Entrepreneurship in Education

Lacatus, Maria Liana; Stăiculescu, Camelia

doi:10.1515/kbo-2016-0075

Cited by 18 publications

(6 citation statements)

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“…The majority of the studies emphasized on impact of entrepreneurship education at the micro‐level on students from various contexts (Gianiodis & Meek, 2020; Guerrero et al., 2016; Packham et al, 2010). However, studies such as Lăcătuş and Stăiculescu (2016) and Bischoff et al. (2018) also explored the impact at institutional and stakeholder level.…”

Section: Analysis and Findingsmentioning

confidence: 99%

Entrepreneurial higher education institutions: Development of the research and future directions

Syed

Singh

Spicer

2022

Higher Education Quarterly

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Section: Analysis and Findingsmentioning

confidence: 99%

Entrepreneurial higher education institutions: Development of the research and future directions

Syed

Singh

Spicer

2022

Higher Education Quarterly

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“…Entrepreneurial competencies are defined as the knowledge, skills and attitudes that are relevant for initiating or grow of a business (Mitchelmore and Rowley, 2010) or, as mentioned by Lackéus (2015), are crucial to “perform the entrepreneurial job of new value creation” (p. 12) as well as to successfully introduce and manage change.…”

Section: Literature Reviewmentioning

confidence: 99%

“…According to Welsh et al (2016), exposure to EE enhances students' skills, like flexibility, adaptability and resilience. Lackéus (2015) argues that the main goal of EE is the development of entrepreneurial skills. In addition, EE promotes individual entrepreneurial thinking, which contributes to the economic and sustainable development of communities (Consortium for Entrepreneurship Education, 2002).…”

Section: Literature Reviewmentioning

confidence: 99%

The role of junior enterprises in the development of students' entrepreneurial skills

Daniel¹,

Almeida

2020

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PurposeThis study assesses the effects of junior enterprises (JEs) on the entrepreneurial attitudes and intentions of engineering higher education students, compared to a group of social sciences students.Design/methodology/approachThis research analyses a sample of 132 students enrolled in engineering higher education courses in Portugal and Brazil, while 83 of the respondents being involved in a JE and 49 not. The authors compare this group to another group of 176 social sciences students from several higher education courses, while 93 being enrolled in JE and 83 not.FindingsThe results show that students enrolled in JEs show higher levels of entrepreneurial intention (EI), as well as their antecedents such as attitude towards the behaviour (ATB), perceived behavioural control (PBC) and social norms (SN) , and the impact of this extracurricular activity is higher on engineering students than on social sciences students. Also, country and gender differences were found in some variables.Research limitations/implicationsFurther studies are needed to confirm the results in a broader population and in other countries. Also, the study addressed attitudes and intentions but not actual behaviour due to the time lag problem. There is also the risk of self-reported bias on the answers due to social desirability bias, for example. Finally, because JEs have their own recruitment process, there is a possible “self-selection problem” of students who might have previously developed some of entrepreneurial attitudes and skills assessed by the questionnaire.Practical implicationsThe results have important implications for engineering higher education institutions. Despite many of them provide entrepreneurship training courses, they should also encourage students to join extracurricular activities or even create their own at their institution to complement their skills' development. Also, teachers should be encouraged to integrate these activities into their subjects, avoiding a major barrier to the participation in extracurricular activities which is the students' time constraints. Finally, participation in extracurricular activities can be promoted by institutions in many ways, such as allowing students to obtain academic credits or through supporting financially or logistically the organisations that promote these activities.Social implicationsThis study contributes to the discussion on how to promote the development of entrepreneurial competences in young people that soon will enter the labour market.Originality/valueThis study contributes to the discussions on the value of extracurricular activities, such as the enrolment in JEs, to the development of entrepreneurial attitudes and intention on the training of the next generation of engineers capable of facing future worlds' challenges.

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“…Management is an effort to achieve a certain goal through the activities of others (Heriyono, Chrysoekamto, Fitriah, & Kartiko, 2021;Kartiko, Wibowo, Gobel, Wijayanto, & Saputra, 2023;Oktavia, 2020a;Rosmika, Prastika, & Kartiko, 2022). Madrasah heads who have an entrepreneurial spirit will contribute to the development of students when facing the world of work (Hoerudin & Nurachadijat, 2023;Lăcătuş & Stăiculescu, 2016;Suhartini, Muchlas, & Kuat, 2022).…”

Section: Introductionmentioning

confidence: 99%

Management of The Head of Madrasah Aliyah in Entrepreneurship Development

Kriswahyudi,

Etek,

Marantika

et al. 2024

NJMPI

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Entrepreneurship in madrasah educational institutions is a necessity that must be carried out to support quality improvement with independent financing. This research has two main objectives: firstly, how the school principal manages to develop entrepreneurship in his institution, and secondly, how the Madrasah principal organizes the organization and implementation of entrepreneurship. This type of research is quantitative, where the data is obtained through informants. The location of this research is two madrasas in Tulang Bawang Regency. The informants for this research came from both madrasahs, namely the head of the madrasah, the deputy head of the madrasah, the head of administration, and the community around the madrasah. Furthermore, the data used is primary data obtained directly from informants through interviews. Test the validity of the data using data triangulation techniques. Meanwhile, data analysis techniques include the degree of trust, transferability, dependability, and confirmability tests. The findings of this research show that the suitable abilities and knowledge of madrasah heads in entrepreneurship influence planning for future educational development. This is demonstrated in the creation of academic curricula. In MAN 1 and MAN 2 Tulang Bawang, all subjects must include entrepreneurship. Apart from that, the placement that will be responsible must be based on the area of skill.

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Entrepreneurship in Education

Cited by 18 publications

References 0 publications

Entrepreneurial higher education institutions: Development of the research and future directions

Entrepreneurial higher education institutions: Development of the research and future directions

The role of junior enterprises in the development of students' entrepreneurial skills

Management of The Head of Madrasah Aliyah in Entrepreneurship Development

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