The role of entrepreneurship education and training programmes in advancing entrepreneurial skills and new ventures

2020 ◽  
Vol 44 (6/7) ◽  
pp. 595-614
Author(s):  
Anderson Galvão ◽  
Carla Marques ◽  
João J. Ferreira
Keyword(s):  
Human Resource Development ◽  
Structural Equation ◽  
Positive Impact ◽  
New Ventures ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Entrepreneurial Skills ◽  
Training Programmes ◽  
And Training

Purpose This study aims to understand how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business ventures. Design/methodology/approach The study included a questionnaire distributed to 103 EETP participants. The data were processed using SmartPLS software to construct a structural equation model. Findings The results show, first, that the respondents’ motivations have a positive impact on participation in entrepreneurship education programmes and company creation. Second, participation in these programmes positively influences individual entrepreneurial orientation and entrepreneurial skills. The findings also include that the entrepreneurship education programme under study has strengthened its participants’ capacities and competencies, making these people more autonomous and facilitating their creation of new businesses. Originality/value This study sought to contribute to a fuller empirical understanding of how EETPs affect their participants’ individual entrepreneurship orientation and capacities (human resource development), thereby fostering company formation and regional development. Theoretical and practical implications are presented, with an emphasis on what needs to be done to improve EETPs.

Portuguese research shows value of entrepreneurial training in developing necessary skills

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Keyword(s):  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
The North ◽  
Entrepreneurial Skills ◽  
The Creation ◽  
Entrepreneurial Training ◽  
Training Programmes ◽  
And Training

Purpose The goal was to study how entrepreneurship education and training programmes (EETPs) influence the development of entrepreneurial competencies and creation of business venture Design/methodology/approach The authors tested a series of hypotheses on the EETPs designed for the Sabor Entrepreneurship Programme (SEP), in northern Portugal. They used a detailed questionnaire. At the time of the research (2018), the SEP had had five editions across Sabor’s five municipalities. The main aim of the EETPs was to train participants to run their own companies. Findings The study showed that the entrepreneurship education and training programmes (EETP) developed in the Sabor Region in the north helped participants to develop entrepreneurial skills. Despite these positive results, the researchers were unable to prove statistically that the programme had a definite influence on the creation of companies. Too many other factors, such as financing, bureaucracy and access to information proved critical in the formation of new businesses. Originality/value The researchers were motivated to carry out their research because EETPs have been rapidly expanding throughout the world, but there is no consensus about their effectiveness, or about the best elements to include. To bridge the gaps, the authors examined the role of EETPs in the development of entrepreneurial skills and the creation of businesses.

Entrepreneurial behaviour formation among Farmers

2018 ◽  
Vol 8 (1) ◽  
pp. 124-143 ◽  
Author(s):  
Asif Yaseen ◽  
Simon Somogyi ◽  
Kim Bryceson
Keyword(s):  
Structural Equation ◽  
Strong Predictor ◽  
Cross Sectional ◽  
Content Type ◽  
Face To Face ◽  
Entrepreneurial Behaviour ◽  
Entrepreneurial Skills ◽  
Business Opportunities ◽  
Training Programmes ◽  
And Training

Purpose The purpose of this paper is to investigate how farmers perceive and exploit business opportunities to foster entrepreneurship in developing country agriculture. Design/methodology/approach In total, 174 milk producers completed a face-to-face survey within a posttest- pretest research design. Partial least squares structural equation modelling (PLS-SEM) was used to test the hypotheses. Findings Results revealed that intentions, channelled through desirability, feasibility and optimism, become a strong predictor to recognise the opportunity to be entrepreneurial; however, the presence of a munificent environment and participation in apprenticeship and training programmes are the main and direct source of exploiting farming business opportunities. Research limitations/implications The major limitation of the study is that cross-sectional data collected only from milk producers in Pakistan, signifying a need to include other agricultural sectors across different developing countries for further contextualising the results. Originality/value Research on entrepreneurial behaviour among farmers is scant. This study emphasises how cognitive heuristics guide intentions influencing the process of opportunity formation, and a munificent environment and entrepreneurial skills trainings are necessary for starting dairy farming business with modern practices.

Enhancing clinical practice: reducing health inequalities – reflections on a clinical education and training partnership

2016 ◽  
Vol 10 (6) ◽  
pp. 342-348
Author(s):  
Karina Marshall-Tate
Keyword(s):  
Intellectual Disabilities ◽  
Health Inequalities ◽  
Positive Impact ◽  
Education And Training ◽  
Health Staff ◽  
Significant Group ◽  
Content Type ◽  
Knowledge And Skills ◽  
People With Intellectual Disabilities ◽  
And Training

