneur.
The document introduces entrepreneurship and discusses the skills and qualities needed for success. It defines an entrepreneur as an individual who runs a small business and assumes the risk. Successful entrepreneurs have both soft skills like managing perceptions and emotional intelligence, as well as hard skills like leadership, marketing, and risk-taking. Qualities like patience, self-discipline, passion, and determination are also important. The document also outlines some advantages like excitement and independence but also disadvantages like irregular income and workload of being an entrepreneur.
The document discusses entrepreneurship education and summarizes research on entrepreneurial attitudes among college students. Some key findings include:
1) Students who received technological education had a more positive outlook on starting businesses.
2) There is a connection between one's attitude toward business and their business expectations.
3) The majority of current graduate students hold optimistic views of pursuing entrepreneurship careers.
4) Recommendations are made to improve entrepreneurship education programs and support for student entrepreneurs through initiatives like funding, internships, and mentorship programs. Developing entrepreneurial skills and mindsets in students is important for employability and starting businesses.
This article was prepared in order to investigate whether the teachers working in a Business Administration BA degree have an entrepreneurial profile, with the aim of finding whether such teachers are able to support the Pedagogical Proposal of the Institution to which they belong to in what concerns the requirement of the course and also the Pedagogical Proposal of the course itself. The methodological procedure adopted was the
Documentary Analysis, i.e., a study that is based on documents such as books, statistic maps, journal articles and the procedure of a Case Study. The data collection technique adopted was also the Documentary Analysis plus a
Survey-type questionnaire. As a result, the Research has shown that the teachers of said course do have an entrepreneurial profile that range from medium to medium-high, plus a good knowledge of Entrepreneurship Education, which can truly guarantee the Course Pedagogical Proposal
Entrepreneurial education refers to the ability of turning ideas into action. It includes creativity, innovation and risk taking, as well as the skill of planning and managing projects in order to achieve objectives. How can school give students the attitudes, knowledge and competences to act in an entrepreneurial way?
The document discusses entrepreneurship development and communication skills in India. It provides an overview of the business environment in India post-liberalization, including policies to support small industries. It defines entrepreneurship and describes the characteristics of successful entrepreneurs. It also discusses the importance of planning, monitoring, and evaluation for running a successful enterprise, and explains entrepreneurship development programs in India.
Johannes Lindner, Head, eesi Entrepreneurship Education Center and Initiative for Teaching Entrepreneurship, Austria, on Entrepreneurship Education Curricula
This document provides an overview of entrepreneurship presented by Simran Kaur. It defines key terms like enterprise, entrepreneurship, and entrepreneur. It discusses theories of entrepreneurship and characteristics of successful entrepreneurs like being self-employed, risk-taking, and innovative. Intrapreneurs who create new ideas within companies are also covered. The roles of entrepreneurship in economic development and common problems entrepreneurs face are summarized. The presentation outlines the development stages of starting a new enterprise and differences between entrepreneurs and managers.
Game based approaches (gamification) in Entrepreneurship EducationRajiv Basaiawmoit
The document discusses using game-based approaches to address challenges in entrepreneurship education. It argues that entrepreneurship education needs to avoid student disillusionment and simulate real-world entrepreneurial processes. It suggests that games can provide a "near-entrepreneurial" experience by having students learn about entrepreneurship through an entrepreneurial process in a game. The document advocates for games to help students experiment with possible entrepreneur identities and careers by developing entrepreneurial self-narratives through gameplay.
This document discusses various aspects of entrepreneurship including what entrepreneurs are, their common characteristics, how to plan to become an entrepreneur, dealing with business growth pressures, managing a family business, and corporate intrapreneurship. Specifically, it notes that entrepreneurs notice opportunities and mobilize resources to create new products/services, they often have traits like risk-taking and self-confidence, planning involves considering your motivations, market research, and costs, and growing businesses often require more formal structures while intrapreneurs can drive innovation within large companies.
The document discusses entrepreneurship development programs. It defines entrepreneurship development as improving entrepreneur skills and knowledge through training programs to increase the number of entrepreneurs. It outlines that the objectives of entrepreneurship programs should be clearly explained and include venture development. It suggests selecting both educated and uneducated people with high entrepreneurial potential for the programs, identifying local markets and entrepreneurs, choosing appropriate locations, partnering with institutions, and analyzing results for future program development. Finally, it discusses the need for entrepreneurship for economic development through wealth creation, job creation, improved standards of living, increased exports, and balanced area development.
