Determine and Compare Effectiveness of Entrepreneurship Education based on Multi- Axial Model and Theory of Constraints and Compromises on Learning Entrepreneurship Skills

Fekri, Kiavash; Shafiabady, Abdollah; Nooranipour, Rahmatollah; Ahghar, Ghodsi

doi:10.1016/j.sbspro.2012.11.447

Cited by 5 publications

(7 citation statements)

References 4 publications

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“…Educational support is perceived as a determinant of entrepreneurial intention, for the reason of providing the students with necessary knowledge (Mumtaz et al, 2012). Entrepreneurship education provides knowledge and information to non-entrepreneurs presenting entrepreneurial potential, which help them to possess required skills and attribute for entrepreneurship (Fekri et al, 2012). Implementation of business thinking type of students requires from education system which introduces the innovative contents and style of the teaching which is called the business approach in education (Seidahmetov et al, 2014) The impact of entrepreneurship education, training, as well as support has been recognized crucial factors in developing positive perceptions of competence for start-up firms (Zhao, Seibert, Hills, 2005), the development of favourable attitudes toward self-employment (Krueger, Brazeal, 1994), and related entrepreneurship preferences and intentions (Chen, Greene, Crick, 1998).…”

Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

Support of the Students Entrepreneurial Intentions Within the Higher Education System

Okręglicka¹,

Шульгіна²

2017

EEM

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Entrepreneurial intentions refer to a state of mind that directs and guides the actions of the individual toward the development and implementation of a new business concept. Educational support is perceived as a determinant of entrepreneurial intentions, for the reason of providing the students with necessary knowledge about entrepreneurship. The main aim of this article is to present the role of university education in shaping the entrepreneurial intentions among students in Ukraine and Poland and the forms of university support which students prefer when start own business. In order to develop the issue, the authors conducted a questionnaire survey among 212 students in Ukraine and Poland in 2016. The results of the research clearly show that Ukrainian students present higher level of entrepreneurial orientation as an intent to set up and to develop of the company in the future than Polish students, and at the same time they expect less support from the university.

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Section: Analysis Of Recent Research and Publicationsmentioning

confidence: 99%

Support of the Students Entrepreneurial Intentions Within the Higher Education System

Okręglicka¹,

Шульгіна²

2017

EEM

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“…Experimental units as one of the contributions from universities can be executed by applying entrepreneurship-based learning (EBL). EBL is part of experiential learning (Fekri et al , 2012), the student-centered learning methods, and a systematic and goal-oriented method (Fekri et al , 2012). The specific purpose of EBL is to increase creativity, innovation and decision making in business (Fekri et al , 2012).…”

Section: Introductionmentioning

confidence: 99%

“…EBL is part of experiential learning (Fekri et al , 2012), the student-centered learning methods, and a systematic and goal-oriented method (Fekri et al , 2012). The specific purpose of EBL is to increase creativity, innovation and decision making in business (Fekri et al , 2012). Another goal of EBL is to prepare students to become future leaders who have knowledge, expertise and attitude to support their capabilities.…”

Section: Introductionmentioning

confidence: 99%

“…Another goal of EBL is to prepare students to become future leaders who have knowledge, expertise and attitude to support their capabilities. The use of experiential learning can bring students getting closer to the real world and stimulate integrative mindset that is not obtained from traditional learning (Fekri et al , 2012). The closeness of accounting students with real practices can improve students’ competence and capability (Mentari et al , 2018).…”

Section: Introductionmentioning

confidence: 99%

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Enhancing cognitive and entrepreneurship competencies through EBL

Kholilah

Wafaretta

Syariati

2019

AJAR

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Purpose Entrepreneurship-based learning (EBL) is one of the student-center learningmethods that can answer learning challenges in the era of industrial revolution 4.0. EBL is expected to improve students’ competencies and make students more adaptable to the changes in the world of work in the future. The paper aims to discuss this issue. Design/methodology/approach This study uses quasi-experiments and divides classes into project class and control class. The project consists of making business proposals, conducting business, liquidating the partnership, and recording business transaction using the Xero platform. The Wilcoxon Signed Ranks Test, Mann–Whitney Test and independent t-test were carried out to test whether there are differences of cognitive abilities and entrepreneurial (general, social and functional) competencies between the project class and control class. Findings The results of the study shows there are differences of understanding of partnership accounting and the achievement of social and functional entrepreneurial competencies between the project class and control class. Research limitations/implications This study implies in using EBL to improve entrepreneurial skills for students beyond cognitive abilities. Originality/value The novelty of this research is the implementation of EBL in partnership accounting topics.

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“…There is increased use of a project-based learning approach to teach entrepreneurial skills, since this approach promotes a feeling of authenticity and action-based learning (Okudan & Rzasa, 2006;Oosterbeek et al, 2010;Rasmussen & Sørheim, 2006). Entrepreneurial skills will strengthen an individual's belief to be an entrepreneur and provide an individual with the capabilities necessary for entrepreneurship, such as creativity, innovativeness and self-efficacy (Fekri et al, 2012;Muñoz et al, 2011). Some studies have shown a positive relationship between entrepreneurial skills and venture performance (Ciavarella et al, 2004;Hao Zhao et al, 2010;Tseng, 2013).…”

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confidence: 99%

Do Entrepreneurship Skills Improve Project Performance? A Project-Based Learning Perspective

Shekarian

Parast

2021

The Journal of Entrepreneurship

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This study examines the effect of entrepreneurship skillsets on project performance. Building upon the theory of planned behaviour, we examine the impact of individual entrepreneurship orientation (IEO) and entrepreneurship self-efficacy (ESE) on project performance, using a sample of 243 observations from students’ projects in areas of science, engineering and technology. We examine our research questions using a combination of multivariate regression analysis and robust regression. The results show that the survey is valid and reliable in measuring IEO and ESE, and the survey can be used to assess the relationship between IEO, ESE and project performance. In addition, the findings indicate that appearance self-efficacy is the variable that most significantly contributes to project performance, followed by social skills, then management skills. The study provides insights into how entrepreneurship skills can be viewed as important skillsets for success in projects and how operations and project managers can emphasise certain entrepreneurship skills to enhance project performance. At the individual level, entrepreneurship skills can be viewed as skillsets that improve project performance even in projects that are less entrepreneurial in nature. The improvement in performance is primarily in projects that are more structured, have a specific timeline and have defined objectives.

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Determine and Compare Effectiveness of Entrepreneurship Education based on Multi- Axial Model and Theory of Constraints and Compromises on Learning Entrepreneurship Skills

Cited by 5 publications

References 4 publications

Support of the Students Entrepreneurial Intentions Within the Higher Education System

Support of the Students Entrepreneurial Intentions Within the Higher Education System

Enhancing cognitive and entrepreneurship competencies through EBL

Do Entrepreneurship Skills Improve Project Performance? A Project-Based Learning Perspective

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