Kreativnost i opšta samoefikasnost kao prediktori preduzetničkih kompetencija vaspitača

This article determined the effect that strategic management has on the development of entrepreneurial competence in Nigeria. It also examined the influence of strategic management on competitive advantage, development and advancement of entrepreneurial competencies in Organizations. This study made use of survey research design. The population consists of forty (40) managers of small and medium sized enterprises operating in Abuja Nigeria. Simple random sampling techniques was employed. The study made use of primary source of data through distribution of questionnaire, using a five-point likert scale. Pearson Product Moment Correlation was used to test hypotheses, with the help of Statistical Package for Social Sciences (SPSS 20.1). In conclusion, the strategic management of an organization therefore can result in the positive advancement of entrepreneurial competencies if is appropriately implemented. Organizations that witnessed a positive implication of strategic management on the development and advancement of entrepreneurial competence are those who offered training centered on the acquisition of entrepreneurial competencies. The results showed that strategic management significantly enhance competitive advantage, there is significant relationship between strategic management and development of entrepreneurial competencies in Nigeria and strategic management significantly enhance advancement of entrepreneurial competencies in Organizations. The study therefore recommended amongst others that organizations should invest in training of their employees, as the human resource is an important internal strength of every organization and are therefore a source of competitive advantage for the firm and organizations should involve professional in their strategic management processes to increase the level of development and advancement of entrepreneurial competencies in Organizations. Keywords: Strategic Management, Entrepreneurial Competence, Entrepreneurship. DOI : 10.7176/EJBM/12-3-21 Publication date: January 31 st 2020

This paper focuses on questions of entrepreneurial education's (1) perceived usefulness, (2) effect on developing entrepreneurial competence and (3) potential to increase entrepreneurial intention. The aim of this study is to assess the impact of entrepreneurship education on the development of students' entrepreneurial competences and career plans in the Republic of Moldova. In order to explore this subject, a survey was conducted among young citizens, mainly university students and students of vocational secondary schools, who have studied entrepreneurship-related subjects. The questionnaires were completed by 289 students from 20 educational institutions in the Republic of Moldova. The statistical analysis of their answers allowed conclusions to be drawn about the positive relationship between entrepreneurship education, the development of entrepreneurial competences and the students' entrepreneurial intentions. Entrepreneurial studies are perceived to be useful by students not only in the context of starting a new business, but also for a career as an employee, and even in various social and political situations. Some gender-specific differences were also revealed concerning perceptions of competence development and their usefulness which can be important inputs for further development of entrepreneurship education.

The methodical recommendations are devoted to the development of entrepreneurial competence of teachers and the use of digital educational resources. They are built on the topics of training modules devoted to the methodological principles of using digital technologies for the development of entrepreneurial competence, the creation of a computer-oriented learning environment. An explanatory note, calendar and thematic planning are provided. Practical exercises, topics of classes and projects aimed at the development of a teacher's entrepreneurial competence are selected, which can be used in the system of postgraduate pedagogical education and higher pedagogical education institutions, as well as by methodologists, teachers and a wide range of interested persons.

The methodical recommendations are devoted to the development of entrepreneurial competence of teachers and the use of digital educational resources. They are built on the topics of training modules devoted to the methodological principles of using digital technologies for the development of entrepreneurial competence, the creation of a computer-oriented learning environment. An explanatory note, calendar and thematic planning are provided. Practical exercises, topics of classes and projects aimed at the development of a teacher's entrepreneurial competence are selected, which can be used in the system of postgraduate pedagogical education and higher pedagogical education institutions, as well as by methodologists, teachers and a wide range of interested persons.

