Next-Gen Entrepreneurs: Mindset dan Skillset Pendidikan Kewirausahaan untuk Mencetak Wirausaha Visioner

PurposeThe purpose of this paper is to develop knowledge about the nature of student assessment practice in entrepreneurship education.Design/methodology/approachThis paper introduces general assessment practice issues and highlights key considerations. It explains prior research on assessment practice in entrepreneurship education and argues that there is too little empirical research on the subject. Finally, it outlines a typology of entrepreneurship education that highlights variation between different: forms; learning outcomes; subjects; and, possible methods of assessment practice. The methodology for the study gathers data from course outlines (syllabi) and explains how these were collected and analysed.FindingsThe results show that educational practice in entrepreneurship education continues to be dominated by the “About” form and highlight that there are different cultures of assessment practice in the UK and the USA. The paper finds compelling evidence that different forms are using assessment in different ways.Research limitations/implicationsThis paper identifies that there have been few studies exploring assessment practice in entrepreneurship education and argues that further research is required in this area. It also highlights a need for a focus on assessment practice in disciplines beyond the business school. The work demonstrates that further research could explore other stakeholders in the assessment process and seek to understand how these external assessors affect student learning.Practical implicationsIn conclusion, the paper highlights that assessment generally needs to become more innovative, more reflective in nature and include more stakeholders in the process.Originality/valueUnderstanding is enhanced because the paper explores what entrepreneurship educators actually “do” when they assess entrepreneurship education and, therefore, the research moves beyond prescriptive accounts and provides a detailed understanding of actual practice.

Entrepreneurship is related to awareness, ideas, imagination, and effort. Entrepreneurship training is now being carried out in order to increase the extent of entrepreneurial activities. In this regard, when entrepreneurship education practices are examined in many countries, it is seen that students are introduced to entrepreneurship and entrepreneurship education before they reach high school. In Turkey, entrepreneurship skills are among the basic skills in all curriculum programs since 2005. By establishing relations through images, people build stronger and understandable connections when they encounter a new concept or new knowledge. In this respect, the aim of this study is to reveal pre-service elementary mathematics teachers’ perceptions of entrepreneurship and the skills of the concept from freshmen to seniors in terms of what they know from their previous and current educational experiences and their perceptions about the importance of the concept of entrepreneurship. Twelve pre-service elementary mathematics teachers (6 women and 6 men) from each grade level for a total of 48 pre-service teachers (24 women and 24 men) studying at Bolu Abant Izzet Baysal University participated in the study. During the selection process of the participants, only voluntary participants were considered. As a data collection tool, the interview protocol, which included 6 questions and was based on the literature, was prepared by the researcher. Data were collected through interviews, and interviews took approximately 40 minutes for each participant. The content analysis technique was used in the analysis of the collected data. The data were analyzed under headings of the prior knowledge and perceptions of entrepreneurship and entrepreneurship skills, the importance of entrepreneurship and entrepreneurship skills, the place of entrepreneurship in daily life, and findings about images of entrepreneurship skills. According to the findings of the research, it is concluded that the concepts of entrepreneurship and entrepreneurship skills are not sufficiently heard of or recognized among pre-service elementary mathematics teachers. As the image categories of entrepreneurship and entrepreneurship skills, 4 image categories and related subcategories were determined for entrepreneurship. For “entrepreneurship skills,” 3 image categories and related subcategories were determined. Entrepreneurship training can be given in entrepreneurship courses or teaching courses in faculties of education. In these courses, not only theoretical knowledge about entrepreneurship skills, which are among the skills that should be acquired by individuals within the scope of lifelong learning, but also studies involving applications can be applied for pre-service teachers. There is no previous study in the literature that reveals the knowledge and images of pre-service elementary mathematics teachers regarding the concepts of entrepreneurship and entrepreneurship skills. Therefore, other studies that support the results of this study should be pursued. Article visualizations:

