Process Of Entrepreneurship Education Research Articles

Developing of Entrepreneurial Spirit in the Era of Asean Economic Community in Vocational High School

The entrepreneurship vocational school program is based on national policy points in the field of education contained in the National Medium Term Development Plan (PRJMN) document 2015 to 2019. To implement the entrepreneurship Vocational High School (SMK) program as related to the achievement of national policy in the field of education, especially that leads to the formation of character with the formation of attitudes and entrepreneurship attitudes of participants Educate in the management of education is expected to be able to find a better management of education strategy so as to produce output of quality education both viewed from academic and non academic quality. To be a successful entrepreneur, the main requirement is to have an entrepreneurial spirit and character. The entrepreneurial spirit and character are influenced by skill, ability, or competence. School or educational institution becomes a very strategic place to grow entrepreneurial talent. Facing the ASEAN Economic Community required human resources who are committed in entrepreneurs. So entrepreneurship education becomes one of the strategy effort in responding to the challenge. This article is descriptive analytic that is using the theories of experts to give an idea that the importance of entrepreneurship education in building entrepreneurship intentions of vocational students. So in the implementation of entrepreneurship education can be done through an integrated subjects as a force in the development of entrepreneurial interest. Building an intention in the entrepreneurship education process can be influenced by various factors such as internal factors, external and contextual. Therefore, to encourage the incidence of vocational students in entrepreneurship after graduation needs to get support from all parties, until the birth of intention that will be a reflection of the behavior of the real entrepreneur.

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.

Start-Up Business: Process and Challenges in Entrepreneurship Education

Abstract This research aims to explore the process of entrepreneurship education and its challenges based on the facilitators′ viewpoints who take parts in the students′ business in entrepreneurship education. This case study determines the respondents purposively, and through in-depth interviews by using validated triangulation of methods, the data obtains. The research findings showed the process of entrepreneurship education starts from the process of incubating the students′ business. During this process, the research gains several important aspects, for instance, changing student’s mindset, bringing up their passion, and formulating target, performance indicators, and business process. This research also discusses the use of non-financial indicator as the indicator mostly used the faciltators to measure the students′ business performance. Furthermore, this research reveals that the facilitators should provide stimuli, give gradual assistance and guidance, and know the business needs of the students. Finally, the challenges identified are the difficulties to change mindset, the distinctiveness of each student’s business, the resources required by the facilitators, and facilitation and time management skills.

我国高校创业教育课程建设研究——从美国哈佛大学创业教育课程建设中得到的启示

我国高校创业教育有效开展的关键在于建立完善有吸引力的创业教育课程体系，纵观我国的创业教育发展历程，起步晚、课程设置零散不系统、与市场实际脱节，相对于较早发展拥有成熟创业教育体系的美国而言，还存在着很大的差距和问题。本文从我国当前的创业教育现状出发，结合在美国具有代表性的哈佛商学院的创业教育课程建设的历程，提出来对我国创业教育课程建设的几点意见。本文采用文献研究和比较研究等方法，渴求能从哈佛商学院先进的创业教育理念，卓有成效的创业教育课程建设中汲取营养，为解决我国当前创业教育中出现的问题，找到突破口，从而更高效的开展我国的创业教育实践活动。 The key to the effective development of entrepreneurial education in colleges and universities in China is to establish and perfect an attractive curriculum system of entrepreneurship education. Throughout the development process of entrepreneurship education in China, starting late, scat-tered curriculum is not systematic, and the actual market out of line, compared to the early de-velopment of a mature entrepreneurial education system in the United States, there are still a lot of gaps and problems. Based on the current situation of entrepreneurship education in China, this paper puts forward some suggestions on the curriculum construction of entrepreneurial education in China, combining with the course of entrepreneurial education curriculum in Harvard Business School, which is representative of the United States. This paper adopts the methods of literature research and comparative research. It is eager to learn from Harvard Business School’s pioneering education idea and fruitful entrepreneurial education curriculum construction, and find a breakthrough to solve the problems in the current business education in China to carry out China’s entrepreneurial education practice.

