Education for entrepreneurship: In search of the fifth pillar "Learning to be entrepreneurial”

Currently, the entrepreneurship boom is on the rise, education centers from elementary to higher education are betting on providing an entrepreneurial education. The purpose of this article is: To recognize the development of social entrepreneurship competencies from the four pillars of education, adding a fifth pillar which “knows how to be an entrepreneur". In addition, it is achieved: to recognize the transforming mission of social entrepreneurship competencies within the educational field, to identify the challenges faced by educational systems and how school entrepreneurship is adapted, to compare successful experiences of different countries in entrepreneurship, to analyze the importance of entrepreneurial education from the four pillars as a basis for the construction of the fifth pillar "Learning to undertake" and to differentiate the roles of the educational community. Consequently, documentary analysis is used, after selecting articles, various books, congresses, etc. related to educational entrepreneurship.

Entrepreneurship Game Apps to Enhancement Student Skill Thinking Analytic in Class Online

The use of educational entrepreneurship game apps as a medium for an online class for students to improve analytical skills regarding business processes. Learning that is only through gamification in game learning. This learning is carried out on a number of students who have the ability to play games well. There is also a desire to study business without using entrepreneurship textbooks as the object of this study. Game-based mobile apps development using entrepreneurial learning materials such as laundry and beverage sales is designed using the Design Thinking Process method. With a game prototype made according to the real market location and market potential which is quite profitable. Determination of initial capital is very important in this educational game to successfully play the game until the final level. (there are 5 trial levels). The results obtained from this gameplay show an increase in entrepreneurial analysis in students with the ability to answer post-test questions well with an average of 88.2 percent with an average game time of 42.8 minutes per level

What is educational entrepreneurship? Strategic action, temporality, and the expansion of US higher education

The massive expansion of US higher education after World War II is a sociological puzzle: a spectacular feat of state capacity-building in a highly federated polity. Prior scholarship names academic leaders as key drivers of this expansion, yet the conditions for the possibility and fate of their activity remain under-specified. We fill this gap by theorizing what Randall Collins first called educational entrepreneurship as a special kind of strategic action in the US polity. We argue that the cultural authority and organizational centrality of universities in the US national context combine with historical contingency to episodically produce conditions under which academic credentials can be made viable solutions to social problems. We put our theorization to the test by revisiting and extending a paradigmatic case: the expansion of engineering education at Stanford University between 1945 and 1969. Invoking several contemporaneous and subsequent cases, we demonstrate the promise of theorizing educational expansion as an outcome of strategic action by specifically located actors over time.

ORGANIZATIONAL AND PEDAGOGICAL CONDITIONS FOR FORMING ENTREPRENEURIAL CAPABILITIES IN FUTURE TEACHERS

The article demonstrates the need for the formation of entrepreneurial abilities in future teachers, in view of the development of the educational entrepreneurship environment under the influence of the global economy. At the same time, the problems of insufficient methodological substantiation of educational entrepreneurship, undeveloped psychological and pedagogical support for the formation of entrepreneurial abilities in future teachers, organization of the educational process in pedagogical universities, excluding the action of market mechanisms are identified . To solve the problems, the objective of the study is determined, which is related to the organizational and pedagogical conditions for the development of entrepreneurial abilities in future teachers. These conditions are implemented in experimental work as a part of the developed model at the M. Kozybaev North Kazakhstan University. According to the results of the experimental work, it has been confirmed that, modeling the environment of educational entrepreneurship, organizational and pedagogical conditions motivate future teachers to educational and entrepreneurial activities, professionally enrich the educational environment of the university, lay the groundwork for self-realization in professional and pedagogical activities.

