Teaching Of Entrepreneurship Education Research Articles

Research on Innovation and Entrepreneurship Education Teaching Method Innovation of College Students Based on Fuzzy Analytic Hierarchy Process

Research on Innovation and Entrepreneurship Education Teaching Method Innovation of College Students Based on Fuzzy Analytic Hierarchy Process

An application of Hofstede’s cultural dimensions and golden circle in entrepreneurship education

Background: Entrepreneurship education has become an important issue worldwide, originating mainly in the United States (US) and the United Kingdom (UK). Different methods have been used to teach entrepreneurship, often without considering local circumstances, which is particularly important in sub-Saharan Africa with its diverse cultures. Therefore, comparing the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan African countries is crucial to overcoming such challenges.Aim: This article aims to compare the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan African countries with the aim of designing appropriate entrepreneurship education programmes and approaches to the specific cultural contexts.Setting: The study compares the impact of cultural differences in Western Europe (US and UK) and sub-Saharan African countries.Methods: A literature review descriptive study of the impact of cultural differences in teaching entrepreneurship education in Western Europe and sub-Saharan Africa was adopted. Secondary analysis using Hofstede’s cultural dimensions’ model was used for analysis.Results: The main cultural differences are in the dimensions of individualism versus collectivism and power distance. Incorporating team-based learning and focusing on business ideas with a positive collective impact in sub-Saharan Africa can lead to more effective entrepreneurship education.Conclusion: It is crucial to adapt entrepreneurship education approaches to the specific cultural contexts of regions. Using a framework with four guide questions for whom, why, what and how can support the development of programmes.Contribution: Future education programmes can be designed based on a proposed golden circle.

The relationship between VET teachers’ entrepreneurship education teaching practices and students’ learning needs

ABSTRACT This article contributes to the field of entrepreneurship education (EE) research by raising the question of vocational teachers’ ability to respond to the students’ need for entrepreneurial guidance. The main research question in this article is: How do VET teachers’ EE teaching practices match with the learning needs of the students. Two types of quantitative data and the theory of guided preparation are used to answer this question. The first part of the data was collected from Finnish VET teachers and the second part from Finnish ninth graders applying for VET. Based on these two datasets, a four-field matrix was formed and how teachers are successfully able to boost students’ entrepreneurial preparedness was analysed. The research findings have implications for guidance within VET, both for the students and the teachers. The results combining the teachers’ EE practices with students’ learning needs open a wide range of new possibilities to understand the relevance and timeliness of EE.

Entrepreneurship Teaching : Design and Activities of 21st Century Learning for Economic Class under Mini-Project (Participatory-Phenomenological Design)

This study aims to explain the process of teaching entrepreneurship education courses in economics classes under a detailed mini-project. This research used Participatory action research (PAR) under qualitative approach. The sample size was only taken purposefully from one semester's three economics classes. This research used observation sheets in the form of learning activities and interviews. All data collected were analyzed descriptively with the step of reducing, displaying and drawing conclusion. The research results showed the effectiveness of a bidirectional teaching model in entrepreneurship education. This model, which combines theoretical instruction with practical application, significantly enhances student engagement and learning outcomes. The bidirectional approach allows students to relate theoretical concepts to real-world examples, fostering a deeper understanding and active participation. An essential element of this teaching model is the inclusion of mini-projects. These projects enable students to apply theoretical knowledge in practical scenarios, such as developing business plans and analyzing recruitment strategies. The hands-on experience gained through mini-projects not only solidifies students' grasp of the material but also hones their problem-solving and critical-thinking skills. The study's findings underscore the superiority of the bidirectional teaching model over traditional methods. The experimental class, which utilized this approach, showed a 93% success rate in meeting various evaluation criteria, compared to just 30% in the control class. This stark contrast highlights the importance of integrating mini-projects and practical activities into the curriculum to enhance educational outcomes. The bidirectional teaching model, complemented by mini-projects, proves to be a highly effective approach in entrepreneurship education. It not only engages students more deeply but also equips them with practical skills and knowledge that are essential for their future careers.