Objectives This study focused on entrepreneurship and entrepreneurship education, which are emerging as new educational alternatives in our society that demands change and innovation in a rapidly changing social environment. Methods To this end, it was intended to derive what entrepreneurship is found among young start-ups in their 20s in Busan and the complementary direction of start-up education that can be actively developed and realized. Results Therefore, from in-depth interviews with 8 young entrepreneurs in their 20s and 2 experts in Busan, in-terview contents related to ‘start-up and operation’, ‘theory and practice of entrepreneurship education’, and ‘complementary direction of entrepreneurship education’ of young entrepreneurs in their 20s were extracted and analyzed by coding the concepts in the form of statements. Conclusions (Startup and Operation) Most of the difficulties encountered in the early stages of entrepreneurship had something in common that occurred due to a lack of understanding of the entrepreneurship ecosystem and failure to prepare for the problems. (Theory and Practice of Entrepreneurship Education) There was a clear differ-ence in perception between entrepreneurship education that young entrepreneurs in their 20s think and en-trepreneurship education that takes place in the field. This gap of difference was revealed as a problem of current entrepreneurship education. (Complementary Direction of Entrepreneurship Education) The ultimate purpose of entrepreneurship education is to enable those who do not have foresight or sense to reduce risks based on a sense of social responsibility, and jump into business with the possibility of success.

This paper contextualizes the relationship between student's self‐efficacy beliefs and entrepreneurial intentions in the content and pedagogy of the entrepreneurship course. Using the logic of regulatory focus theory, we argue that the nature of the entrepreneurship course—whether theoretically or practically oriented—creates a distinct motivational frame for entrepreneurship in promotion or prevention terms. When coupled with students' self‐efficacy beliefs, this frame can strengthen or weaken their intentions for future entrepreneurial efforts. We test this hypothesis through a survey of 114 students enrolled in different entrepreneurship courses at a major ritish university. Our results show that higher self‐efficacy is associated with lower entrepreneurial intentions in the theoretically oriented courses and higher entrepreneurial intentions in the practically oriented courses. We draw a number of implications for the theory and practice of entrepreneurship education.

One of the most frequently discussed topics in the entrepreneurship education literature is current practice in entrepreneurship education with regard to what is taught and how it is taught. The literature on entrepreneurship education is replete with statistics and reviews of entrepreneurship courses and programmes. In this paper, the authors take a different approach and propose a model that transcends the current understanding of entrepreneurship. Instead of asking what entrepreneurship education is and what it does, they ask what ideally it should be and should do. The authors suggest that there is a logical progression between existing approaches – paradigms – to teaching entrepreneurship, and that a fourth ‘new’ paradigm, ‘everyday practice’, constitutes the foundation for all other entrepreneurship education because it establishes the core entrepreneurial competence. They further identify four dimensions as the constituent elements of entrepreneurship as everyday practice.

Over the last decade, the millennials seemed to have lapped up the idea of Entrepreneurship and many have started their ventures. While Entrepreneurship is becoming prevalent across the country, there are differences in the way Entrepreneurship is taught. The impact of such teaching programs on Entrepreneurship on actual venture creation is not clear. It is with these broad themes in mind that this research has been undertaken to explore the linkages between the pedagogical practices in Entrepreneurship education and New Venture Creation. The research aims to reveal insights for better curriculum development and delivery and contributing to the greater likelihood of new ventures becoming successful. Pittaway found that the link between entrepreneurship education and outcomes is underresearched. Researchers like Oosterbeek call for more research into different variants of entrepreneurship education. This review paper takes stock of current knowledge in Entrepreneurship pedagogy and identifies four main research areas and identifies research gaps in research done on pedagogical practices in entrepreneurship education in India specially related to the practices related to Learning by Doing.