Innovation and entrepreneurship in education, irreconcilable differences? A first approach through Spanish expert judgment

Purpose The purpose of this study is to determine the differences and similarities between the terms entrepreneurship and innovation when they are implemented in teaching–learning processes involved in the education field and the main characteristics of entrepreneurial and innovative individuals. Design/methodology/approach A qualitative methodology was used. A total of 21 Spanish experts in entrepreneurship and/or innovation in education at different levels participated in in-depth structured interviews. Findings There seems to be some connection between entrepreneurship and innovation, as there are cases in which one involves the other. Although innovation is more related to the improvement of processes, products and services, entrepreneurship is linked to the creation and setting up of businesses. Educational entrepreneurship and innovation could be defined in the same way. Entrepreneurship education, in contrast to innovation education, encompasses innovation but goes beyond it. It includes curricula and long-lasting educational changes that are part of a more comprehensive organisational approach and educational plan, oriented to the accomplishment of teaching–learning outcomes. More characteristics were mentioned for entrepreneurs than for innovators. Originality/value This study is an initial attempt to explore ideas from experts in education that could facilitate the work of teachers and educational stakeholders in a crucial area, entrepreneurial and/or innovative education. Having an entrepreneurial attitude is essential for individuals in a globalised society to successfully meet the challenges of the 21st century.

Educational Entrepreneurship

From its onset, education has had an integral role in transforming society to become what it is. In fact, developments in society, especially in terms of human capital, have resulted from the nature of education its members have received. In the past two decades, owing to several factors, society has seen a stark transformation in economics and commerce. A major part of this development has offset the sync between education and practice, such that the earlier has fallen behind the latter. The question of institutions producing employable graduates is on the rise as educational institutions fall back in their ability to do so. Harnessing developments and latest advances in technology to carve out efficient human capital could give education a surviving chance.

Educational Entrepreneurship in an Intensive English Program in Thailand: A Case Study

This case study investigates educational entrepreneurship in an intensive English as a foreign language (EFL) program at a major Thai university. Using a qualitative case study approach, the study draws on data collected in interviews, a focus group, and curriculum documents to investigate educational entrepreneurship in this context. The major findings were as follows: Applications of educational technology result in innovation and enhanced learning, EFL is a competitive tool for Thai students, use of project-based learning fosters content and language learning, and collaboration among teachers drives innovation.

WED Empowerment For Productive Age Orphanage Through Making Training Empek-Empek

The purpose of this community service is to provide knowledge to the orphanage the importance of entrepreneurship, anything that can use as a business, how to make a product that will be manufacture and sold, as well as provide training and product marketing strategy generated. Educational entrepreneurship is a conscious effort to change a person's behavior. Educational activities are designed, organized, monitored, and evaluated to be able to achieve the goals set. Therefore, the implementation of education should give priority to dialogue and not as an object in this research conducted on orphans and orphans orphanage is located at Jl. Pajajaran Raya RT 003/005, Village Bencongan Beautiful, Housing III Karawaci. The method used in community service activities is to perform direct training and practice, in this training are given activities that include, presentation materials and practices make empek-empek culinary products presented by direct instructor skilled in the art. The implications of this community service activities are the need for product innovation and should think creatively to obtain products that are creative and innovative while remaining affordable and enjoyable.

PRACTICES OF EDUCATIONAL ENTREPRENEURSHIP: POLITEKNIK BRUNEI AS A CASE OF INSTITUTIONAL ENTREPRENEURSHIP

Academic institution plays a catalytic role in changing society through knowledge generation, dissemination, and application in the knowledge-driven economy. Every academic institution must address issues like the growth of population, socio-demographic changes, shifts in macro-economic variables, and globalization for their survival in the competitive environment. Through educational entrepreneurship, an institution can seize opportunities by implementing sustainable strategies and innovations, best business practices, and competitive operations. This paper examined how Politeknik Brunei is practicing institutional entrepreneurship by providing market-responsive knowledge and skills to students, developing infrastructure, and implementing educational and administrative systems. This paper reviewed the plans, policies, rules, and sets of regulations of Politeknik Brunei by using content analysis and citation methods. A qualitative approach was employed to meet the research goals,. A multidimensional framework is suggested to ensure that entrepreneurial academic institutions have a dynamic equilibrium and fulfill stakeholders’ expectations. If Politeknik Brunei applies this framework, its competitive position could be improved by balancing multiple interests of all stakeholders to achieve long-term development goals through competitive operations.