Assessment of Mentoring/Experiential Learning Instructional Delivery Enhancement Strategies for Teaching Entrepreneurship Education in Business Education Programme in Tertiary Institutions in Bayelsa State

The research examined methods for enhancing the delivery of instruction in entrepreneurship education in the Business Education curriculum at tertiary institutions in Bayelsa State, Nigeria, by means of mentorship and experiential learning. The study investigated two hypotheses at the 0.05 level of significance and addressed two research questions using a descriptive survey research design. The population was made up of 89 lecturers in business education from Isaac Jasper Boro College of Education in Sagbama Bayelsa, Niger Delta University Wilberforce Island Bayelsa, and Federal University Otuoke, Bayelsa. All 89 academics were included as responders due to the manageable population size, hence removing the necessity of sampling. Utilizing a 5-point rating scale from Very High Extent (VHE) to Very Low Extent (VLE), with corresponding values of 5, 4, 3, 2, and 1, a structured, closed-ended questionnaire consisting of 26 items was utilized to gather data. Three experts validated the instrument, and the Chrobach Alpha reliability technique was used to certify its reliability. The device's reliability coefficient was found to be 0.783. Through in-person encounters with the respondents, data was collected, and all 89 questionnaires were totally completed, yielding a 100% return rate. The study issues were addressed through the use of mean and standard deviation in the data analysis, and the hypotheses were tested using t-test statistics. With a 5-point rating scale, mean values above 3.00 designated as "high extent" and those below 3.00 as "low extent," a cut-off point value of 3.00 was employed to interpret the results for the research topics. With regard to hypotheses, where the t-calculated (t-cal) value was less than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis of no significant difference was considered. On the other hand, when the t-calculated (t-cal) value was greater than the t-table (t-tab) value of 1.96 at a 0.05 level of significance and 87 degrees of freedom, the null hypothesis was rejected. The results of the study lead to the conclusion that strategies for enhancing the delivery of experiential learning and mentoring interactions are useful for teaching entrepreneurship education in tertiary institutions' business education programs. The National Commission for Colleges of Education (NCCE), the Nigerian Educational Research and Development Council (NERDC), the National Teachers Institute (NTI), and the National University Commission (NUC) are among the organizations that are encouraged to become more involved in education reform and development. They should also be encouraged to support modern, student-centered instructional strategies in the implementation of entrepreneurship education curriculum in business education programs at the nation's postsecondary institutions.

Analysis of Teaching Capacity Building of College Teachers’ Innovation and Entrepreneurship Education in the Context of Big Data

Abstract Innovation and entrepreneurship education teaching is an important driving force to stimulate the innovation ability of college and university students and to improve them, which puts forward a major test for the teaching ability of college and university teachers as a key part of teaching. This paper analyzes the current situation of the teaching ability of college teachers in innovative entrepreneurship education teaching through a questionnaire survey. It constructs the evaluation index system of innovation and entrepreneurship teaching ability of college teachers, combines the gray correlation analysis method to determine the weight of each index in the system, and finally successfully constructs the rating system of innovation and entrepreneurship teaching ability of college teachers. Regression analysis and gray correlation methods are used to explore the influencing factors of college teachers’ ability to teach innovation and entrepreneurship. It was found that five factors, such as school type, education, and title, had a significant impact on college teachers’ innovation and entrepreneurial teaching ability. The correlation between participation in innovation and entrepreneurship training and the innovation and entrepreneurship teaching ability of college teachers in the gray correlation calculation is 0.758, which has a significant effect on teachers’ innovation and entrepreneurship teaching ability.

Analysis of Teaching Capacity Building of College Teachers’ Innovation and Entrepreneurship Education under Comprehensive Multiple Fuzzy Evaluation System

