Data Mining in Entrepreneurial Competencies Diagnosis

Czyżewska, Marta; Mroczek, Teresa

doi:10.3390/educsci10080196

Cited by 11 publications

(6 citation statements)

References 26 publications

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“…Due to the lack of practical experience when applying EntreComp (Czyzewska & Mroczek, 2020 ), this study developed the framework further. We did not consider the low ratios of ethical & sustainable thinking in this paper.…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of virtual team learning in entrepreneurship education: a survey study

Chen

Sun

et al. 2022

Entrep Educ

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This study examines the effectiveness of virtual team learning for entrepreneurship competence in the Chinese higher education sector. Related research on the effectiveness of virtual team learning is sparse, especially in the area of entrepreneurship education. We assumed four hypotheses to analyze two sorts of relationships: one between input, respondents’ demographics or characteristics, and mediators, namely virtual teamwork, virtual taskwork, information and communication technology; the other between mediators and output, thus the effectiveness of entrepreneurship education. An online survey was carried out to collect respondents’ perceptions of virtual team learning in entrepreneurship education from teamwork, taskwork, and information and communication technology aspects, considering respondents’ demographics or characteristics. By explaining factors of the team process, the findings show that virtual teamwork, taskwork, and information and communication technology positively affect the entrepreneurial outcome of virtual team learning. Additionally, individual characteristics, including gender, education degree, education field, entrepreneurial family history, and prior entrepreneurial experience have different effects on three elements of virtual teams. The applied model provides a holistic perspective on virtual team learning and explains the association between three sectors. These findings may provide an empirical basis for making decisions in the design and development of entrepreneurship learning and teaching offerings.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of virtual team learning in entrepreneurship education: a survey study

Chen

Sun

et al. 2022

Entrep Educ

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“…Exceptions include an exploration of the level of enterprise language within undergraduate programme documentation in one UK University (see Dinning, 2019), and a curriculum analysis conducted by Strauti et al (2018). Czyzewska and Mroczek (2020) published a study examining entrepreneurship competence levels among students in Poland using a questionnaire based on the EntreComp framework. The same authors concluded that despite the effort made, the EntreComp methodology requires further verification and testing in different contexts.…”

Section: Introductionmentioning

confidence: 99%

“…(2018). Czyzewska and Mroczek (2020) published a study examining EC levels among students in Poland using a questionnaire based on the EntreComp framework. The same authors concluded that despite the effort made, the EntreComp methodology requires further verification and testing in different contexts.…”

Section: Introductionmentioning

confidence: 99%

Testing the EntreComp framework and its relation to start-up behaviour in seven European countries

Joensuu‐Salo

Viljamaa

Varamäki

2022

JSBED

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PurposeThe European Commission has published a general framework of entrepreneurship competence (EC), EntreComp, to create a shared definition and support its development. This study proposes and tests a scale to measure EC based on the EntreComp framework and examines its relation to start-up behaviour using data from seven European countries.Design/methodology/approachThe data were gathered from seven European countries and consist of 1,128 answers from both secondary and higher education level students. The authors use explorative factor analysis (EFA), analysis of variance and logistic regression analysis as data analysis methods.FindingsThe results show that EC is related to start-up behaviour and sensitive to role models and prior experience of entrepreneurship but is not sensitive to gender or level of education. The results also show that although the framework proposes three distinct areas, EC is unidimensional.Originality/valueThe study tests the EntreComp framework and introduces a scale for measuring EC based on the framework. The results show that EC can be addressed as unidimensional construct and that it explains start-up behaviour and develops through enterprising activities. The study also shows the impact of role models on EC. No difference in EC between genders is observed, suggesting the gender differences in entrepreneurship arise from factors other than competence.

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“…One of the constituent elements of the EEP is entrepreneurial skills (ES), which enable students to face the challenges of the current labor market, such as the sense of initiative, problem-solving, innovation, creativity, and teamwork. For this reason, several approaches and models of ES have emerged [44][45][46][47][48][49][50][51][52]. These skills have been progressively included in school curricula, and interventions have been carried out to promote them at all ages.…”

Section: Introductionmentioning

confidence: 99%

Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness of Entrepreneurship Education Programs

Jardim¹,

Bártolo²,

Pinho³

2021

Preprint

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The number of entrepreneurship education programs (EEP) has increased exponentially over the past two decades. However, a systematic review has not yet been carried out to confirm the effectiveness of EEPs and their presence in the current global world. The main objective of this study was to provide a systematic synthesis of EEP, exploring their characteristics and effectiveness. The search was carried out in the following databases: Scopus, Web of Science, ProQuest and ERIC. Twenty-nine articles were included, with programs developed mainly in European (n=15), Asian (n=6) and American (n=5) countries. The programs were mainly aimed at higher education students (n=17), addressing the development of business plans and entrepreneurial skills. However, greater attention is paid to the entrepreneurial skills in both basic and secondary education. The development of the programs under analysis varied between one week and two years. The results of the studies showed the effectiveness of most of these programs in promoting entrepreneurial skills at all levels of education. In turn, there was not a verified increase in the intention to start a business, since this intention is determined by predisposition, namely socio-cultural and family aspects. This systematic review of the EEP points to the need for this type of program to be preferentially developed since the early school years, since it is at that time that predispositions are created for the development of entrepreneurial skills and intentions. This condition is corroborated by the global geography of the EEP, which demonstrates that, where there is currently an entrepreneurial culture, countries have made a long educational journey, with strategic options from the perspective of educational policies defending entrepreneurship among the younger generations.

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Data Mining in Entrepreneurial Competencies Diagnosis

Cited by 11 publications

References 26 publications

Effectiveness of virtual team learning in entrepreneurship education: a survey study

Effectiveness of virtual team learning in entrepreneurship education: a survey study

Testing the EntreComp framework and its relation to start-up behaviour in seven European countries

Towards a Global Entrepreneurial Culture: A Systematic Review of the Effectiveness of Entrepreneurship Education Programs

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