Practice Of Entrepreneurship Education Research Articles

Assessing Innovative Practices In Funding Entrepreneurship Education In Universities In Cross River State, Nigeria: Implications For Sustainable National Development

This study assessed innovative practices in funding entrepreneurship education in universities in Cross River State, Nigeria and their implications for sustainable national development. Two research questions and one hypothesis were isolated to give direction to this investigation. Mixed methods research involving qualitative and quantitative techniques were adopted. 110 programme managers in the two universities constituted the population. All of them where used as sample. 13 innovative practices in funding entrepreneurship education were identified through interview involving programme managers. These innovative practices guided the researchers to construct an instrument titled “Innovative Practices in Funding Entrepreneurship Education Questionnaire (IPFEEQ)” which was used for data collection. Data collected were analysed statistically using Descriptive Statistics (Mean Rating) and Independent t-test statistical techniques. Results obtained indicated that entrepreneurship education programme managers have innovative practices with which they utilize in funding entrepreneurship education; programme managers are most effective in using marketing of products as innovative practice in funding entrepreneurship education. Ownership of universities does not significantly influence the utilization of innovative practices in funding entrepreneurship education. It was concluded that more efforts should be geared towards ensuring the success of innovative practices in funding entrepreneurship education given its efficacy in providing alternative funding.

Improvement of Practice in Entrepreneurship Education Through Action Research: The Case of Coworking at a Nonresidential College

This study applies action research (AR)—defined as a cyclical process of continuous improvement of practical and real-life problems—to investigate the evolution of a voluntary, noncredit, collaborative coworking environment for student entrepreneurs at a nonresidential college. The goal of the article is to illustrate how entrepreneurship educators can use AR as a catalyst to continuously improve entrepreneurship education environments based on a deeper understanding of students’ needs and entrepreneurial development levels. We conclude with a general reflection about the AR project and the implications of AR to the larger entrepreneurship education context.

Innovation Ability Oriented to Explore Innovation Entrepreneurship Education and Professional Education Practice in Local Colleges

The aim of local colleges is to train advanced applied talents in all walks of life. It is urgent to explore innovation entrepreneurship education based on innovation ability. Professional education practice in local colleges can form cooperative education community through deep cooperation with industry enterprises, which will make the combination of the school personnel training goal and the demand of industry be realized, and integrate resources and training environments effectively as well. The community is a platform to carry cooperative education project, rather than simple cooperative education projects. It will become firmer due to the stability of the industry enterprise, and form coordinated development due to the development of industry enterprises.

The interplay between cognitive, conative, and affective constructs along the entrepreneurial learning process

PurposeAlthough the role of reflections in entrepreneurship education is undeniable, the research has focused mainly on their advantages and consequences for learning process, whereas their dynamics and interrelations with other mental processes remain unexplored. The purpose of this paper is to better understand how personality and intelligence constructs: cognition, conation, and affection evolve and change along the learning process during entrepreneurship education.Design/methodology/approachTo better understand reflective processes in entrepreneurial learning this paper adopts the tripartite constructs of personality and intelligence. By employing longitudinal explorative research approach and self-organizing map (SOM) algorithm, the authors follow students’ reflections during their two-year learning processes. First, the authors try to identify how the interplay between the cognitive, conative, and affective aspects emerges in students’ reflections. Then, the authors investigate how this interplay evolves during the individual learning process and finally, by looking for similarities in these learning pathways, the authors aim to identify patterns of students’ reflective learning process.FindingsAll constructs are present during the learning process and all are prone to change. The individual constructs alone shed no light on the interplay between different constructs, but rather that the interplay between sub-constructs should be taken into consideration as well. This seems to be particularly true for cognition, as procedural and declarative knowledge have very different profiles. Procedural knowledge emerges together with emotions, motivation, and volition, whereas the profile of declarative knowledge is individual. The unique profile of declarative knowledge in students’ reflections is an important finding as declarative knowledge is regarded as the center of current pedagogic practices.Research limitations/implicationsThe study broadens the understanding of reflective practices in the entrepreneurial learning process and the interplay between affective, cognitive, and conative sub-constructs and reflective practices in entrepreneurship education. The findings clearly indicate the need for further research on the interplay between sub-constructs and students’ reflection profiles. The authors see the study as an attempt to apply an exploratory statistical method for the problem in question.Practical implicationsThe results are able to advise pedagogy. Practical implications concern the need to develop reflective practises in entrepreneurial learning interventions to enhance all three meta-competencies, even though there are so far no irrefutable findings to indicate that some types of reflection may be better than others.Originality/valueThe results of the analysis indicate that it is possible to study the complex and dynamic interplay between sub-constructs of cognitive, conative and affective constructs. Moreover, the research succeeded in identifying both individual variations and general reflection patterns and changes in these during the learning process. This was possible by adopting a longitudinal explorative research approach with SOM analyses.