PurposeThe present study’s goal is to assess the effect of a serious game on the development of entrepreneurial competence, self-efficacy and intention and thereby contribute to clarifying the usefulness of this approach in entrepreneurship education.Design/methodology/approachThe study sample and method included 76 graduate students, selected through a convenience sampling technique and collected through a self-administered questionnaire. To examine the impact of the gaming session, a pre-test post-test design approach was employed. Consequently, all students completed a survey both at the beginning and end of the gaming session.FindingsOur study found that game-based learning effectively enhances students' entrepreneurial competence, particularly in areas like generating ideas, managing resources and taking action, while also boosting self-efficacy. However, it didn't significantly impact entrepreneurial intentions. The effectiveness depends on students' prior gaming experience, especially in resource management and taking action. Additionally, it positively influences women's self-efficacy more than men. The field of study also plays a role, with design students showing notable development in idea generation, entrepreneurial intentions, and self-efficacy. Overall, game-based learning is a valuable tool for entrepreneurship education, but its effects vary based on prior experience, gender and field of study.Research limitations/implicationsSeveral limitations of the study should be considered. First, the small sample size acquired through convenience sampling and the potential for social response bias, even with respondent anonymity, could limit the generalizability of the study's findings. Second, the study recognizes that the effectiveness of a serious game is greatly influenced by the game's design, making findings from studies with different game-based learning approaches potentially different. Lastly, the impact of student interactions during the game session was not evaluated.Practical implicationsThe study's practical implications are significant. It demonstrates the effectiveness of game-based learning in cultivating entrepreneurial competence and self-efficacy, particularly benefiting women and design students. These findings emphasize the importance of integrating serious games (SG) into entrepreneurship education to nurture vital entrepreneurial competences essential for students' career development as entrepreneurs or employees. The study encourages the development of SG tailored for use in entrepreneurship classes. Additionally, it underscores the need to educate educators about the advantages of incorporating game-based learning into their teaching strategies, offering a practical pathway to enhance entrepreneurship education and better prepare students for the modern job market.Social implicationsThe study's social implications are substantial. It highlights the effectiveness of game-based learning in nurturing entrepreneurial competence and self-efficacy, particularly benefiting women and design students. This underscores the importance of integrating Serious Games (SG) into entrepreneurship education, emphasizing the need for more SG tailored for use in entrepreneurship classes. Furthermore, it calls for increased awareness among educators about the advantages of incorporating game-based learning into their teaching methods. Ultimately, these findings have the potential to positively impact students' career development, whether as entrepreneurs or employees, by equipping them with crucial entrepreneurial skills.Originality/valueThis study brings a novel perspective in three distinct ways. Firstly, it centers on the pivotal entrepreneurial competences outlined in the EntreComp framework by the European Commission, addressing the challenge of identifying which competences are most relevant for entrepreneurial education. By doing so, it ensures a focus on competence areas critical for entrepreneurs, such as ideas and opportunities, resources, and action. Secondly, it explores the impact of game experience on the development of entrepreneurial competences, entrepreneurial intention, and self-efficacy, a relationship hitherto unexplored. Thirdly, the study examines how students' demographic and contextual characteristics influence the development of entrepreneurial competence, intention, and self-efficacy through a game-based learning approach. These unique perspectives contribute valuable empirical data to both theory and practice in the field of entrepreneurship education.

Positive psychology has introduced the concept of character strengths, which are positive traits fundamental to well-being and mental health. Research on university students has shown that these strengths impact psychoeducational variables and personal functioning, acting as a protective factor in the general and student populations. This study aims to analyze the predictive relationships between character strengths and general self-efficacy and determine their joint contribution in predicting academic self-efficacy. The study was quantitative, correlational-causal, and cross-sectional, using a non-probabilistic sample of 668 Venezuelan university students (68.86% women, average age of 20.52 years). The scales used are Growing Strong to measure character strengths, the General Self-Efficacy Scale, and the Self-Efficacy Scale in Specific Academic Situations. All scales showed adequate psychometric properties. The mediation analysis revealed that leadership, hope, and persistence positively influence general and academic self-efficacy. Furthermore, general self-efficacy strongly impacts academic self-efficacy. In conclusion, character strengths are significant predictors of self-efficacy in university students. Promoting these strengths may be crucial to improving general and academic self-efficacy, suggesting the need to implement specific initiatives in higher education.

Entrepreneurship is one of the main factors of economic growth, which ensures sustainable development of countries. Educational institutions and corporate universities develop programmes to develop entrepreneurial competencies of students and employees. Companies are introducing new functional divisions whose activities are related to revealing internal entrepreneurial competencies. This paper provides a systematic review of research in order to analyse the factors affecting the development of student and employee entrepreneurial competencies. Analysis of global, national, intra-organizational and personal factors in the development of entrepreneurial competencies makes it possible to form the most flexible and risk-resistant system of teaching entrepreneurship in universities and organizations.