융·복합 창업교육 교과과정 개발에 관한 연구

창조경제는 아이디어가 대중화되고 사업화되는 특징을 가지고 있다. 아이디어의 사업화는 창조경제를 발전시키는 선순환 도구이며 이를 위한 기업가정신과 창업은 창조경제의 핵심동인으로 작용한다. 창조경제에서는 경제주체들의 창의성이나 지적재산권 등이 소득과 고용창출을 이끄는 비즈니스가 발전하고, 융 복합 사고와 창의적 기획력으로 새로운 부가가치를 창출할 수 있는 기회가 많이 제공된다. 융 복합 사고와 창의적 기획력은 항상 20대의 젊은 청년들로부터 많이 나왔다. 그렇기에 젊은 시절의 기업가정신과 창업교육, 그리고 쉽게 창업할 수 있는 풍토는 좀 더 많은 우수한 인재들을 창업의 길로 이끌고 바로 그들에 의해 새롭게 만들어진 제품과 서비스는 국가 경제를 한층 젊고 활기차게 만든다. 이와 같은 다양한 시스템 구축과 함께 창조경제 생태계를 완성시키는 교육과정 개발 역시 매우 중요한 상황이다. 그 중 창조경제시대에 융 복합 사고와 창의적 기획력을 증진시키는 체계적인 창업교육 교육과정의 개발은 최우선 순위인 것이다. 융 복합 창업프로그램의 초기 단계임을 고려해 본 연구는 기초통계연구를 통해 프로세스 중심의 융 복합 창업교육을 위한 교과과정을 제시한다. Creative economy has been characterized by ideas popularized commercialization. The commercialization of the idea is to develop a creative economy virtuous circle tool, entrepreneurship and start-ups for this serves as a key driver of the creative economy. Convergence, complex thinking and creative planning ability is always a lot from the 20s came a young man. So young age of entrepreneurship and entrepreneurship education, and is easily capable of founding a new culture is created by the right products and services they lead the more outstanding talent in the way of entrepreneurship creates even young and energetic national economy. Such a wide range of system implementation and curriculum development to complete the creative economy with ecology is also a very critical situation. The development of a systematic entrepreneurship curriculum that promote creative thinking and planning ability for creative convergence of economic times is a top priority. The present study considered that the early stages of convergence entrepreneurship program presents a convergence process of entrepreneurship education through a process-oriented research based on statistics.

Student driven videography in different stages of the Entrepreneurship education process

Videography is used in everyday life and business education context to the extent that some call it a major feature in today’s teaching. In educational use of videography we identify the two types ...

Educação Empreendedora e a Experiência do Instituto Federal (IF) Câmpus Garopaba na Semana Global do Empreendedorismo (SGE)

This experience reporthas the intention todemonstrate the resultsoftheIFCampusGaropabaparticipationinGlobalEntrepreneurship Weekin the years 2012 and 2013. The eventoccursworldwideand debate entrepreneurship. This projectextension, which is held annually, has contributedto solidifythe process ofentrepreneurship education.

Educação Empreendedora e a Experiência do Instituto Federal (IF) Câmpus Garopaba na Semana Global do Empreendedorismo (SGE)

This experience reporthas the intention todemonstrate the resultsoftheIFCampusGaropabaparticipationinGlobalEntrepreneurship Weekin the years 2012 and 2013. The eventoccursworldwideand debate entrepreneurship. This projectextension, which is held annually, has contributedto solidifythe process ofentrepreneurship education.

Perception of Entrepreneurship Education in Adekunle Ajasin University: The Gender Perspective

Nigeria’s poverty level has continued to increase; unemployment has also characterised the dilemma of her teeming young university and tertiary institutions graduates without much solution in sight. A few years ago, Nigeria devised a coping strategy in the form of Entrepreneurship Education in universities and tertiary institutions to cushion the effect of unemployment among graduates through job creation and self-reliance for economic growth of the country. However, there has been a wrong perception of Entrepreneurship education among the government, administrators of institutions, instructors and students alike which if not corrected might culminate in misplaced priority thereby, serving a tangential role in addressing its mandate. It is against this background that this study discusses the perception and teaching/learning process of Entrepreneurship Education in Adekunle Ajasin University. The qualitative method of eliciting information through Focus Group was used to obtain information from 181 Adult Education student respondents of 200 -400 Levels. 10 instructors and 5 administrative staff were also interviewed through the key Informant process. Findings show that although, Entrepreneurship education is not believed to be synonymous with Vocational education by both female and male students of Adekunle Ajasin University, Akungba- Akoko nor do the instructors hold the opinion as well; but Entrepreneurship education is not learnt and taught accordingly as it is more theoretical than practical. It is recommended however, that Entrepreneurship education need to be taught more practically, domesticated and diversified to meet local needs, contexts and situations. A commitment is also required from administration to put in place necessary impetus for a good functioning unit of Entrepreneurship studies. DOI: 10.5901/jesr.2014.v4n6p447

The Development of Entrepreneurial Competences for Students of Mathematics and the Science Subjects: The Latvian Experience

The purpose of this study is to examine the development of entrepreneurial competences among Latvian students in mathematics and in the science subjects, as well as to indicate how recent graduates have evaluated their knowledge and skill s in the various fields of endeavour at university. The research methodology implemented for this study is a mixed quantitative and qualitative approach. To assess the opportunities for development of entrepreneurial competences among students, a survey and analysis was undertaken of a broad range of educational and subject curricula, teaching/learning materials and of the academic performance results of graduates. The results of this study have revealed that, in Latvia, there is a unified system of methodological materials that has been worked out in four subject areas, and which provides the potential to devel op the entrepreneurial competences of students. The survey results of recent university graduates reflect that, in general, while graduates (new teachers) in Latvian universities are mostly well prepared in accord with present-day labour market challenges, nevertheless, serious improvements are still necessary in regard to the process of entrepreneurship education.