Purpose The purpose of this paper is to outline a two-year project designed to reduce health inequalities and improve health outcomes of people with intellectual disabilities using health services in South London by raising awareness and increasing health staff confidence and capability. Design/methodology/approach The project was conducted in two stages. In stage 1, a mapping exercise was undertaken to establish existing intellectual disabilities education and training availability. In stage 2, a network of stakeholders was formed and education and training materials were developed and delivered. Findings A formal evaluation of the project is underway and this paper seeks to share information about the project. That said prima facie data appear to indicate that health staff who attended education and training events learned new knowledge and skills that they could implement in their practice, increasing confidence and capability. Research limitations/implications Health staff who attended the events appeared to have an interest in intellectual disabilities and wanted to increase their knowledge and skills base. This means that there is a significant group of health staff that the project was unable to reach or who may not know that they need to know about intellectual disabilities. The results of the project have not yet been formally analysed. Practical implications Work-based education and training events can have a positive impact on health staff capability and confidence, however, it would appear that only those who already have an interest in the field or recognise its value to their own practice attend such events. To truly capture all health staff intellectual disabilities needs to be visibly included in all health curricula. Originality/value This project has not focussed on one profession or one aspect of healthcare and has embraced the values of inter professional and inter agency learning; this has enabled health staff to learn from each other and think in a “joined up” way replicating the realities of providing healthcare to people with intellectual disabilities.

Social measures and disruptive innovations in entrepreneurship education to cope with COVID-19

2021 ◽  
Vol 8 (1) ◽  
pp. 70-80
Author(s):  
Ileana Hamburg
Keyword(s):  
Entrepreneurship Education ◽  
Education And Training ◽  
Research Results ◽  
European Project ◽  
Entrepreneurial Skills ◽  
Interdisciplinary Perspective ◽  
Disruptive Innovations ◽  
And Training ◽  
Forward Looking

Entrepreneurship education (EE) can increase students’ entrepreneurial skills and intention but research results and experience show that entrepreneurship education still pursues conservative models, rather than forward-looking ones. The COVID-19 pandemic influenced all types and levels of education and training including entrepreneurship one. The article suggests several measures to be taken, also social ones, as a result of COVID-19 and how entrepreneurship education can be improved in order to support innovations and to be available for all. Advantages of an interdisciplinary perspective in EE and of mentoring as well as contribution of disruptive innovations at EE improvement are presented. An example of a European project in this context with contribution of the author and conclusions are given.

Entrepreneurship and innovation

2015 ◽  
Vol 57 (1) ◽  
pp. 74-87 ◽  
Author(s):  
Alex Maritz ◽  
Jerome Donovan
Keyword(s):  
Design Methodology ◽  
Training Programs ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Points Of View ◽  
And Training ◽  
Practical Implications ◽  
Specific Learning ◽  
Innovation And Entrepreneurship

Purpose – The purpose of this paper is to explore the synergies, similarities and differences between entrepreneurship and innovation education and training programs, with the aim of challenging the context of such programs. Design/methodology/approach – This study utilises an extensive review of extant literature in the fields of innovation, entrepreneurship and education. The literature, propositions and discussion are intended to provide a bridge between entrepreneurship and innovation education and training programs and seek to address the scientific legitimacy of these education and training disciplines as separate, yet integrated disciplines. Findings – Identifies a need to reconsider the diversity and relationship between innovation and entrepreneurship education and training, primarily from contextual, theoretical, measurement, distinctiveness, content, pedagogical and typology points of view. The range of multiple teaching models and learning processes to embrace in various contexts. Research limitations/implications – The propositions allow for the combination of teaching initiatives in a theory-driven framework and their applicability to specific entrepreneurship and innovation education and training situations. Practical implications – The authors’ contribution identifies the synergies and differences between entrepreneurship education and training programs. The propositions highlight areas of contextualisation and practice-based view application, to adopt specific learning initiatives between constructs. Originality/value – The authors address a gap in the literature regarding the delineation of entrepreneurship and innovation education and training, which has thus far remained sparsely addressed in the education and training literature. The authors provide a practice-based view of propositions, developed for future testing.

A conceptual model and assessment criteria to inform gender-smart entrepreneurship education and training plus

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Barbara Jayne Orser ◽  
Catherine Jane Elliott
Keyword(s):  
Conceptual Framework ◽  
Gender Equity ◽  
Performance Metrics ◽  
Course Design ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Assessment Criteria ◽  
Case Study Methodology ◽  
Content Type ◽  
And Training

Purpose This study aims to problematize how gender is enacted within entrepreneurship education and training (EET). Design/methodology/approach Using a social feminist lens, this study advances principles, a conceptual framework, assessment criteria and illustrative performance metrics to inform gender-sensitive EET programs and courses. Findings are based on a cross-case thematic analysis of two large-scale case studies conducted in Canada and Jordan. Findings The findings bridge social feminist theory and EET studies. The originality of the research rests in its utilization of the principles and conceptual framework to examine EET and to inform the development, design and assessment of gender-sensitive programs and courses. Research limitations/implications The framework and criteria do not differentiate types or levels of EET. The investigators lead the assessment of curricula and co-construction of gender-sensitive course content. Interpreter bias cannot be ruled out. Practical implications The proposed principles, framework, criteria and performance will assist stakeholders in EET program/course design, content, delivery and evaluation. Social implications Aligned with the United Nation Sustain Development Goal 5 (gender equity), the findings demonstrate the value of adapting a critical lens across all elements of EET and responding to biases in participant selection and engagement, program design and curricula. Originality/value To the best of the authors’ knowledge, this is among the first studies to use a social feminist perspective and case study methodology to inform criteria to assess EET.

