Entrepreneurial Competence Of Students Research Articles

Manajemen Pendidikan Entrepreneur dalam Meningkatkan Kompetensi Wirausaha Santri pada Pondok Pesantren Riyadlusharfiwalmantiq

This study aims to determine the implications of planning, implementing and evaluating entrepreneurial education on the entrepreneurial competence of students at the Riyadlusharfiwalmantiq Islamic Boarding School. The research method uses a qualitative approach with phenomenological methods, data collection techniques using observation, interviews and documentation techniques. The analysis technique uses SWOT analysis. The validity test used source training and technical triangulation methods. The results of the study indicate that the Entrepreneurship Education plan at the Riyadlusharfiwalmantiq Islamic Boarding School is set out in the form of an entrepreneur learning curriculum, which consists of theory-based learning planning and practice-based planning. Furthermore, it is described in the form of a learning syllabus that contains basic competencies, subject matter, indicators, learning activities, time allocation and assessment. Entrepreneurship education is implemented with two methods, namely theory-based learning and practice-based learning. Evaluation of the results of Entrepreneurship Education is carried out in 2 ways, directly (during the learning process) and post-learning. To examine the evaluation of entrepreneurial education learning using an evaluation model, namely the evaluation of the CIPP (Context, Input, Process, and Product) model. Entrepreneurial competence of students at Riyadlusharfiwalmantiq Islamic Boarding School was formed to have social entrepreneur and corporate entrepreneur competencies. Entrepreneurial education management has implications for students to gain knowledge, skills, and attitudes and aims to make students have the ability and ability to become beginners in entrepreneurship.

Evaluating Entrepreneurship Education for the Acquisition of Entrepreneurial Competencies among Tertiary Institution Students in Kogi State, Nigeria

This study aimed at entrepreneurship education for the acquisition of entrepreneurial competencies among Tertiary Institution Students in Kogi State. For this study, a descriptive research design was utilized. The study’s sample size was 255 students, and primary data was collected and analyzed using both descriptive and inferential methods. Multiple Regression Analysis was the specific analytical technique utilized in the study. Finding showed that lecturers’ entrepreneurial competence and students’ knowledge and skills have effects on entrepreneurial competence of students in Kogi State. The study concluded that entrepreneurship is considered a crucial element of the economy of Kogi State. Therefore, the study recommended that students should strive to emulate the entrepreneurial competence of their lecturers and acquire relevant entrepreneurial knowledge and skills.

Impact of Entrepreneurship Education on the Entrepreneurial Competence of Students in Vocational Colleges and Universities

At the 2014 Summer Davos Forum, China's chief representative introduced the idea of "universal enterprise creation and widespread implementation of scientific and technological innovation," which is intended to stimulate gross domestic product (GDP) and alleviate unemployment. Thus, it is clear that the creation of new companies is a key influence on the progress and prosperity of a country's society. Today, many universities have embarked on business-oriented training programs to enhance the creativity and entrepreneurial spirit of their students as a fundamental support for their future successful businesses. However, the discussion of business start-ups by vocational students has remained at a more backward stage, and there is not much literature on the subject. As business programs are increasingly seen as a popular topic for vocational and technical college students to learn how to start a company, it is important to delve deeper into its impact and how it works. This will provide us with practical data to optimize our teaching methods, and give us some valuable research references to guide these technical talents towards their dreams more effectively.

Formation of the Entrepreneurial Potential of Student Youth: A Factor of Work Experience

International norms regarding educational activity are aimed at forming entrepreneurial competencies in students. The motivational readiness of student youth to implement these entrepreneurial competencies in practice reflects the potential for entrepreneurship development. Despite the social group of student youths being considered belonging to the category of economically inactive population, students are traditionally engaged in social production. New changes in labor and consumption conditions of higher education services contribute to the growing trend in students who combine study and work. Considering this trend, we investigate the impact of students’ work experience on forming their entrepreneurial potential. The analytical component of this study is performed according to the materials obtained through a questionnaire, which covers 746 students. The findings prove that students who engage in employment before studying at university tended to combine university studies and employment in social production. Having such an employment experience increases students’ confidence regarding their entrepreneurial abilities and has a positive effect on students’ intentions to start their own businesses. Simultaneously, the lack of experience in management assistance does not constrain students’ intentions to start a business.

