State Of Entrepreneurship Education Research Articles

Effect of Entrepreneurship Education for College Students in the Context of a Mobile Internet Environment

College students are having a difficult time in hunting a job upon graduation. The mobile Internet helps to promote the employment of college graduates. In an environment of mobile Internet, this paper clarifies the current state of Entrepreneurship Education (EE) for college students, and discusses the effectiveness of EE in the context of a mobile Internet environment. The results show that: mobile Internet enriches the substance of EE courses in colleges, improves the environment of EE, facilitates the provision of EE for college students, makes the EE model fairer, and promotes the reform of the model. In addition, the EE platform built for college students can be broken down into three layers: a data access layer, a business logic layer, and a user interface layer.

Entrepreneurship education in Russia: Influence of Regional Stakeholders

Entrepreneurship education is one of the “youngest” segments in the sphere of Russian higher education. A lack of traditions and established practices in the development of educational programmes for entrepreneurs negatively affects the quality of such education at universities. In this regard, the role of internal and external stakeholders in the formation and improvement of entrepreneurship education programmes is growing. This article analyses the practice of Russian universities in the development of educational programmes for entrepreneurs. Key research foci include the structure of competencies specified in such programmes and their correlations with the regional context of entrepreneurship development. A number of research hypotheses were formulated, including those concerning the transformation of entrepreneurship education programmes under the pressure of stakeholders’ demand for soft skills, heterogeneity of entrepreneurship education programmes as the result of differences between regional entrepreneurial ecosystems, involvement of internal and external stakeholders in the creation of entrepreneurship education programmes. The data presented in the article were obtained from open sources, such as the websites of universities implementing courses of entrepreneurship education. The main results of the study include: 1 An integrated model of soft skills structure as a methodological platform for research in the sphere of entrepreneurship education. 2 Identification of regional differences in entrepreneurship education programmes. 3 Verification of a hypothesis concerning the impact of entrepreneurial ecosystem factors on the state of entrepreneurship education. 4 Formulation of problems for future research with regard to interaction between all the actors and institutions of regional entrepreneurship ecosystems.

Entrepreneurship education in Sudan

The purpose of this paper is to explore, from an empirical point of view, the state of entrepreneurship education in Sudan. It examines the existence and scope of entrepreneurship education in the Sudanese higher education public institutions. Data were collected from a sample comprising five public universities by examining their curricula and surveying the opinion of a selected sample from these universities. Respondents were asked 25 questions in order to assess their perceptions about the existence and depth of entrepreneurship education in the Sudanese public universities. It was revealed that there was only one programme of entrepreneurship education in Sudanese public universities. Moreover, entrepreneurship courses were very rare and were not commonly offered by those universities. However, many colleges teach entrepreneurship within different courses. Further, it was found that the public universities suffered from a shortage of qualified staff in entrepreneurship education as well as a lack of a conducive environment for its development. Based on this it is recommended that entrepreneurship education be incorporated into the curricula of higher education institutions in Sudan. The process of its introduction should be gradual, starting with staff qualification and the improvement of the teaching environment.

La formación en iniciativa emprendedora: qué, quién y cómo

En los últimos años la iniciativa emprendedora ha estado en la agenda política de muchos países, ya que se considera uno de los principales motores para fomentar, entre otros, la innovación, la competitividad y la creación de empleo. En este sentido, tanto las instituciones públicas como privadas ofrecen programas formativos para incrementar el nivel de iniciativa entre la población en general y programas específicos para la población emprendedora. En este artículo se realiza una breve revisión del estado actual de la formación emprendedora, haciendo especial énfasis en la situación de España y con relación a Europa. A partir de fuentes secundarias, presentamos datos respecto al porcentaje de formación en iniciativa emprendedora, el tipo de formación y los niveles en los que se hace esta formación. A continuación, analizamos la situación concreta en el ámbito universitario y el rol de la educación a distancia. Los principales resultados obtenidos son que la formación en emprendimiento está bastante extendida tanto en el ámbito de la población en general como en la población emprendedora. Por otra parte, la oferta formativa se haya distribuida entre la educación formal y la informal, con bastante solapamiento entre ambos sistemas. Respecto a los niveles de formación, también hay solapamiento entre el nivel escolar y postescolar. Finalmente, y en cuanto a la formación universitaria, cabe destacar la heterogeneidad de aproximaciones metodológicas y de contenidos que influye en la baja calidad universitaria percibida y la concentración de la oferta formativa en las facultades de economía y empresa y escuelas de negocio. El artículo concluye señalando la importancia de realizar un mayor esfuerzo para que los programas de formación, especialmente los de nivel universitario, utilicen metodologías orientadas a desarrollar las competencias emprendedoras y ampliar la educación y formación en iniciativa emprendedora más allá de las titulaciones relacionadas con la administración y gestión de empresas. En este sentido, la educación a distancia puede facilitar la formación de otros colectivos que hasta ahora no han sido suficientemente formados en emprendimiento y por otra parte, contribuir a aumentar la calidad de la formación.