Competence-based education has been in the spotlight for several years, and it is a topical issue in the European Union as well as marking the reform of the Latvian education system. The Council of the EU considers entrepreneurial competence to be one of the key competences for lifelong learning, and Latvia’s school reforms require teachers to create a study process where students develop entrepreneurial competence. This publication presents research on the self-assessed entrepreneurial competence of teacher education students to find out whether there is any correlation between their assessment of entrepreneurial competence and their readiness/ability to develop this competence in their students, as well as which methods/activities they see as suitable to do so in the classroom and the remote study process. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions. The data provided by the questionnaire developed for this research showed that students’ self-assessed entrepreneurial competence in a remote study process rated their digital competences highest, followed by their entrepreneurial competences. The results indicate that students are sufficiently prepared to be able to further develop their entrepreneurial competence in the remote study process. From the data, it can be concluded that higher education needs to focus on the development of entrepreneurial competence and should also supplement the methodological knowledge of students to improve their readiness to teach entrepreneurial competences to others. It should also be noted that there is a strong correlation between students’ entrepreneurial competence and their readiness to teach entrepreneurial competences to others. An online survey using the QuestionPro platform was used to collect the data. The questionnaire was fully completed by 157 pedagogy students from various higher education institutions, and it consisted of four question blocks: demographic and socio-cultural questions, entrepreneurial competence, digital competence, and open-ended questions.

Introduction. Recently, university teachers have faced the task to develop not only professional knowledge, skills and abilities, but also universal and supra-professional competencies. The comprehensive development of university students influences the formation of a specialist’s personality, ensures his/her adaptability and resistance to the challenges of the external environment, the graduate’s readiness to demonstrate high performance indicators in the chosen field of activity. Among the supra-professional competencies, a separate cluster of entrepreneurial competencies can be distinguished, which ensure the deployment of commercial thinking and are the driver of the development of the state’s economy. Meanwhile, in some publications there are a number of facts, which illustrate the gender differences in entrepreneurship in the world. Official statistics demonstrate the relevance of the development of women’s entrepreneurship in the economies of countries. The prevailing number of studies is carried out among students enrolled in entrepreneurship training programmes. However, the indicators of the development of entrepreneurial competencies of students of non-core specialties (future human resource management specialists), taking into account the gender factor, have not been studied enough.The aimof the present research was to answer the question about the presence of a gender gap in the development of entrepreneurial competencies among university students enrolled in the training direction “Personnel Management” in the Russian Federation and the Czech Republic.Methodology and research methods. The methodological framework of the current research is based on the behavioural approach to the study of competencies, which suggests that success in professional activity is favoured by a high level of development. The literary analysis of relevant empirical studies was conducted to choose a research method and to develop a methodology for competencies assessment. The review makes it possible to assess the level of knowledge of the problem of gender differences in entrepreneurial competencies of university students at the international level. The empirical part of the work was attended by N = 582 students (n1 = 291 people of the Czech Republic (Ceske Budejovice), n2 = 291 people of the Russian Federation (Ekaterinburg), among them women – 70.1% n1, 74.2% n2 and men – 29.9% n1, 25.8% n2. Testing was carried out using the authors’ methodology “Assessment of Entrepreneurial Competencies of Students” for the 15 most important competencies in the field of entrepreneurship, which are associated with the manifestation of initiative, management of resources and people, decision-making and active action.The data obtained were processed using descriptive statistics, one-way analysis of variance, t-statistics.Results and scientific novelty. It is shown that the development of participants’ entrepreneurial competencies does not have a direct correlation with the gender of the respondents. When assessing the potential of women’s entrepreneurship, the opinion of society is influenced by the stereotyping of ideas about it as a traditionally masculine type of activity, while the development of these competencies in the university takes place without highlighting significant gender differences. Moreover, in a number of cases, women have higher indicators in the analysed range of competencies in comparison with men. We assume that gender does not have a decisive role in the implementation of business initiatives but there may be other factors: the environment, including the educational environment of the university, personal characteristics and motivation of a person.Practical significance. The research findings are expected to contribute to the debate on entrepreneurial competencies and provide useful data to be employed in learning with a focus on the development of internal entrepreneurship.

ObjectivesThis study psychometrically evaluated General Self-Efficacy (GSE) Scale in patients planned for bariatric surgery in Sweden.DesignA cross-sectional psychometric study. The psychometric evaluation was guided by the COnsensus-based Standards for the...

