Apstrakt:Ovaj rad prikazuje značaj preduzetničkog obrazovanja na fakultetima u Srbiji na osnovu rezultata istraživanja o preduzetničkoj spremnosti studenata. Istraživanje je sprovedeno putem upitnika o stavovima studenata na osnovu pet dimenzija preduzetničke spremnosti: preduzetničke namere; sposobnost za preduzetništvo; atraktivnosti preduzetničkog zanimanja; orijentacija ka učenju; i strast prema radu. Dimenzije preduzetničke spremnosti u istraživanju su povezane sa različitim karakteristikama studenata a) fakultetsko obrazovanje (inženjersko, menadžersko); b) preduzetničko obrazovanje kroz nastavu na fakultetu i seminare o preduzetništvu; c) preduzetničko iskustvo u porodici i okruženju; d) različite socio-demografske osobine studenata. Na osnovu toga, autori rada su definisali devet istraži-vačkih pitanja koja su analizirana uz pomoć koeficijenta korelacije i T-testa. Uzorak istraživanja obuhvatio je 113 studenata sa različitih fakulteta u Srbiji. Najinteresantnije istraživačko pitanje odnosilo se na poređenje dve grupe studenta (inženjeri, menadžeri) i njihove preduzetničke spremnosti. Razlika između prethodno navedene dve grupe studenta je statistički dokazana na osnovu analize navedenog uzorka i predstavljena je u radu zajedno sa ostalim odgovorima na pitanja obuhvaćena ovim istraživanjem Dobijeni rezultati istraživanja ukazuju na neophodnost uvođenja virtuelnog preduzetništva kao akademskog predmeta na svim fakultetima i univerzitetima, u svrhu obrazovanja budućih inženjera i menadžera. Abstract:This paper highlights the importance of entrepreneurial education at the faculties in Serbia based on the research results on entrepreneurial readiness of students. Research was conducted by means of a questionnaire examining students' opinion and attitudes regarding the five dimensions of entrepreneurial readiness: entrepreneurial intention; entrepreneurial skills; attractiveness of entrepreneurial profession; learning orientation; passion for work. This research connects the dimensions of entrepreneurial readiness with different characteristics of students: a) university education (managers, engineers); b) entrepreneurial education through lectures at the faculty and seminars on entrepreneurship; c) entrepreneurial experience in the family and close environment; d) different socio-demographic characteristics of students. Based on that, the authors defined nine research questions that are statistically analyzed using the correlation coefficient and T-test. The sample included 113 students from several faculties in Serbia. The most interesting question refers to the comparison of two groups of students (managers and engineers) according to their entrepreneurial readiness. Based on the analyzed sample of students, the difference between these two groups is statistically proven and shown in this paper, together with all other research results. The research results indicate the importance and necessity of introducing virtual entrepreneurship as an academic course at different faculties and universities for the purp...

This paper explores how entrepreneurial education and entrepreneurial environment affect entrepreneurial readiness (ER) of students from Science, Technology, Engineering, Mathematics (STEM), and business, i.e., economics and management (E&M) studies. Moreover, it examines how the combination of the aforementioned factors affect the difference in ER between STEM and E&M students. The evaluation is performed on the sample of 595 university students. The results show that two sources of entrepreneurial learning, entrepreneurial experience in the family environment and entrepreneurial education at university, combined with the field of studies represent significant factors that predetermine students’ ER. To be able to reach the highest level of ER, the combination of having entrepreneurial environment and entrepreneurial education is crucial for both E&M and STEM students. However, since E&M students show higher level of ER, the paper emphasises the importance of fostering systemic entrepreneurial education among STEM students.