Fundamental View of the Outcomes of Entrepreneurship Education

Kozlinska, Inna

doi:10.2139/ssrn.2188251

Cited by 11 publications

(20 citation statements)

References 29 publications

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“…As per Johannisson (2016) who identifies the strong influence of managerialism on those who participate in EE and the consequences of such, whereby the two ideologiesmanagerialism and entrepreneuringclash and cannot be resolved within the mind of the student. This may be a contributing factor to the reticence of these students and may be indicative of findings in other studies that examine the link between exposure to EE and subsequent business creation activity (Kozlinska, 2012).…”

Section: Discussionsupporting

confidence: 55%

What do students think of self-determined learning in entrepreneurship education?

Kapasi

Grekova²

2018

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Purpose The purpose of this paper is to examine the perceptions and perspectives of students with regards to self-determined learning in an entrepreneurship education (EE) context and its potential contribution to employability. Design/methodology/approach This research used a mixed-methods approach with a sample of 25 students currently attending a UK higher education institute. The students had access to participation in EE modules but self-determined learning-informed modules or programmes were not currently offered. Students were invited to attend focus groups and as a result of emergent themes, a business school-wide survey was developed. Findings This research makes two tentative contributions to the EE field. First, the findings of this student cohort are similar to those found throughout the UK and the EU with regard to the perception of the value of a degree by students; its contribution to the hidden curriculum; and the importance of practical experience. The research also adds to the field by considering the value of a self-determined learning approach to developing the capabilities and competencies of graduates. This approach to learning in a context of EE was in general well received by potential students, particularly the applied aspect of the programme. However, there is a perception of risk about this approach to learning and students are concerned about the value of a programme like this to employers in general. Originality/value The study contributes to discussions on the value of EE on perceived employability and in particular self-determined learning through entrepreneurship activity.

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Section: Discussionsupporting

confidence: 55%

What do students think of self-determined learning in entrepreneurship education?

Kapasi

Grekova²

2018

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“…• entrepreneurship knowledge includes the understanding of the way world of work functions, economic literacy, and knowledge of business organization and processes as an environment in which entrepreneurship is applied (European Commission, 2012). • entrepreneurship skills are related to planning, organizing, and managing, risk assessment and managing marketing of products and services (Kiyani, 2017;Kozlinska, 2012). • entrepreneurship attitudes include proactivity, critical thinking (European Commission, 2012), and creativity (European Commission, 2012;Gibb, 2002;Kozlinska, 2012).…”

Section: Teaching Entrepreneurship By Improving Learning Outcomes Recognitionmentioning

confidence: 99%

“…• entrepreneurship skills are related to planning, organizing, and managing, risk assessment and managing marketing of products and services (Kiyani, 2017;Kozlinska, 2012). • entrepreneurship attitudes include proactivity, critical thinking (European Commission, 2012), and creativity (European Commission, 2012;Gibb, 2002;Kozlinska, 2012).…”

Section: Teaching Entrepreneurship By Improving Learning Outcomes Recognitionmentioning

confidence: 99%

Can entrepreneurship be taught The case study on Georgian universities

Papiashvili¹,

Avtandil²,

Buchashvili³

2020

Pressacademia

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Purpose-The purposes of this research are twofold: (a) to conduct content analysis of current literature to specify the differences between business and entrepreneurship education in order to identify competences (learning outcomes) acquired by students; (b) to explore the specifics of business education in Georgia. Methodology-Primary data were collected though conducted a semi-structured questionnaire survey among 205 students of 10 Georgian universities. Findings-Surveyed students: (1) agree that entrepreneurs play a leading role in modern economy; (2) partly agree that entrepreneurship environment and opportunities in the country are good and developing oriented; (3) disagree that in observed universities education programs provide sufficient knowledge, skills and motivation to become entrepreneurs and to start own business. Conclusion-Georgian universities have to improve academic programs, focusing on entrepreneurship education in order to shift education close to a new reality. University business incubator is one of the models of effective cooperation between businesses and universities.

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“…Such an increased understanding can enhance the performance of people who work inside established businesses, thereby improving the entrepreneurial performance of the companies they work for. 11 Many authors such as McClelland (1986), Hisrich, Peters and Shepherd (2005), Kuratko and Hodgetts (2007), and Birley & Muzyka (2000), have identified a range of traits that can be associated with high levels of entrepreneurial performance According to Botha (2014:31) these traits include confidence, perseverance and determination, high energy levels, resourcefulness, ability to take calculated risks, creativity and innovation, dynamism, leadership, commitment, need for independence, positive response to challenges, internal locus of control, toleration of ambiguity and need for achievement. 12 Wickham and other authors hold that an entrepreneurial mind-set or orientation is something that can be acquired.…”

Section: Entrepreneurial Education and Trainingmentioning

confidence: 99%

Entrepreneurial Education and Training for Architects

Vosloo¹

2015

AJA

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Sustained design excellence for an architect depends on the establishment of a structured, focused and well-managed architectural firm to support the architectural designer. Unfortunately Entrepreneurial Education and Training (EET) does not receive due attention in architectural programmes at universities, architectural conferences and in architectural publications. Because of this, many architects wrongly believe that good work is enough to ensure a consistent flow of good clients and a strong practice. As a result many architects are struggling to get their practices off the ground and the profession as a whole is losing stature and respect. It has been shown that firms started as a result of an entrepreneurial disposition will have a better chance of success than those started out of necessity, as many architects' firms are. The result is that firms accept work which is not adequately remunerated, preventing them from reaching a strong negotiating position-one that could potentially allow them the agency to turn away clients whose only aim is shortterm profit. Ultimately the quality of the built environment suffers. This paper will consider some EET models and how these could be applied to architectural education and training before suggesting how the entrepreneurial orientation resulting from such education and training could be applied in the establishment of a new architects' firm.

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Fundamental View of the Outcomes of Entrepreneurship Education

Cited by 11 publications

References 29 publications

What do students think of self-determined learning in entrepreneurship education?

What do students think of self-determined learning in entrepreneurship education?

Can entrepreneurship be taught The case study on Georgian universities

Entrepreneurial Education and Training for Architects

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