Students' Entrepreneurial Competencies and Orientation: Current Status and Perspectives

Abstract

Currently one can witness a revolutionary change in teaching/learning strategies and an evolution which should reconsider the relation between educational institutions, teaching staff, and students, on the one hand, and economic agents, public or private companies, firms, and NGOs, on the other. Despite the large amount of research focusing on the entrepreneurial phenomenon, there has been limited focus on the effect of education upon enterprise performance in terms of venture creation and development and on ascertaining the main factors which determine young people to undertake entrepreneurial careers. Prompted by these observations, the present study is the result of research carried out within three universities in the Northeast Development Region of Romania between October and December 2009. The main objective was to analyse students' orientation to entrepreneurship and to evaluate their interest in the status of the entrepreneur. The research goal was to assess the effectiveness of including special training programmes for young entrepreneurs in the educational offer and of providing active support for young students, graduates and researchers to set up their own firms.

Factors influencing entrepreneurial intentions the most for university students in Vietnam: educational support, personality traits or TPB components?

“…The finding of this study is consistent with research done by Bazan et al (2019), Nguyen (2020) and Chen et al (2013) who found no significant effect of ES on EI in their studies. While various other studies by Boldureanu et al (2013), Franke and Luthje (2004), Schwarz et al (2009) and Yu Cheng et al (2009), Matlay et al (2010) supported the relationship of ES on EI. The reason for this variable to be insignificant indicates that entrepreneurial education needs to be changed in Vietnam and should be more focussed and targeted to change the EI of students.…”

“…There are a number of factors that affect the entrepreneurial intentions (EIs) of the students which include environmental factors, such as entrepreneurial education and structural support, personality traits like self-efficacy (SE), risk propensity, need for achievement and theory of planned behaviour (TPB) components such as attitude, subjective norms (SNs) and perceived behavioural control (PBC). Various research has been done by many scholars considering different factors to determine the EIs of the students (Boldureanu et al , 2013; Franke and Luthje, 2004; Nabi et al , 2011; Segal et al , 2005).…”

Entrepreneurship Education through Successful Entrepreneurial Models in Higher Education Institutions

“…As for entrepreneurial education of the young, especially in terms of entrepreneurial spirit development among this category, the European Commission developed the Entrepreneurship Action Plan 2020 [10], which is based on the following strategies: development of education and training in the field of entrepreneurship; creation of proper business environment; models and involvement of specific groups. Both educational institutions and successful entrepreneurs, who can be true models in influencing one's entrepreneurial attitude and intention, can play an important role in the entrepreneurial education of the young [59,60].…”

In and Out European Union. Widening, Immigration, Brexit in the Opinion of Students

“…We notice that the response distribution is a normal Gauss-Laplace type, most respondents (49.4%) on a scale of 1 (minimum) to 5 (maximum) awarded the score 3, which means a medium-level activity attributed to the European Union (Figure 8). Among the positive motivations posed by students about EU activity and policy, we mention: the EU provides opportunities for education (Boldureanu, 2013), research, tourism, jobs and free movement for the EU citizens; the EU funded projects are real aid to our country and other member countries; the EU maintains the interstate contacts; in the opinion of some students, Romania has seen a faster development since joining the EU; the business environment, through the creation of international contacts, has experienced a steady growth. In addition to these positive aspects appreciated by the Romanian students, some of them (22.1%) considered the EU policy and policy to be poor and among the arguments we mention: it is necessary to solve some internal and external policy issues; the slow steps in resolving the issue of immigrants and in preventing terrorist attacks; the discriminatory treatment in the approval of projects with European funding.…”