Dampak Mata Kuliah Kewirausahaan terhadap Minat Berwirausaha Mahasiswa

Kewirausahaan merupakan soft skills yang perlu dimiliki oleh mahasiswa untuk menjadi lulusan yang multitalent dan memiliki kemampuan yang meningkatkan daya kerja, dan mampu menangkap peluang di era persaingan kerja yang ketat. Tujuan penelitian ini untuk mengetahui pengaruh pendidikan kewirausahaan terhadap minat berwirausaha mahasiswa. Metode analisis yang digunakan adalah regresi linear sederhana dengan instrumen Skala Likert. Hasil penelitian menemukan bahwa proses belajar-mengajar pada mata kuliah kewirausahaan memberi dampak pada pemahaman mahasiswa tentang kewirausahaan yang baik. Pengetahuan kewirausahaan mahasiswa berpengaruh secara nyata dan positif terhadap minat kewirausahaan mahasiswa. Agar generasi muda saat ini berminat untuk menjadi pengusaha dan tidak bergantung pada permintaan tenaga kerja (demand for labor) yang dibuat oleh perusahaan-perusahaan, maka harus dibekali dengan soft skills manajemen kewirausahaan yang cukup. Entrepreneurship is a soft skills that required for student to become multitalented graduates and have abilities which will increase their employability, and ability to recognize the opportunity in an era intense work competition. This study try to determine the effect of entrepreneurship education on student’s interest in entrepreneurship. The analytical method used is simple linear regression with a Likert Scale instrument. The result show that the teaching-learning process in entrepreneurship education had an impact on students understanding of good entrepreneurship. Entrepreneurship education has a significant and positive effect on student entrepreneurship interest. knowledge has a significant. So, to make young people are interested in becoming entrepreneurs and do not depend on the demand for labor was made by companies, they must be given an understanding of entrepreneurial management soft skills.

Generation Z: Fitting Project Management Soft Skills Competencies—A Mixed-Method Approach

Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its members (Gen Zers) traits, we explore the self-awareness of their profile, strengths and weaknesses with an empirical study. We used a mixed-method approach, implementing a survey on a sample of 211 college students about to enter the labor market. Comparing our survey results with the literature, we identified differences that reveal some of the lack of awareness of Gen Zers about their traits. Further analysis also revealed a significant correlation between the most highlighted Generation Z traits and essential project management soft skills, pointing to Generation Z as a promissory asset in the project management field. However, other essential project management (PM) soft skills were not grounded in personality traits. Our findings, namely the lack of awareness and association results, suggest the need for further research on educational approaches and re-thinking and targeting education and training policies that could strengthen Generation Z soft skills. Our results also suggest reflections about whether the Gen Zers traits fit the PM competencies sought by organizations.

STRENGTHENING OF INDONESIAN ISLAMIC CHARACTER THOUGH ISLAMIC EDUCATION MANAGEMENT BASED OF SOFT SKILLS

Symptoms of intolerance that was done by most of the <em>ummah</em> of Islam in Indonesia lately, shows that globalization has brought the ideology of the new that actually erode the identity of Islam Indonesia were very accommodating and tolerant of the wealth of local culture, upholding the values of diversity and emancipatory on the role of women in everyday life. Islamic educational institutions should play a role in the reconstruction of intolerance symptoms that Appeared lately. Through management soft skills-based Islamic education is expected to restore Islam Indonesia on Islam very famous identity steeped in local culture and uphold the values of diversity. This article reviews how the management arrangement soft skills-based Islamic education is Able to restore Islam Indonesia returned to his identity.

Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.

Can Person-Centered Technology Enhanced Learning Contribute to Develop Project Management Soft Skills in an Academic Context?

In the preceding years we employed active technology enhanced learning in a course on project management soft skills that was particularly well received by students. This chapter presents the underlying philosophy, the current course design, students’ reactions, and our experiences and lessons learned. Concurrently, we confirm the applicability of participatory action research as a methodological framework suited for improving course design, specific interventions, and theory building. We propose to complement that framework by qualitative and quantitative methods in order to deal with specific research questions. Results indicate that students consider their active involvement in the course, both face-to face and online, the top factor from which they benefit. Furthermore, the majority of students felt that it was easier for them to work in teams and to establish social relationships. The primary goal of the chapter is to provide a pool of inspiration for other educators in practice and research.