The State of Entrepreneurship Education in Universities in Shanghai, China: A Survey from Students’ Perspective

In order to understand the status quo of entrepreneurship education in universities inShanghai, this article draws data from a survey on college students in Shanghai. The sample covers a wide range of students from different majors, school years, and regional backgrounds. The analysis focuses on their recognition of entrepreneurship education, the curriculum, and the preparation of entrepreneurship, etc. Based on the survey data, the article also discusses the current problems of entrepreneurship education in universities and provides suggestion in terms of the conception of reforming entrepreneurship education, the entrepreneurship curriculum, and the mechanism supporting entrepreneurship among college students.

English

  The aim of this article is to shed light on the entrepreneurship education currently offered at higher education institutions in South Africa (SA). The major questions addressed are: What is the state of entrepreneurship education in SA universities? And how should entrepreneurship be taught? The entrepreneurship programs offered at South African universities, both in terms of content and methods, do not appear to achieve the desired outcomes. Results indicated that South African universities are adhering to the old, traditional teacher-centered way of teaching this program. Research recommends use of interactive methods like simulation for students to practice analytical and decision-making skills.   Key words: Entrepreneurship education, entrepreneur, academic, university, students, assessment methods and curriculum.

A Survey of Entrepreneurship Education Initiatives

The Science and Technology Policy Institute (STPI) looked into the state of entrepreneurship education in the United States to assess if a greater Federal Government role might improve entrepreneurship education and thereby increase entrepreneurs’ chances of success. STPI explored the following questions regarding entrepreneurship education: • What is the current landscape? • What specific goals could be embraced? • What specific policy measures are proposed to achieve those goals? • What collaborations across the government and other sectors would facilitate meeting these goals? Our approach to answering these questions was to (1) delineate the importance of entrepreneurship and entrepreneurship education to the United States (Chapter 2); (2) describe the present state of entrepreneurship and entrepreneurship education in the United States, including types of programs, goals, approaches, and stakeholders (Chapter 3); and (3) identify and examine the areas of entrepreneurship education that might benefit from Federal Government attention (Chapter 4).

Fully Mature but Not Fully Legitimate: A Different Perspective on the State of Entrepreneurship Education

This article seeks to demonstrate that the field of entrepreneurship/small business can be characterized as fully mature, a view contrasting one proposed by Kuratko. Evidence of the achievement of full maturity and marginal legitimacy is given based on benchmarks in the development of the field. In addition, this article adds additional support to the concept of partial legitimacy on which Katz and Kuratko agree. Building from these analyses, a theoretical life cycle model for the growth of disciplines in general is offered, using entrepreneurship as the example. The major consequence of entrepreneurship's full maturity is identified as the growing centrality of the business‐school based discipline of entrepreneurship in relation to the emerging entrepreneurship efforts across campuses, and the implication of this centrality for the discipline of entrepreneurship is discussed.

The State Of Entrepreneurship Education At Tertiary Institutions In The Western Cape

This paper summarizes, analyses the offerings and gaps on entrepreneurship education at four tertiary institutions in the Western Cape. Most of the offerings were knowledge based. Some of the participants on the programmes were exposed to real businesses and hence had experiential learning. The individual as an entrepreneur seemed to be overlooked. As tertiary institutions’ culture changes it will become more important to understand students’ entrepreneurial needs in order that there is institutional “fit” between higher education offerings and the need for students. The various institutions should collaborate on a frequent basis to establish the needs and share resources. This can include services like consulting, mentoring, training and research by experts in the field and share their experiences with other lecturers and trainers.

Reflections on entrepreneurship education in African tertiary institutions

It is a well-established fact that several developed economies grew on the back of small businesses and entrepreneurial development. It stands to reason then that the development of Sub-Saharan Africa (SSA) can also be catalysed by a rise in the number of entrepreneurs and entrepreneurial activity. In that general regard, this paper sought to investigate the state of entrepreneurship education in Sub-Saharan Africa (SSA). The method adopted in investigating this phenomenon was to critique the existing tertiary education entrepreneurship structures (where these existed at all) and to proffer recommendations where anomalies were discovered. It came to light that despite the critical importance of entrepreneurs in the economic development of a nation, Sub-Saharan African (SSA) countries have not fully developed strategies to tap this resource. What the countries have, are haphazard policies designed to promote the lesser or uneducated individuals in the informal sector into entrepreneurship. SSA educational leaders must find ways to structure their curricula so that all or most of their students can take courses in entrepreneurship. This is essential for SSA countries in order to move them from their present disadvantaged economic status, to greater economic and social development. A tentative syllabus for African tertiary education is proffered at the end of the article but its robustness needs to be tested.