Index
ISBN: 978-1-78714-281-7, eISBN: 978-1-78714-280-0
ISSN: 2040-7246
Publication date: 24 May 2017
This content is currently only available as a PDF
Citation
(2017), "Index", Entrepreneurship Education (Contemporary Issues in Entrepreneurship Research, Vol. 7), Emerald Publishing Limited, Leeds, pp. 371-380. https://doi.org/10.1108/S2040-724620170000007020
Publisher
:Emerald Publishing Limited
Copyright © 2017 Emerald Publishing Limited
INDEX
‘Aboutness’ thinking
, 153
Accelerator programmes
, 128
Agon
, 217
Agribusiness
, 76–77
accessibility of transportation facilities for
, 97
attitudes towards and nature of
, 87
and graduate entrepreneurship in Ghana
, 79–82
self-employed in
, 82–83
Ajzen’s theory of planned behaviour
, 68
Alea
, 217
Austrian tradition in entrepreneurship
, 79
Baron and Kenny’s step conditions
, 64
Boundary crossing workshops for enterprise education, capability approach
, 284–288
methodology
, 288–289
boundary crossing
, 290–291
vocational education
, 291–292
project on
, 292–293
results
final questionnaire
, 299–301
follow-up to workshops
, 301
fourth workshop, discussion of conflictual work experience
, 293–299
Bricolage theory
, 238
Business
education in Russia
development of
, 122
history
, 121
rank
, 123
and management education in United Kingdom
, 114–116
mentors
, 127
plans
, 200
Business Model Canvas
, 199, 201
Business start-up through enterprise placement year
, 308–309
EPY at University of Huddersfield
, 313
academic requirements
, 314
application process
, 314–316
event series
, 317
financial support
, 320
group mentoring sessions
, 317
individual advice sessions
, 317
induction day and welcome week
, 316
informal learning
, 318–319
learning activities
, 316
reflection
, 319
examples of
, 322–324
experiential entrepreneurship education
, 309–310
student placements in higher education
, 311–312
four elements
, 310
latest innovations
, 320–321
methodology
, 313
monitoring and evaluation
, 324
academic performance
, 326–327
continued support and actual business start-up
, 327–329
participation in
, 325–326
students completing by cohort year and academic school
, 325
Capability approach (CA) for human development beyond human capital
, 286–287
‘Chalk and talk’ model
, 198
Change laboratory workshops
, 289–292
Chicago tradition concept of entrepreneurship
, 79
Co-created process
, 188
Columbia County Longitudinal Study
, 87
Commonwealth of Independent States (CIS)
, 114
Conceptualization of learning
, 182–183
Constructivist perspective for entrepreneurship
in learning theories
, 239
socioeconomic environment
, 240
TeleCC online platform
, 241
traditional didacticism
, 241
Continual adaptation
, 39
Cooplexity model
, 224
findings
, 227–228
programmes
, 225
synergy simulator
, 225, 227
and uncertainty
, 221
Core 2-day Synergy Schedule
, 226
Cox Snell R
2
, 97
Creation of disorder
, 223
Criticality in practical knowledge
, 188
Cronbach’s alpha reliability coefficient
, 88–89
Curriculum learning components
attitudes (A1-A7)
, 269
knowledge (C1-C4)
, 269
skills (S1-S7)
, 269
Customer/market feedback
, 201
‘Demo Day’
, 271
Department for Business, Innovation and Skills (DBIS)
, 110
