scholarly journals International entrepreneurship education for pre-service teachers: a longitudinal study

2020 ◽  
Vol 62 (7/8) ◽  
pp. 825-841
Author(s):  
Arantza Arruti ◽  
Jessica Paños-Castro
Keyword(s):  
Personal Development ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Short Term ◽  
Language Competence ◽  
Content Type ◽  
Risk Takers ◽  
Current Characteristics ◽  
Definition Of ◽  
The University

PurposeThe purpose of this paper is to explore whether participating in an entrepreneurship education programme with short-term international placements can help pre-service teachers to identifying the characteristics of entrepreneurial competence from a wide definition of entrepreneurship (Lackéus, 2015) rather than from a business centred definition, to be developed by entrepreneur teachers.Design/methodology/approachA three-year longitudinal qualitative study was carried out. In-depth interviews were conducted using open-ended questions with 17 pre-service teachers from the University of Deusto (Spain). They were participating in a European project with short-term international placements at five different European higher education institutions.FindingsThere is no consensual definition of the term entrepreneurship, which varies depending on the context. Entrepreneurship could be considered to be both a mindset and a lifestyle. The characteristics of entrepreneurs that were mentioned the most included: being creative, team players, open-minded, innovative, passionate, motivated, hard-working and risk-takers; being able to overcome challenges; having initiative; being proactive, organised and persevering; having leadership skills, communication skills, the ability to adapt; having a positive attitude and, being decision-makers. Short-term placements contribute to personal development, improved foreign language competence, increased awareness and understanding of other cultures, and acquiring entrepreneurship competence.Originality/valueResearch on the characteristics of teacherpreneurs is still in its early stages. The vast majority of studies focus on entrepreneurs and teachers of entrepreneurship education programmes aimed at those who wish to start up new businesses. This study contributes to a better understanding of the term entrepreneurship, to identifying the current characteristics of teacherpreneurs, and to outline certain variables that could be considered during pre-service teachers training plans. It also proposes further research into in-service teacherpreneur education.

Students’ perceptions among foreign languages in the EHEA

2014 ◽  
Vol 6 (2) ◽  
pp. 205-214
Author(s):  
M. Isabel Sanchez-Hernandez ◽  
Dolores Gallardo-Vazquez ◽  
Beatriz Corchuelo Martinez-Azua
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Foreign Languages ◽  
Language Competence ◽  
Content Type ◽  
English Class ◽  
European Universities ◽  
Teachers And Students ◽  
European Higher Education ◽  
The University

Purpose – The purpose of this paper is to determine the students’ opinion on their proficiency in one or more foreign languages, and the importance they attribute to their foreign language competence because the adaptation to the European Higher Education Area (EHEA) implies the promotion of the mobility of teachers and students. Design/methodology/approach – A qualitative and quantitative approach conducted at the University of Extremadura in Spain. The method used was to triangulate the data resulting from three quite different procedures: promoting the participating students’ awareness of the issue through a seminar on the importance of mastering other languages and their relevance for graduate employability; inquiring into the students’ impressions when receiving an English class with a focus group; and a questionnaire on their opinions about the importance of proficiency in foreign languages. Findings – The findings highlight how teaching in English in European universities could bring real opportunities for the development of the EHEA. Furthermore, the development of foreign languages competences have to be a priority line of innovation in higher education in order to build a more meaningful relationship between education institutions and the European project. Research limitations/implications – The study is a first attempt to analyse the need to teach in English in European higher education institutions. Results are not completely generalizable because the study has been conducted in one university, in the field of social sciences in the branch of Economics and Business, and it has been examined only the views of students. Originality/value – The paper draws attention to the need for, and suggestions on how higher education institutions can be more aware to the needs of developing studentś English competences when designing programmes in the EHEA.

scholarly journals Beyond entrepreneurship education: business incubation and entrepreneurial capabilities

2018 ◽  
Vol 10 (1) ◽  
pp. 154-174 ◽  
Author(s):  
Kenechukwu Ikebuaku ◽  
Mulugeta Dinbabo
Keyword(s):  
Capability Approach ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Structured Interview ◽  
Entrepreneurial Success ◽  
Education Students ◽  
Business Incubation ◽  
Content Type ◽  
Qualitative Methodologies ◽  
The Capability Approach

Purpose As a way of dealing with Nigeria’s macroeconomic challenge of unemployment and its concomitant socio-economic problems, the federal government, in 2006, made entrepreneurship study a compulsory course for all higher education students irrespective of their area of specialization. However, studies have shown that the programme is yet to achieve its goals as many Nigerian graduates still remain unemployed long after graduation. Using Sen’s capability approach, this paper aims to investigate business incubation as an effective tool for enhancing entrepreneurial capabilities beyond entrepreneurship education. Design/methodology/approach This study has engaged both quantitative (survey questionnaire) and qualitative methodologies (semi-structured interview). Findings The result shows that through business incubation, budding entrepreneurs have increased access to infrastructures and resources necessary for entrepreneurial success, thereby enhancing their real opportunities (capabilities) for success. Practical implications For greater effectiveness, business incubation should be integrated into the current entrepreneurship education programme in Nigeria. Originality/value This study is a debut of research endeavours which theoretically assess entrepreneurship programmes via the capability approach lens. It has developed a conceptual model for assessing business incubation using the capability approach.

