scholarly journals Unintentional teaching of entrepreneurial competences

2021 ◽  
pp. 095042222110180
Author(s):  
Pekka Stenholm ◽  
Joachim Ramström ◽  
Riikka Franzén ◽  
Lenita Nieminen
Keyword(s):  
Learning Environments ◽  
Teaching Methods ◽  
Financial Literacy ◽  
Business School ◽  
Entrepreneurship Education ◽  
Opportunity Recognition ◽  
Learning From Experience ◽  
Pedagogical Choices ◽  
Subject Areas

Research on entrepreneurship education (EE) emphasizes the role of learning environments, contexts and pedagogical choices in developing students’ entrepreneurial competences. EE has assumed that it solely carries the task of improving entrepreneurial competences. Yet, the objectives, content and methods of teaching vary, and hence non-entrepreneurship teachers’ classrooms can also provide a learning environment for entrepreneurial competences. However, whether or not this kind of unintentional teaching of entrepreneurial competences takes place has not been widely addressed. In this study, the authors investigate how business school non-entrepreneurship teachers’ teaching methods unintentionally match the known framework of entrepreneurial competences. The findings indicate that non-entrepreneurship teachers do unintentionally expose their students to entrepreneurial competences such as creativity, learning from experience and financial literacy. However, competences such as opportunity recognition, perseverance and mobilizing resources do not receive similar attention. The findings indicate that some entrepreneurial competences are not solely owned by EE, but can be embedded in non-entrepreneurship education. Accordingly, the study extends the current understanding of EE and which “niche” competences should be emphasized in it, but also demonstrates how non-entrepreneurship teachers can expose students to entrepreneurial competences while teaching in their own subject areas.

Entrepreneurial intention of Indian university students: the role of opportunity recognition and entrepreneurship education

2020 ◽  
Vol 62 (7/8) ◽  
pp. 843-861
Author(s):  
Aamir Hassan ◽  
Imran Saleem ◽  
Imran Anwar ◽  
Syed Abid Hussain
Keyword(s):  
University Students ◽  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Entrepreneurial Intention ◽  
Opportunity Recognition ◽  
Content Type ◽  
And Gender ◽  
Business And Management ◽  
Moderating Role

PurposeThe purpose of this study is to investigate the impact of opportunity recognition and entrepreneurial self-efficacy on the entrepreneurial intention of Indian university students. This paper also examines the moderating role of entrepreneurship education and gender on the opportunity recognition–intention and self-efficacy–intention relationships.Design/methodology/approachThe data were collected through a comprehensive questionnaire from 334 students having business and management background. Confirmatory factor analysis was used to ensure the reliability and validity of all the constructs, and structural equation modeling was used to test the proposed hypotheses.FindingsThis study unveils three important findings. First, opportunity recognition and self-efficacy both show a significant positive impact on the entrepreneurial intention of students. Second, education positively moderates “self-efficacy–intention relationship”, and third, gender negatively moderates “opportunity recognition–intention” and “self-efficacy–intention” relationships.Research limitations/implicationsThis study has been carried out using a sample of students from only one university, and the study included only business and management background students. Similar studies can be conducted by adding more motivational and contextual factors with an increased sample size of students having different educational backgrounds.Practical implicationsThis study provides pragmatic support to formulate new educational initiatives that can support students in their present or future entrepreneurial projects.Originality/valueThis study adds to the scarce literature on opportunity recognition and entrepreneurial intention and also highlights the moderating role of entrepreneurship education and gender on opportunity recognition–intention and entrepreneurial self-efficacy–intention relationships.

scholarly journals Towards a framework for integrating place-based approaches in entrepreneurship education

2021 ◽  
pp. 095042222110215
Author(s):  
Joanne Larty
Keyword(s):  
Business School ◽  
Entrepreneurship Education ◽  
Local Communities ◽  
Local Economies ◽  
Educational Aims ◽  
Institutional Contexts ◽  
The Relationship

Regional and institutional contexts have been acknowledged as important to the design of entrepreneurship education (EE), yet the importance of place for entrepreneurship has so far received less attention. There is still much work to do in connecting students to places and engaging them in understanding the relationship between entrepreneurship, local communities and local economies within the EE curriculum. Taking inspiration from the notions of place-based and place-conscious learning, the paper proposes a framework for place-based EE and considers challenges for integrating place-based approaches into the EE curriculum. A case study of place-based EE at a university business school is then used to illustrate how the framework can be used to review existing curricula, as well as to reveal how an institution’s context might both facilitate and constrain opportunities for place-based learning. The paper provides a contribution by making more visible the important yet often invisible role of place in EE, while being mindful of the needs, resources and educational aims of regions and institutions.