Entrepreneurship education and training as facilitators of regional development

2018 ◽  
Vol 25 (1) ◽  
pp. 17-40 ◽  
Author(s):  
Anderson Galvão ◽  
Joao J. Ferreira ◽  
Carla Marques
Keyword(s):  
Regional Development ◽  
Bibliometric Analysis ◽  
Design Methodology ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Education And Training ◽  
Content Type ◽  
Entrepreneurial Spirit ◽  
Business Creation ◽  
And Training

Purpose The purpose of this paper is to provide insights of a systematic literature review (SLR) of the entrepreneurship education and training as facilitators of regional development. Current and future trends in the field are identified. Design/methodology/approach The paper offers an SLR on the entrepreneurship education and training and advances through a comprehensive bibliometric analysis comprising the period 1973-2016. To collect data, only articles published in scientific journals were used in the SCOPUS database. Findings The results highlight that both training and entrepreneurship education can be a strong strategic tool for regional development, and that it is important for entities such as academia, government and business to cooperate towards the same goal in order to strengthen the entrepreneurial intention of society. Findings reveal three clusters as trends of literature: entrepreneurial universities, entrepreneurial spirit and process of business creation. Originality/value This paper contributes to fill the gap in terms of SLR on the importance of entrepreneurship education and training for regional development conducted by a bibliometric analysis.

Standards to assure quality in tertiary education: the case of Tanzania

2008 ◽  
Vol 16 (2) ◽  
pp. 164-180 ◽  
Author(s):  
Timothy Manyaga
Keyword(s):  
Tertiary Education ◽  
Good Practice ◽  
Education And Training ◽  
National Council ◽  
Academic Quality ◽  
Content Type ◽  
Regulatory Bodies ◽  
Training Programmes ◽  
Quality In Education ◽  
And Training

PurposeThe purpose of this paper is to provide information on development of standards in Tanzania which may be of help to training providers in other countries as they seek to improve the quality and standards of their provision.Design/methodology/approachThe need to provide quality assured tertiary qualifications in Tanzania to win both national and international recognition is explained. Processes of registration of institutions capable of delivering training programmes adequately and accreditation of the same to offer awards at appropriate levels as a means to ensure quality of provision are explored. Standards of good practice in Tanzanian tertiary education are surveyed and the challenges to their achievement are discussed based on the author's direct experience in Tanzania. Relevant and recent literatures on the topic are surveyed and some lessons drawn.FindingsAccreditation standards are useful in instilling best practices in education and training. However, education and training institutions need to understand and practice them over a period of time to bring about expected results. It is concluded that ensuring quality in education is a multifaceted phenomenon that calls for the joint efforts of all key stakeholders.Originality/valueThe paper illustrates that the National Council for Technical Education is one of the first regulatory bodies in Africa to introduce academic quality standards in tertiary technical institutions. Notable improvements have been recorded since its inception. The experience described is the paper is not very common, so other countries taking similar steps may find it useful.

The role of entrepreneurship education and training on creation of the knowledge economy

2017 ◽  
Vol 13 (4) ◽  
pp. 375-388 ◽  
Author(s):  
Yagoub Ali Gangi
Keyword(s):  
Knowledge Economy ◽  
Innovation System ◽  
Entrepreneurship Education ◽  
Education And Training ◽  
Content Type ◽  
Long Period ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
Short Period ◽  
And Training

Purpose The purpose of this paper is to explore the experience of Qatar with entrepreneurship education and training, and its contribution in creating a knowledge-based economy. By doing so, the paper will contribute towards raising awareness about the state of entrepreneurship education, training and the knowledge economy in Qatar. Design/methodology/approach The research design for this paper is a descriptive and interpretive case study that is analysed through qualitative methods. Secondary information is analysed through descriptive statistics. Findings The main finding of this paper is that although Qatar has launched many initiatives of entrepreneurship education and training to help diversify its economy by creating knowledge-based economy, the data show that there is some improvement in Qatar’s ranking in the Knowledge Economy Index. Research limitations/implications The main limitation of this study is the unavailability of secondary data for a long period of time. Social implications The main policy implication that can be derived from the findings of this paper is that entrepreneurship education and training alone cannot create a diversified and knowledge-based economy in a short period of time. In fact building a knowledge economy requires more than introduction of entrepreneurship education and training. In addition to entrepreneurship education it requires improvement in the national innovation system, large investment in information and communication technology and a good macroeconomic performance. Moreover, the success of entrepreneurship education and training in fulfilling its objective requires a comprehensive strategy to be implemented over a long period of time. Originality/value The paper represents an original work that links entrepreneurship education and training with the knowledge economy. This is the first paper that handles this issue in the context of Gulf countries.

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