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1 – 10 of over 35000Sibusiso D. Ntshangase and Ikechukwu O. Ezeuduji
This chapter presents a recent study which explored the impact of entrepreneurship education on South African tourism students' entrepreneurial intention, regarding starting a…
Abstract
This chapter presents a recent study which explored the impact of entrepreneurship education on South African tourism students' entrepreneurial intention, regarding starting a tourism-related business after graduation. The study used a structured questionnaire to collect data from randomly selected tourism students in a South African comprehensive University. Study findings show that entrepreneurship education has an influence on tourism students' entrepreneurial intentions and perceptions of desirability and feasibility. The study results moreover reveal that having entrepreneurial family background and entrepreneurship education played a role in achieving entrepreneurial attributes and desirability. The adoption of various reform programmes targeted at enhancing the graduate employability and/or self-employment, such as the inclusion of a new entrepreneurial track to the undergraduate curriculum, is one of the study's recommendations for the department of tourism studied. Students should be encouraged to apply for the entrepreneurship education track, which includes business training as well as customised coaching and mentorship sessions with accomplished businesspeople, as early as in their first academic year.
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Pasquale Del Vecchio, Giustina Secundo, Gioconda Mele and Giuseppina Passiante
The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams…
Abstract
Purpose
The paper aims to contribute to the Circular Economy debate from the Entrepreneurship Education perspective. Despite scholars' growing interest in both these research streams, scarce consideration is given to the comprehension of their mutual implications and meaning.
Design/methodology/approach
The paper is based on a cross-case analysis. It compares 16 higher education programmes launched by Universities in Europe aimed to create competences and skills for Circular Economy in students with different profiles. The analysis provides a critical view of the emerging trends for the entrepreneurship education skills and competencies needed for the emerging circular entrepreneurship paradigm.
Findings
The paper discusses the main trends of Entrepreneurship Education focused on Circular Economy debate at the European level: rationale and learning objectives (why); contents (what), target students and stakeholders (who) and the learning processes (how). Four thematic areas are identified as common patterns: circular economy business model, green supply chain management, technology entrepreneurship and innovation and public policies and institutional frameworks.
Research limitations/implications
The paper sheds new light on a still under-researched area, suggesting several implications and avenues for future research in Circular Economy and Entrepreneurship Education. Limitations regard the need to analyse education programmes from a larger geographical area, to take into consideration interesting experiences in the rest of the world and to also collect quantitative data.
Practical implications
Practical implications arise for the development of learning initiatives for the Circular Economy: learning objectives and new thematic areas focused on circular, sustainable and innovative rethinking of the process for creating value in the incumbent companies; exploring meaning and benefits of collaborative approaches and participation in the circular economy innovation ecosystem and developing advanced models for soft-skills development in terms of leadership, motivational and creative skills.
Originality/value
The debate on CE can also be rooted in the paradigm of entrepreneurship as a core process to advance knowledge on valuable and sustainable innovation.
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Colette Henry and Lorna Treanor
This paper aims to explore business and, more specifically, entrepreneurship education within veterinary medicine and discuss the perceptions of veterinary students and veterinary…
Abstract
Purpose
This paper aims to explore business and, more specifically, entrepreneurship education within veterinary medicine and discuss the perceptions of veterinary students and veterinary employers in relation to its teaching within veterinary medicine. Some challenges for veterinary business and entrepreneurship educators are highlighted.
Design/methodology/approach
Drawing on a small exploratory pilot study, which included student focus groups and an employer survey, the paper highlights the differences between employers' and students' perceptions of the value of business‐related education. Students' preferred programme content and expected pedagogical approaches are also discussed.
Findings
The paper finds that veterinary students do not place the same value on entrepreneurship and business‐related education as employers, not perceiving it as a “priority” within their veterinary studies. This poses a number of challenges for educators in terms of: seeking to integrate entrepreneurship and business‐related topics within an already crowded programme of study, determining relevant content and delivery methods, and designing appropriate assessment methods.
Research limitations/implications
The paper explores a relatively new concept (i.e. business and entrepreneurship) within veterinary education and, as such, the authors fully recognise that further empirical research – beyond this exploratory study – is needed.
Originality/value
The paper highlights the discrepancy between veterinary employers' and veterinary students' perception of the overall value of business and entrepreneurship education. Findings relating to students' expectations of programme content and their preferred pedagogical approaches should be of value to educators in helping them to reshape their current offerings or, at the very least, manage students' expectations.
