Putting Entrepreneurial Process Competence into the Focus in Entrepreneurship Education: Experience from Estonian Universities

Abstract

Although entrepreneurship at the university level has constantly been evolving, little research has been done on what competencies should be developed in entrepreneurship education (EE) and how EE relates to the core of entrepreneurship—the entrepreneurial process competence. This article seeks to develop and empirically measure the entrepreneurial process competence in the context of EE. A self-assessment questionnaire based on the ‘generic’ entrepreneurship competence model, improved with the section on entrepreneurial process competence, was used to assess the impact of EE intervention in major Estonian universities. The survey took place in two stages: the same questions were repeated at the beginning and end of the course in the 2019 autumn semester. It gave the responses of 355 students and showed the varied and small positive individual-level impact of entrepreneurship courses on minor aspects of ‘generic’ competences in different universities, depending on training methodology, study volume and contact hours. At the same time, all the competencies of the entrepreneurial process grew significantly. Readiness to start own business did not change. The article recommends focusing on entrepreneurial process competencies and their acquisition for development and metrics of entrepreneurship learning progression.

Entrepreneurship Education: Encouraging Entrepreneurial Intentions for Equality Education Students in Semarang

“…Differences in the physical learning environment, technology and infrastructure, social interaction in diverse learning environments can spur students' cognitive growth and strengthen their intellectual performance while developing critical thinking that contributes to the successful transfer of knowledge (Chen et al, 2022). The development of instrumental skills leads to an increase in competence arising from one's abilities (Mets et al, 2022). In addition, competency-based learning is more successful in increasing student participation and involvement in entrepreneurship education than traditional learning which focuses on theoretical knowledge alone (Knox, 2022).…”

Education and New Developments 2023 – Volume 1

“…However, when assessing entrepreneurial competence, it is necessary to distinguish sub-competences from which to base the development of entrepreneurial competence in basic school (Saptono et al, 2021). It has been pointed out as a problem that the assessment of the various sub-competences needed in the entrepreneurial process is difficult (Fayolle&Linan, 2014, Mets et al, 2022, because there is no clarity regarding the sub-competences of entrepreneurial competence that develop according to age and their assessment tools. Tests are used to assess the development of students' sub-competences in the learning process (Vestheim&Lyngsnes, 2016).…”

“…In the field of entrepreneurship, a person can use his various abilities and sub-competences, thereby supporting the growth and well-being of personal development (Wiklund, 2019). Entrepreneurship is defined through the entrepreneurial process where sub-competencies of entrepreneurial competence manifest themselves from noticing an entrepreneurial opportunity to implementing a new idea (Shane, 2012, Mets et al, 2022. Different authors agree that cognitive and social skills developed in basic school age (Bandura, 1986, Ryan & Deci, 2000 promote the development of entrepreneurial competence sub-competences (Bacigalupo et al, 2016, Saptono et al, 2021.…”

Entrepreneurial University Concept Review from the Perspective of Academicians: A Mixed Method Research Analysis

“…the need to focus on entrepreneurial process competencies but also the usefulness of acquiring them, for the development of entrepreneurship learning progression [35]; -the need to train students in order to face the main difficulties that the labour market and the social component are proposing to the educational environment [36]; -the need to develop useful tools for assessing entrepreneurial skills that any interested person can accumulate during the training related to the educational period (preuniversity and university) [37]; -the construction of an entrepreneurial university requires an important governmental financing but also measures to support innovative activities, without neglecting the teaching and research components [38].…”