Designing and delivering, entrepreneurship education
, 336
case study
, 343–344
pedagogical design principles
, 345–346
teaching learning and assessment strategy
, 347
discussion, pedagogy in practice
community engagement
, 351
cross-disciplinary delivery
, 349–350
group collaboration
, 352
nature of post-1992 institutions and devolved HE context
, 349
networking skills
, 352–353
staffing and facilitating
, 350
technological barriers
, 350
trading experience
, 351–352
literature review
pedagogy
, 340–341
policy
, 338–340
practice
, 341–342
methodology
, 342–343
‘Digitally demanding’
, 198
Duke of York Young Entrepreneur Centre (DOYYEC)
, 314
Dysfunctional learning
consequences of
, 215–216
Leitch report
, 215
Educational pedagogy
, 198
Enterprise education provision
, 200
Enterprise placement year (EPY)
, 307
Enterprise Team Business Advisor’s external connections and networks
, 318
Entrepreneurial learning
, 19
global entrepreneurship monitor report
, 48
ideas, exploitation of
, 21
‘learning by doing’
, 21
prior experience and search
, 20
process of
, 20
skills and competences
, 21
trial and error
, 21
Entrepreneurship 2020 Action Plan
, 48
Entrepreneurship and enterprise (E&E) education (EEE)
, 108
Entrepreneurship education
, 2
2020 Action Plan
, 262
Bibikas, Vorley and Wapshott’s study
, 8
Bosompem, Dadzie and Tandoh’s study
, 5–6
critical perspective
, 180–184
experience
, 3–4
global proliferation
, 3
Gonsalves and Enciso–Zamora’s study
, 7–8
Higgins and Refai’s study
, 7
higher education (HE)
, 3
Jones, Newbery and Underwood’s study
, 7
Kakouris’s study
, 8
Klapper and Neergaard’s study
, 6–7
literature review
, 3
Morselli’s study
, 8–9
offering insight
, 184–187
practice from different countries
, 3
programmes
, 3
rationale for provision
, 4
Seymour and Topazly’s study
, 6
Smith and Clegg’s study
, 9
Smith, Jones, Scott and Stadler’s study
, 9
Tognazzo, Gianecchini and Gubitta’s study
, 5
Entrepreneurship (or enterprise) societies and clubs
, 127
Evidence-based education
, 147
Expansive learning for entrepreneurship
, 288
‘Experiential’ learning concept
, 187
Experiential Learning Model (ELM)
, 202
Export Trade, Agricultural and Industrial Development Fund (EDAIF)
, 80
Externally evaluated quality of opportunities
, 29, 33–34
Extrinsic-intrinsic learning styles
, 157
‘Fact-learning’
, 153
Feedback
, 39–41
Finnish entrepreneurship
, 158
Firms, Russian, issues facing
, 125
First order correlations between measures
, 35
Four-step procedure
, 63
‘Friends of Enterprise Team’ network
, 318
German tradition in entrepreneurship
, 79
Ghana
agribusiness
, 77
entrepreneurial intentions
, 78
entrepreneurship in
, 77
graduate unemployment
, 77
job creation
, 77–78
Ghana Youth Employment and Entrepreneurship Agency (GYEEDA)
, 80
Glasgow Caledonian University (GCU)
, 338
Global Entrepreneurship Development Centre (GEDC)
, 126
Global University Entrepreneurial Spirit Students’ Survey (GUESSS)
, 49–50
Graduate Enterprise Development Initiate (GEDI)
, 80
Graduate entrepreneurship and education
, 78–79
See also Undergraduate students in agribusiness, Ghanaian case
Group mentoring sessions
, 317
The Guardian Newspaper
, 111
Guess What Or Acting As If?