BackgroundType 2 diabetes (T2D) is one of the most common chronic diseases in the world. In recent decades the prevalence of this disease has increased alarmingly in lower to middle income countries, where their resource-limited health care systems have struggled to meet this increased burden. Improving patient self-care by improving diabetes knowledge and diabetes management self-efficacy represents a feasible way of ameliorating the impact of T2D on the patient, and the health care system. Unfortunately, the relationships between self-efficacy, diabetes self-management, and thereafter, patient outcomes, are still far from well understood. Although a domain-specific measure of diabetes management self-efficacy, the Diabetes Management Self-Efficacy Scale (DMSES), has been validated in the Thai T2D population, more general measures of self-efficacy, such as the General Self-Efficacy scale (GSE) have not been validated in this population. In this paper we translate and examine the psychometric properties of the GSE in Thais living with T2D.MethodsIn this nation-wide study we examined the psychometric properties of the GSE in 749 Thais diagnosed with T2D within the last five years, and evaluated its relationship with the DMSES along with other patient characteristics. Reliability of GSE was assessed using Cronbach’s alpha, and the construct validity was examined using confirmatory factor analysis, along with GSE’s convergence and discrimination from DMSES.ResultsThe Thai version of the GSE was shown to have good psychometric properties in Thais living with T2D. Cronbach’s alpha was shown to be 0.87 (95% CI [0.86, 0.88]). We also demonstrated the structural validity of the GSE (Tucker-Lewis Index = 0.994, Cumulative Fit Index = 0.995, Adjusted Goodness of Fit Index = 0.998, Root Mean Square Error of Approximations = 0.025, 95% CI [0.06–0.039]), and that this instrument has a similar structure in Thais as in other populations. GSE was also shown to have some overlap with the DMSES with correlations among GSE and the DMSES domains ranging from 0.18 to 0.26, but also the GSE has substantial discrimination from DMSES (Disattenuated correlation coefficient = 0.283, 95% CI [0.214–0.352], p < 0.001). This suggests that while general and diabetes management self-efficacy are somewhat associated, there are aspects of diabetes management self-efficacy not captured by the more stable general self-efficacy.ConclusionsWe demonstrate that the Thai GSE is a reliable and valid measure. We believe the GSE may represent a useful tool to examine the efficacy of proposed and existing diabetes self-management, and management self-efficacy interventions.

The article explores the essence of entrepreneurial competence among youth as a socio-psychological issue. Entrepreneurial competence is defined as the process of developing an individual's ability to initiate, plan, organize, and implement entrepreneurial activities. It encompasses not only knowledge and skills but also specific psychological qualities and attitudes toward entrepreneurship. Attention is drawn to the distinction between the concepts of "competence" and "competency." The article highlights how the concept of "entrepreneurial competence" is interpreted by domestic scholars, both in a broad and narrow sense. It is noted that the structure and components of entrepreneurial competence remain a subject of scientific debate. According to J. Raven, the components of competence as a personal construct include: cognitive (knowledge, skills, abilities), affective (orientation, emotions, motivation, values, attitudes), volitional (behavioral effort, energy mobilization, persistence), and experiential elements (problem-solving, cooperation, success, and satisfaction from completed tasks). A generalized perspective of scholars on the components of entrepreneurial competence is presented. The article emphasizes that the development of entrepreneurial competence is essential not only for personal growth but also for social development and the economic progress of the country. The essence of the concepts "entrepreneurial competence" and "key competence" is clarified. A core set of competencies is necessary for personal development, social integration, active citizenship, and employment, as well as for expanding opportunities in the labor market. These competencies are developed through lifelong learning, starting from early childhood via formal, non-formal, and informal education. It is noted that the development of entrepreneurial competence occurs gradually—beginning in school education and continuing through institutions of higher and vocational education. Acquiring entrepreneurial competence requires a transition from convergent thinking (narrowing possibilities to find one correct answer) to divergent thinking (developing mental abilities related to creativity, innovation, imagination, and resourcefulness). The essence of the EntreComp (Entrepreneurship Competence Framework) is discussed as a tool for enhancing the entrepreneurial potential of individuals and organizations across Europe. The importance of incorporating the experience of European countries into domestic educational practice—by adopting EU principles, approaches, tools, and methods in the development of entrepreneurial competence among youth—is emphasized.