Comparative Analysis of the Level of Development of Entrepreneurial Competencies among Students in Russia and the Czech Republic

The role of universities in the development of entrepreneurship is increasing. Within this context, universities are introducing specialized programs and disciplines aimed at developing students’ innovative and entrepreneurial competencies. This article presents the results of a comparative analysis of the level of development of students’ entrepreneurial competencies in Russia and the Czech Republic. To implement the key task, the authors analysed approaches to the classification of entrepreneurial competencies. On the basis of relevance and objectivity, the authors selected the EntreComp classification from 2016, which subsequently formed the basis for the developed methodological tools for the empirical research. The method was tested in three universities in the Russian Federation and one in the Czech Republic. The total number of participants was 436. The results of the analysis of the entrepreneurial competencies revealed significant statistical differences between the respondents from the two countries for 10 out of 15 evaluated competencies. At the same time, 68% of respondents in the Russian Federation and 64% in the Czech Republic were found to have an advanced level of development of one entrepreneurial competence. This fact is indicative of the similarity of the vast majority of the final results for the respondents from both countries and confirms the hypothesis that most students participating in the test did not have a lower than average level of competence development. The results of the study may be of interest to scientists and practitioners who study the assessment and development of entrepreneurial competencies in students and specialists.

Measuring and Promoting Entrepreneurial Intentions and Entrepreneurial Competence – Implications for Education

The questionnaire “Entrepreneurial Competence” (developed as part of the author’s dissertation) can be used in practice, but above all also for the measurement of entrepreneurial intentions and competence within (higher) education. Data were collected in two periods at both universities, OTH Regensburg and VŠTE Budweis, for the underlying descriptive evaluation in the field of higher education. This study provides information on the entrepreneurial environment, but also on the students’ entrepreneurial competence. At the two universities, 153 students have already taken part in an entrepreneurship course. The environment at both institutes is rated as above-average. The entrepreneurial intention is also clearly visible at the institutes and is significantly higher in the second survey. In the area of entrepreneurial knowledge and skills, the second survey revealed higher levels than at the time of the first initial measurement. In order to be able to better adapt the teaching to the entrepreneurial intentions and entrepreneurial competence of students in the future, the increasing use of activating elements within entrepreneurship and intrapreneurship education is recommended. Planning, role-play, case studies and project work, for instance, contribute to the targeted, group-specific and differentiated competence-based promotion of potential entrepreneurs and intrapreneurs. To achieve this, the initial measurement of entrepreneurial intentions and entrepreneurial competence is therefore essential.

USING A COMPUTER ORIENTED ENVIRONMENT IN SCHOOLS TO DEVELOP STUDENTS’ ENTREPRENEURIAL COMPETENCE (EUROPEAN EXPERIENCE)

The environment in which young people are educated today is constantly changing and developing. The conditions for education and training, forms and methods, information and communication technologies and the harmonious combination of all these factors are important for creating a modern educational environment. As stated in the Concept of the New Ukrainian School, a modern graduate should be: an innovator, a patriot, a citizen, enterprising and initiative, able to communicate effectively, apply ICT etc. Among the main set of key competences of a modern graduate, one of the important competence is a sense of entrepreneurship and initiative, which should become an indispensable characteristic of a modern person. The aim of the article is to analyze the European experience in the development of entrepreneurial competence of students in a computer-based learning environment in the context of reforming national education. To achieve this goal, a set of research methods was used: analysis and systematization of scientific literature, works of domestic and foreign authors; comparative and pedagogical analysis, which is used to compare and generalize different views on the organization of entrepreneurship education in schools of the European Union. The article examines the experience of foreign countries in the formation of entrepreneurial competence of students, namely the European framework of entrepreneurial competence for citizens, which is a guiding document used in writing standards and curricula for all levels of education, as well as in the field of employers to describe qualifications. Approaches to the formation of students’ entrepreneurial competence in a computer-oriented learning environment are revealed. A virtual guide to entrepreneurship education is described, including tools and methods for implementing entrepreneurship education; practical experience of the best European schools, political and strategic documents on organization of entrepreneurship training, including using ICT tools. Suggestions for the formation of entrepreneurial competence of students for domestic professionals are given.