Abstract How can we effectively promote and improve the quality of innovation and entrepreneurship education in colleges and universities? The key lies in enhancing the capacity of teachers to impart innovative entrepreneurial education. The article takes the requirements of innovation and entrepreneurship education and the connotation of teaching ability as the orientation and establishes the evaluation index system of dual innovation education teaching ability of college teachers by combining the CIPP model. The IAHP method and the improved CRITIC method, respectively, calculate the subjective and objective weights of each index in the index system, and then they introduce the game theory idea to amalgamate and assign weights to the index system Based on the gray fuzzy mathematical theory, a fuzzy comprehensive evaluation model of the teaching ability of innovation and entrepreneurship education among college teachers was established. Using University Y as the research object, data analysis was carried out to determine the differences between teachers’ dual entrepreneurship teaching abilities, comprehensive evaluation, and the application effectiveness of the evaluation system. The maximum mean value for teachers’ innovative entrepreneurship education teaching ability is 4,085, and the minimum skewness coefficient is only −0.475, suggesting a trend towards correct skewness. Teachers’ mastery of dual-creation theory is proportionately weighted at 25.52%, and the fuzzy comprehensive evaluation score is 81.97, which is a good grade. The evaluation index system, combined with the fuzzy comprehensive evaluation model, can help college teachers clarify the problems of dual-creation education, which is conducive to improving their dual-creation teaching ability.

Research on Teaching Methods of Higher Vocational Education Based on Multi-source Data Fusion under the Concept of Entrepreneurship and Innovation Education

Abstract With the development of the times, traditional innovation and entrepreneurship education exist in the backwardness of education concept and learning concept. This paper proposes a model for entrepreneurship innovation that incorporates multi-source data fusion technology. From both online and offline sources, we obtain multi-source data about the education and teaching methods of the entrepreneurship innovation education concept in higher vocational colleges and universities. In the process of multi-source data fusion, data is preprocessed to improve its quality and efficiency during data fusion. Using the least squares method to complete the multi-source data fusion operation, combined with the concept of entrepreneurship innovation education, co-designed a data fusion-driven innovative entrepreneurship education teaching model that integrates interactive and targeted teaching methods. The model underwent validation and analysis. The data show that after some time of adopting the targeted teaching method to teach students innovative and entrepreneurial concepts, the difference between the mean value of the level of creative and entrepreneurial concepts of the students in the experimental group mean value (43.79) and the control group mean value (43.79) is 4.55. The sig value is 0.019<0.05. Compared with traditional didactic teaching, the targeted teaching mode based on the multi-source data fusion technology is more helps to improve the level of innovation and entrepreneurship concepts of students in higher vocational colleges and universities.

Entrepreneurial Education for Small and Medium-Sized Enterprises: An Exploratory Case Study

The lack of adequate education for entrepreneurship of small and medium-sized enterprises (SMEs), executive managers, and owner-managers in Nigeria increases the high rate of poverty and unemployment. Lack of management training and experience contributed to 69% of SMEs’ failures. Research on entrepreneurial development and agency intervention for business growth lacks criteria for adequate entrepreneurial education for business growth and sustainability. The inadequacy in teaching entrepreneurship education encumbers Nigerian national development. The problem is that entrepreneurs in Nigeria lack good education in entrepreneurship and business sustainability. The qualitative exploratory case study addressed gaps and paucity in previous literature on why Nigerian SMEs lack adequate education for entrepreneurship and business sustainability. Ten entrepreneurs were interviewed to explore how to apply education to operate businesses strategically for growth and sustainability. Data analysis and interpretation revealed four themes: (a) inadequacy of entrepreneurship education and capacity building; (b) lack of a strategic management approach for competitive advantage; (c) lack of business leadership, orientation, and experience; and (d) unsustainable business strategy for sustainability and growth. The research findings provided entrepreneurs with strategic management approaches to achieve efficient business development for business growth and sustainability.

Technopreneurship Education, Occupational Counselling, and Sustainable Development in Nigeria