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The relationship between education and training and the currently popular theme of “enterprise culture” is explored. The expression “enterprise culture”, is at present…
Abstract
The relationship between education and training and the currently popular theme of “enterprise culture” is explored. The expression “enterprise culture”, is at present ill‐defined, if defined at all. The confusions surrounding this expression relate in turn to the failure to make proper distinctions between entrepreneurship, enterprise and small business. These terms are defined in this context, as well as “intrapreneur”. Entrepreneurs are defined in terms of a set of attributes, some of which can be measured. Small business is defined in terms of ownership and task structure. Enterprise is seen to be something that means the exercise of entrepreneurial attributes in a wide range of different situations. Intrapreneurship is the exercise of entrepreneurial attributes within a large company or bureauracy. The relationship between these redefined concepts is explored and the issue of whether entrepreneurship can be socially engineered through education and training is addressed. A definition of what constitutes “enterprise culture” is then related to education and training. This link is discussed, both in general terms and particularly in respect of university and management education. It is argued that many of the values and structures pervading in university education and university business schools may be the antithesis of entrepreneurship. In this respect, the links between entrepreneurship as practised in small business and as fostered under the “intrapreneurship” banner in large companies is explored. Finally, policy objectives in fostering entrepreneurship, small business and intrapreneurship, particularly in respect of education and training, are reviewed.
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Korean economy is demanding to change from an industrial society to an entrepreneurial society. It is asking for a generational change from the preexisting paradigms of such as…
Abstract
Purpose
Korean economy is demanding to change from an industrial society to an entrepreneurial society. It is asking for a generational change from the preexisting paradigms of such as labor consciousness, the concept of work and company management. Entrepreneurship is one of the key elements that will lead to a successful business performance under highly uncertain business conditions. The purpose of this paper is to examine the relationship between entrepreneurial orientation and business performance. Also, the authors look for the role of entrepreneurship education in the influence of entrepreneurial orientation on financial and nonfinancial business performance.
Design/methodology/approach
To accomplish the purpose of this study, the authors carried out a survey targeting nascent entrepreneurs and total early-stage entrepreneurs with less than seven years of experience. Based on the Miller’s (1983) definition, a group of questions for entrepreneurial orientation, similar to Covin and Slevin (1989), were developed.
Findings
First, among the subfactors of entrepreneurial orientation, it was clear that innovative progressiveness affected nonfinancial business performance. Second, risk-taking propensity did not influence both financial business performance and nonfinancial business performance. Third, entrepreneurship education had no connection with entrepreneurial orientation or business performance.
Practical implications
Nonfinancial business performances are related with long-term goals and growth potential. Innovative proactiveness affects nonfinancial business performance. Thus, entrepreneurs should look for ways to promote their innovative proactiveness. Entrepreneurship education for experienced entrepreneurs is not as effective as that for students.
Originality/value
In the authors’ study, survey questionnaires were sent to 200 nascent and total early-stage entrepreneurs searching for business angel investments or entrepreneurship consultants in Korea. A total of 180 entrepreneurs answered the survey questions online. There are not so many valid studies examining the effect of entrepreneurship education for nascent and total early-stage entrepreneurs in Korea.
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Harry Matlay and Charlotte Carey
This paper sets out to critically evaluate contemporary entrepreneurship education initiatives in the UK. The authors seek to compare and contrast various entrepreneurship…
Abstract
Purpose
This paper sets out to critically evaluate contemporary entrepreneurship education initiatives in the UK. The authors seek to compare and contrast various entrepreneurship education methods, approaches and curricula as well as relevant outcomes, in the UK context.
Design/methodology/approach
Longitudinal case studies were used, over a ten‐year period (1995‐2004), to analyse in‐depth qualitative data relating to the development and implementation of various approaches to entrepreneurship education, in a sample of 40 new and established universities in the UK.
Findings
A number of interesting findings have emerged from this longitudinal study. It appears that conceptual and contextual as well as design and delivery factors can impact significantly upon entrepreneurship education courses developed in UK HEIs. Furthermore, a number of actual and perceived barriers needed to be overcome or mitigated in order to facilitate a better understanding of stakeholder needs and contributions.
Practical implications
Measuring the outcomes of entrepreneurship education in the UK is still proving ellusive. This study provides a longitudinal overview of current entrepreneurship education initiatives in order to gain a better understanding of the scope and limitations of this type of educational programme.
Originality/value
This paper presents an empirically rigorous, longitudinal case study approach to a rapidly growing aspect of higher education in the UK. The richness of the emergent data offers a valuable insight into pertinent aspects of entrepreneurship education and stakeholder needs and contributions.