An entrepreneur is someone who starts and manages their own business by identifying opportunities to create new products or services. Successful entrepreneurs display qualities like creativity, risk-taking, hard work, and a need for achievement. Key factors for business success include sustainability, profitability, properly managing costs and prices, and building a loyal customer base. Sustainable businesses are profitable, consider their social and environmental impact, and implement strategies to ensure long-term viability.
There is no such thing as a typical entrepreneur. Some entrepreneurs are quiet and hard-working, while others are more outgoing and flamboyant. The key to being a successful entrepreneur lies in the ability to take an idea and then, through the process of innovation, develop it in such a way that it becomes a marketable product or service.
This document provides an overview of an entrepreneurial project studying a local entrepreneur, Mr. Rajib Saikia. It includes sections on the introduction to entrepreneurship, entrepreneurship in India, an entrepreneurial career, the objectives and methodology of the project, and a brief introduction to the entrepreneur. The objectives are to understand what an entrepreneur is, the current scenario for local entrepreneurs, how entrepreneurs develop new business ideas, and the motivational and supportive factors for new entrepreneurs. The methodology involves internet research, library resources, an interview with the entrepreneur, and a field study of his businesses - Computer World and Services and Green Valley Infra Project.
The document discusses the basic requirements and benefits of entrepreneurship. It lists self-confidence, determination, knowledge, and risk-taking ability as key requirements. Some benefits include financial independence, setting your own schedule, pursuing your passions, and creating a legacy. Related career titles for entrepreneurship include owner, manager, director, president and CEO. Important skills involve managing day-to-day operations, marketing, accounting, hiring personnel, and production of goods and services.
The document discusses various topics related to entrepreneurship development including definitions of an entrepreneur and entrepreneurship, advantages of being an entrepreneur, the entrepreneurial decision process, characteristics and core competencies of successful entrepreneurs, skills required, classifications of entrepreneurs based on different factors, myths about entrepreneurs, entrepreneurial development models, and principles for a successful new venture.
Introduction to Business and Entrepreneurship for High School SeniorsDavid Daniel
This document outlines the course content and goals for an Introduction to Business & Entrepreneurship course. The course aims to empower students by teaching them how to identify business opportunities, develop business concepts, and learn entrepreneurial skills. It will provide profiles of successful entrepreneurs for students to analyze. Students will also learn how to turn their own ideas into startups by progressing through stages from ideation to marketing and sales. The course will prepare students for entrepreneurial success by teaching relevant business technologies and tools.
The document discusses entrepreneurship and defines an entrepreneur as someone who creates a new business while facing risk and uncertainty in order to make a profit. It notes that entrepreneurship involves developing and coordinating entrepreneurial functions in a purposeful and systematic way. The document outlines characteristics of entrepreneurs like being risk-taking, leadership, decision-making, and confidence. It also lists different types of entrepreneurs and discusses the need and importance of entrepreneurship in creating jobs, economic growth, and innovation. Finally, it debunks some common myths about what is required to be a successful entrepreneur.
The document introduces entrepreneurship and discusses the skills and qualities needed for success. It defines an entrepreneur as an individual who runs a small business and assumes the risk. Successful entrepreneurs have both soft skills like managing perceptions and emotional intelligence, as well as hard skills like leadership, marketing, and risk-taking. Qualities like patience, self-discipline, passion, and determination are also important. The document also outlines some advantages like excitement and independence but also disadvantages like irregular income and workload of being an entrepreneur.
The document discusses entrepreneurship education and summarizes research on entrepreneurial attitudes among college students. Some key findings include:
1) Students who received technological education had a more positive outlook on starting businesses.
2) There is a connection between one's attitude toward business and their business expectations.
3) The majority of current graduate students hold optimistic views of pursuing entrepreneurship careers.
4) Recommendations are made to improve entrepreneurship education programs and support for student entrepreneurs through initiatives like funding, internships, and mentorship programs. Developing entrepreneurial skills and mindsets in students is important for employability and starting businesses.