Semantic ontologies for multimedia indexing (SOMI)

2014 ◽  
Vol 32 (2) ◽  
pp. 206-218 ◽  
Author(s):  
Issam Bendib ◽  
Mohamed Ridda Laouar ◽  
Richard Hacken ◽  
Mathew Miles
Keyword(s):  
Digital Media ◽  
Digital Libraries ◽  
Keyword Spotting ◽  
Multimedia Indexing ◽  
Content Type ◽  
Error Training ◽  
Automated Speech Recognition ◽  
Semantic Associations ◽  
Definition Of ◽  
The University

Purpose – The overwhelming speed and scale of digital media production greatly outpace conventional indexing methods by humans. The management of Big Data for e-library speech resources requires an automated metadata solution. The paper aims to discuss these issues. Design/methodology/approach – A conceptual model called semantic ontologies for multimedia indexing (SOMI) allows for assembly of the speech objects, encapsulation of semantic associations between phonic units and the definition of indexing techniques designed to invoke and maximize the semantic ontologies for indexing. A literature review and architectural overview are followed by evaluation techniques and a conclusion. Findings – This approach is only possible because of recent innovations in automated speech recognition. The introduction of semantic keyword spotting allows for indexing models that disambiguate and prioritize meaning using probability algorithms within a word confusion network. By the use of AI error-training procedures, optimization is sought for each index item. Research limitations/implications – Validation and implementation of this approach within the field of digital libraries still remain under development, but rapid developments in technology and research show rich conceptual promise for automated speech indexing. Practical implications – The SOMI process has been preliminarily tested, showing that hybrid semantic-ontological approaches produce better accuracy than semantic automation alone. Social implications – Even as testing proceeds on recorded conference talks at the University of Tebessa (Algeria), other digital archives can look toward similar indexing. This will mean greater access to sound file metadata. Originality/value – Huge masses of spoken data, unmanageable for a human indexer, can prospectively find semantically sorted and prioritized indexing – not transcription, but generated metadata – automatically, quickly and accurately.

scholarly journals Investigating the motivation for enterprise education: a CaRBS based exposition

2014 ◽  
Vol 20 (6) ◽  
pp. 584-612 ◽  
Author(s):  
Malcolm J. Beynon ◽  
Paul Jones ◽  
Gary Packham ◽  
David Pickernell
Keyword(s):  
Course Design ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Uncertain Reasoning ◽  
Full Time ◽  
Entrepreneurial Education ◽  
Data Mining Technique ◽  
Content Type ◽  
Self Employment ◽  
Start Up

Purpose – The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed. Design/methodology/approach – The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings. Findings – The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations. Research limitations/implications – The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups. Originality/value – The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.

The perception of entrepreneurship culture by internal university stakeholders

2020 ◽  
Vol 32 (3) ◽  
pp. 443-457
Author(s):  
Tomasz Kusio ◽  
Mariantonietta Fiore
Keyword(s):  
Academic Engagement ◽  
Entrepreneurship Education ◽  
Target Group ◽  
Content Type ◽  
Global Competitiveness ◽  
Competence Framework ◽  
Definition Of ◽  
Culture Development ◽  
A Company ◽  
Different Levels

Purpose As nowadays the knowledge economy puts a strong emphasis on the universities’ role in the present economy, the recent challenge focuses on the interrelations between entrepreneurship culture and academic engagement. This study aims to investigate the new role that universities are assuming as entrepreneurial entities and gather information taking place internal university stakeholders and students’ perception on entrepreneurship education. The research hypothesis stands entrepreneurship is mainly supposed as being professionally and educationally active rather than setting up a company. Design/methodology/approach The present study carries out a study on the perception of entrepreneurship education conducted among students of the University of Economics in Krakow in the winter semester of the academic year 2017/2018. The selected target group meets the criteria of the different national country origin of the respondents. Another criterion for selecting the target group was diversity in the field of students’ academic interests. Findings The results of the study give a clear view of the still valid confirmation of the growing academic role in terms of entrepreneurship culture development that appears necessary to address the demand for global competitiveness. In particular, it is possible to categorize two groups of people, moderate and strong supporters of recognition that entrepreneurship is not only about starting a company but also at the same time that it is an expression of its own dynamic and entrepreneurial attitudes. Practical implications As the importance of entrepreneurship in the context of an entrepreneurial university is rising and the definition of entrepreneurship goes beyond its understanding of starting a business, universities and academic engagement can and have to better address and focus their planning of the courses and their contents. Originality/value The study sheds some light and gives some interesting perspectives on the issue of different levels of entrepreneurship education expectations against different levels at which this education should be provided. In addition, it is in line with the EU entrepreneurship competence framework (EntreComp) aimed at defining tools to improve the entrepreneurial capacity and culture of EU citizens and organizations by means of consensus among stakeholders and by establishing a bond between education and study.

