Using the EntreComp framework to evaluate two entrepreneurship education courses based on the Korda Method

The value of the inclusion of social entrepreneurship in entrepreneurship education courses and programs is considered in light of the increase in social entrepreneurial ventures worldwide as well as changing business school requirements. Using a grounded learning theory approach as a foundation, we consider factors unique to social entrepreneurship and present a live case social venture which provides hands-on experience to students. Student comments regarding their learning through this experience are also included. Future directions for social entrepreneurship education pedagogy and research are discussed.

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Patterns in entrepreneurial competences as the perceived learning outcomes of entrepreneurship education

Industry and Higher Education ◽

10.1177/0950422216684061 ◽

2016 ◽

Vol 31 (1) ◽

pp. 23-33 ◽

Cited By ~ 7

Author(s):

Tõnis Mets ◽

Inna Kozlinska ◽

Mervi Raudsaar

Keyword(s):

Higher Education ◽

Factor Analysis ◽

Learning Outcomes ◽

Wide Spectrum ◽

Entrepreneurship Education ◽

Affective Outcomes ◽

Entrepreneurial Skills ◽

Competence Framework ◽

Education Courses ◽

Academic Debate

The importance of evaluating the outcomes of entrepreneurship education (EE) has been widely acknowledged, but how to approach the evaluation and what models and measures to use are still subjected to academic debate. In this article, the authors present an application of the European Competence Framework (ECF) – the knowledge–skills–attitude triad that stems from Bloom’s taxonomy of educational objectives. A survey of self-assessed entrepreneurial competences acquired in entrepreneurship education courses was carried out in five Estonian higher education institutions (HEIs). An exploratory factor analysis based on the sample of 249 respondents confirmed the empirical viability of the ECF for evaluating the outcomes of EE, while also indicating a wide spectrum of these outcomes. Knowledge about entrepreneurship, entrepreneurial skills and a range of affective outcomes was perceived to be stronger by those students who had higher aspirations to become entrepreneurs before entering the HEIs.

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Creating an Entrepreneurial Mindset

Information Systems and Technology Education ◽

10.4018/978-1-59904-114-8.ch006 ◽

2011 ◽

pp. 105-127 ◽

Cited By ~ 3

Author(s):

Briga Hynes

Keyword(s):

Information And Communication Technology ◽

Small Firm ◽

Communication Technology ◽

Entrepreneurship Education ◽

Industrial Base ◽

Process Framework ◽

Information And Communication ◽

The University ◽

Integrative Philosophy ◽

Education Courses

Change in the structure and profile of the industrial base in Ireland emphasises the importance of the small firm sector in certain growth sectors. One such sector is the information and communication technology (ICT) sector, which now demands a more enterprising graduate. This chapter emphasises the importance of third-level1 education in preparing students for their career, either as employee or entrepreneur. We discuss how entrepreneurship education, through its broad and integrative philosophy accommodates the changing workplace demands. It links together the synergy of enterprising activity and the small firm ICT sector through education courses, specifically entrepreneurship education. This is achieved through the adoption of the process framework for ICT entrepreneurship education. Describing how they can be modified to facilitate and encourage the more creative and enterprising mindset in the ICT student, we present two courses that have been successfully implemented at the University of Limerick.

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Creating an Entrepreneurial Mindset

Information Communication Technologies ◽

10.4018/978-1-59904-949-6.ch227 ◽

2008 ◽

pp. 3207-3228 ◽

Cited By ~ 1

Author(s):

Briga Hynes ◽

Ita Richardson

Keyword(s):

Information And Communication Technology ◽

Small Firm ◽

Communication Technology ◽

Entrepreneurship Education ◽

Industrial Base ◽

Process Framework ◽

Information And Communication ◽

The University ◽

Integrative Philosophy ◽

Education Courses

Change in the structure and profile of the industrial base in Ireland emphasises the importance of the small firm sector in certain growth sectors. One such sector is the information and communication technology (ICT) sector, which now demands a more enterprising graduate. This chapter emphasises the importance of third-level1 education in preparing students for their career, either as employee or entrepreneur. We discuss how entrepreneurship education, through its broad and integrative philosophy accommodates the changing workplace demands. It links together the synergy of enterprising activity and the small firm ICT sector through education courses, specifically entrepreneurship education. This is achieved through the adoption of the process framework for ICT entrepreneurship education. Describing how they can be modified to facilitate and encourage the more creative and enterprising mindset in the ICT student, we present two courses that have been successfully implemented at the University of Limerick.