PurposeContext impacts the design and practice of entrepreneurship education, but there is limited focus on context in entrepreneurship education literature. The purpose of this paper is to review the entrepreneurship education literature to understand how context has been addressed, derives contextual elements from prioritized literature and explores how context can be adapted to and designed with in entrepreneurship education.Design/methodology/approachA systematic literature review is undertaken to explore context in entrepreneurship education literature. Context entrepreneurship education yielded 239 items. After refinement, 232 entrepreneurship education associated publications were reviewed by the team of authors. Using selection criteria, 26 prioritized publications were analyzed and categorized according to a theoretical framework.FindingsContext has been addressed both conceptually and empirically, quantitatively and qualitatively, and can be categorized across three sociological phenomena levels – micro, meso and macro. Within these levels, more specific context elements emerge from the entrepreneurship education literature. The findings assert that while context is highly influential in relation to entrepreneurship education, it is arbitrarily described, and holds a variety of documented and diffuse elements. Educators have a limited span of control in relation to context elements, however, for the most parts elements can be adapted to or designed with. Finally, due to the influence of context it is difficult to identify a universal best practice of entrepreneurship education because there simply is no ceteris paribus.Research limitations/implicationsContextual elements which emerged from the literature consider various subjects, spaces, structures and networks. Context is complex and has had limited treatment in entrepreneurship education literature, thus additional analysis and experimentation is necessary.Practical implicationsContext shapes understanding and influences learning. Addressing entrepreneurship education across three levels – micro, meso and macro – and through four framing questions – who, what, where and when – guides educators in how context influences and can be used when designing education.Originality/valueThe paper gives new insight into how context is addressed in entrepreneurship education literature, and how this can influence educational design.

The concept of competence, as it is brought into play in current research, is a potentially powerful construct for entrepreneurship education and training research and practice. Although the concept has been the subject of strong debate in educational research in general, critical analysis of how it has been used, applied and experienced in entrepreneurship education practice is scarce. This article contributes specifically to the discussion of entrepreneurial competence by theoretically unfolding and discussing the concept. Subsequently, the implications of applying a competence-based approach in entrepreneurship education are illustrated and discussed based on analysis of two cases that were aimed at identifying, diagnosing and eventually developing entrepreneurial competence in small businesses in the Netherlands and Flanders (Belgium). The cases show that the added value of focussing on competence in entrepreneurship education and training lies in making the (potential) small business owner aware of the importance of certain entrepreneurial competencies and in providing direction for competence development. In this process it is fundamental that competence is treated as an item for discussion and interpretation, rather than as a fixed template of boxes to be ticked. Furthermore the cases highlight that a competence-based approach does not completely determine the type of educational and instructional strategies to be used. Its consequential power in that respect is limited.

In this outcome-based education in entrepreneurship course, research presents the effectiveness of outcome-based education (OBE) in terms of business plan development and general performance in entrepreneurship courses. The investigation aims to understand the role of clearly articulated learning objectives, related to objective assessments, aligned with learning outcomes, and learning process feedback in achieving the objectives. In this study, the author targeted a cohort of third-year undergraduate students enrolled in an entrepreneurship course to assess the effectiveness of OBE in designing detailed and high-quality business plans. The results support the existence of a positive relationship between the quality of the business plans developed and the economic performance of the students, with most achieving a grade of A or A+. Using mixed methods of data collection and analysis, the study found that adopting a structured approach to OBE not only equips learners with the requisite skills in entrepreneurship but also enhances their educational performance. The contributions that emerged in the context of OBE are likely to transform existing educational practices in entrepreneurship education and stimulate further research on this pedagogical strategy to improve it further.

Entrepreneurship educators can maximise the effectiveness of their delivery by having a firm grasp of the different educational philosophies and theories that underpin entrepreneurship education pedagogy and practice. A particular educational philosophical orientation underlies, directs, and drives educator practices and should align with what the teaching seeks to impart and achieve, and the roles the learners and educator play in the learning process. Whilst educators might not always be explicitly aware of their philosophical orientation, it will direct and drive their pedagogic practice and have implications for what they deliver, and how they deliver it. The benefits of bringing together different learning theories, philosophies, and approaches for entrepreneurship education has previously been posited in the literature. However, it has been highlighted that connections between educational theory and practice are limited, and that the field of entrepreneurship education could be advanced through providing links between education literature, theory, and learning. This paper advances the literature by linking educational philosophy and theory to entrepreneurship education and pedagogy in higher education. It discusses and highlights how behaviourism, cognitivism, constructivism, and humanism can be used to underpin and support learning in entrepreneurship education. This meets calls for the conceptualisation of how educational philosophies and theories can be integrated into entrepreneurship education to support learners.