Pedagogical Practices In Teaching Entrepreneurship Education In Universities In South-West Nigeria

The study examined the qualifications of entrepreneurship education lecturers and pedagogical practices in teaching entrepreneurship education in universities in south-west Nigeria. Stratified sampling was used to classify universities in Nigeria into federal, state and private based on ownerships of the institutions. Using simple random sampling, four universities each were selected from federal and state strata totaling eight universities while private stratum was purposively partial out. Purposive and random sampling were used to select 51 entrepreneurship education lecturers, 6 directors of EDCs and 831 400L undergraduates. Two instruments designed and validated by the investigators were used for data collection. Results indicated that non-specialists teach entrepreneusrship education; writing and presenting business plans and feasibility study is the most common teaching strategies in teaching entrepreneurship education. There is a significant influence of approach of the institution to internship on undergraduates’ disposition to self- employment (F (2,828) = 3.209; P <0.05). Hence, employment of qualified lecturers, artisans, practicing entrepreneurs and construction of incubation centres in teaching entrepreneurship education in universities in south-west Nigeria are imperative.

Recognizing Opportunities across Campus: The Effects of Cognitive Training and Entrepreneurial Passion on the Business Opportunity Prototype

We analyze the effects of the program Cognitive Entrepreneurial Training in Opportunity Recognition on the accurate assessment of prototypical viability of business opportunities. The training integrates the principles of experiential learning and is designed to reach students across campus. We also investigate the moderating role of entrepreneurial passion on opportunity recognition learning. We use a quasi‐experimental design with pre‐test, post‐test in two European universities. The results demonstrate that the training has positive significant effects on the accurate identification of business opportunities' prototypical viability. Intense positive feelings about entrepreneurship moderate the learning process. We provide insights into entrepreneurship education practice across campus.

An Empirical Study on the Quality of Entrepreneurship Education based on Performance Excellence Management

The performance excellence model provides a framework for the implementation of total quality management in Colleges and universities, based on the practice of entrepreneurship education in China’s colleges and universities, this paper uses the excellent performance management model to conduct an empirical analysis of the quality of entrepreneurship education, and gets the following conclusions: First, the driving wheel of entrepreneurship education consists of three dimensions: the leadership support of entrepreneurship education, entrepreneurship education strategy and market orientation, the driven wheel of entrepreneurship education includes entrepreneurship education resource allocation, the process of entrepreneurship education, the measurement and improvement of entrepreneurship education. Second, in the driving wheel, the leadership support of entrepreneurship education, entrepreneurship education market orientation have a positive effect on soft quality and hard quality of entrepreneurship education; the entrepreneurship education strategy only has a positive effect on the soft quality of entrepreneurship education, but on the hard quality is not verified. Third, in the driven wheel, entrepreneurship education resource allocation and the process have a positive effect on soft quality and hard quality of entrepreneurship education; the measurement and improvement of entrepreneurship education has positive effect on the hard quality of entrepreneurship education, but to the soft quality has not been verified.

Research on Cultivating University Students’ Entrepreneurial Ability —The Case of Business Administration of Huainan Normal University of Anhui China

With the urge of the reform for university high-level education, great importance has been attached to college students' entrepreneurial abilities all around China. This research explores the entrepreneurship education and training system from three aspects: macro, meso and micro synergy. Besides, based on the experience of the Business Administration at Huainan Normal University of Anhui China, this research emphasizes the combination of theory impartation and practical exploration for entrepreneurship education, which can shed a light on the development and innovation practice of entrepreneurship education and training in a board range.