This article was prepared in order to investigate whether the teachers working in a Business Administration BA degree have an entrepreneurial profile, with the aim of finding whether such teachers are able to support the Pedagogical Proposal of the Institution to which they belong to in what concerns the requirement of the course and also the Pedagogical Proposal of the course itself. The methodological procedure adopted was the
Documentary Analysis, i.e., a study that is based on documents such as books, statistic maps, journal articles and the procedure of a Case Study. The data collection technique adopted was also the Documentary Analysis plus a
Survey-type questionnaire. As a result, the Research has shown that the teachers of said course do have an entrepreneurial profile that range from medium to medium-high, plus a good knowledge of Entrepreneurship Education, which can truly guarantee the Course Pedagogical Proposal
A proposed approach for teaching entrepreneurship education in kenyaAlexander Decker
This document proposes an approach for teaching entrepreneurship education across all levels of Kenya's education system, from pre-school to university. It recommends revising policies to include entrepreneurship education earlier and emphasizes experiential learning methods. Successful models from other countries that incorporate experiential learning like company programs are discussed. The proposed approach focuses on fostering entrepreneurial skills, mindsets and behaviors at each level through age-appropriate activities, with indicators to measure success like innovative ideas, business initiatives and career choices in entrepreneurship.
This study explains factors that influence enterprise creation among graduates within a public university in Malaysia.
The analysis of the data reflects the vision and mission of that university to promote entrepreneurial skills among its
student. This study recognises four factors that influence students starting a business after graduation. These factors
are; 1) individual's intention and characteristics, 2) family background, 3) culture and 4) financial resources.
Individual's intention and characteristics expedite enterprise creation, while family background presents students'
ability to participate in businesses. Culture draws upon cumulative knowledge, experience, belief and values that can
cultivate a person's thought and mindset, meanwhile, financial resources draw upon financial assistance made
available to students for starting-up enterprises. These factors were tested using regression coefficient, reliability and
descriptive methods. This is to ensure data received are legit and valid to use for this study.
This study examined the interaction of alertness, self-efficacy, and intention
in entrepreneurial behavior. This research departed from the efforts of
educational institutions to produce graduates with entrepreneurial profiles.
Data was collected through questionnaires distributed to 530 respondents
who had taken sharia entrepreneurship classes at a university in Indonesia.
The results showed that education positively affected students' alerts and
self-efficacy. Alertness and subsequent self-efficacy also positively impact
entrepreneurial intention and behavior. Next, the entrepreneurial intention
has a positive effect on entrepreneurial behavior. Contradictory findings
show entrepreneurship education does not significantly impact
entrepreneurial intention, self-efficacy, and behavior. The indirect effect
found that the mediating role of alertness, self-efficacy, and purpose could
fully bridge the relationship between education and entrepreneurial behavior.
The results implied the importance of alertness, self-efficacy, and intention
to promote entrepreneurial behavior in educational institutions. The study
results highlighted an important message for universities and schools to put
more effort into students' self-efficacy, vigilance, and personal intention to
maximize learning activities on campus. The action can support the efforts
of educational institutions through the entrepreneurship curriculum to
increase the profile of alums as entrepreneurs.
The document discusses entrepreneurial learning and education in a "new era". It covers several topics including:
- Defining entrepreneurial and opportunity-centered learning as applied, creative, and recognizing opportunities.
- A conceptual model of entrepreneurial learning involving personal/social emergence, contextual learning, and negotiated enterprise.
- How the economic recession has changed the rules and led to a new paradigm for entrepreneurship focused on social/environmental goals.
- The changing purpose and nature of entrepreneurship education to develop enterprising mindsets through experiential and social learning.
This document provides a summary of a report on entrepreneurship in education. It discusses key topics addressed in the report, including definitions of entrepreneurship education, rationales for including entrepreneurship in education, considerations around when to incorporate entrepreneurship at different educational levels, and approaches for how to teach entrepreneurship. The document outlines some of the main conclusions and recommendations from the report, such as using value creation as a common definition for entrepreneurship education, focusing on developing entrepreneurial mindsets and skills for all students, and employing experiential and practice-based learning methods.
Article on 10 steps to improve entrepreneurship educationmitecenter
The document outlines 10 steps to improve entrepreneurship education based on lessons learned at MIT and other institutions. It argues that entrepreneurship is very important for job creation and economic prosperity, and that academic institutions can play a central role in developing entrepreneurs. The 10 steps are meant to build an educational experience that produces more successful entrepreneurs, and include making a strong case for the importance of entrepreneurship, exposing students to real-world entrepreneurs, integrating entrepreneurship concepts across disciplines, and providing funding and mentoring support for student ventures.
This document discusses the role of universities in promoting entrepreneurship education and employability. It defines entrepreneurship and outlines some courses offered at Chinese universities related to entrepreneurship. The document discusses the tasks of instructors in entrepreneurship education, including teaching practical skills and shifting students from theoretical to practical learning. Positive outcomes are described, such as students gaining job skills, confidence, and control over their lives. Methods for delivering entrepreneurship education mentioned include comprehensive curriculum, risk management, teaching academic skills, and economic concepts.