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Olena Mykolenko, Inna Ippolitova, Hanna Doroshenko and Svitlana Strapchuk
The purpose of the research is to test empirically whether the variables of personal attitudes towards entrepreneurship and perceived control mediate the relationship between…
Abstract
Purpose
The purpose of the research is to test empirically whether the variables of personal attitudes towards entrepreneurship and perceived control mediate the relationship between entrepreneurship education and intentions of Ukrainian students to become entrepreneurs; to determine whether personal attitudes mediate the relationship between cultural context and entrepreneurial intentions.
Design/methodology/approach
The research project carried out jointly by four Kharkiv universities used 349 survey responses from senior students majoring in business and economics and management and marketing. The data was analysed using Partial Least Squares regression.
Findings
Education and employed teaching methods, in particular, positively affect students' attitudes towards entrepreneurship, their perceived capability to start a business and indirectly influence entrepreneurial intentions. However, attendance of entrepreneurship-related courses itself does not enhance perceived control and has no significant effect on personal attitudes. The study also shows that cultural context has a positive influence on students' attitudes towards entrepreneurship and, therefore, indirectly impacts their intentions to become entrepreneurs.
Research limitations/implications
Firstly, the students participating in the study were from one country. And secondly, the paper deals with pre-educational entrepreneurial intentions.
Practical implications
The study suggests that a practice-based approach to entrepreneurship education is a key to raising entrepreneurial awareness of young people in countries whose national cultures are built on collectivist values.
Originality/value
The results of the study are of value for teaching staff, who can actually influence students' entrepreneurial self-awareness, and for university management in the context of contemporary education reforms and the latest requirements to education process.
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Colin Jones, Harry Matlay and Alex Maritz
The purpose of this paper is to provocatively enter four imagined worlds of enterprise education with the express aim of contemplating an emerging future. The authors do so not to…
Abstract
Purpose
The purpose of this paper is to provocatively enter four imagined worlds of enterprise education with the express aim of contemplating an emerging future. The authors do so not to expressly determine what positioning is most appropriate for enterprise/entrepreneurship education, but rather to consider the issues associated with each of the four imagined worlds.
Design/methodology/approach
The authors’ approach is built around a combination of cycles of reflective practice and the use of scenario development processes. The authors seek to suspend their collective judgement whilst entering the four imagined worlds, but ultimately do not claim to have hidden their personal biases.
Findings
It is concluded that enterprise/entrepreneurship education should be shared across the university and not owned by any school or faculty. While the authors find it difficult to dismiss the underlying purpose of each scenario, they sense an opportunity to unite their common focus on the development of a transformative student experience.
Practical implications
This process has provided unexpected insights into the potential of scenario planning as a tool that could conceivably be employed more often to tackle complex issues, such as the positioning of enterprise/entrepreneurship education in Higher Education.
Originality/value
This paper, despite its inherent biases, offers the reader an opportunity to gain a sense of the various roles forced upon enterprise/entrepreneurship education by its various key stakeholders. In doing so, the shortcomings of the current situation are highlighted.
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Thomas N. Garavan and Barra O′Cinneide
Reviews literature highlighting a number of problems associated withentrepreneurship education and training programmes. The major problemrelates to balance: too much of an…
Abstract
Reviews literature highlighting a number of problems associated with entrepreneurship education and training programmes. The major problem relates to balance: too much of an emphasis on knowledge and not enough on competence; too much emphasis on information transfer learning methods and not enough on individual small group learning methods such as project teams, peer exchange, individual counselling and workshops. There is very little evaluation of the effectiveness of such programmes. There is a lack of evidence on how learning strategies influence the development of entrepreneurial competences and how these competences transfer into new project/venture formation. There is also a lack of comparative research to identify commonalities, and differences in terms of design and structure.
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Younggeun Lee, Eric W. Liguori, Riya Sureka and Satish Kumar
In this systematic review of the literature on women’s entrepreneurship education, this paper aims to examine the current state of the field. The authors analyze publication…
Abstract
Purpose
In this systematic review of the literature on women’s entrepreneurship education, this paper aims to examine the current state of the field. The authors analyze publication trends, identify major themes and propose an agenda for future research.
Design/methodology/approach
The authors review 363 articles published between 1993 and 2023, to develop a synthesized overview of women’s entrepreneurship education, complete with insights into the journals that have provided the most coverage of this topic, as well as how it has emerged over time.
Findings
The authors tracked the evolution of research themes and collaboration networks over a 30-year period. Results show there has been significant growth in research on women’s entrepreneurship education, as evidenced by a surge of publications on the topic and the total number of citations.
Originality/value
The authors categorized and analyzed six thematic clusters within the literature: entrepreneurial intention, ethical perspectives, gender-specific barriers, gender stereotypes, rural entrepreneurship and entrepreneurial self-efficacy. Building on these thematic clusters, this study discusses future research directions to advance the field.
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