La educación empresarial en instituciones de educación superior venezolanas

The article describes the approach to the process of Entrepreneurship Education (EE) in the centers of higher education centers in Venezuela in 2005–2010. The methodology followed a complementary approach. Different methods were used for the interpretation of data: descriptive analysis for the quantitative data, and for the qualitative data, the method of content analysis (CA) generated by the documents and interviews with the actors responsible for the process of entrepreneurship education. The results show the activity within the institutional framework and university-industry links according to environmental demands and the prospects mentioned in the processes of business creation, small and medium businesses (SMBs), and corporate entrepreneurship.

Oczekiwania a realia wejścia ludzi młodych na rynek pracy jako wyzwanie dla edukacji z przedsiębiorczości

One of the most important task of contemporary school, in addition to education, knowledge transfer and skills development, is to prepare young people to participate in economic life and particularly to enter the job market. Their success depends on a number of factors like the level and type of education, their entrepreneurial attitude, but above all on their knowledge and understanding of the market requirements. And it is the main task of the school entrepreneurship. In this article the author confronts expectations, plans and beliefs of young people (students from four secondary schools in Cracow) against their future employment in the real job market situation depicted in a report of Central Statistical Office in Poland: "Entry of young people into the job market in Poland in 2009". The conducted survey research shows several features such as: high expectations of young people towards their future work, varied and not always accurate plans for a job search, a large diversity in their initial work experience, problems with identifying their career plans and making the correct choice of further education and finally a low inclination to start their own business. Opinions of students about their own entrepreneurial attitude, usefulness of school subjects in their adult lives, and an indication of the key economic issues that, according to them, should be taught at school also supplement the studies. The results obtained by the author, showing the attitude and awareness of young people about their future career start, are the basis for discussion on further improving the process of entrepreneurship education in schools.

PENDIDIKAN BERBASIS ENTREPRENEUR DALAM LEMBAGA PENDIDIKAN SEBAGAI UPAYA UNTUK MENGURANGI KEMISKINAN

Poverty is a way of entry for the new century of colonialism. Future generations should be able to fight for this nation's wealth. The education of entrepreneurship is a way to reduce poverty; it is an education concept encouraging students to be creative and innovative in doing something. The pattern of such education requires learners to be productive. Entrepreneurship education is educational framework that directs learners to be quick in understanding and probing the economic and social needs of the surrounding community. Government should be willing to provide sufficient funds so that the process of entrepreneurship education can run smoothly.Even the community should be more active and intense in monitoring the development of entrepreneurial education if they want the progress of their nation, not only being a nation of coolie by sending migrant workers abroad, mostly of them are maid workers. This country is rich in natural resources, were it supported by resources having a high entrepreneurial spirit it would become a prosperous state so that by itself poverty would be far reduced. Poverty will evaporate into the history and transform to be memories that only can be remembered in museums .

The impact of entrepreneurship education on entrepreneurial outcomes

PurposeThe purpose of this paper is to explore the impact that entrepreneurship education can have on entrepreneurial outcomes. The author aims to investigate the perceived influence that various entrepreneurship education courses have had on a cohort of 64 graduate entrepreneurs from eight HEIs in the UK.Design/methodology/approachSemi‐structured, in‐depth telephone interviews were conducted annually over a ten year period (1997 to 2006) to document, measure and analyse respondent progression from graduation and into entrepreneurship.FindingsResults indicate that graduate needs for entrepreneurship education do not match actual outcomes in terms of entrepreneurial skills, knowledge and attitudes. This mismatch influences an entrepreneur's perceptions of actual and future educational needs. Most of the graduate entrepreneurs, however, seem to be satisfied with the outcomes of their entrepreneurship education, both in relative and in absolute terms.Practical implicationsThe findings provide valuable insights for educators, policy makers and graduate entrepreneurs. Stakeholders could use this study to make better choices in relation to the education of future graduate entrepreneurs.Originality/valueThis study provides an empirically rigorous insight into a relatively neglected area of entrepreneurship education research. It provides valuable longitudinal data for stakeholders involved in both the supply and the demand side of the entrepreneurship education process.

A problem-based learning approach in entrepreneurship education: promoting authentic entrepreneurial learning

In response to the positive impact of entrepreneurship on the economy, many institutions of higher learning offer entrepreneurship education to address the manpower development needs. This article determines the effectiveness of the traditional lecture-tutorial entrepreneurship education in promoting entrepreneurial learning. It argues for a change in the content and process of entrepreneurship education to provide for authentic entrepreneurial learning that can better equip the graduates to be ready for entrepreneurship. This article describes the experiences of the faculty at a polytechnic in Singapore in their effort to help their students become entrepreneurs by transforming the entrepreneurship curriculum using problem-based learning. It describes how they implemented the problem-based learning approach. Evidence of the success of the new curriculum is provided.