Innovation and creativity are basic necessities for any functional education like entrepreneurship education which is skill-based. The method of instructional delivery should be technologically inclined where the scientific knowledge will be inculcated in it. Technopreneurship is a process of acquiring knowledge, skills, and competencies for venture creation through technological knowhow. Technology is what makes life easier to live. It is the scientific knowledge used in practical ways to meet and satisfy human needs. Occupational counselling is the guidance and information necessary for all individuals in the world of works for better understanding of self, personality type and acquisition of relevant qualification in relation to entrepreneurship skills, job productivity, satisfaction and overall wellbeing on the work performance. This paper, therefore, focuses on how technology entrepreneurship and occupational counselling can bring sustainable development to entrepreneurs in their business operations in the global market. The paper looked at the concept of entrepreneurship, entrepreneurs, technopreneurship, development of entrepreneurship, acquisition of occupational information relevant for building entrepreneurship skills in Nigeria, significance of technology in the operations of modern entrepreneur, roles of technology-based entrepreneurship in economic development, teaching entrepreneurship education using project-based learning method and development of all related psychological characteristics the individual needs for sustainable development. The paper concluded that technopreneur, in order to succeed, needs to be taught technology-based entrepreneurship that encourages creativity and Innovation, the importance of understanding self in relation to job satisfaction and productivity that bring about commercialization and industrialization towards global marketing. The paper recommended, among others, that technology-based entrepreneurship education and occupational counselling should be entrenched into the curriculum right from Basic Schools to Tertiary institutions. It further stated that supports should be given to Tertiary institutions for curriculum overhauling and development of lecturers in form of training and retraining for sustainability.

Research on the Competence Improvement of Etiquette Teachers in Applied Tourism Undergraduate Colleges under the Mixed Teaching Mode

Guided by professional competence, improving the teaching mode of tourism management specialty in application-oriented undergraduate colleges, promoting the construction of "double-qualified" teacher team, and promoting the combination of work and learning, school-enterprise cooperation are the inevitable trend of the teaching reform of tourism management specialty in application-oriented undergraduate colleges. In this regard, this paper focuses on the analysis of the characteristics of the cultivation of professional competence talents in tourism management, and expounds the necessity of improving the practical ability of tourism management students in application-oriented undergraduate colleges and universities with the guidance of professional competence. The innovation and entrepreneurship and practical education abilities of innovation and entrepreneurship teachers in application-oriented undergraduate colleges and universities need to be strengthened. Specifically, the innovation and entrepreneurship education teaching methods, teaching content system, innovation and entrepreneurship opportunity identification Practical guidance and the ability to integrate expertise and innovation are the key points that should be improved or improved. Based on this, the paper puts forward the main countermeasures to improve the innovation and entrepreneurship competence of teachers in application-oriented undergraduate colleges.

Teaching Entrepreneurship Education (EE) in Higher Education Institutions (HEIs) in Nigeria

Entrepreneurship education (EE) has been viewed as a crucial tool for a country's economic growth. Every country in the world attempts to develop and strengthen its economy by considering all available options. Nations are attempting to or have already implemented the teaching and learning of EE in schools in response to the discovery of EE as a tool for economic development. In higher education institutions (HEIs) in Nigeria, entrepreneurial education has been offered as a field of study, discipline, or area of expertise. Researchers currently criticise the way EE is learned at colleges and universities for a variety of reasons, such as the use of generalist teachers, the dearth of adequate teaching materials, the inadequate financing of EE programmes, the low rate of graduates choosing entrepreneurship as a career, and more. Additionally, higher education students in Nigeria have not received appropriate orientation towards the value of EE for their present, future, families, and general well-being. Additionally, it has been noted that the context-free methodology used in Nigeria's colleges and universities to teach EE makes it challenging for students to comprehend. The scope of this paper is mainly on pedagogy and not necessarily on policy. Therefore, this paper examines a definition of EE that is focused on Nigeria, the objectives of EE with a focus on its learning and teaching in HEIs, the environment for EE teaching and learning in HEIs, how EE teaching and learning can be improved, and EE teaching and learning. Some suggestions and recommendations are equally flagged.

Perceived Effectiveness of Entrepreneurship Education on the Management of the Hospitality Industry in Benue State, Nigeria

The paper investigated the impact of entrepreneurship education on hospitality industry management in Benue State, Nigeria. To cicerone, the research, three study purposes, and three research questions were developed. The study's population consists of all 2000 registered restaurants and bars in Makurdi. The random sampling technique was used, and the sample size was 200 panelists plus restaurant and bar owners. The mean rating of respondents was calculated using a five-point Likert scale. Three experts logically validated the survey, yielding a reliability index of.871. The study yielded the following results: respondents believed that entrepreneurship education would increase creativity, competition, brainstorming, and innovation in hospitality management. Three recommendations were made, including teaching entrepreneurship education as a course in a tertiary institution and teaching entrepreneurship education to hospitality industry professionals.

