Kaunas University of Technology: Developing Entrepreneurship Education with International Expert Networks

2017 ◽  
pp. 115-142
Author(s):  
Stefan Lilischkis
Keyword(s):  
Entrepreneurship Education ◽  
International Expert ◽  
University Of Technology ◽  
Expert Networks

Awareness of Start-up Opportunities at Brandenburg University of Technology

2013 ◽  
Vol 27 (5) ◽  
pp. 365-374
Author(s):  
Stefan A. Uhlich ◽  
Magdalena Missler-Behr
Keyword(s):  
Entrepreneurship Education ◽  
Unexpected Finding ◽  
Self Employment ◽  
University Of Technology ◽  
Advanced Students ◽  
Career Option ◽  
Start Up ◽  
Maximum Benefit ◽  
National Economies ◽  
Start Ups

Small and medium-sized businesses are generally considered to be a key driving force in national economies. In comparison with other countries, the percentage of nascent entrepreneurs in Germany is small. This has been attributed to a lack of entrepreneurial awareness, which can be created and developed in schools and higher education institutions. The importance of intensifying the teaching and training of entrepreneurial skills has therefore often been stressed. Two different courses on entrepreneurship – a traditional lecture course and an advanced seminar course – are offered in the summer term at Brandenburg University of Technology, Cottbus. Two surveys were conducted in 2010 for each course, to measure the change in the students' willingness to start a business and thus to gain insights into the effect of entrepreneurship education on ‘founding’ awareness – that is, awareness of the process and demands of entrepreneurial start-ups. Analysis of the survey data was designed to identify (a) whether a change in students' founding propensity can be achieved through entrepreneurship education; (b) what type of course is best suited to introducing students to the idea of self-employment; and (c) whether specific groups of students can benefit from different types of courses. The research results suggest a positive change occurred in participants' stereotypically pessimistic perception of the German climate with regard to new start-up businesses. Some who had never thought about becoming an entrepreneur discovered a personal affinity for this career option. An unexpected finding was that the level of interest in start-up businesses of many students who had originally planned to establish such a business gradually declined. The authors conclude that entrepreneurship education should be offered primarily to advanced students, in order to derive maximum benefit.

scholarly journals Does entrepreneurship education matter for the enhancement of entrepreneurial intention?

2019 ◽  
Vol 20 (1) ◽  
pp. 365-387
Author(s):  
M J Malebana
Keyword(s):  
University Students ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Subjective Norms ◽  
Behavioural Control ◽  
Eastern Cape ◽  
Comprehensive University ◽  
Perceived Behavioural Control ◽  
University Of Technology ◽  
Entrepreneurial Competencies

The purpose of this paper was to establish whether rural university students in South Africa who have had different levels of exposure to entrepreneurship education differ in entrepreneurial intention, attitude towards becoming an entrepreneur, perceived behavioural control, subjective norms and entrepreneurial competencies. A survey was conducted using a convenience and purposive sample of 355 South African university students from a comprehensive university in the Eastern Cape and a university of technology in Limpopo. A structured questionnaire was used to collect the data, which were analysed by means of SPSS. The respondents with three years’ exposure to entrepreneurship education were statistically significantly different from those with six months’ exposure to entrepreneurship education and those with no exposure to entrepreneurship education in entrepreneurial intention, attitude towards becoming an entrepreneur, perceived behavioural control and subjective norms. In addition, the respondents with three years’ exposure to entrepreneurship education were statistically significantly different from those with no exposure to entrepreneurship education in entrepreneurial competencies in terms of the ability to recognise and evaluate opportunities in the market. The results suggest that long term exposure to entrepreneurship education is vital in stimulating entrepreneurial intention.

Challenges Of Transition Towards Entrepreneurial University

2014 ◽  
Vol 1 (1) ◽  
pp. 521-524
Author(s):  
Marian Zajko ◽  
Kerstin Pezoldt
Keyword(s):  
Future Development ◽  
Public Funding ◽  
Entrepreneurship Education ◽  
Entrepreneurial University ◽  
Current Status ◽  
Science Study ◽  
European Universities ◽  
University Of Technology ◽  
Research Programmes ◽  
The University

AbstractThere are several key external challenges to be mastered in the transition from the traditional university towards entrepreneurial university which are transformed into internal challenges. Unlike the business schools the management structures and environment of an university of technology may be often very cautious about implementation of the entrepreneurial elements in the technology and science study and research programmes. Often they have to be confronted by the requirements of students and businesses for more entrepreneurship education and skills in the university graduate profiles to accept this. This paper examines fundamental challenges of implementation of the concept of entrepreneurial university in two European universities of technology with direct central public funding which gradually covers less and less its future development needs. The current status of transformation towards an entrepreneurial university at the Slovak University of Technology in Bratislava compared to the University of Technology Ilmenau is described, analyzed and the next steps put forward.

Curriculum development for technology-based entrepreneurship education

2016 ◽  
Vol 30 (3) ◽  
pp. 202-214 ◽  
Author(s):  
Agne Kazakeviciute ◽  
Renata Urbone ◽  
Monika Petraite
Keyword(s):  
Curriculum Development ◽  
Curriculum Design ◽  
International Student ◽  
Entrepreneurship Education ◽  
Achievement Testing ◽  
Business Skills ◽  
Cultural Approach ◽  
Sequential Development ◽  
University Of Technology ◽  
Insight Into

University-based entrepreneurship education is facing a paradigm shift between the classical ‘business school’ and the contemporary cross-disciplinary ‘technology venturing’ approach, mainly advocated by engineering schools and other communities outside business schools. The conflict is between structured ‘business planning and executing’ following a tradition of management education, and ‘opportunity search and exploitation’, following Schumpeterian entrepreneurial thought and reflecting the method common to cross-disciplinary discoveries in science, thus reflecting the nature of entrepreneurship. In the latter approach, the entrepreneurship curriculum is built as a platform for the interaction of a variety of disciplines to enhance cross-disciplinary thinking. Based on a comparative analysis of internationally acknowledged entrepreneurship education programmes, this article presents the cross-disciplinary and cross-cultural approach to the technology entrepreneurship curriculum development for undergraduates at Kaunas University of Technology in Lithuania. The method relies on the sequential development of individual, team-based and business skills. These three levels of competence development build the framework for the curriculum design and course didactics, which focus on mixed group work, international curriculum design and teaching, and participation in international innovation challenges. The efficiency of the method was assessed using student entrepreneurial attitude testing (at the start and end of the course) and international student achievement testing (achievements in the international business idea contest). The article offers an insight into the development of a technology-based entrepreneurship curriculum which is relevant to universities in Europe and worldwide.

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