Entrepreneurial education, self-efficacy and intentions in Sub-Saharan Africa

2018 ◽  
Vol 9 (4) ◽  
pp. 492-511 ◽  
Author(s):  
Albert Puni ◽  
Alex Anlesinya ◽  
Patience Dzigbordi Akosua Korsorku
Keyword(s):  
Self Efficacy ◽  
Entrepreneurship Education ◽  
Opportunity Recognition ◽  
Venture Creation ◽  
Content Type ◽  
Mediating Role ◽  
Advanced Economies ◽  
Sub Saharan ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating role of entrepreneurial self-efficacy (ESE) in the relationship between entrepreneurship education and intention in Ghana, Africa. Design/methodology/approach In all, 357 questionnaires from final year undergraduate students at a public university in Ghana are analysed using linear multiple regression. Findings The study reveals that entrepreneurship knowledge acquisition and opportunity recognition as dimensions of entrepreneurship education positively affect entrepreneurial intention (EI) and self-efficacy. Also, ESE increases the development of EI. The results further show that ESE mediated the relationship between the two measures of entrepreneurship education and EI. Practical implications The findings imply that when students are exposed to entrepreneurship knowledge and opportunity recognition skills via entrepreneurship education, they can develop high ESE and intention to engage in venture creation. Findings therefore urge stakeholders in the education sector in Africa to formulate policy guidelines for the design and teaching of entrepreneurship education. Such policies and guidelines should emphasise more students’ acquisition of adequate knowledge in venture creation and management, and the development of skills for identifying business opportunities while instilling confidence in their abilities to become successful entrepreneurs. Originality/value The mediating role of ESE in the relationship between entrepreneurship education and intention has been under-researched globally not just in Africa. Hence, this first study to the best of the knowledge in a Sub-Saharan African context, contributes further empirical evidence by demonstrating that ESE is a central psychological mechanism that can convert entrepreneurship education into EI. Besides, the study defies some of the findings in advanced economies by indicating that a theoretical entrepreneurship education course in Africa may work differently than in advanced economies and may actually foster the development of EI unlike in advanced economies.

Gap Between Theory and Practice in Management Education

2018 ◽  
pp. 363-376
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

Gap Between Theory and Practice in Management Education

2017 ◽  
pp. 264-277 ◽  
Author(s):  
Elona Garo
Keyword(s):  
Teaching Methods ◽  
Business Education ◽  
Business School ◽  
Management Education ◽  
Theory And Practice ◽  
Business Educators ◽  
Central Elements ◽  
The Right ◽  
Business Curricula

The gap between skills that students learn in the schools and the ones required by the market is still huge. Business school should create effective programs. Teaching methods which allow students to explore business issues and to learn and study from their experiences are very important if we want to increase student confidence. One of the central elements is the experience gained by practicing real cases and by addressing successfully the situation at hand. Business educators must play the role of facilitators who provide a proper environment to students to get the real experience, to reflect on it and apply in coming future. The right business curricula and pedagogy to provide it successfully are key elements to an effective business education.

Role of Commercial Banks in Financial Literacy

PRODUCTIVITY ◽  
2018 ◽  
Vol 59 (2) ◽  
pp. 186-197
Author(s):  
M. SELVAKUMAR ◽  
◽  
P. ANBUCHEZHIENKAMARAJ ◽  
V. Sathyalakshmi ◽  
R. Mohammed Abubakkar Siddique ◽  
...  
Keyword(s):  
Financial Literacy ◽  
Commercial Banks

Formation of financial literacy in training of informatics teachers on the basis of the 1С:Enterprise system

2020 ◽  
Vol 1 (1) ◽  
pp. 11-18
Author(s):  
M. A. Rodionov ◽  
I. V. Akimova
Keyword(s):  
Financial Literacy ◽  
Basic Knowledge ◽  
State University ◽  
Science And Literature ◽  
Successful Development ◽  
Mathematics History ◽  
School Subjects ◽  
Personal Finances ◽  
The Right

In the submitted study the problem of the formation of financial literacy of students at informatics lessons and relevant training of future informatics teachers is considered. Financial literacy is understood as a set of basic knowledge in the field of finance, banking, insurance, as well as budgeting for personal finances that allow a person to choose the right financial product or service, soberly assess and take risks that may arise during the use of these products, correctly accumulate savings and identify doubtful (fraudulent) investment schemes. The authors conclude that successful development of meaningful lines of the course of financial literacy requires integration of a few school subjects, such as mathematics, history, informatics, social science and literature. The role of modern informatics teacher in the formation of financial literacy of students is great. Therefore, in the training of a future informatics teacher, it should be paid the attention to issues related to the study of elements of financial literacy in informatics lessons. In order to solve the problem, the authors propose to use the special course “Basics of work in 1С:Enterprise”, which is implemented at Penza State University. The article contains a program of the course and the methodological recommendations for its implementation.

USE OF INNOVATIVE TEACHING METHODS IN RUSSIAN LESSONS IN GROUPS WITH A NON-RUSSIAN TEACHING LANGUAGE

2020 ◽  
Vol 6 (3) ◽  
pp. 204-212
Author(s):  
Nigora Vokhidova ◽  
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Group Work ◽  
Russian Language ◽  
Interactive Communication ◽  
Innovative Teaching ◽  
Teaching Language ◽  
New Methods ◽  
The Russian Language

The article discusses the effectiveness of innovative approaches in teaching Russian as a foreign language. It is noted that the use of new methods makes it possible to take into account the knowledge already acquired by the student for studying the Russian language and developing creative skills. The role of such a form of training as group work is shown, and some methods of interactive communication between students in practical classes in the Russian language are considered

The impact of reflective writing paper on non-English major learners’ autonomy in the context of Vietnam

2013 ◽  
Vol 17 (1-2) ◽  
pp. 104-128
Author(s):  
Phan Thi Tuyet Van
Keyword(s):  
Teaching Methods ◽  
Reflective Writing ◽  
Research Results ◽  
English Major ◽  
Study Process ◽  
The Impact ◽  
Process Journal

The article aims to investigate the impact of the reflective writing paper on non- English major learners’ learning autonomy in a Vietnamese context. The data was collected by means of questionnaire, competence tests and interviews. The participants did two reflective writing papers as an intervention during the research. The research results show the possibilities for teachers to modify their teaching methods through analysis of feedback from the subjects. The findings showed that most participants appreciated the role of the reflective writing paper and they were aware of the significance of learning autonomy in their study process. Journal of NELTA, Vol. 17 No. 1-2, December 2012, Page 104-128 DOI: http://dx.doi.org/10.3126/nelta.v17i1-2.8102

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