This research is aimed to analyze entrepreneurship pedagogy needs of Technology and Vocational Education in higher education. This needs analysis explored deeply the importance of entrepreneurship pedagogy of Technology and Vocational Education including curriculum aspects, instructional materials, pedagogy, and instructional materials needs. The type of the research is descriptive with survey methods. Technique of data collection was spreading questionnaire and interview. The sample is students of Technology and Vocational Education, lecturer of entrepreneurship course, and entrepreneurs. Technique of data analysis used in this research was quantitative and qualitative. Based on the result of needs analysis which is done quantitatively and qualitatively, it can be concluded that (1) there are needs disparity between students and entrepreneurship lecturer, especially in the aspect of learning models (methods, approaches, materials, modules and other instructional materials used), and (2) entrepreneurs hope that there is a curriculum which can enhance the creativity and innovation of the students by considering input from experts in the curriculum preparation. Besides, this research revealed that the students of Technology and Vocational Education, lecturer of entrepreneurship course, needs a development of learning model which supports entrepreneurship pedagogy especially in Technology and Vocational Education. Keywords-needs analysis; entrepreneurship pedagogy; technology and vocational education.

This study aimed at identifying the relationship between the success factors of succession in terms of preparation of heirs, the relationship between family and business as well as planning and control activities to smooth transition process. In addition, the smoothness of the transition process was also studied to determine its relationship with post-transition performance. This study included 70 of the successors of family business around Kuala Terengganu which are selected as study samples. Data was analyzed using SPSS 18.0. Contingency coefficient test, Pearson r correlation and Spearman rho is used to measure the relationship between the variables of the study. The results showed the entry-level position and the relationship between family and business have significant influence on the smoothness of the transition process. While the planning and control has no significant relationship with the smoothness of the transition process. The study also shows the smooth process of transition has no significant influence on post-transition performance. The study is expected to help SMEs family business implement an effective succession process to develop future heirs and sustain the business in the market for a long time

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The high unemployment rate of engineering graduate students in higher education contributes to the increasing need for employment and the high number of job seekers in the era of the industrial revolution 4.0. Need solutions from this case, especially how engineering students in higher education provide alternative applied solutions that can be implemented. Entrepreneurship technology training is an alternative solution for engineering students in higher education. This study aims to design a model of production-based entrepreneurship technology training to improve the skills of engineering students in higher education. To produce a production-based entrepreneurship technology training model, four stages of development research are carried out: 1) Define; 2) Design; 3) Develop; and 4) Disseminate. This paper is limited to, the design stage of a production-based entrepreneurship technology training model. A sample of 550 students took entrepreneurship technology courses in higher education in Padang, Indonesia. Data collection instruments in the form of questionnaires and Focus Group Discussions. The results of this preliminary study are the framework of a production-based entrepreneurship technology training model consisting of five phases, namely, phase 1) Analysis of Entrepreneurial Material and Consumer Needs; phase 2) PIKEN: Evaluation of Student Entrepreneurship Competencies; phase 3) Designing a Business Start Up; phase 4) Formulation of Production-Based Business Plan; phase 5) Online Store Collaboration and Evaluation. This production-based entrepreneurship training model is expected to help reduce the unemployment rate of tertiary education graduates, especially vocational education graduates and students can survive with their entrepreneurial competencies

This 4.0 industrial evolution era requires university institution to process and result its qualified graduation using 4C approach, namely; Critical thinking, Creativity, Communication, and Collaboration. Qualification of engineering graduation is dominantly determined by learning model applied in the class such as Work Based Learning. The Work Based Learning Model is a change of learning system from conventional system in the class into a system placing the education into work place, in this case is in laboratory. This system combines institutional learning pattern in classroom by real equipment in the laboratory so that it can result in integrated experiences between theories and real practices by students. Basically, WBL is a learning model approach using work place as a media to transfer learning knowledge. During student period of learning on heat transfer course, it only describes theoretical information description in uncritical learning process, less creative, passive communication and no inter-student collaboration. There are many various models studied by experts to identity any components having influences on making successful WBL. This article tries to identify and review the development of work based learning models that will be applied to the Department of Mechanical Engineering at Bung Hatta University.