Entrepreneurship Unleashed: Understanding Entrepreneurial Education outside of the Business School

Turner, Tobin; Gianiodis, Peter T.

doi:10.1111/jsbm.12365

Cited by 140 publications

(104 citation statements)

References 67 publications

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“…The degree program is the most investigated factor in the students' entrepreneurship literature, in relation or not with career anchors, the profession of parents, proactive personality etc. [28,39] and it is widely recognized that business orientation is significant determinant of students' attitude toward entrepreneurship [26] and entrepreneurial education should be extended outside the business school [43], especially at engineering programs [3,5]. Other investigated factors are gender and residential area, the findings show, as expected, that male and urban students are more inclined to affairs than women [6] or those in rural areas [25].…”

Section: Problem Statementmentioning

confidence: 52%

Antecedents, Experiences and Entrepreneurial Intentions among Economics Students

et al. 2019

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The paper is part of a larger research aims to increase the impact of entrepreneurship education on students' intentions to become an entrepreneur. Based on the literature in the field of youth entrepreneurship and the theory of planned behaviour, the research considers attitude, subjective norms and perceived behavioral control towards entrepreneurship as students' antecedents of entrepreneurial intentions and exposure to entrepreneurial models, work experience and intuition of trigger events as entrepreneurial experiences. In this context, the paper findings about entrepreneurial intentions of a group of 200 undergraduate students in the first year of study from the Faculty of Economic Sciences, University of Oradea, Romania, before access to formal entrepreneurship education or/and other entrepreneurial education opportunities. The research tests according with theory of planned behavior if there is a positive correlation between students' antecedents, respectivelly experiences and entrepreneurial intentions. Additionally, the research tests whether there is any link between gender, the residential environment (urban, rural), the family origin and the entrepreneurial intentions of the students. The research results allow university to design entrepreneurial educational offer (curricula, programs, extra-curricular activities, practicebased learning etc.) in order to compensate initially perceived lack of support and expose students to experiences that stimulate their entrepreneurial intentions. Also, the research findings provide managerial implications and policy recommendations for increasing the effectiveness of entrepreneurship education and programs. Future research steps seek hypothesis retesting for Economics students after access to entrepreneurship education and address other groups of students from non-economic fields of study where, traditionally, the offer of entrepreneurial education is poor or non-existent.

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Section: Problem Statementmentioning

confidence: 52%

Antecedents, Experiences and Entrepreneurial Intentions among Economics Students

et al. 2019

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“…This pattern will later be called the Teaching factory. This pattern can work effectively if the school is able to convince the industry around it to be a partner in production activities and at the same time become a vendor of the surrounding industry (Turner & Gianiodis, 2018), (Xu et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…The benefits of link and match Vocational High School with the industrial world as a form of partnership can provide benefits that include (Dahlstedt & Fejes, 2017;Hornsby et al, 2018;Turner and Gianiodis, 2018): (a) students can directly see how the role of technology in the business world so that after graduation makes it easier for students to interact with technology in the business world; (b) motivating vocational students to create better, in the sense that they can explore and find new innovations needed in the world of work; (c) able to improve the quality of graduates and the capability of vocational schools because in the business world always prioritizes discipline, for example small things indicate that quality has begun to appear in schools including commitment to discipline of time and learning, work ethic, culture of competition and achievement; (d) education actors more easily design competency-based curriculum because it directly meets the demands of the business world; and (e) the form of recruitment of workers will be easier (Fox et al, 2018;Gedeon, 2017).…”

Section: Discussionmentioning

confidence: 99%

Synchronization of the Potential of Industrial World With School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia

Mukhadis

Ulfatin

Putra

2019

JIP

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Synchronization of the Potential of Industrial World with School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia. This study aims to map: (1) the potential of the business and industry that has the opportunity to collaborate with vocational fields; (2) profile of vocational field school (SMK) business in improving the quality of education; and (3) synchronizing the potential of the industrial world with the business profile of the SMK. This research was conducted using qualitative methods. The research location was centered in the East Java region with samples divided into three regions, namely the northern region, the southern region, and the eastern region. This study reveals that: (1) the industrial world has the opportunity to establish cooperation with vocational schools, namely the handicraft industry, food processing, creative arts, engineering technology, processed seafood, and materials; (2) priority programs for Vocational Schools in East Java include: improvement in special expertise, school-based enterprise programs, demand-market-driven programs, hands on experience programs, production based education programs, on-the-job teacher training programs, on the job programs student training, classical indoor and outdoor programs, training to be entrepreneur programs, and center test recruitment programs; and (3) synchronizing the map of the potential of the industrial world that has the opportunity to establish cooperation with vocational schools with a profile of Vocational Schools is very necessary because it can improve the quality and capability of vocational graduates.

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“…Researchers declare that entrepreneurship can be taught (Hahn, Minola, Van Gils, and Huybrechts, 2017;Kuratko 2005;Turner and Gianiodis, 2018). However, it is impossible to make a definite statement about the teachability of any other discipline (Ronstadt, 1985).…”

Section: Entrepreneurial Education and Intentionsmentioning

confidence: 99%

The Influence of Education and Environmental Support on Entrepreneurial Intentions

Hussein-Elhakim¹

2020

IJEBA

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Entrepreneurship Unleashed: Understanding Entrepreneurial Education outside of the Business School

Cited by 140 publications

References 67 publications

Antecedents, Experiences and Entrepreneurial Intentions among Economics Students

Antecedents, Experiences and Entrepreneurial Intentions among Economics Students

Synchronization of the Potential of Industrial World With School Profiles Vocational to Improve Quality and Capability Graduates of Vocational Schools in Indonesia

The Influence of Education and Environmental Support on Entrepreneurial Intentions

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