HEAD teachers managing entrepreneurship education – Empirical evidence from general education

Ruskovaara, Elena; Hämäläinen, Minna; Pihkala, Timo

doi:10.1016/j.tate.2016.01.004

Cited by 44 publications

(51 citation statements)

References 49 publications

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“…Teacher component is the determining factor in the implementation of entrepreneurship soft skills development in schools. Teachers should act as facilitators, dynamisators, motivators and catalysts for the development of entrepreneurship soft skills and focused on the principal and teacher training system first (Ruskovaara et al, 2016). The ability and competence of students in the skills of entrepreneurship soft skills are still not appropriate becuase their success in the courage test of taking risk at the tome of entrepreneurship soft skills training is less than 1% of each entrepreneurship class guided, as well as the ability of other entrepreneurship soft skills.…”

Section: The Actors In the Development Of Entrepreneurship Soft Skillsmentioning

confidence: 99%

The Dimensions of Soft Skills and CBT (Competency Based Training) on the Entrepreneurship Education in Agribusiness Vocational High School

Marliyah¹,

Sugiyo²,

Masrukhi³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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The problems of low level care and consistency on entrepreneurship education cause distortion in building students' entrepreneurship spirit. Identification of soft skills and CBT dimension is needed as the basic analysis in improving the effectiveness of entrepreneurship education. The purpose of this research was to understand the types of soft skills, the applied CBT concept, the involved actors, and the learning process. The methods used in this research were observation, interview, and documentation. Meanwhile, the technique of data analysis employed was interactive model. The results of this research showed: (1) the intense involved actors, (2) the type of entrepreneurship that was developed, namely entrepreneurship and productive teachers have not yet synergized, (3) the planning, implementation, and evaluation of learning still employed semi-modern conventional pedagogy, and were less contextual. The findings of this research can be used as basic policy in developing entrepreneurship education for related institutions by integrating the soft skills dimension and the application of CBT concept optimally to create students' entrepreneurship spirit on the level of personal maturity.

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Section: The Actors In the Development Of Entrepreneurship Soft Skillsmentioning

confidence: 99%

The Dimensions of Soft Skills and CBT (Competency Based Training) on the Entrepreneurship Education in Agribusiness Vocational High School

Marliyah¹,

Sugiyo²,

Masrukhi³

et al. 2018

Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018)

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“…This is important because it allows managers to design a vision of an ideal educational system, where they implement aspects such as: self-maintenance, discipline, innovation, rationalism, productivity and competitiveness to form appropriate teaching and learning objectives and promote proactivity [14]. Also, [15] indicates that educational organizations are driven by a dynamic process, where the management actions of the teaching and learning processes play a fundamental role to achieve effective changes for the benefit of educational actors. Therefore, an effective management action allows the classroom teacher to know their work through the integral development of the students.…”

Section: Resultsmentioning

confidence: 99%

Technological memory as a teaching management tool for the development of social promotion projects in universities

Zárate¹,

Martelo²,

Franco³

2018

IJET

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Abstract-In the present study, the technological memory was analyzed as a teaching management tool for the development of Social Promotion projects at the University of La Guajira, Fonseca headquarters, Colombia. 62 teachers were consulted using as an instrument a scale of opinion, to diagnose the management carried out by the teachers, to determine if they make use of the technological memory as a management tool and to describe the projects of Social Promotion. The results allow concluding that teachers reflect weaknesses related to the application of managerial functions. In addition, they show few competences related to the prevention of participation, innovation, dynamization and methodology in the development of Social Promotion projects. Consequently, it is recommended to guide the management of the teacher in terms of the development of Social Promotion projects using the Technology Memory.Keyword-Social Promotion Projects, resources control, educational actors, dynamization I. INTRODUCTION The amount of information that is generated, makes society based on knowledge and due to the diffusion caused by Information and Communication Technologies (ICT), the education system is required to constitute a vision where the way in which it changes it is possible to build and consolidate learning, to improve the quality of education and to reform the way information is obtained and managed [1]. Consequently, education and teaching institutions try to avoid traditional methods despite their validity and successful results, and focus their interest on the most productive methods that improve the learning experience and the intellectual level of students [2]. That is why they have generated multiple discussions, forums, talks and research on the profile of the teacher that is needed to train human beings able to perform in a computerized and technified society.From this perspective, current educational organizations must be framed in dimensions of change, so that their management process requires committed, innovative teachers, capable of challenging the technical, scientific and social advances required by the scenarios demanded by society. That is, the teacher needs to have solid conceptual bases and skills to administer the classes in such a way that knowledge is correctly established [3]. In this regard, the Echelon higher theory focuses on the characteristics of senior managers, such as age, function marks, other professional experience, education, socioeconomic roots, financial status, and group characteristics [4]. The theory states that the results of the organization, strategic decisions and performance levels are partially predicted by the management characteristics [5].Therefore, it is necessary to analyze the management skills and ICT skills of teachers for the development of projects, using technology memory. In this regard, in [6] they related the management skills of distance teachers with the education of the conventional ones, in order to ensure the quality of training. Likewise, in [7] they identifi...