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ANALISIS PRAKTIK KEWIRAUSAHAAN MAHASISWA PROGRAM STUDI PENDIDIKAN EKONOMI STKIP PERSADA KHATULISTIWA SINTANG PADA MASA PANDEMI COVID-19

JURKAMI Jurnal Pendidikan Ekonomi ◽

10.31932/jpe.v5i2.907 ◽

2020 ◽

Vol 5 (2) ◽

pp. 113-124

Author(s):

Anna Marganingsih ◽

Emilia Dewiwati Pelipa

Keyword(s):

Data Collection ◽

Entrepreneurship Education ◽

Economic Education ◽

Education Sector ◽

Descriptive Data ◽

Study Program ◽

Education Study ◽

Creative Products ◽

Education Courses

This research was motivated by the Covid-19 pandemic which affected all sectors, one of which was the education sector. The Economic Education Study Program of STKIP Persada Khatulistiwa as one of the education providers, continues to hold Entrepreneurship Education Courses to coincide with the Covid-19 pandemic. The problem raised in this study is how entrepreneurship practices were carried out by students during the Covid-19 pandemic? The research objective was to describe the entrepreneurship practices carried out by students during the Covid-19 pandemic. The method used is descriptive. Data collection tools used were questionnaires, interview guidelines and documentation. The population in this research is 39 people. The results showed that the Entrepreneurship Practices of students in the Economic Education Study Program of STKIP Persada Khatulistiwa include exploiting their own entrepreneurial potential and actualizing it, creating creative products and processes, adapting to the environment during the Covid-19 pandemic, and motivating themselves to have a role in society.AbstrakPenelitian ini dilatarbelakangi oleh pandemi Covid-19 yang berdampak pada seluruh sektor, salah satunya sektor pendidikan. Prodi Pendidikan Ekonomi STKIP Persada Khatulistiwa sebagai salah satu pelaksana pendidikan, tetap menyelengarakan Mata Kuliah Pendidikan Kewirausahaan bertepatan pada masa pandemi Covid-19. Permasalahan yang diangkat pada penelitian ini adalah bagaimana Praktik Kewirausahaan yang dilakukan mahasiswa pada masa Pandemi Covid-19? Tujuan penelitian adalah untuk mendeskripsikan Praktik Kewirausahaan yang dilakukan mahasiswa pada masa Pandemi Covid-19. Metode yang digunakan adalah deskriptif. Alat pengumpulan data yang digunakan adalah angket, pedoman wawancara dan dokumentasi. Populasi dalam peneltian ini berjumlah 39 orang. Hasil penelitian menunjukkan bahwa Praktik Kewirausahaan mahasiswa Program Studi pendidikan Ekonomi STKIP Persada Khatulistiwa meliputi mengeksploitasi potensi berwirausaha yang dimiliki dan mengaktualisasikannya, menciptakan produk dan proses kreatif, beradaptasi dengan lingkungan pada masa Pandemi Covid-1, dan memotivasi diri untuk memiliki peran di masyarakat.

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Exploratory Analysis of Entrepreneurship Education in the Jamshoro Public Universities: A Descriptive Study

Neutron ◽

10.29138/neutron.v21i02.144 ◽

2022 ◽

Vol 21 (2) ◽

pp. 120-126

Author(s):

Aasma Solangi ◽

Adnan Pitafi

Keyword(s):

Higher Education ◽

Public Universities ◽

Secondary Data ◽

Entrepreneurship Education ◽

Descriptive Study ◽

Policy Documents ◽

The Public ◽

The Status ◽

Education Courses ◽

Core Course

The purpose of this study is to explore entrepreneurship education courses offered by public universities of the Jamshoro higher education institutions (HEIs). It examines the scope and the existing status of entrepreneurship in the Jamshoro public universities. Data were based on secondary data taken from official websites, prospectus, departmental reports and universities’ policy documents of the public universities of the Jamshoro Higher, included three public universities by examining their curricula and exploring the status of entrepreneurship of the selected sample from these universities. The results of this study indicated the public universities of the Jamshoro higher education city, just one core course on entrepreneurship was offered to some departments. Furthermore entrepreneurship programs were extremely rare. As a result, this research may encourage policymakers and universities to develop an effective and appropriate syllabus to fill the gap in existing curriculum of not only entrepreneurship but other courses as well.

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Social-Scientific Research Competency

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000451 ◽

2019 ◽

Vol 35 (5) ◽

pp. 737-750 ◽

Cited By ~ 3

Author(s):

Christopher Gess ◽

Christoph Geiger ◽

Matthias Ziegler

Keyword(s):

Higher Education ◽

Test Scores ◽

Research Performance ◽

Scientific Research ◽

Research Education ◽

Crystallized Intelligence ◽

Research Competency ◽

Social Scientific Research ◽

Social Scientific ◽

Education Courses

Abstract. Although the development of research competency is an important goal of higher education in social sciences, instruments to measure this outcome often depend on the students’ self-ratings. To provide empirical evidence for the utility of a newly developed instrument for the objective measurement of social-scientific research competency, two validation studies across two independent samples were conducted. Study 1 ( n = 675) provided evidence for unidimensionality, expected differences in test scores between differently advanced groups of students as well as incremental validities over and above self-perceived research self-efficacy. In Study 2 ( n = 82) it was demonstrated that the competency measured indeed is social-scientific and relations to facets of fluid and crystallized intelligence were analyzed. Overall, the results indicate that the test scores reflected a trainable, social-scientific, knowledge-related construct relevant to research performance. These are promising results for the application of the instrument in the evaluation of research education courses in higher education.

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