Teaching Entrepreneurship Education with Venture Creation Approach for Students with Special Needs.

Teaching Entrepreneurship Education with Venture Creation Approach for Students with Special Needs.

Constructivist Approaches: A Budding Paradigm for Teaching and Learning Entrepreneurship Education

Constructivism is an approach to learning that believes in the personal construction of knowledge by learners through the interaction of prior knowledge to form a new experience. Constructivism represents the state-of-the-art in the teaching of Mathematics and Sciences at all levels of education. However, there is less work on constructivist teaching and learning in Entrepreneurship Education. This study reviewed theoretical and empirical studies on constructivism with emphasis on how it can help organizations achieve value creation through the vehicle of Entrepreneurship Education. Also, the study summarizes the pedagogical goals of constructivist learning and conceptualizes the dimensions of Entrepreneurship Education, the relevance of Entrepreneurship Education, teaching methods in Business Education, and brings out an understanding of the paradigm shift. The study reveals that the focus of Entrepreneurship Education is to promote innovation and value creation among learners. Consequently, the researcher has drawn a useful conclusion on the application of constructivist approaches in teaching Entrepreneurship Education, and it was recommended, among others; that stable industrial policy on the collaboration between small business entrepreneurs and research institutions for the exploitation of research findings of those institutions to achieve sustainable technological development.

Teaching Entrepreneurship Education (EE) Online During Covid-19 Pandemic: Lessons learned from a Participatory Action Research (PAR) in a Malaysian Public University

This article focuses on a Participatory Action Research (PAR) project that was carried out in a Malaysian Public University during three series of lockdowns during the Covid-19 pandemic. During that time, all higher education institutes in Malaysia were barred from conducting face-to-face lectures that resorted to fully online learning throughout two semesters during the academic session of 2020 to 2021. As an educator, I was primary concerned about their achievement in learning outcomes and knowledge transfer through online learning of the Entrepreneurship Education (EE) Course. Therefore, this PAR described my critical reflections on my students’ feedbacks from the analysis of my online video lessons, online student forums, and open-ended online surveys regarding their sentiments and perceptions on their learning experience. Ultimately, this PAR is to help me improve my teaching skills, to highlight gaps in the course content and suggest strategies of delivery in the future. As such, this article concludes by highlighting the mismatch between learning gaps, the extent the EE course learning outcomes address the students’ personal obstacles in entrepreneurship and my future strategies to mitigate the challenges of entrepreneurship education.

ENTREPRENEURSHIP TEACHING FOR SELF-EMPLOYMENT AMONG HIGHER LEARNING STUDENTS IN TANZANIA: A LESSON LEARNT FROM SUCCESSFUL GRADUATE ENTREPRENEURS

Despite several years of investing entrepreneurship education in Tanzanian higher learning education, still a large portion of graduates are incompetent, hence, they cannot start-up their own business ventures. The current study employed the Social Learning Theory to explore effective teaching and assessment methods appropriate to entrepreneurship education in order to create self-employed graduates of higher learning education by drawing experience from some successful graduate entrepreneurs in Tanzania. The study aimed at filling the gap in the literature by exploring effective teaching methods and assessment procedures for entrepreneurship education to enhance selfemployment among graduates of higher learning education in Tanzania. This is a qualitative study that applied a mixedmethod approach utilizing interviews, observation, and document review in data collection. The study was done in Dar es Salaam City using both purposive and snowball chain sampling techniques whereby, 65 respondents participated in the study. The collected data were analysed using content analysis technique in which themes were generated and discussed in accordance with the research questions. The findings of the study indicated that, in Tanzania, traditional teaching methods are mostly used to teach entrepreneurship education in higher learning education. Lecturing teaching method and paper and pencil form of assessment are commonly preferred by instructors while teaching entrepreneurship education. Graduates of higher learning education do encounter several challenges, and those challenges are connected to individual weaknesses of a graduate, poor preparation of students in higher learning education, failure of legal compliance, and lack of financial capital. Based on the observed challenges, the study recommends the following: Firstly, students should effectively be engaged in practical activities related to entrepreneurship while still at the colleges and universities. Secondly, all instructors teaching entrepreneurship education should be equipped with sufficient knowledge through in-service trainings in order to update them with relevant skills needed in the markets. Thirdly, instructors should create a balance between theoretical and practical learning while teaching entrepreneurship education, and for the research purpose, colleges, and universities should have their own database concerning with graduates who have succeeded to employ themselves after graduation