Diagnoza poziomu kompetencji przedsiębiorczych studentów wybranych uczelni według metodologii EntreComp

Przedsiębiorczość jest kompetencją o kluczowym znaczeniu dla rozwoju osobistego oraz działaniem polegającym na twórczym generowaniu pomysłów, opartym na identyfikacji i wykorzystywaniu nadarzających się okazji i szans rynkowych oraz realizacji tych pomysłów w podejmowanych przedsięwzięciach biznesowych. Celem artykułu jest: 1. diagnoza poziomu kompetencji przedsiębiorczych studentów Uniwersytetu Pedagogicznego w Krakowie oraz Uniwersytetu Rzeszowskiego przy wykorzystaniu metodologii EntreComp opracowanej dla Komisji Europejskiej oraz 2. identyfikacja zależności w poziomie kompetencji przedsiębiorczych, które różnicują badane osoby pod względem następujących cech: demograficznych, statusu materialnego, miejsca zamieszkania, sytuacji zawodowej oraz długości okresu studiowania i kierunku kształcenia. Metodologia zalecana przez Komisję Europejską do wykorzystywania w procesach kształcenia przedsiębiorczości stanowi ramy dla kształcenia kompetencji przedsiębiorczych uznawanych przez UE za kluczowe. Realizacji celu pracy posłużyły badania ankietowe, które przeprowadzono w maju i czerwcu 2019 r. na próbie 106 studentów. Badanie autorek uzupełnia w pewnym stopniu lukę badawczą traktując przedsiębiorczość jako nurt koncentrujący się na kompetencjach przedsiębiorczych, podkreślanych przez organy UE jako kluczowe. Odrębny nurt równie popularny w literaturze bada przedsiębiorczość jako fenomen koncentrujący się na działaniach przedsiębiorczych.

Проблемы и перспективы развития молодежного предпринимательства в классическом вузе

Since 2018 an educational project “School of Competences”, aimed at making the students of a classical university with a whole range of additional professional competencies is implemented at Derzhavin Tambov State University. The project is held within the framework of the institute of mentoring by the United Students’ Scientific Council on the basis of the university, as well as in cooperation with the partners of the university. One of the thematic modules of the “School of Competences” is the project “Youth Entrepreneurship”, during which participants can form a number of entrepreneurial competencies. In this paper, the authors 1) substantiate the relevance of the formation of competences in the field of entrepreneurship among students of a classical university; 2) conduct a review of research on the formation of entrepreneurial competencies in students; 3) describe the five stages of the implementation of the project “Youth Entrepreneur-ship”; 4) offer methodological recommendations for the implementation of this or similar projects on youth entrepreneurship in universities. The project “Youth Entrepreneurship” includes the fol-lowing five stages: 1) the program of the joint student scientific council; 2) an innovative business incubator program; 3) the program of the center of support of small and medium business “Geometry of business”; 4) development of startups and 5) opening of small and small innovative enterprises. For the successful implementation of the project it is recommended to consider several conditions affecting the efficiency and productivity of its results: a) the time and duration of the project; b) contingent of project participants; c) contingent of project coaches; d) the project site and e) the format of the classes. The work describes in detail the stages of project implementation and guidelines for its successful implementation.

