Transfer of entrepreneurship education best practices from business schools to engineering and technology institutions: evidence from Pakistan

2020 ◽  
Author(s):  
Shahid Qureshi ◽  
Sarfraz Mian
Keyword(s):  
Best Practices ◽  
Business Schools ◽  
Entrepreneurship Education ◽  
Engineering And Technology

scholarly journals Best practice in entrepreneurship education

2016 ◽  
Vol 14 (3) ◽  
pp. 528-536 ◽  
Author(s):  
Cecile Nieuwenhuizen ◽  
Darelle Groenewald ◽  
John Davids ◽  
Leon Janse van Rensburg ◽  
Chris Schachtebeck
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Best Practice ◽  
Business Schools ◽  
Entrepreneurship Education ◽  
Jel Classification ◽  
Structured Interviews ◽  
Undergraduate Level ◽  
Postgraduate Level ◽  
Distinct Individual

This study identifies and discovers best practices in entrepreneurship education from highly-ranked universities and business schools globally. The study has been qualitative in nature, utilizing semi-structured interviews with 23 respondents at 12 higher education institutions. The study has made use of non-probability sampling by means of a convenience sampling approach. Data have been analyzed by means of thematic analysis. Results indicate that best practices in entrepreneurship education include little to no specialization at undergraduate level, with a strong preference for generic and widely applicable entrepreneurship modules. Individual entrepreneurship-related modules contain distinct individual themes. These modules are most commonly structured as electives, thereby allowing students to structure their courses according to areas of personal preference. At postgraduate level, it has been discovered that programs are often specialized in entrepreneurship and highly interdisciplinary in nature, most commonly with areas of specialization such as engineering and other sciences. Practical assignment and teaching tend to be favored in entrepreneurial teaching, rather than traditional classroom-based approaches. Entrepreneurship hubs and centers are mainly independent units loosely linked to a prominent university, with independent mandates and processes. The best practices identified in this study will assist universities and business schools to effectively structure entrepreneurship curriculums in line with global best practices. Keywords: entrepreneurship, entrepreneurship education, higher education. JEL Classification: A23, I23

Best Practices for Mentoring in Arts Entrepreneurship Education: Findings From a Delphi Study

2020 ◽  
pp. 251512742096412
Author(s):  
Josef Hanson
Keyword(s):  
Best Practices ◽  
Delphi Study ◽  
Entrepreneurship Education ◽  
Future Research ◽  
Pedagogical Approach ◽  
Learning Contexts ◽  
The Arts ◽  
Delphi Procedure ◽  
Mentoring Practice

Arts entrepreneurship education is a multifaceted endeavor encompassing a diversity of learning contexts, from collegiate lecture halls to close apprenticeships and one-on-one coaching. Although existing research explores best practices for the arts entrepreneurship classroom, relatively few studies have been undertaken to explore the role of mentoring in arts endeavoring, the effectiveness of mentoring as a targeted pedagogical approach, and how mentoring might complement or even conflict with the tenets of classroom-based arts entrepreneurship education. The purpose of this study was to build consensus among established arts entrepreneurship educators regarding optimal mentoring activities, outcomes, and competencies. Eleven experts in the field of arts entrepreneurship participated in a multiphase Delphi procedure to generate and subsequently evaluate approaches to, and outcomes and characteristics of, effective mentoring. The result is a set of 43 expert-approved recommendations that can inform mentoring practice immediately and provide a foundation for future research in this still-emerging area of inquiry.

scholarly journals Best Practices for Online Business Education

2006 ◽  
Vol 7 (1) ◽  
Author(s):  
Christian J. Grandzol ◽  
John. R. Grandzol PhD
Keyword(s):  
Best Practices ◽  
Business Education ◽  
Business Schools ◽  
Learning Experiences ◽  
Online Course ◽  
Review Of Literature ◽  
Traditional Methods ◽  
Business Courses ◽  
Online Business ◽  
Quality Learning

This integrative review of literature on online educational best practices is intended to provide a quick reference for those interested in designing online business courses and programs. Primarily American in its perspective, this review may be helpful for business schools seeking optimal online course designs that foster quality learning experiences comparable in outcomes to traditional methods. Paramount in this review are the emphases on consistency, cohesiveness, and assessment.