Strive towards a good performance or avoid a failure performance in entrepreneurship education: a look into growth and independence-oriented intentions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michela Loi ◽  
Barbara Barbieri ◽  
Manuel Castriotta ◽  
Maria Chiara Di Guardo
Keyword(s):  
Entrepreneurship Education ◽  
Education Programme ◽  
Entrepreneurial Intention ◽  
Theoretical Explanation ◽  
Achievement Goal ◽  
The Other ◽  
Content Type ◽  
Goal Motivation ◽  
The One

PurposePrior studies on entrepreneurial intention have shown that different orientations exist regarding entrepreneurial engagement: one looking at the growth of a venture (growth-oriented) and the other looking at the maintenance of an entrepreneurial autonomy (independence-oriented). Filling a gap in the literature concerning the reasons why individuals develop different orientations of entrepreneurial intention, this study revolves around achievement goal motivation (mastery, performance and avoidance approaches) and self-regulatory modes (locomotion and assessment), since both are thought to be at the origin and maintenance of an action willingness.Design/methodology/approachIn a sample of 209 undergraduates, we administered a structured questionnaire at the beginning of an elective entrepreneurship education programme. Through a set of hierarchical regressions we examined the specific role of achievement goal motivation and regulatory modes in relation to the two orientations of intention.FindingsOur findings show that, on the one hand, growth-oriented intention is related to a performance approach and both locomotion and assessment regulatory modes. On the other hand, independence-oriented intention is related to an avoidance approach.Research limitations/implicationsThese results illuminate the theoretical connections between entrepreneurial intention and motivation and provide implications for entrepreneurship education and the relationship between intention and consequent behaviour.Originality/valueThis study is among the first to provide an empirical exploration of the motivational and regulatory drivers that lie beneath a growth-oriented and an independent-oriented intention, offering a theoretical explanation about the development of different intentions towards venture creation. Our findings illuminate on the urgency to consider entrepreneurial intention as a multi-dimensional construct if we are to understand the intention-behaviour nexus.

Finnish student teachers’ critical conceptions of entrepreneurship education

2015 ◽  
Vol 9 (1) ◽  
pp. 61-75 ◽  
Author(s):  
Marja-Leena Rönkkö ◽  
Jaana Lepistö
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Basic Education ◽  
Research Question ◽  
Entrepreneurship Education ◽  
Vital Role ◽  
Research Approach ◽  
Content Type ◽  
Teacher Education Department ◽  
The University

Purpose – The aim of this paper is to reveal and investigate differences in how Finnish student teachers understand entrepreneurship education and how critical they are of it. The research question is: what kind of critical understanding do student teachers reveal in their conception of entrepreneurship education? Design/methodology/approach – A qualitative research approach termed content analysis was used to investigate student teacher’s conceptions. The data were collected from essays written by 257 student teachers at the University of Turku’s, Rauma teacher education department during 2010-2012. Findings – The conception of entrepreneurship education is, in many ways, related to how much one already knows about entrepreneurship education or how one reacts to it. It seems that most student teachers’ conceptions of entrepreneurship are positive, but even those in favour of it, in principle, do not necessarily want to see entrepreneurship education included in the basic education curriculum. Nevertheless, they think that enterprising pedagogy is useful and that the way of thinking about teaching is inspiring. They also feel that both teacher education and basic education benefit from some kind of entrepreneurship component, but do not take entrepreneurship education for granted. On the basis of this study, it is proposed that teacher education should incorporate more teaching that supports critical thinking in all study modules. Originality/value – The findings of this study illustrate that there is much more to do in teacher education and its curricula. Teaching situations and learning situations are always social situations and both learners and teachers have a vital role to play.