Enhancement of critical thinking skills of vocational and adult education stu...Alexander Decker
This document discusses strategies for enhancing critical thinking skills among vocational and adult education students in Nigeria. It finds that skills like analyzing, evaluating, and challenging assumptions are important. Some identified strategies include debate, group discussion, solving problems/puzzles, and capacity building programs for lecturers. The goal is to develop students' critical thinking to promote entrepreneurship and employability.
This document summarizes a research study that examined the moderating effects of entrepreneurship training on new venture creation. The study investigated how opportunity seeking, motivation, resources, and abilities influence readiness for new venture creation, and whether entrepreneurship training moderates these relationships. A survey was administered to 490 students across various faculties at Universiti Sains Islam Malaysia. The findings revealed that opportunity seeking, motivation, and resources were positively related to readiness for new venture creation, but abilities were not. However, entrepreneurship training was found to moderate the relationships between abilities and the other factors with readiness for new venture creation. The study provides empirical evidence that entrepreneurship training can positively influence human capital factors and readiness for new venture creation.
Afternoon session, Skills for Work - Edinburgh, 25.11.15AHDScotland
This document provides information about career education and its importance. It discusses how career education helps students develop career management skills, learn about the world of work, and make informed choices. The document outlines a career education standard and journey from ages 3 to 18. It discusses benefits like improved student outcomes, motivation, and social mobility. Research evidence demonstrates benefits such as higher academic achievement, graduation rates, and economic returns. The document advocates starting career education early and emphasizing partnerships between schools, Skills Development Scotland, parents, employers, and others. It provides an example of career education activities at Preston Street Primary School involving visits, conferences, CV writing, and more.
A STUDY ON ENTREPRENEURSHIP ATTITUDE AMONG COLLEGE STUDENTSLori Head
This document summarizes a study on entrepreneurship attitudes among college students. The study assessed college students' attitudes towards entrepreneurship and the barriers they face in pursuing entrepreneurship as a career. It found that most students have a positive view of entrepreneurship, seeing it as economically beneficial, but many are dissatisfied with the infrastructure available in their communities to start new businesses. The study aims to help policymakers develop programs and policies to further promote entrepreneurship among students and cultivate an entrepreneurial mindset.
Entrepreneurial orientation, entrepreneurial education and performanceYing wei (Joe) Chou
1. The study examines the relationship between entrepreneurial orientation (including proactiveness, innovativeness, and risk-taking) and business performance, as well as the role of entrepreneurship education.
2. The findings show that innovative proactiveness positively influences non-financial business performance, while risk-taking propensity does not influence financial or non-financial performance.
3. Entrepreneurship education was also found to have no connection with entrepreneurial orientation or business performance.
Understanding barriers to youth entrepreneurship as a career choice for youth...Masum Hussain
People say this is the age of business as it is backed by sophisticated technologies, blessed by loads of relevant information. & in this business age the young people are leading from the front as entrepreneurs. Wherever you go from Silicon Valley to Middle East young talents are making significant marks in creating new businesses even sometime more efficiently than the older experienced people. Think of Mark Zukerbourgh, or Michael Yung, they are shaking the world with their innovational business ventures, & people like them are at speed in growing. Different studies provide proof that the young people are the greatest contributors in the arena of business.
Sylhet is a division & a major city of North Eastern area of Bangladesh. This city is rapidly growing than the other cities of this country because of her peoples increasing purchasing power as the area is booming with business projects, a lots of liquid money is in the hands of the peoples as a result of remittance provided by the people living abroad. As we know many people of this area lives in different wealthy country of the world mainly in the United Kingdom (as we know in London there is a town named ‘ Bangla Town’ mainly inhabited by the Sylheties) & middle east many families have enough money in hand almost all the time. Problem with the Sylheti’s is that though they have money they are not interested in investing them in the country for business purpose as most of them are risk averse , & do not know the ABC of business.
fundamentals of entrepreneurship
,
what do you mean by entrepreneur/ who is an entrep
,
a brief summary of the entrepreneurial profile
,
10 deadly mistakes of entrepreneurship
,
ways to avoid the pitfalls
,
benefits of entrepreneurship
,
risks of an entrepreneur
,
potential drawbacks of entrepreneurship
,
risks of entrepreneurs
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forces for building an entrepreneur
There is an ongoing debate about whether entrepreneurship can be taught. Some argue that entrepreneurial traits like risk-taking and creativity cannot be learned in a classroom. However, others maintain that entrepreneurship programs can teach useful business skills and help develop an entrepreneurial mindset. While innate traits may contribute to success, entrepreneurship education provides structure and resources that can improve students' chances of entrepreneurial achievement. Overall, while entrepreneurship depends on individual qualities, many argue that the right educational programs can meaningfully support the development of entrepreneurial skills and mindsets.
