Determining vocational education undergraduate students’ educational needs for entrepreneurship

Güven, Semra

doi:10.7813/2075-4124.2013/5-3/b.57

Cited by 4 publications

(5 citation statements)

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“…Although there are other variables studied in relation to entrepreneurial behavior, its findings have been inconsistent. For instance, some studies have been conducted to assess the role of the education in entrepreneurial behavior and they found that this variable had a beneficial effect for nascent entrepreneurs (Rotefoss & Kolvereid, 2005) and is perceived as necessary and desirable by the students (Guven, 2013). On the contrary, others have demonstrated that entrepreneurship education is not relevant (Ahmed et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Examining the Relationship between Psychological Capital and Entrepreneurial Intention: An Exploratory Study

Contreras

Dreu²,

Espinosa

2017

ASS

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The aim of this study is determine if Entrepreneurial Intention is related to Psychological Capital in business students. Self-efficacy, Hope, Optimism and Resiliency, which are all dimensions of psychological capital, were assessed with the General Self-Efficacy Scale (GSE), the Hope Scale (HS), the Life Orientation Test Revised (LOT-R) and the Resilience Scale (RS), respectively. The Entrepreneurial Intention was assessed through five statements. According to the results, Entrepreneurial Intention is related to all dimensions of Psychological Capital, mainly with Self-efficacy and Resilience. Psychological Capital as an integrated construct was related to Entrepreneurial Intention as a whole. These findings provide additional evidence about the importance to study Psychological capital as an integrated construct instead of studying its dimensions separately, even more so when studied in relation to Entrepreneurial Intention. In spite of the advances in the knowledge about the individual differences related to entrepreneurial intentions, it is necessary to continue studying this phenomenon, considering that the results are still scarce and inconclusive.

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Section: Introductionmentioning

confidence: 99%

Examining the Relationship between Psychological Capital and Entrepreneurial Intention: An Exploratory Study

Contreras

Dreu²,

Espinosa

2017

ASS

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“…Entrepreneurial education facilitates people's acquisition of entrepreneurship abilities though development of attitudes, skills, behaviours and personal attributes that are highly valued in the labour market; such as creativity, willingness to take risks, commitment, willpower to create new business (Guven, 2013; Thanasi-Boçe, 2020). As discussed by Smith and Paton (2014), the purpose of EE goes far beyond knowledge acquisition and equips students with a wide range of emotional, social and practical skills.…”

Section: Theoretical Underpinning In Enterprise and Entrepreneurship ...mentioning

confidence: 99%

“…Empirical studies which feature EE in VE, deal with the pedagogical practices and necessary instruments that excite students to learn about an entrepreneurial vocation (Ishiguro, 2015; Thompson and Kwong, 2016). Embedding EE into VE encourages entrepreneurial behaviour in students (Onstenk, 2003) and provides socio-economic benefits for those pursuing an entrepreneurial career Guven (2013), Behling and Lenzi (2019), and those learning enterprise skills for application in vocational contexts (Hietanen and Jarvi, 2015). Liguori et al (2018), Neck and Corbett (2018) and Kakouris and Liargovas (2021), agree there has been notable growth in the number of EE studies which to a degree, they argue, is detrimental to the scholarship of EE that underpins what we actually “know”.…”

Section: Theoretical Underpinning In Enterprise and Entrepreneurship ...mentioning

confidence: 99%

Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education

Stadler

Alberton²,

Smith

2021

JSBED

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PurposeThis paper examines entrepreneurship education (EE) in Brazil and Scotland and unpacks convergent and divergent practices in vocational education (VE). The authors evaluate access to EE in VE and suggest and how it might be advanced in Brazil.Design/methodology/approachThe authors conducted an interpretative phenomenological analysis (IPA); interpretative analysis of interviewee experiences with 12 educationalists, in management and academic roles, from two Brazilian and two Scottish VE institutions, contextual findings inform advances.FindingsIn Scotland, there is a well-defined entrepreneurial ecosystem where government policy and partners support and monitor provision of and accessibility to EE. In Brazil, government does not regulate policy provision of EE, and there is no defined entrepreneurial ecosystem of partners. IPA enabled the authors to examine divergent entrepreneurial education provision and evaluate accessibility to EE in Brazil.Research limitations/implicationsImplications include ways to advance educational inclusivity and accessibility for VE students in Brazil and a call to address availability through policy is underpinned by empirical data. Contextual characteristics of the study might be considered limiting but address a broad call to contribute to EE in VE settings.Practical implicationsThe findings of this study equip educationalists with new knowledge about advancing EE provision and delivery in VE, which in turn supports inclusivity.Originality/valueThe authors contribute directly to an agenda that will create impact for young Brazilians through accessible EE models that place EE in VE at the forefront of social change in Brazil.

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“…It can be argued that entrepreneurship education can provide different benefits in different educational modes in that it can encourage students to develop the entrepreneurial behaviour appropriate to their needs and educational context (Onstenk, 2003). The development of entrepreneurial skills in vocational education can not only be aligned with the demands of the labour market but also directed towards new venture creation and the devising of projects and solutions in industrial organizations (Guven, 2013; Hietanen and Järvi, 2015). However, the idea that vocationally specific conditions, beyond simply the modality within the education system, are of particular importance needs to be unpacked further.…”

Section: Vocational Education In Brazilmentioning

confidence: 99%

“…Based on the evidence it is possible to argue that entrepreneurship education provides different benefits in different educational modes because it encourages students to create entrepreneurial behaviour appropriate for different levels of vocational education (Onstenk, 2003). The development of entrepreneurial skills in vocational education can not only be aligned to the demands of the labour market, but also for creation of new ventures and for development of projects and solutions within industry specific organisations (Guven, 2013;Hietanen, 2015). However, the idea that vocationally specific conditions beyond simply the modality within education systems are of particular importance, needs to be unpacked further; specifically learning methods and teaching roles and in this case the entrepreneurial profile of vocational lecturers.…”

Section: Insert Table 1 About Herementioning

confidence: 99%

Entrepreneurship in vocational education

Stadler

Smith

2017

Industry and Higher Education

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Vocational entrepreneurship education is associated with specific techniques and teaching methods, including face-to-face student contact and knowledge alignment with labour market needs. The authors argue that entrepreneurship education provides particular benefits in different educational conditions and modes because it allows students to develop entrepreneurial behaviour for different vocations. This article presents the results of a study involving students enrolled on technical courses at a public institution in Brazil. The study investigates how vocational teaching and learning conditions, such as the entrepreneurial experience and profile of lecturers, affect students’ attitudes towards and perceptions of entrepreneurship education in a vocational teaching context.

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Determining vocational education undergraduate students’ educational needs for entrepreneurship

Cited by 4 publications

References 0 publications

Examining the Relationship between Psychological Capital and Entrepreneurial Intention: An Exploratory Study

Examining the Relationship between Psychological Capital and Entrepreneurial Intention: An Exploratory Study

Entrepreneurship education in Brazil: Brazilian and Scottish approaches to policy and provision in vocational education

Entrepreneurship in vocational education

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