Socializing Entrepreneurship (original) (raw)
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Education Sciences
This research analyzes the results of an entrepreneurship education program focused on knowledge and attitudes in 1036 students of secondary education, high school, and vocational training, differentiated into two groups, control and experimental. It analyzes the outcomes after incorporating entrepreneurship content into the school curriculum and participating in a program of entrepreneurial potential, which develops creativity, leadership, personal control, achievement motivation, and problem-solving. Non-parametric statistics were used to assess the influence of the acquisition of entrepreneurial knowledge on the gender, age, school ownership, and socio-educational level of the parents. This study shows that students with a positive attitude towards entrepreneurship improve their entrepreneurial knowledge and that the impact is more significant if they participate in the specific program. The results are not significant for the variables gender, school type, and parents’ level of ...
Dynamics of Entrepreneurship Education
Advances in Business Strategy and Competitive Advantage, 2018
Drawing upon an extracurricular university course on entrepreneurship, this work explores the dynamics among human and social capital and four learning outcomes: entrepreneurial intentions, perceived behavioral control, entrepreneurial self-efficacy, and startup activities. Following a longitudinal perspective, the study examined those dynamics in a sample of 66 students. Findings reveal that the influence of human capital decreased by the end of the course, yet played a fundamental role in improving intention and startup activities at the beginning of the course. A different pattern emerged for social capital (e.g., having friends who work as entrepreneurs), which maintained its relevance in enhancing perceived behavioral control, entrepreneurial self-efficacy, and startup activities after the course. Such results support the equalizer function of entrepreneurship education with respect to human capital, as well as underscore the paramount role of peers in sustaining the development of an entrepreneurial mindset.
Proceedings of INTCESS 2022- 9th International Conference on Education & Education of Social Sciences, 2022
The aim of this paper is to examine how students in Croatia construct the concept of entrepreneur and what is the role of entrepreneurship education in creating students' perceptions. The paradigmatic framework of the research is social constructivism, and in the methodological sense the study is based on a qualitative methodology. Primary data was collected by conducting semi-structured interviews with 25 students from different faculties in the Republic of Croatia. Research findings show that our students perceive a typical entrepreneur as a person with excellent communication and listening skills, who is also very proactive, flexible and people-oriented, and has a strong desire to achieve and dedication to work. Students with less strong entrepreneurial education believe that entrepreneurs are driven primarily by material gain, senior students with strong entrepreneurial education or experience perceive the heterogeneity of goals and interests of entrepreneurs through entrepreneurship as a lifestyle and self-actualization. The image of entrepreneurs and entrepreneurship among students involved in some form of entrepreneurship education is predominantly positive, sometimes reinforced by feelings of admiration, which differs significantly from the view of entrepreneurship within the wider community. Such results are optimistic as they confirm that quality entrepreneurship education could influence the gradual reshaping of social and cultural norms in a way that they would support the strengthening of entrepreneurial capacity in Croatia. In addition to the new empirical knowledge, the main contribution of the research includes a set of recommendations for practice directed to creators of entrepreneurship education programs in Croatia and other comparable countries.
Social characteristics facilitating entrepreneurship
2011
Paper aims to explore characteristics of students needed to be fostered for development of future entrepreneurs. The emphasis is on the educational part of the entrepreneurial carrier. It is discussed what is expected from the educational system concerning the preparation of the future graduates that will decide to follow up their business ideas and dear to test their strength on the market. Significant connection was found in all categories believed to be characteristics of the entrepreneurs and the measured intention itself. Additional results confirmed the relationship linking the entrepreneurial intention and demand for this type of education. Sample size is 403 graduate students from the Republic of Croatia.
Examining attitudes towards entrepreneurship education: a comparative analysis among experts
International Journal of Entrepreneurial Venturing, 2015
This paper aims to examine the attitudes towards entrepreneurship education (EE) of entrepreneurs, investors, policymakers, service providers and educators within Europe. The research seeks to emphasize differences between these experts that influence future impact in EE by improving the view of entrepreneurship as an attractive career path. This research builds on secondary data of the Global Entrepreneurship Monitor (GEM), which is an ongoing study of entrepreneurial dynamics assessing annually the entrepreneurial activity, aspirations and attitudes of individuals. In particular, the study compares how individuals with different entrepreneurial expertise are aware of entrepreneurial education influences learners' perceptions of, entrepreneurship as an attractive career option. A Kruskal-Wallis test and independent t-tests were conducted to evaluate differences among the attitudes of experts. The study suggests that EE can be influenced by moderators' background and profile as well as gender. Different experts show equal perceptions in most cases. However, more attention must be drawn to EE at the basic level of schooling. In addition, our findings call for more research to be done on teaching methods by different moderators to increase skills to react appropriately to entrepreneurial opportunities. The paper provides evidence that differences between gender settings need to be considered in the design and delivery of EE if they are to have the desired impact on entrepreneurial intention. Our analyses highlight the fact that significant differences between genders need to be considered in future EE research. Overall, these research findings are of interest to academia, business, and policy makers.
A literature review of the effects of entrepreneurship education has been performed. There are a large number of related research areas, and the author has chosen to look through the eyes of an entrepreneurship educator when deciding whether these areas should be included or excluded. This paper is mainly restricted to studies which use a control group, or a quasi-experimental approach. The main problem addressed is whether it is possible to measure the effect of entrepreneurship education on the likelihood of becoming an entrepreneur. If so, can this effect be attributed to specific characteristics of the teaching methods or the education? A new large scale longitudinal study which has tried to measure the more direct macro-economic effect of participating in an entrepreneurship education programme has also been included.