The document discusses why the author chose to study at West Coast University. It highlights the benefits of smaller class sizes which allow for more individual attention from lecturers. It also emphasizes the university's focus on practical, hands-on learning through industry projects and bringing industry professionals onto campus. West Coast University aims to produce versatile, skilled graduates who are ready for the rapidly changing world.
Quatere's mission is to expand economic opportunity through entrepreneurship programs and research. A Quatere Cohort provides training to entrepreneurs irrespective of their background. The word "Quatere" means "to break" - they break down barriers to entrepreneurship. Some challenges of the peer cohort model are maintaining consistency as new directors and curriculum are introduced. Quatere addresses inconsistencies through oversight systems and social networking between cohorts.
The document summarizes the results of a survey on entrepreneurship education policies and practices in EU member states. The survey found that while entrepreneurship education is a priority in most member state policies, implementation is often limited to optional courses and lacks an ecosystem approach. It recommends strengthening the inclusion of entrepreneurship as a key competence in national curricula, adopting an ecosystem approach that supports teachers, and improving coordination of policies between member states through the SME Envoy Network.
This document discusses measuring digital entrepreneurial ecosystems. It introduces GEDI's framework for understanding the intersection of digital and entrepreneurial ecosystems. The framework consists of four concepts: digital infrastructure governance, digital user citizenship, digital entrepreneurship, and digital marketplace. The document also provides an overview of recent GEDI research on defining and conceptualizing digital entrepreneurial ecosystems. Additionally, it presents preliminary approaches to measuring these ecosystems through a sub-index approach and examines the relationship between unicorns per population and measures of digital entrepreneurship.
This document outlines key factors for building a thriving tech ecosystem in Bangladesh. It discusses developing the coworking space, embracing inclusiveness, gaining support from government and sponsors, providing education through various means like internships and meetups, bringing in experts from abroad, hosting conferences, and celebrating both winners and failures. The takeaway emphasizes the importance of inspiration, education, connections, active investors and mentors, role models, publicity, and constant improvement to attract new people and add value to the ecosystem.
This document summarizes the African Development Bank's experience with an entrepreneurship ecosystem approach in Tunisia called Souk Attanmia. The program provided seed grants, mentoring, and co-financing to support entrepreneurs, especially those from disadvantaged regions, youth, and women. Over 2000 applications were received for the first round of funding and 61 projects were selected. The program leveraged 1 million euros to raise over twice that amount in financing from local banks. It is estimated the funded businesses will create 1000 new jobs. The African Development Bank plans to expand this approach to other countries and partner with more private sector and foundation partners.
An expert discusses best practices for building startup ecosystems. Key elements include having various roles like accelerators, incubators, coworking spaces, and investors interact as a system. Government can foster healthy environments by deregulating. Communication channels encourage collaboration within and between ecosystems. Ecosystem maps show stages and services. Challenges include co-creating with all providers and defining ecosystems, but treating ecosystem building as a startup by solving problems and creating value can help address challenges.
This document discusses Japan Innovation Network's (JIN) mission to build entrepreneurship ecosystems in Japan. JIN focuses on startups and connecting large companies to innovation. Its three approaches are: 1) Innovation Management, such as creating a committee of CEOs to transform management styles and build new businesses. 2) Innovation Projects, including designing acceleration programs and education. 3) Connecting innovation ecosystems globally. JIN is led by a board of professors and business executives and advised by experts in fields like marketing, management, and innovation. Its goal is to help Japan become an "Innovation Nation" through these approaches and partnerships.
The document discusses strategies for catalyzing local startup ecosystems. It describes how New York City transformed from losing over 100,000 jobs in 2008 to becoming the second largest startup ecosystem in the US by 2014. This was done by identifying challenges like a lack of specialized talent and capital, and building the ecosystem through policies, competitions, training programs, and attracting investment. It also provides the example of Gran Concepcion, which grew from having no startup ecosystem in 2013 to developing local entrepreneurs and institutionalizing support through programs like accelerators and labs linked to solving urban problems. Overall, the document advocates that cities can generate innovation and jobs by supporting their startup communities.
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.
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
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