, 164
See also Wonderment exercises
Guest entrepreneur talks
, 128
Herzberg’s intrinsic-extrinsic motivation theory
, 156–157
Higher Education Funding Council for England (HEFCE)
, 110
Higher Education Innovation Fund (HEIF)
, 320
Higher education institution (HEI)
, 110
Homoscedasticity
, 34
Hypo-deductive method
, 199
Identifying and Solving Everyday Problems
, 161–162
See also Wonderment exercises
Ilinx
, 217
Incubator programmes
, 128
Inspiration
, 310
Institutionalism
, 176–180
See also Entrepreneurship education
Intentions, entrepreneurial
analysis
, 61
discussion and conclusions
limitations and further research
, 70–71
practical implications for entrepreneurship education
, 69–70
theoretical implications
, 67–69
importance and antecedents
, 50
cognitive antecedents
, 53–55
educational context, role of
, 55–56
risk perception and non-pecuniary career motives
, 51–52
methodology
cognitive antecedents
, 58–60
control variables
, 61
dependent variable
, 58
moderators, educational context
, 60–61
personal background factors
, 60
sample
, 57–58
regression analysis of
cognitive antecedents of intentions
, 64
mediation effects
, 63
moderation effect of learning experience
, 65
moderation effect of university climate
, 66
results
, 61
descriptive statistics and correlations
, 62
four-step procedure
, 63
Italian Centre of Social Investments Research
, 48
attitude towards entrepreneurship
, 49
controllability
, 49
data
, 49–50
entrepreneurial intentions
, 49
individual characteristics
, 49
learning experience
, 49
non-pecuniary career motives
, 49
perceived behavioural control self-efficacy
, 49
risk perception
, 49
sample of students from University of Padova (Italy)
, 49–50
subjective norms
, 49
university climate
, 49
Italian school reform Buona Scuola
, 302
Knowledge-based economies
, 2
Knowledge creation
, 180
Kolb’s model for experiential learning
, 238
Leaning theory employed
, 204
‘Learning by doing’
, 40
Learning, evolutionary heuristic
discussion
, 37–39
implications for learning and teaching, and practice
, 40–41
experiential or practice-based
, 21
findings
externally evaluated quality of opportunities
, 33–34
market-driven changes to ideas
, 32–33
self-evaluated quality of opportunity
, 30–32
start-up group versus non-start-up group
, 34–37
innovation
, 22
method
, 27
analysis
, 30
dependent variables
, 29
independent variables
, 28–29
participants
, 28
opportunities evolution through discovery
process of interpretation
, 23
research in creativity
, 23–24
retention
, 23
selection
, 22–23
variation
, 22
skills and competences, evolution of
discovery and exploitation of opportunities
, 27
observations
, 26
replication of competences
, 25
retention
, 25–27
selection
, 25
similarities
, 26
through exploitation of opportunities
, 24
variation
, 24–25
start-up process
, 22
theories of change
, 22
variation-selection-retention
, 22
‘Learning to evolve’
, 38
Leitch report
, 215
See also Dysfunctional learning
Levene’s test of homogeneity of variance
, 34
Likert-type scale
, 88, 90
Logit model specification
, 89–90
See also Undergraduate students in agribusiness, Ghanaian case
Making Something Out of Nothing
, 163
See also Wonderment exercises
Market-driven changes to ideas
, 32–33
Marketing-related issues
, 38–39
Mediation effects
, 64
of cognitive antecedents of intentions
, 54
Mimicry
, 217
Moderation effect
of learning experience
, 67
of university context
, 56
Modern UK universities
, 111–112
Module spine for employability, enterprise and entrepreneurship
, 348–349
Musical Understanding of Society in Europe (MUSE)
, 152
Nagelkerke R
2
, 97
Nascent entrepreneurs
, 26
National Student Survey (NSS)
, 199
National Youth Employment Programme (NYEP)
, 80
Neo-Piagetian theories
, 239
New business
ideas
, 30
ventures by Russian graduates
, 132
Non-pecuniary career motives
, 67
Non-start-up groups
externally evaluated quality
descriptive statistics
, 36–37
one-way between-groups ANOVA
, 37
OECD and European Commission report on The Missing Entrepreneurs