Becoming an Entrepreneur

2000 ◽  
Vol 1 (1) ◽  
pp. 33-43 ◽  
Author(s):  
W. Ed McMullan ◽  
K. H. Vesper
Keyword(s):  
Case Studies ◽  
Personal Development ◽  
Single Case ◽  
Entrepreneurship Education ◽  
Education Programme ◽  
Structured Interview ◽  
Complete Understanding ◽  
Know How ◽  
Before And After

A single case study of a student was elaborated upon to illustrate the process of change through education. By choosing to study a graduate who had minimal background preparation and minimal interest in entrepreneurship before the education programme, the researchers have attempted to address some of the limits of change possible through entrepreneurship education. A structured interview was used to provide the initial ‘before and after’ account, after which extended and repeated probing was employed as the primary tool for exploring the personal development process involved. The case history was then used as a basis for developing a model of personal development required to make the transition from non-entrepreneur to entrepreneur. This case study was further intended to illustrate some of the relative merits of conducting in-depth case analysis over survey research in the domain of entrepreneurship education. Without in-depth case studies of individuals it is hard to know how much entrepreneurship programmes can change individuals. The possibility remains that entrepreneurship programmes just take potential entrepreneurs and give them a few more tools. Case studies of the change process can provide educators with a more complete understanding not only of what changes are possible within the confines of an education programme, but also of what programme interventions are more likely to produce the desired changes.

scholarly journals Evolving students' conceptions about responsible entrepreneurship: a classroom experiment

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Matthias Pepin ◽  
Luc K. Audebrand ◽  
Maripier Tremblay ◽  
Ndèye Binta Keita
Keyword(s):  
Undergraduate Students ◽  
Entrepreneurship Education ◽  
Learning Activities ◽  
Post Intervention ◽  
Content Type ◽  
Education Literature ◽  
Classroom Experiment ◽  
Before And After ◽  
Innovative Learning ◽  
Definition Of

PurposeEntrepreneurship education scholarship has been recently challenged to look at what goes on inside the entrepreneurship classroom to assess what students are really learning. Relying on the construction and analysis of a 3-h long set of learning activities on responsible entrepreneurship, this paper focuses on the activities conducted and what students have learned, based on Bloom's revised taxonomy of educational objectives.Design/methodology/approachThis paper builds on a pre-/post-intervention assessment around a set of learning activities with 151 undergraduate students. Before and after the class, students were asked to produce a definition of responsible entrepreneurship. They were also asked to reflect on what had changed from the beginning.FindingsAnalysis of students' pre/post definitions shows a standardization of their conceptions of responsible entrepreneurship. This result confirms that the learning objective of this class was met. Nevertheless, applying Bloom's revised taxonomy to students' reflections allows for more nuanced interpretation. The analysis indeed revealed that some students manifest relatively superficial learning while other shows a deeper ability to reflect on the concept.Originality/valueFirst, this paper contributes to the entrepreneurship education literature by showing the relevance of using Bloom's revised taxonomy for both teaching and research purposes. Second, it presents a set of innovative learning activities on responsible entrepreneurship that could be easily reproduced in other educational contexts. Third, it shows the importance of asking students what they learned and what has changed for them through class activities.

Exploring the gendered entrepreneurial identity gap: implications for entrepreneurship education

2021 ◽  
Vol 13 (1) ◽  
pp. 50-74
Author(s):  
Catherine Elliott ◽  
Janet Mantler ◽  
Joie Huggins
Keyword(s):  
Entrepreneurship Education ◽  
Positive Influence ◽  
Female Students ◽  
Content Type ◽  
Entrepreneurial Intent ◽  
Novel Approach ◽  
Innovation Economy ◽  
Definition Of ◽  
Business Venturing

Purpose Women are underrepresented in most university entrepreneurship education (EE) programmes and less likely than men to pursue business venturing as a career. One reason may be the “entrepreneurial identity gap”, whereby female students do not see themselves as successful entrepreneurs. This paper aims to explore the nature of this identity gap and its relationship to entrepreneurial intent and entrepreneurship education. Design/methodology/approach A set of contemporary, gender-inclusive entrepreneurial attributes was developed using entrepreneurial subject matter experts and tested with 591 university students to explore the nature of the gendered entrepreneurial identity gap. Findings While masculine stereotypes persist and the entrepreneurial identity gap is larger for female students, results suggest that a more gender-inclusive vocabulary of entrepreneurship is emerging among the student population and an androgynous perception of the idealized entrepreneur. Entrepreneurship education had a positive influence on entrepreneurial intent. Research limitations/implications Study findings advance the conversation about entrepreneurial identity, the nature of the gendered identity gap and the role of education in closing that gap. The questionnaire and set of gender-inclusive attributes should continue to be tested beyond student samples. Practical implications Based on this study, entrepreneurship education could benefit from more gender-inclusive instructional practices and vocabulary and a broadened definition of what it means to be entrepreneurial. More students – both men and women – will see themselves as entrepreneurs and be inspired to participate in the innovation economy. Originality/value This study takes a novel approach to the study of entrepreneurial identity, developing a new set of attributes and contemporary vocabulary around business venturing.

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