FORMATION OF ENTREPRENEURIAL COMPETENCE OF STUDENTS OF VOCATIONAL EDUCATIONAL INSTITUTIONS OF UKRAINE BY MEANS OF MODERN EDUCATIONAL TECHNOLOGIES

The article is devoted to the main directions of formation of entrepreneurial competence of students of professional educational institutions by means of educational technologies based on the activity basis. The content of the concept of “entrepreneurial competence” is substantiated and the ways of its formation with the help of web quest technology is considered.

EDUCATIONAL POTENTIAL OF THE “SOCIAL ACCELERATOR” TECHNOLOGY: DEVELOPING SOCIAL – ENTREPRENEURIAL COMPETENCE OF STUDENTS AT CLASSICAL UNIVERSITIES

Introduction. Modern trends in the development of education and society as a whole not only strengthen the role of modern universities in transformation of the social sphere, but also require a new approach to developing skills and over-professional competencies of university students, especially students of social and humanitarian specialties, who will live in conditions of a new technological paradigm. In this connection, classical universities have a special role because social and cultural development of society is their original mission. Therefore, development of social and entrepreneurial competence of students is an urgent educational task of modern classical universities. Education of social entrepreneurs is one of the relevant educational tasks which solution enables to provide additional resources for growth of welfare of fellow citizens. The work of social entrepreneurs is directed to the creative solution of social problems of the region, the help to its residents and positive changes in local society. The aim of the article is to demonstrate the experience of approbation of the educational technology for developing social and entrepreneurial competence of students in a classical university. Methodology and research methods. The methodological basis of the work is based on system-activity and competence approaches. The authors have used such methods as analysis of scientific literature; analysis of documents; desktop research; interviewing and questioning of participants in the educational process; educational experiment; reflection and generalisation of practical experience of implementing a program of accelerating business projects in a classical university (case study). Results and scientific novelty. The new approach to the development of social and entrepreneurial competence of students is proposed by the authors; that approach is based on the introduction of “Social Accelerator” technology into educational practice of higher education institutions. The technology structure is described; as obligatory components, the structure includes: short-term (several months long) program of training of the beginning entrepreneurs; mentor maintenance of students’ start-ups promotion; creation of conditions to present students’ project products to the public. The summary of the “Social Accelerator” functioning cycle is given. The results of its approbation carried out from 2015 to 2017 on the platform of the Park of Social and Humanitarian Technologies of the Tomsk State University are presented. The analysis of students’ responses proved emergence of a sustained interest to social and reformative activity and desire to continue training in the chosen direction at city, regional, all-Russian and international schools and programs. Practical significance . The “Social Accelerator” technology proposed by the authors is the innovative effective instrument of generation of a new wave of entrepreneurs; the technology can be used for students’ education at classical universities. The technology allows to: timely distinguish the persons who are capable of business activity; make active their initiative; provide timely assistance in development of enterprise tendencies and obtaining necessary knowledge.

LEARNING ENTREPRENEURIAL COMPETENCES: PARADOXES IN THE LEARNING PROCESS

The purpose of the longitudinal study was to ascertain to what extent students’ entrepreneurial competences developed on the degree programme. The study examined the perceptions of the students by mixing different research methods. The findings indicated that the learning objectives of the degree programme are realistic for the first-year students to be achieved. There lies the first paradox: self-regulation in learning is expected, yet the students may lack the abilities for self-directed learning and meta-cognitive learning strategies. Secondly, use of creativity is expected to some extent, yet the students are not sufficiently encouraged and supported by teachers. Thirdly, the entrepreneurial attitudes of the students were quite positive, yet the attitudes remained stable or declined during studies. Forthly, the programme had a positive influence on the development of business competences, but not on entrepreneurial intention. It can be concluded that there is a need for changes in pedagogy and learning environment, if the aim is to promote the entrepreneurial competences of students more and increase their new business creation.