Research on the Construction and Function Orientation of College Students' Entrepreneurship Education Practice Base

With the continuous development of our society and economy , entrepreneurship has become the most important .economic form in modern society, which is also the main way to alleviate the employment pressure. College students are special group, and they have many advantages in the field of entrepreneurial activity, the report of the eighteenth National Congress of the Communist Party of China the has suggested that we should take innovation-driven development strategy ,"to increase support of innovating and entrepreneurial talent training," to strive to enter the ranks of innovation-oriented country. Xi Jingping, general secretary, discussed with teachers and students of Beijing university at forum, pointing out that" to strengthen employment and entrepreneurship service system, to support and help students take the first step towards society "on May 4, 2014.

The Research About the Entrepreneurship Guidance System Development in New Period

In this paper, based on the status quo of college students' entrepreneurial practice guidance system was analyzed, and the guidance of college students was studied in the field of entrepreneurship practice requirements, by means of questionnaire and individual interview, group discussion, summarizes the key problems of this field. To solve these problems put forward a set of college students' entrepreneurship education practice guidance system theory, the system will be the student's professional characteristics and time requirements and local business together. Entrepreneurship practice to apply the theory system to the current school education, found that the theoretical system to the students before the appropriate times entrepreneurial education, can effectively enhance the students' entrepreneurship consciousness, the concept of entrepreneurship and entrepreneurial ability.

Rethinking What Is Entrepreneurship Education: A Macro Integrative Perspective

Research on entrepreneurship education (EE) has encountered confusing ontological and methodological issues, such as definitional controversy, gaps between research and practice, and lack of theoretical foundations. These are factors holding back the further development of the research and practice in this field. This paper presents a whole picture of EE by exploring key factors involved in EE programs such as objective, audience, content and method, and assessment with a macro integrative perspective. In this way, it points out the disintegrated micro perspectives employed in prior studies is the source of inadequate understanding of EE, which causes issues and confusions in present EE research. The macro integrative perspective offered by this paper provides an innovative way to tackle these issues and hence is expected to contribute to the further improvement of EE research and practice.

Theoretical Basis for Creation of a Model of Potential for Entrepreneurship Competencies

The article provides a theoretical basis for a model of potential for entrepreneurship competencies. Recently more stress has been put on a support of entrepreneurship during the school age in the context of the effort to educate “new wave of entrepreneurs” through supporting entrepreneurship competencies of young people. Entrepreneurship education is nowadays understood as an indispensable part of many government actions of EU countries. However, there exist no precise definition of current practice in entrepreneurship education and there can be found a wide range of different methodologies which differ between individual countries as well as within them, where they differ in relation to individual educational facilities. So-called entrepreneurship competencies have become a key term and they can be defined as knowledge, skills and attitudes which influence willingness and ability to carry out business activities and creating new value, and which can be measured directly or indirectly and improved through education. Currently, there exists a range of concepts of entrepreneurship competencies focusing predominantly on adult (already self-employed) population and they fall within one of the two main trends in understanding these competencies—as innate personal characteristics and as skills which can be acquired through education and experience. Based on the current knowledge we defined our own modified theoretical model of potential for entrepreneurship competencies. The model includes three main dimensions with a range of sub-factors—attitudinal competencies (e.g. self-esteem, ability to tolerate ambiguity instead of control), behavioural competencies (e.g. persistence, initiative, creativity, risk capacity) and management skills (e.g. systematic planning, communication skills, ability to solve problems). The focus is mainly on the question of potential for entrepreneurship competencies, which are developmentally adequate for pupils of a lower-secondary level, and which create space for the development of entrepreneurship competencies as such later in life.