Appropriate Instructional Method(S) for Teaching Entrepreneurship Education at Tertiary Level in Nigeria

The study was designed to establish the best teaching method(s) that could be appropriate in imparting entrepreneurship skills to students at tertiary levels of education in Nigeria. The study adopted the descriptive survey design. The population for the study consisted of all students and teachers of General Studies courses-GST/GSS/GSE-Entrepreneurship Studies/Education, in tertiary institutions spread across North-Central and South-South geo-political zones in Nigeria. Simple random sampling technique was used to obtain a sample of twenty-five (25) teachers and two hundred and fifty (250) students of GST/GSS/GSE-Entrepreneurship Studies/ Education, from the five institutions selected for the study. Two separately structured questionnaires were used to elicit responses from the respondents- Teachers and Students. The instruments were structured based on the Likert’s five –point rating scale. Data obtained was classified and translated into frequency tables. The mean and standard deviations were used to answer the research questions, while Pearson product moment correlation coefficient was used to determine the strength of relationship between the independent and the dependent variables and to test the hypotheses. The study revealed that Teachers of entrepreneurship education use lecture method and other traditional methods of teaching to give instructions on entrepreneurship education. The study also revealed that Teachers of entrepreneurship education do not employ extensive use of modern methods of teaching entrepreneurship education. Moreover, the study revealed that teachers of entrepreneurship education prefer the lecture method and discussion method of teaching in giving instructions in entrepreneurship education. The study recommends that: Teachers of entrepreneurship education should employ the lecture method in giving instructions in entrepreneurship courses. Teachers of entrepreneurship should also make use of the modern methods of teaching especially the business plan development method and the school industrial collaboration methods because of the potential benefits to enhance students understanding of entrepreneurship studies. Attempts should be made by teachers of entrepreneurship to make the courses interesting to students, especially students of non-business background or orientation. Teachers of entrepreneurship education should be subjected to retraining on modern methods of teaching entrepreneurship education to acquaint than with new skills and enable these teachers develop in the learners the positive skills of entrepreneurship.

Examination of Pedagogy and Instructional Innovation to Create Entrepreneurs in the Media and Technology Fields

While STEAM disciplines like engineering and the arts have made great strides in exploring pedagogical strategies for teaching entrepreneurship education, media entrepreneurship is much more in its infancy, having emerged in journalism and communication curricula in the early 2000s. These media-focused programs may teach career competencies such as digital communication, interpersonal and team skills and innovation strategies to a broad swath of interdisciplinary students, including those from engineering, arts and other STEAM disciplines. It has been a decade since Neck and Greene highlighted three “known worlds” of teaching entrepreneurship and proposed a new “method” world. Using recent syllabi solicited from media entrepreneurship, entrepreneurial journalism and journalism innovation courses, this study evaluates which of the “worlds” – entrepreneur, process, cognition, or method – is being utilized to teach entrepreneurship in the media and technology fields.

RETRACTED: Research on the optimization strategy of innovation and entrepreneurship education teaching mechanism

Contemporary college students are the main group that will create a new kind of China and promote China's economic development. This requires them to have a unique and sensitive perspective of development, education is not only the demand of China's economic structure transformation, but also in line with the development trend of global higher innovation education. 1000 college students from different grades and regions have fully understood the innovation education of our country through the questionnaire survey. In the past ten years, the government, universities in some regions and the society have analyzed the investment in education. In addition, this paper also compares the two-year survival rate of entrepreneurship projects between graduates with and without education from 2010 to 2017. Through the post-processing, statistics and comparison of the data, we find that most of the students have different degrees of willingness to start a business, but relatively few can put it into action. The main reasons are the lack of a reliable platform, innovative ideas can not be achieved, the lack of guidance of relevant economic theory knowledge, and the inability to implement scientific research achievements into specific entrepreneurial projects.