This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23

Background Psychological construction has always been a key challenge in guiding innovation and entrepreneurship among college students. The reform of practical courses for innovation and entrepreneurship education for college students aims to improve their recognition and satisfaction with innovation and entrepreneurship courses, thereby alleviating the impact of anxiety.Subjects and MethodsTaking senior college students as the research object, this study aims to involve them in the reform of practical courses for innovation and entrepreneurship education for college students. A symptom self-evaluation scale was used to conduct a follow-up survey to explore the impact of the reform of practical courses for innovation and entrepreneurship education for college students on their anxiety psychology.Results The reform of the innovation and entrepreneurship education practice course for college students has a positive impact on their anxiety psychology in all aspects, and there is a positive correlation between this course reform and alleviating their mental health. The anxiety rate of students participating in the reform of innovation and entrepreneurship education practical courses for college students is only 6.3%, and the distribution trend of these students’ innovation ability scores is 5.79 ± 1.78. The anxiety level of students who did not participate was 55.4%.ConclusionsThrough the reform of practical courses for innovation and entrepreneurship education for college students, we guide them to actively start businesses, regulate tense emotions, alleviate psychological pressure, reduce anxiety factors, and alleviate anxiety symptoms, thereby achieving psychological balance and forming a stable psychological state.

Entrepreneurship education is growing worldwide, but key educational and didactical issues remain. What are we talking about when we talk about entrepreneurship education? What are we really doing when we teach or educate people in entrepreneurship, in terms of the nature and the impact of our interventions? What do we know about the appropriateness, the relevancy, the coherency, the social usefulness and the efficiency of our initiatives and practices in entrepreneurship education? Addressing these issues and challenges, this article suggests that at least two major evolutions might reinforce the future of entrepreneurship education. First, we need strong intellectual and conceptual foundations, drawing from the fields of entrepreneurship and education, to strengthen our entrepreneurship courses. And finally, we also need to deeply reflect on our practices, as researchers and educators, taking a more critical stance toward a too often adopted “taken for granted” position.

International audience

Agnieszka Kurczewska is a researcher in the field of entrepreneurship and entrepreneurship education. She holds a post-doctoral degree in economics (dr hab. in Polish). Currently she has a position of an assistant professor at the Faculty of Economics and Sociology at the University of Lodz. From September 2010 till April 2011 Agnieszka worked as an assistant professor in Entrepreneurship Unit at Aalto University School of Economics in Helsinki, Finland. In 2014/2015 she received a grant from the Polish Ministry of Science and Higher Education and spent 10 months at the University of Tampa (USA) conducting the research on academic entrepreneurship education. Agnieszka Kurczewska is a member of the Board of Directors of the European Council for Small Business & Entrepreneurship (ECSB). She was also a holder of the Ministry of Science and Higher Education in Poland scholarship for young researchers and stipend holder of the Foundation of University of Lodz. The heart of this monograph is to revisit existing knowledge on experiential pedagogy and then combine it with somehow forgotten concept of responsibility in order to enhance the fundaments of entrepreneurship education. This monograph aims to contribute to the dynamically developing fields of entrepreneurship and entrepreneurship education. This contribution is a refreshed, experience and responsibility-based, view into the learning process. Including these two concepts into theory and practice of entrepreneurship education and also investigating them from different perspectives may result in rethinking and advancing the way entrepreneurship education is executed. The monograph is an invitation to the discussion on entrepreneurship education and its foundations. It tries to provide some answers to numerous questions, but also leaves a lot of them open, thus stimulates further reflections and research, exploring different facets and nuances of experiences and responsibility and their roles in entrepreneurship education. The monograph is available online: http://scouting.uni.lodz.pl.