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

2016 ◽  
Vol 31 (1) ◽  
pp. 23-33 ◽  
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.

scholarly journals Programmes and methods for developing entrepreneurial skills in higher education

2020 ◽  
pp. 101-123
Author(s):  
Debora Daddi ◽  
Vanna Boffo ◽  
Debahash Buragohain ◽  
Tobi Iyaomolere
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Literature Review ◽  
Entrepreneurship Education ◽  
Well Being ◽  
Important Resource ◽  
Entrepreneurial Skills ◽  
Economic Well Being

The development of entrepreneurial competences among graduates is considered an important resource in many countries, not only because through these competences graduates can better contribute to the economic well-being of their communities by creating enterprises but also because through them, they can better direct their career development in any sector. The most successful entrepreneurship education programmes combine the development of technical and transversal skills using specific methodologies. In this paper, we evaluate in a comparative way the extent to which university-based entrepreneurship education programmes in Italy, India and Nigeria use methods that develop participants' ability to move from ideation to the implementation of something new. The literature review shows some differences between the programmes and methods developed in the three countries but also some shared strategies in adopting lines of development aimed at increasing students' entrepreneurial skills.

scholarly journals Expected Learning Outcomes: A Confirmatory Factor Analysis of Higher Education in Interior Architecture and Interior Design for the Thailand Development

2019 ◽  
Vol 10 (4) ◽  
pp. 11-19
Author(s):  
Pornthep Jewpairojkit ◽  
Thanin Rattanolarn ◽  
Songwut Ekwuttiwongsa
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Learning Outcomes ◽  
Interior Design ◽  
Professional Education ◽  
Interpersonal Relationship ◽  
Measurement Model ◽  
Interior Architecture ◽  
Confirmatory Factor

Abstract Nowadays, the standard of professional education, interior architecture and interior design at higher education in Thailand must meet the certification criteria from the Professional Council. However, the expected learning outcomes results in the past studies has not studied the components of expected learning outcomes that are explicit and consistent with the 20-Year National Strategy. The researchers therefore aim to study such components to lead to the development of a standard measurement model to further expected learning outcomes. The researchers synthesized the initial components through the document to create and develop a questionnaire to evaluate the level of performance by estimating 5 levels and collect data with the senior students in the curriculum that has been approved by the Professional Council. Divided into 362 samples in the analysis of survey elements and 364 samples in Confirmatory Factor Analysis by Cluster Random Sampling from state and private universities. The survey component analysis resulted in 6 components along with confirmatory factor analysis of empirical component. The results of the sequence analysis of weight components from descending order as follows: Cognitive for profession skill (CP)=.96 Interpersonal relationship and responsibility skill (IR)=.89 In numerical communication and information technology skill(NC)=.87 Profession future of Thailand skill (PF)=.85 Knowledge for Professional practice skill (KPP)=.73 Moral and ethical skill (ME) =.67.

scholarly journals Examining Student Learning Outcomes and Engagement in Engineering Entrepreneurship Education Programs

2018 ◽  
Author(s):  
Prateek Shekhar ◽  
Aileen-Huang Saad ◽  
Julie Libarkin
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Student Learning ◽  
Learning Outcomes ◽  
Entrepreneurship Education ◽  
Student Learning Outcomes ◽  
Time Constraints ◽  
Education Programs ◽  
Career Needs ◽  
Problem Solve

The professional context for the future engineer ischanging. Engineering graduates can no longer expecta career with a single employer and they must beprepared to meet the needs of diverse organizations.Companies are looking for engineers who can identifyunmet needs, problem solve under time constraints,and adapt to technological change. In response tochanging career needs, higher education institutionsare reforming how they train engineers. Most recently,this reform has led to the incorporation ofentrepreneurship into engineering undergraduatecurriculum. As more programs rush to launchengineering entrepreneurship programs, it is criticalthat we better understand the outcomes ofentrepreneurship education and how programs engagediverse student populations. In our poster, we presentour two projects assessing learning outcomes ofengineering entrepreneurship programs andexamining student participation.

scholarly journals Measuring Learning Outcomes of Entrepreneurship Education Using Structural Equation Modeling

2020 ◽  
Vol 10 (3) ◽  
pp. 58 ◽  
Author(s):  
Inna Kozlinska ◽  
Tõnis Mets ◽  
Kärt Rõigas
Keyword(s):  
Structural Equation Modeling ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Reliability And Validity ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Cognitive Outcomes ◽  
Equation Modeling ◽  
Affective Outcomes ◽  
Validity Indicators

This paper empirically substantiates a novel tripartite framework for measuring learning outcomes of entrepreneurship education (EE) by employing structural equation modeling. Three types of learning outcome are estimated—cognitive, skill-based, and affective—following Bloom’s (1956) taxonomy of educational objectives. The study is based on a sample of 249 imminent and recent Bachelor-level graduates from the leading universities of Estonia. The key fit, reliability, and validity indicators show statistically that the tested framework can serve as an instrument for measuring the learning outcomes of EE. This novel instrument may also serve as an alternative to entrepreneurial intention-based models very frequently used in EE to evaluate the learning outcomes. The studied interrelationships demonstrate that (1) the affective outcomes correlate significantly with the cognitive outcomes (r = 0.273, p < 0.001) and with the skill-based (r = 0.368, p < 0.001) outcomes; a correlation between the cognitive and skill-based outcomes is also significant and comparatively high (r = 0.602, p < 0.001); (2) the learning outcomes explain more variance in the cognitive and skill-based outcome constructs (44.7% and 81.0%, accordingly) than in the affective outcome construct (16.7%). Conclusions and implications for entrepreneurship educators and researchers are discussed.

