Search results

The purpose of this paper is to examine the various entrepreneurship teaching methods in Uganda and how these methods relate to entrepreneurial self-efficacy (ESE).

A sample of 522 final year students from selected universities and study programs was surveyed using self-reported questionnaires.

There was a statistically significant positive relationship between ESE and lecturers’ business experience. Interacting with successful people, personal reading and handout notes, class presentations and imaginary case studies had a statistically significant positive relationship with ESE. There was no statistical significance in the relationship between ESE and some teaching methods. A positively significant correlation was also observed between lectures’ business experience and the choice of teaching method(s).

Further research should explore how various methods are used to teach different aspects of entrepreneurship as well as the attitudes and perceptions of entrepreneurship educators about entrepreneurial experience and its relevancy in entrepreneurship education.

Lecturers should seek opportunities for attaining business experience through practice and business networks. Institutions should orient lecturers through different teaching styles and train them on how to relate learning outcomes to learning environments as well as investing in learning aids.

The study provides insights about the most feasible methods of activating ESE in the most practical and efficient ways. It also informs readers about the state of learning technologies from a developing country’s perspective.

The purpose of this paper is to investigate the entrepreneurship education and training (EET) needs of small family businesses operating in the agricultural sector of the Indian economy.

Quantitative and qualitative data were collected through a survey of 122 agricultural family firms in the Indian state of Punjab. Responses were analysed using descriptive statistical methods to establish causal relationships between key variables and EET needs in these family firms.

Results show that owner/managers of small family businesses have low levels of EET and hence higher needs. Lack of sufficient funds and low awareness about the availability of training are the most significant challenges for these family firms in accessing financial education and training. Factors such as level of education and training of the owner/manager were found to be major determinants of family firms’ take up of EET.

This research paper makes an empirically rigorous contribution to a relatively under‐researched aspect of small family businesses operating in India. The results established that EET is a prerequisite for economic growth in the agricultural sector of the Indian economy.

This paper seeks to investigate the provision of Vocational Education and Training (VET) in Small Ethnic Minority Businesses (SEMBs) operating in the West Midlands region of the UK.

A qualitative approach is employed, involving in‐depth, face‐to‐face interviews with 66 owner/managers of small ethnic minority businesses located in the West Midlands region of the UK. The research sample included 26 graduate entrepreneurs and 40 non‐graduate respondents.

Most of the SEMB owner/managers in this study exhibited a positive attitude towards VET. A large proportion of the respondents, however, admitted not to have provided any training during the previous 18 months of trading. Training provision appears to be affected by both “directly” and “indirectly” relevant factors. The majority of the SEMB owner/managers in the research sample do not have specific human resource strategies, audits, plans or related budgets, and training was offered largely on a reactive rather than proactive basis.

Caution is advised in the use and generalisation of results that emerge from qualitative research that involved a small sample of respondents chosen from a restricted area of the UK.

The paper makes an original contribution of exploring the area of vocational education and training in small ethnic minority businesses that is at the forefront of discussion in academic and industry in the UK.

The purpose of this paper is to highlight the importance of enterprise educators working collectively to develop a unique scholarship of teaching. The authors argue that the time is right for educators in this domain to secure the future of enterprise education. Acknowledging the debate between “entrepreneurship education” and “enterprise education,” the authors set out to develop a unification model through which educators can act collectively to demonstrate the leadership required to secure the autonomy of the domain.

The authors bring several pertinent ideas (pedagogical content knowledge, heutagogy and academagogy) to the attention of academics/researchers involved in the design, development and delivery of enterprise education. The innovative approach to combine these ideas with prevailing thinking in this domain has facilitated a model for collective action.

It is at the level of the shared philosophical positions that the authors can best cooperate to shape the future direction of enterprise education. The authors argue against dwelling upon how the authors differ in terms of context and process issues. Such matters can only fragment the theory and practice of enterprise education. The authors need to develop greater appreciation of shared philosophical positions and leverage this understanding into a unique scholarship of teaching, specific to enterprise education.

As enterprise education becomes more global, it is also likely to become more attractive to business schools that long for a new positioning tool in the increasingly overcrowded markets that they compete in.

This paper encourages enterprise educators to reflect upon the knowledge they hold of their own practice, and that of other enterprise educators.

The purpose of this paper is to explore the impact that entrepreneurship education can have on succession in ethnic minority family firms that operate in the highly competitive UK economy.

The paper employs a complex conceptual model of ethnic minority graduates' economic activities and outlines the possible influence that entrepreneurship education can have on succession in their family firms. An illustrative case study is presented of an ethnic minority graduate who returned to work in the family firm.

It emerges that entrepreneurship education provision in UK HEIs is insufficiently customised to, and focused on, the specific entrepreneurial needs of graduates. Educators should take into account the complex socio‐economic and cultural differences between native and ethnic minority learning environments. Effective entrepreneurship education emerges as crucial to the survival and growth of ethnic minority family businesses in the UK and could contribute positively to ownership transfer in this type of firm.

The proposed theoretical model has not been empirically tested and it is only indicative of the impact that entrepreneurship education could have on succession in small ethnic minority family businesses in the UK.

Although prior research has explored various aspects of ownership succession, this article focuses specifically on the impact that entrepreneurship education can have on succession in small ethnic minority family firms.