, 264
Opportunities
evolution, through discovery
, 22–24
externally evaluated quality of
, 29
self-evaluated quality of
, 30–32
skills and competences evolution, exploitation of
, 24–27
Out of the Box Thinking Exercise
, 160
See also Wonderment exercises
Outside observer
, 38–39
‘Over protection’
, 68
Pan-European entrepreneurial, case of STARTIFY7
, 262
challenges and opportunities
, 263–264
ICT and entrepreneurship
, 264–266
reviewing and researching
, 266
entrepreneurial training needs analysis
, 267
entrepreneur interviews
, 268
learner survey and focus groups
, 268–269
research evidence review
, 267
support provision review
, 267–268
from training needs analysis to curriculum design
, 269
Perceived behavioural control variable
, 53
Personal construct theory
, 156
Piagetian theory
, 239
Placements
, 311
Play as learning
based designs and models
, 220–221
catalyst for change and opportunity in uncertainty
, 217–218
discussion and conclusion
, 228–229
essential components
, 223
and experiential learning
, 219
experiential learning link and benefits of
, 218–221
language of, work
characteristics of
, 217
possibility of
, 216–217
Playful and entrepreneurial executives
, 221–224
See also Play as learning
Pre-academy and post-academy self-reported perception
of attitudes (A1-A7)
, 275
of knowledge (C1-C4)
, 273
of skills (S1-S7)
, 274
Private sector turnover in United Kingdom
, 2
Professional training
, 128
Qualitative changes to business idea
, 29
Quality Assurance Agency (QAA)
, 199
guidelines for enterprise education
, 339
for higher education
, 284
Question time events
, 317
‘Rapid entrepreneurial action’
, 198
Reflection and critical thinking, incidents
, 242
1st activity
, 244–245
2nd activity
, 245–246
3rd activity
, 246–247
4th activity
, 247–248
5th activity
, 248–249
6th activity
, 249–250
7th activity
, 250
8th activity
, 250–251
Reflection-on-action
, 180–181
‘Reflective practitioner’
, 240
Reflexivity
, 180–181
Rich interpretations of history
, 224
Rich pictures
, 223–224
Risk-free
, 224
Risk perception
, 51–52
School-based VET
, 285
SCOPUS bibliometric data
, 237
Scottish Council for Development and Industry report
, 336
Scottish-domiciled undergraduate entrants (SDUE)
, 344
Scottish Widening Participation Policy
, 337–338
Sector specific EPY (SS EPY)
, 321
Sector specific mentor scheme (SSMS)
, 318
Self-actualisation
, 150
Self-assessed quality of opportunities
, 31–32
Self-efficacy
, 29, 38–39, 68
Self-employment
age
, 83–84
gender/sex
, 84–85
parental educational level
, 87
parental role model
, 86
place of residency
, 86
Self-evaluated quality of opportunity
, 30–32
Semi-structured interviews
, 268
Shapiro Wilk test
, 34
Shared experience
, 224
‘Silo-thinking’
, 201
Skills training and employment placement (STEP) programme
, 80
Small and medium enterprise (SME) sector
, 1, 158
endemic failure rate
, 2
failures to poor management capabilities
, 2
owner-managers
, 2
in Russia
constraints
, 124
growth
, 123
total employment within
, 2
Small Business Research Centre (SBRC)
, 126
Sobel test
, 64
Socratic method
, 222
STARTIFY7 academy
lessons and implications
, 275
European impacts
, 277
evaluating outcomes
, 276–277
gender
, 276
politics and entrepreneurship education in Europe
, 277–278
overview and impact
assessing impact of
, 272–275
programme overview
, 270–271
project
, 265–266
Start-up
externally evaluated quality
descriptive statistics
, 36–37
one-way between-groups ANOVA
, 37
Student entrepreneurship (or enterprise) competitions
, 128
Student Placements in Entrepreneurship Education (SPEED)
, 312
‘Synergy’
, 220, 222
Teaching entrepreneurship in schools
, 79
Teaching principles (TPRs)
, 147–148
theoretical framework
how dimension
, 156–157
pre- and post-course survey
, 151
what dimension
, 153–154
when dimension
, 151–153
where dimension
, 154–155
why dimension
, 149–151
Tele-career-counselling (TeleCC) approach, informal entrepreneurial learning in Greece
applications geographical coverage of
, 243
discussion