学生视角下高校创新创业教育现状研究—基于湖北省五所部属高校本科生的调查

大学生创新创业教育问题是政府、社会与高校共同关注的重要课题，湖北省作为我国中部地区重要的科教大省，其创新创业教育事业的发展对于推动我国中部地区经济发展，推动我国创新创业教育事业发展具有重要意义。基于湖北省五所部属高校的调查，学生创业意愿较强但对创新创业教育的认识不足，对学校的惠生政策也缺乏了解；学生希望参与创新创业教育管理，认为教育平台应具有多元性能。由于课程与教学体系不健全而导致学生满意度不高，以及学生对创新创业教育实践活动需求旺盛而参与创新创业项目的积极性不强等问题。为了推动创新创业教育的发展，基于学生的认知与需求视角，高校应着手营造浓厚氛围、设立专门机构、提供政策支持、重视平台建设、完善课程与教学体系、组建师资团队、开展多样化实践活动。 The innovation and entrepreneurship education of Universities is a common issue cared by the government, society, and universities. Hubei Province, as an important province of science and education in central China, its development of innovation and entrepreneurship education has great significance to promote the economic development of central China and the development of innovation and entrepreneurship education in our country. The research on the present situation of innovation and entrepreneurship education of five universities directly under MOE shows that the current college students have strong willingness to start their own businesses, but are lack of awareness of innovation and entrepreneurship education, and the innovative business help policy launched by schools. At the same time, undergraduates hope teachers and students participate in the management of innovative entrepreneurship education together, and focus on practicality and interaction of innovation and entrepreneurship education platform. At present, there are some problems in the innovation and entrepreneurship education, such as the lack of curriculum and teaching system, and the insufficient participation of students in the innovation and entrepreneurship education practice. In order to promote the development of innovation and entrepreneurship education, based on student’s point of view, universities should start to create a strong atmosphere, set up specialized agencies, provide policy support, pay attention to platform construction, improve the curriculum and teaching system, set up a team of teachers, and launch diversified practical activities.

In Search of Alignment: A Review of Impact Studies in Entrepreneurship Education

This study uses the concept of alignment as a framework to examine empirical research on the impact of entrepreneurship education interventions on students. Alignment assumes that effective instruction requires congruence between three instructional components: intended outcomes, instructional processes, and assessment criteria. Given the extant diversity and complexity of entrepreneurship education impact, scholars have not been able to explain how teaching approaches and methods are being adjusted to the variety of expected outcomes. In order to address this gap, we critically reviewed the published empirical studies on entrepreneurship education impact in 20 journals over a 15‐year period (2000–2015). We found 16 empirical studies that met our inclusion criteria. Our findings revealed that teaching objectives, teaching methods, and teaching content receive scant attention from researchers. This study will be of value to scholars researching the impact of heterogeneous entrepreneurship education practices and approaches on individuals. Our analytical framework could contribute to less contradictory findings of entrepreneurship education impact studies. We also identify research limitations and suggest avenues for future research.

Practice and consideration of innovation and entrepreneurship education in higher medical universities

In the context of Popular Entrepreneurship and Innovation, scientific and systemic implementation of innovation and entrepreneurship education is the focus of higher education reform at present. This paper analyzes the important significances of carrying out innovation and entrepreneurship education in higher education of traditional Chinese Medicine, introduces the specific practices and experi-ences of designing educational concept and constructing education system about innovation and entrepre-neurship education, following the objective laws of modern educational development and the growth pattern of Chinese medicine talents, in order to provide reference for further promoting innovation and entrepreneu-rship education reform. Key words: Entrepreneurship and innovation education; Higher education of traditional Chinese Medicine; Education system; Talent cultivation

Made In China 2025 and New Trends of Entrepreneurship Education of China: A Socio-Economic-Educational Perspective

