Action-based entrepreneurship education (original) (raw)
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Entrepreneurship Education: Comparative Study of Initiatives of two Partner Universities
ATHENS JOURNAL OF EDUCATION
The education of entrepreneurship is considered the most effective method to stimulate entrepreneurship within a society (Aaltio & Eskelinen, 2016); hence, creating jobs and encouraging economic growth (Lackéus, 2015). There are nevertheless structural difficulties in teaching entrepreneurship (Yang, 2016), and institutions are often left with the question: "learning-by-doing-what?" This is particularly worrisome for partner universities who are supposed to collaborate to benefit the student. This study examines which initiatives two partner universities have integrated regarding the concept of entrepreneurship education, and to what extent these initiatives are in accordance with the already established literature. The analysis of the results from the qualitative data gathered through interviews shows that both universities lack certain important aspects of entrepreneurship education in their current offerings. It was found that University A seems to lack cohesion between the different faculties, has not integrated a global approach, has weak links with SMEs and social impact companies, and offers experiential-based learning mainly with in-class activities. University B, on the other hand, shows an improper use of terminology regarding the concept of entrepreneurship, lacks the collaboration with large corporations and social impact companies, and has a short-term approach for its programs as opposed to the more effective long-term approach. In addition, both universities fail to widely integrate entrepreneurship across the university. The research shows that there is no generally accepted understanding of how universities should structure their entrepreneurial environment. This study aims at discovering and contrasting the current initiatives to stimulate entrepreneurship at university level by comparing two partner universities in the United Kingdom and The Netherlands.
Entrepreneurship education at university: innovative models and current trends
Research for rural development, 2017
Entrepreneurship education is a relevant topic in today's study programs of higher education at two levels: as research object and as development of skills while preparing students. In fact, the latter is one of the most important objectives in Lithuanian universities aiming together with other disciplines at developing students' entrepreneurial skills. The main aim of the article is to analyze theoretical and practical models of entrepreneurship education applied in universities and introduce development trends. Teaching process involves various methods, internships, consultation and instruction, but usually all activities are not systematically applied. From the behavioral perspective, this study analyses students towards entrepreneurship through the opportunity identification, motivational factors, information source, resources impact and entrepreneurial ability. Hypothetical deductive approach was used through a population sample of 194 students of Aleksandras Stulginskis University Faculty of Economics and management. The research summarized in this paper students attitude toward motives, factors encouraging and preventing entrepreneurship and information sources in the higher education institutions. The gap between teaching methods and student attitude towards at entrepreneurship educations can be reduced supplementing collaboration among stakeholders in the entrepreneurship education. In final part of the article, trends of entrepreneurship education in university enabling to assess dimensions of the development of entrepreneurship education are presented.
Action-Based Activities in Teaching Corporate Entrepreneurship at University Level
2006
INTRODUCTION: It is no longer a question of whether (corporate) entrepreneurship can be taught at university level, but rather one of developing and promoting its ‘reachable’ facets. This explorative research discusses the university-level course “Entrepreneurial behaviour and personal resources” (EB) run for Masters Students. The corporate entrepreneurship (CE) element was taught experientially and some actionbased methods were used. The focus of this article is on these action-based activities, the aim being to gain a deeper understanding of the students perceptions and of the learning outcomes. METHOD: The case study was based on rich written material produced by students, and a combination of qualitative methods and observation techniques was used in the analysis. ANALYSIS: The action-based activities are described and analysed in the context of the crucial elements of action learning (AL). RESULTS: All of the students claimed to have learned a lot about the CE phenomenon. They ...
Entrepreneurship Teaching in the Öresund and Copenhagen Regions
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The public interest–for good reasons, as disclosed in this report-has been almost overwhelming during the last years, and we have seen a number of initiatives being launched to develop truly enterprising and entrepreneurial cultures, attitudes and competencies amongst students and staff at our universities.
Entrepreneurship Learning in Higher Education: Practice-based and Action Learning Approaches
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In higher education institutions, entrepreneurship learning grounded in practice-based and action-learning approaches may help to develop entrepreneurial competencies of students enrolled in entrepreneurship programmes. Several theoretical perspectives, such as social learning theory, positioning theory and action learning theory, are used to evaluate the degree of entrepreneurial competencies acquisition. In entrepreneurship education programmes, using practice-based and action-learning methods could be a significant factor in developing student competencies, including the ability to start a business, and in improving student attitudes towards entrepreneurship. This thesis aims to answer the following questions: (1) Which skills and competencies must be targeted in entrepreneurship education? (2) How could action learning and practice-based learning be combined to elaborate a more efficient learning model? and (3) What are the profiles and roles of role-sets (teams) in charge of th...
Entrepreneurship Education and Action-Oriented Pedagogical Approaches
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The inclusion of the entrepreneurship education to global educational curricula resulted from the wide recognition of entrepreneurship as an important concept for poverty alleviation, employment generation, wealth creation and economic vitality. Entrepreneurship education is the transference of information and skills relevant for investment opportunity identification, entrepreneurial strategies and effective pursuit of an enterprise to a successful level to students. This involves tackling real problems that inspire and empower students to take the initiative and responsibility for their own learning. However, different approaches have been identified and adopted by different entrepreneurship educators in Nigerian higher institutions. But how effective have these approaches been? This is a question that has not been properly addressed in our educational environment. The adoption of action-oriented pedagogical approaches that enhance critical thinking skills and helps students to ide...
International Journal of New Economics and Social Sciences, 2022
This article describes the key determinants of the importance and need for the activation of entrepreneurship and innovation for the effective development of economic entities in Poland and the improvement of market efficiency. The process of activating economic activity and creating innovation is possible primarily through the use of specific systemic solutions that improve the operation of economic entities, as well as various institutions functioning in their environment. In the context of effective development of economic entities, the issue of activation of innovativeness and entrepreneurship is a particularly important determinant, as in this way it is possible to significantly increase the economic effectiveness of a given entity, improve its financial situation and, as a consequence, also increase tax revenues to the state and municipal budgets. On the other hand, it is also important to improve business-social relations between enterprises and state and local government bodies. Efficient implementation of programmes activating entrepreneurship and innovativeness is determined by the process of developing correlations and feedback in the area of cooperation between enterprises, local government units and other institutions of closer and further business environment, including state authorities. Economic growth in Poland is to a large extent determined by innovativeness and entrepreneurship of local and national economic entities. Apart from that, in this article a diagnosis of contemporary trends in teaching entrepreneurship in higher education has been conducted on the example of characteristics of applied didactic methods at the Academy of Entrepreneurship in Warsaw. The aim of the didactic methods used at the university described in this article is, among others, shaping entrepreneurial and pro-innovative attitudes of students.