Students' Perceptions of Online Courses

2011 ◽  
pp. 1537-1545
Author(s):  
Judith C. Simon ◽  
Lloyd D. Brooks ◽  
Ronald B. Wilkes
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Degree Programs ◽  
New Schools ◽  
Engineering And Technology ◽  
E Learning ◽  
Business Engineering

An increasing number of traditional colleges and universities, responding to marketplace pressures, are offering online courses and degree programs. According to Weil (2001), 54% of U.S. higher education institutions offer e-learning courses. Many AACSB-accredited business schools provide courses and complete degree programs online. New schools have been created that exist solely in cyberspace (Peltz, 2000). Students can complete undergraduate online degree programs in fields as diverse as nursing, business, engineering, and technology.

Students' Perceptions of Online Courses

2005 ◽  
pp. 2665-2671
Author(s):  
Judith C. Simon ◽  
Lloyd D. Brooks ◽  
Ronald B. Wilkes
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Degree Programs ◽  
New Schools ◽  
Engineering And Technology ◽  
E Learning ◽  
Business Engineering

An increasing number of traditional colleges and universities, responding to marketplace pressures, are offering online courses and degree programs. According to Weil (2001), 54% of U.S. higher education institutions offer e-learning courses. Many AACSB-accredited business schools provide courses and complete degree programs online. New schools have been created that exist solely in cyberspace (Peltz, 2000). Students can complete undergraduate online degree programs in fields as diverse as nursing, business, engineering, and technology.

scholarly journals Start It Up - Support for young entrepreneurship

2018 ◽  
Author(s):  
Anna-Maija Torniainen
Keyword(s):  
Higher Education ◽  
Young People ◽  
Best Practices ◽  
Entrepreneurship Education ◽  
Motivation Factors ◽  
Innovation Ecosystems ◽  
Business Creation ◽  
New Business ◽  
Support Students

The aim of the paper is to disclose how entrepreneurship education can be developed and examined in a Higher Education Insitution (HEI) via a EU funded local project. The paper examines HEI students´ motivation factors and needs concerning Entrepreneurship education (EE). Start It Up – Support for young entrepreneurship project´s objective is to support students and young people in entrepreneurship, new business creation and innovation, and also employment in and out the innovation ecosystems. Differentiating entrepreneurial methods, best practices, entrepreneurship coaching, and entrepreneurship spirit are tested and organized throughout the project. The project strives to deliver tools and motivation towards entrepreneurship.  This article introduces the activities that have been done to support EE and a case study which examines how the entrepreneurship education can be improved to develop EE in the Finnish HEI.  The main testing platforms for EE are presented and the results of the case study show that to promote entrepreneurship and to enhance students´ awareness and motivation towards entrepreneurship in the Finnish HEI, the offering of EE teaching, events and competitions for students should be increased and promoted more effectively.

Entrepreneurship education for executive MBAs

2017 ◽  
Vol 31 (5) ◽  
pp. 305-317 ◽  
Author(s):  
Haven Allahar ◽  
Candace Brathwaite
Keyword(s):  
Business Schools ◽  
Entrepreneurship Education ◽  
Business Administration ◽  
Master Of Business Administration ◽  
Tertiary Level ◽  
Learning Approaches ◽  
Cultural Contexts ◽  
Growing Body ◽  
The Subject ◽  
University Setting

Entrepreneurship courses are now a feature of the curricula of many tertiary-level business schools. While there is a growing body of research on the subject of entrepreneurship education and learning, studies of the executive master of business administration (EMBA) are relatively sparse. This article offers an example of an entrepreneurship course specifically tailored to the more mature and experienced EMBA participants. The curriculum offered in this article is the result of 25 years of teaching, testing and refining of content and learning approaches in a university setting. The argument is that the course, as currently designed, can serve as a template for courses to be conducted in business schools located in similar cultural contexts and economic environments.

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