The importance of entrepreneurship for economic growth and job creation has gained wide acceptance around the world. The Chinese government is dedicated to innovation and entrepreneurship, realizing the critical importance in meeting this dual purpose lies in entrepreneurship education (EE) and its integration across the government, academic and business sectors. This paper outlines the emergence of entrepreneurship and the emerging trends in EE of China by looking at the past and present of China’s economy, education and government policies through a socio-economic-educational perspective. It focuses on Made In China 2025, an important 10-year national plan, that outlines China’s objectives in future economic development, and the future directions for China’s EE. By looking at past and emerging trends this study presents a historical and current picture of EE within China. The socio-economic-educational perspective of this study results in the following observations: the change from government programmed economy to a more open briskness driven economy, the close relationship between China’s reform in economy and education, the impact of government policies and mandates on China’s entrepreneurship education, EE in China, a new facet of China’s education reform, which has moved from education for the elite to the masses, and lastly, Made In China 2025’s call for innovation and reform in educational practices of EE in China. The application of a socio-economic-educational perspective provides for broader and deeper insights into the direction for the further development of EE in China.

The promise of entrepreneurship education: Reconceptualizing the individual–opportunity nexus as a conceptual framework for entrepreneurship education

This article develops a conceptual framework for entrepreneurship education based on a reconceptualization of the individual–opportunity nexus as presented by Shane and Venkataraman. In order to achieve this objective, we reinterpret both the basic assumptions pertaining to the individual and the ontological and epistemological nature of entrepreneurial opportunities. On this basis, we build a six-step teaching model, which operationalizes a series of entrepreneurial learning elements. These include (1) identity work, (2) disclosing disharmonies, (3) qualifying disharmonies into general anomalies, (4) constructing innovative solutions, (5) prototyping and (6) business modelling. Finally, we discuss the implications of the reconceptualized framework in terms of the research questions governing the field of entrepreneurship education, for the practice of entrepreneurship education and for policy to promote entrepreneurship education.

“Authentic Alignment” – a new framework of entrepreneurship education

Purpose This paper seeks to address an underdeveloped aspect of entrepreneurship education (EE), which is still criticised for not explicitly linking educational practice with established educational theory. As such, the purpose of this paper is to propose a novel educational framework – Authentic Alignment – that the authors evolved based on their own EE practice, as well as two major educational theories. Design/methodology/approach A review of a range of conceptual educational frameworks in EE revealed a gap in the current literature, referring to the fact that practice is not sufficiently linked to sound educational theory. The paper combines a range of educational theories – predominantly Constructive Alignment (CA) and Authenticity – to develop a novel conceptual framework, termed “Authentic Alignment”. The discussion of Authentic Alignment draws upon EE literature, as well as student feedback and the reflections and experiences of the practitioners and academics involved in delivering a higher education unit underpinned by Authentic Alignment. Findings It is argued that Authentic Alignment coherently and explicitly links educational practice to major established educational theories and as such presents a valuable approach to education through entrepreneurship as it aligns authentic approaches to instruction, learning and assessment that strike a balance between resembling and being relevant for real entrepreneurial activity. Practical implications The paper invites educators to draw upon Authentic Alignment for their own entrepreneurship units/programmes by customising the specific approaches to their own requirements, while retaining the underlying principle of constructively aligned authentic education. Originality/value By explicitly linking EE to CA and Authenticity, this paper introduces a novel educational framework that provides a valuable structure for education through entrepreneurship. The customisability of Authentic Alignment, however, suggests a wider applicability and is thus valuable also for education about and for entrepreneurship.

Best practice in entrepreneurship education

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

Governing the entrepreneurial mindset: Business students’ constructions of entrepreneurial subjectivity

Promoting entrepreneurship education to develop the entrepreneurial competences and mindsets of citizens has become an important mission on the supranational educational policy agenda. This endeavour constructs the ideal of a self-guided entrepreneurial subject who is active, adaptable and capable of tolerating uncertainty. Using the theorizations of governmentality, we attempt to discover in this study how entrepreneurial subjectivity is being constructed and negotiated among university-level business students. The data consist of the writing assignments of a group of students ( N = 24) enrolled in entrepreneurship studies in a Finnish university. The findings illustrate how entrepreneurial discourse, as a culturally appropriate manner to express oneself as a self-disciplined and self-governed subject, is adopted by students and reproduced in the practices of entrepreneurship education. We suggest that among educators the aim to educate entrepreneurial subjects should be recognised as a political, moral and, hence, negotiable objective, rather than as a value-neutral or imperative goal.