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“…Näib, et isegi vähesed kättesaadavad uurimused koolijuhtide ja ettevõtlusõppe seoste kohta on üksteisega teatud määral vastuolus. Samas näivad uurijad siiski olevat ühel nõul, et ettevõtlusega seotud koolitus mõjutab positiivselt õpetajate ja koolijuhtide ettevõtlusõppealast tegevust (Bennett, 2006;Deakins et al, 2005;Ruskovaara et al, 2016).…”

Section: Huvirühmade Kaasamine Ettevõtlusõppesseunclassified

“…Koolijuhtide ja ettevõtlusõppe vahelisi seoseid on vähe uuritud (Birdthistle, Hynes, & Fleming, 2007;Ememe, Ezeh, & Ekemezie, 2013;Hämäläinen, Ruskovaara, & Pihkala, 2018;Ruskovaara, Hämäläinen, & Pihkala, 2016). Lisaks on veidi uuritud võimalusi, kuidas välised huvirühmad saaksid laiendada ettevõtlusõppega seotud tegevust koolides (Deakins, Glancey, Menter, & Wyper, 2005;Jones & Iredale, 2010;Matlay, 2009).…”

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Principals’ utilization of external stakeholders in entrepreneurship education – Evidence from the general education

Hämäläinen¹,

Ruskovaara²,

Pihkala³

2018

EHA

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Artikli eesmärk on uurida koolijuhtide tegevust ettevõtlusõpet toetavate võrgustike arendamisel. Uurimuses keskendume sellele osale koolijuhtide tegevusest, mis on seotud ettevõtlusõppe arendamisega koolides. Täpsemalt öeldes vaatleme, kuidas kaasavad koolijuhid väliseid huvirühmi koolide tegevusse. Uurimuse ajendiks sai asjaolu, et kuigi ettevõtlusõpet toetavad välised huvirühmad on olemas, ei kasuta koolijuhid ja koolid pakutavaid võimalusi täiel määral ära. Meie arvates võib kooliväliste huvirühmade kaasamine sõltuda koolijuhtide isikuomadustest, mistõttu uurime, kas ja kuidas mõjutab koolijuhtide taust kooliväliste huvirühmade kaasamist. Sellele lisaks proovime selgusele jõuda, kuidas mõjutab koolijuhtide osalemine ettevõtlusõppekoolitusel kooliväliste huvirühmade kaasamist. Uurimismeetodina kasutame dispersioonanalüüsi ja lineaarset regressioonanalüüsi. Valim koosneb 173 Soome üldhariduskooli koolijuhist. Artikliga täiendame ettevõtlusõppele pühendatud teaduskirjandust, analüüsides ettevõtlusõpet toetavaid kooliväliseid huvirühmi. Keskendume eeskätt koolijuhi rollile selles protsessis. Artikkel pakub empiirilisi tõendeid selle kohta, kuivõrd olulist osa täidab koolijuhtide koolitamine väliste huvirühmade kaasamisel ettevõtlusõppesse. Full text

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HEAD teachers managing entrepreneurship education – Empirical evidence from general education

Cited by 44 publications

References 49 publications

The Dimensions of Soft Skills and CBT (Competency Based Training) on the Entrepreneurship Education in Agribusiness Vocational High School

The Dimensions of Soft Skills and CBT (Competency Based Training) on the Entrepreneurship Education in Agribusiness Vocational High School

Technological memory as a teaching management tool for the development of social promotion projects in universities

Principals’ utilization of external stakeholders in entrepreneurship education – Evidence from the general education

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