Self-efficacy is one of the most frequently analyzed predictors of leader effectiveness.We seek to offer an analysis of leader effectiveness through the most powerful self-regulatory mechanism influencing leader behavior in any organization, which is based on social cognitive theory -self-efficacy.The concept of general self-efficacy represents an individual's beliefs about his or her ability to successfully face specific job tasks or situations.The aim of the present paper is to analyze the interrelationship between general self-efficacy and specific leadership self-efficacy in the concept of the transformational leadership model.The research population consisted of 183 teachers -potential educational leaders with an average age of 43.5yrs.To measure general self-efficacy, the -General Self-Efficacy Scale (Schwarzer & Jerusalem, 1995;in Kosc et al., 1993) was used to assess self-efficacy by the leaders themselves.Specific leadership self-efficacy was measured by the LSE -Leadership self-efficacy scale (Bobbio & Manganelli, 2009).Different types of transformational leader behaviors were measured by the LPI -Leadership Practices Inventory instrument (Kouzes & Posner, 2013).Our research findings suggest a clear association between general and leadership self-efficacy, and an analysis of the association between self-efficacy and leadership behaviors suggests that the multidimensional LSE scale is a more parsimonious instrument that corresponds better with the specificity of leadership than the broader construct of general self-efficacy.Practical applications of the LSE scale can be envisaged in the selection of leaders, their assessment and in training programs in the work environment.

Over the last decades, an increase in the number of studies on the problems of children who have lost parental care and are living in foster homes has been observed. The purpose of foster homes for children is to ensure education, care, social services and other appropriate conditions to children, as well as to maintain the environment where they could grow, develop and prepare for independent life in the society. Educational activity of the foster homes must be mainly focused on developing social competences of children which would help them to integrate into society, be more successful in various social contexts, and live active social life. Development of the entrepreneurial competencies is also particularly significant in achieving those goals. The entrepreneurial competencies allow finding your place in the society and promoting your social advancement which is particularly important to children who have lost parental care and live in foster homes. But can entrepreneurship be taught? Scholars agree on this point by stating that it is possible to teach functional abilities of entrepreneurship, to transfer knowledge, but natural abilities of entrepreneurship cannot be taught. People are born with entrepreneurial abilities, but higher level of entrepreneurial competence will be reached if entrepreneurial skills are developed. So, to what extent are children in institutional care in Lithuania ready for life? The survey tries to find out whether education of children living in foster homes in Lithuania covers entrepreneurship, whether the children consider that they have enough entrepreneurial competencies, and how they understand entrepreneurship. The said questions define problem of the survey. Purpose of the survey is to ascertain the attitude of children living in foster homes towards their entrepreneurial competencies. Data collection and analysis methods: scientific literature and document analysis, questionnaire, descriptive statistics, T-test for independent samples, graphs. Children from four foster homes participated in the survey. In the opinion of children who live in foster homes their entrepreneurial competencies are not sufficient. It was found out that entrepreneurial competencies are related with education philosophy and living conditions in foster home, i.e. the more conditions are provided for entrepreneurship education, the better development of entrepreneurial competencies is observed. Each foster home provides different conditions for development of entrepreneurial competencies.

Entrepreneurship is defined as one of key lifelong competences and it represents ability to turn ideas into real projects. As such, it includes creativity, initiative, taking responsibility, taking risks, planning and managing projects. The development of entrepreneurial competences via formal education has become a priority for governments of a large number of European countries. Many EU documents emphasize the importance of investing into education that focuses on the development of entrepreneurial competences, as it directly affects students’ employment. However, this guideline represents a new challenge for the educational system – the need to change educational programs and organize them so that they influence the development of entrepreneurial competences, which enables students to become more employable and to cope with uncertainty, complexity and dynamics of the labor market. High unemployment rate of young people and challenges and demands of the labor market have led to a debate about the effectiveness and efficiency of educational programs at all levels. In this context, effectiveness and quality of vocational education and training (VET) are particularly important, since most vocational school students, after finishing secondary level, will not continue towards tertiary education, but will rather find themselves on the labor market. Therefore, vocational education should focus on the development of such skills (generic competences and vocational qualifications) that will correspond to the needs of the labor market, thus enabling easier and faster employment. The main purpose of this paper is to determine the extent to which vocational education contributes to development of students’ entrepreneurial competences. The data used in this paper comes from a survey that covered 1272 students from 15 secondary vocational schools in Osijek-Baranja County, one of the most underdeveloped regions in Croatia. The analysis of the results has shown that there is a positive correlation between extracurricular activities and entrepreneurial environment with the level of students’ entrepreneurial competences. No correlation between the formal educational program and the level of entrepreneurial competences has been found. The findings of this research may serve as the basis for the development of vocational education programs that would include and meet the labor market demands, thus increasing students’ employability.