Entrepreneurial Potential and Higher Education System in India

2018 ◽  
Vol 27 (2) ◽  
pp. 258-276 ◽  
Author(s):  
H.V. Mukesh ◽  
Abhishek S. Rao ◽  
Rajasekharan Pillai K.
Keyword(s):  
Higher Education ◽  
Education System ◽  
Development Policy ◽  
Entrepreneurship Education ◽  
Entrepreneurship Development ◽  
Higher Education System ◽  
Entrepreneurial Skills ◽  
Triangulation Method

Entrepreneurship education enhances the entrepreneurial potential of students, leading them to take up an entrepreneurial career. But, in India, a vast majority of youths with latent entrepreneurial potential are passing out of colleges without the needed basic entrepreneurial skills. The inconsistency towards entrepreneurship development policy is hurting the economy as a whole. The study analyses entrepreneurial potential of students and entrepreneurship education in the higher education system. It also examines whether there exists an alignment among them using the data triangulation method. The findings signify that entrepreneurial potential of students is on the upper side, and entrepreneurship education in higher education system is below average. The outcome of this study highlights the increasing need to focus on entrepreneurship education in higher education.

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

Neutron ◽  
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.

Fostering an entrepreneurial mindset: A typology for aligning instructional strategies with three dominant entrepreneurial mindset conceptualizations

2022 ◽  
pp. 095042222110382
Author(s):  
Inge B Larsen
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Instructional Strategies ◽  
Learning Outcomes ◽  
Conceptual Knowledge ◽  
Entrepreneurship Education ◽  
Simultaneous Existence ◽  
Large Heterogeneity ◽  
Theory Generation ◽  
Future Theory

Entrepreneurship education in higher education institutions (HEIs) increasingly aims at fostering an entrepreneurial mindset (EM) in students. However, large heterogeneity exists in conceptualizations of EM. This is a challenge for educators as it is difficult to develop instructional strategies to foster students’ EM when there is no clarity about what this mindset is. The purpose of the article is to address this challenge. It does so by analysing and synthesizing current literature in the field of entrepreneurship education in HEIs and develops a taxonomy that depicts three dominant conceptualizations of EM, their theoretical origins and the type of attributes typically associated with each conceptualization. The article goes beyond the integrative literature review by reflecting on the consequences for the design of entrepreneurship education of the simultaneous existence of these three dominant conceptualizations. The author develops a typology for aligning instructional strategies with the EM conceptualizations and thus contributes to practice by providing a better understanding of how to achieve coherence between learning outcomes and instructional choices. The article advances the field’s conceptual knowledge about EM and thereby facilitates future theory generation.

scholarly journals Concepts on Assessment Practices in Institutions of Higher Education as perceived by BA ISAGO Undergraduate Students

2016 ◽  
Vol 1 (2) ◽  
pp. 24
Author(s):  
Adedoyin O.O.
Keyword(s):  
Higher Education ◽  
Factor Analysis ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Significant Influence ◽  
Cognitive Abilities ◽  
Assessment Practices ◽  
Institutions Of Higher Education ◽  
Main Concept ◽  
Constructive Feedback

This is a quantitative study regarding the concept on assessment practices in higher institutions of learning as perceived by BA ISAGO undergraduate students. A questionnaire was developed on the concept regarding assessment practices on a four likert scale and administered to a convenience random sample of 400 undergraduate students at BA ISAGO University in Botswana. Out of which 365 undergraduate students studying varying degree programmes responded to the questionnaire and their responses were coded, analysed using exploratory factor analytic method (available on the SPSS computer package). SPSS software produced the descriptive statistics (means and standard deviations) and factor analysis. The Principal factor with iteration was employed and varimax rotation method was also used to extract the perceived constructs on the concept on assessment practices at institutions of higher education. Seven constructs with eigen values greater than one, emerged from the factor analysis. Results revealed seven (7) main concept on assessment practices were perceived by BA ISAGO University undergraduate students. The seven main constructs were to: determine students’ higher level of thinking/ cognitive abilities; provide constructive feedback for effective students’ learning outcomes; allow for students’ self-reflection and peer assessment of learning outcomes; use of different alternative modes of assessing learning outcomes; maintain quality assurance processes in form of assessment criteria; modify learning outcomes using formal and informal assessment procedures; identify students prior knowledge before beginning instruction. The study further determined if gender and faculty of study of students have significant influence on students’ perceived concept on assessment practices at higher education. It was found that gender and faculty of study had significant influence on students’ perceptions with regards to some assessment practices All these perceived assessment practices by the undergraduates would inform institutions of higher education on how to appraise undergraduate students’ cognitive abilities.

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