The document discusses the need for entrepreneurship education in Romania and the perspectives of students in educational sciences programs. A survey of 168 students found that over 30% want to start a business within 4 years, particularly in education, trade, or services. Students said they lack money, skills, and business ideas to become entrepreneurs. Over half found an entrepreneurship course would be useful to develop skills through activities like visiting businesses. The conclusions were that developing transversal competencies through such a course could help students in educational sciences prepare for careers outside teaching and improve entrepreneurial intentions.

1. ENTREPRENEURSHIP EDUCATION –
NEEDS AND PERSPECTIVES FOR
THE EDUCATIONAL SCIENCES
DOMAIN IN ROMANIA
CĂ 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 and
discipline
 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 education
course
 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