, 251–253
online communication
, 242
pilot implementations
, 241
study
, 242
summative evaluation of
, 243
The Theoretical and Methodological Foundations of Entrepreneurship Education Research
, 262
Theory of planned behaviour
, 68
Traditional entrepreneurial pedagogical norms
, 187–188
Trait theory
, 78
Triple E
, 343–344, 349–350
UK Higher education
classification of UK universities
, 110–111
system under reform
, 110
UK postgraduate EEE in universities, Russian case
, 108–109
case study description
foreign graduate entrepreneurs, realised or unrealised aspirations
, 131–133
higher education (business) system in Russia
, 120–122
introduction
, 118–119
methodological foundations
, 119–120
modern UK universities and E&E teaching
, 125–127
Russian Federation rating components
, 124–125
teaching practices
, 127–131
literature
attraction of UK for overseas students
, 112
British E&E education
, 116–118
business and management education
, 114–116
modern UK universities
, 111–112
overseas student trends
, 112–114
postgraduate students and focus of studies
, 114
teaching of
, 116
UK higher education, system under reform
, 110–111
Undergraduate students in agribusiness, Ghanaian case
literature review
agribusiness and graduate entrepreneurship
, 79–82
attitudes towards and nature
, 87
determinants of students’ willingness
, 82–83
graduate entrepreneurship and education
, 78–79
predictors of self-employment
, 83–87
methodology
, 87–88
logit model specification
, 89–90
sample of agriculture undergraduate
, 88
results and discussion
perceived nature
, 93–95
personal characteristics of respondent
, 90–92
predictors
, 97–99
willingness and personal/background characteristics, relationship between
, 95–97
willingness, start of own agribusiness after graduation
, 92–93
Understanding over knowledge
, 224
Unemployed Graduates Association of Ghana (UGAG)
, 81
VARK Neuro-linguistic programming model
, 202
Verwunderungsübungen (VÜ). See Wonderment exercises
Visual, Aural, Read/Write and Kinesthetic sensory modalities
, 202
Visual learning and entrepreneurial education process
, 199
example of
, 207
via flip chart
, 208
findings
, 203–207
module content
, 205
research methodology
, 202
sample and approach
, 203
Vocational education, enterprise education in
, 284–285
vocational education and training (VET)
, 285
Voluntary learning
, 223
‘Windows of imprintability’
, 181
Winnie-the-Pooh
, 166n2
‘Withness’ thinking
, 153
Wonderment exercises
, 156
discussion
, 159, 162, 165
four illustrative
, 157–159
Youth enterprise support (YES)
, 80
Zones of proximal development
, 345, 347
- Prelims
- New Perspectives on Entrepreneurship Education
- Part I Studies of the Impact of Entrepreneurship Education upon Student Communities
- Learning to Evolve: Increasing Entrepreneurial Self-Efficacy and Putting the Market First
- Educational Context and Entrepreneurial Intentions of University Students: An Italian Study
- Undergraduate Students’ Willingness to Start Own Agribusiness Venture after Graduation: A Ghanaian Case
- The Impact of Modern UK University Entrepreneurship & Enterprise Education on Entrepreneurial Actions: A Case Study of Russian Students
- Part II Novel Entrepreneurship Education Pedagogy
- Teaching Entrepreneurship as Lived Experience Through ‘Wonderment Exercises’
- Creating Meaningful Entrepreneurial Practice: Crafting Pedagogical Awareness
- Enhanced Entrepreneurial Learning through Visual Experiential Learning
- Ludic Executives: The Case for Play in Entrepreneurial Learning Design
- Constructivist Entrepreneurial Teaching: The TeleCC Online Approach in Greece
- Part III Entrepreneurship Education Intervention
- Pan-European Entrepreneurial Summer Academies with Impact: The Case of STARTIFY7
- Boundary Crossing Workshops for Enterprise Education: A Capability Approach
- Experiencing Business Start-Up through an Enterprise Placement Year
- Designing and Delivering Inclusive and Accessible Entrepreneurship Education
- About the Editors
- About the Authors
- Index