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Source publication
This paper explores how entrepreneurial education and entrepreneurial environment affect entrepreneurial readiness (ER) of students from Science, Technology, Engineering, Mathematics (STEM), and business, i.e., economics and management (E&M) studies. Moreover, it examines how the combination of the aforementioned factors affect the difference in ER...
Context in source publication
Context 1
... assume that based on these results suggestions on curricula development could also be made. For this purpose, we set three main research questions (see the Research Model in Figure 1): RQ1: Does the students' field of academic studies predetermine their entrepreneurial readiness? RQ2: Do the students who have entrepreneurs in their family or close environment have a higher level of entrepreneurial readiness than those students who do not have family entrepreneurs? ...
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Citations
... In 2001, the U.S. National Science Foundation (NSF) officially recognized the use of "STEM" as a reaction to concerns that the students were not being properly prepared for jobs in science, technology, engineering, and mathematics. This effort became more vigorous as international assessments, including the Trends in International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA), showed steep gaps in students' scientific and mathematical abilities (Rakićević et al., 2022;Razali & Rahman, 2021;Sahito & Wassan, 2024). These results stimulated cross-national comparisons and prompted policymakers to reconsider education systems worldwide in order to enhance STEM learning achievements. ...
STEM education (Science, Technology, Engineering, and Mathematics) is a building block of world economic and educational advancement, which endows learners with analytical, problem-solving, and technological abilities essential for the 21st century. The public education system of Pakistan has too many hurdles to adopt quality STEM education through institutional mechanisms such as inadequate training for teachers, paucity of institutional backing, and poor access to advanced instructional tools. This research investigates the readiness of public school teachers in Lahore, Punjab, to teach STEM, using the creation of a STEM Teaching Readiness Matrix (STRM). A mixed-methods approach was used, combining 200 survey responses and qualitative interviews with 20 purposively selected teachers. The results show that the subject knowledge of teachers varies while their pedagogical confidence is low, especially when implementing interdisciplinary STEM ideas. Institutional support came out as the best predictor of effective STEM instruction, reflecting on the decisive significance of infrastructure, professional training, and administrative support. The study emphasizes the necessity for urgent policy interventions, the development of upgraded training programs, and resource deployment to facilitate bridging the divide between theoretical STEM instruction and experimental, practical training opportunities.
... While entrepreneurship can take many forms, they all entail willingness to take initiative and accept risks in the pursuit of value creation and economic prosperity (Pantea 2018;Tiberius/Weyland 2023). Rakićević et al. (2022) define entrepreneurship as the capacity to overcome resource limitations to capitalise on opportunities. As the conceptual initiators who possess the creativity and drive to realise an idea in practice, entrepreneurs play a crucial role in this process (Yener/Arslan/Demirtaş 2018). ...
This special issue explores how entrepreneurship educators can effectively adapt instructional methods, courses, and programs to meet the specific needs of the societies in the Central and East European (CEE) region. More specifically, the papers in this special issue aim to help entrepreneurship educators in the CEE region as they address the complex drivers (e.g., students´ age, generation, mindset, preferred learning models, and subjective course experiences etc.) influencing entrepreneurial skill development.
... Some studies have looked at the differences between STEM and business students, analyzing variables such as entrepreneurial orientation (Nikitina et al., 2023), entrepreneurial activity (Draksler and Sirec, 2021), entrepreneurial competencies (Põder et al., 2019), or entrepreneurial readiness (Raki cevi c et al., 2022). While the literature on the topic is still limited, preliminary results show that business students often feel more ready for entrepreneurship, benefiting from targeted training in crucial business skills. ...
Purpose
Artificial intelligence (AI) technologies have led to significant transformations across industries and society, including the field of education. The integration of AI in educational settings has the potential to improve students' learning experience and support their individual competencies when paired with non-AI methods. Despite the growing importance of AI in modern education, there remains a noticeable research gap regarding its use in entrepreneurship education and the effects of Chatbots on students' entrepreneurial competencies. To address this gap, an exploratory study was conducted on undergraduate students who were tasked with using ChatGPT to improve their business model canvas.
Design/methodology/approach
The chosen methodology aligned with the research purpose, aiming to explore the relationship between Generative AI and competencies. Due to the novel nature of the research problem, an exploratory study was conducted using a mixed methods approach. A survey with open- and closed-ended questions was designed, and statistical and text analyses were performed to interpret data and test identified propositions.
Findings
The findings of this study indicate that ChatGPT can enhance the types of students' entrepreneurial competencies considered in this study: spotting opportunities, creativity, vision, valuing ideas and ethical and sustainable thinking. The results show that ChatGPT can be particularly helpful to improve the ability of students of valuing ideas.
Originality/value
Overall, this study highlights the potential of adopting ChatGPT in experiential learning methodologies for enhancing students' entrepreneurial competencies and improving their learning outcomes.
... This is an investment in human resources to prepare them to start a business through the integration of experience, increased skills, and knowledge . The results of the hypothesis one test show that there is an influence of entrepreneurship education on the entrepreneurial readiness of generation Z. Research by Raki cevi c et al. (2022) found that students who received entrepreneurship education had higher entrepreneurial readiness and expressed higher entrepreneurial intentions, abilities, and attractiveness. Rodriguez and Lieber (2020), in their research, also highlighted that students who received entrepreneurship education showed significant improvements in their entrepreneurial mindset, especially in terms of communication and collaboration, opportunity recognition, as well as critical thinking and problem solving. ...
Entrepreneurship has become a central issue in an effort to improve the nation’s economic welfare. Several previous studies agree that the ideal country is one that has an entrepreneurial contribution of at least 4% of its total population. However, when compared with other countries, Indonesia’s entrepreneurial contribution is currently still low because it has only reached an entrepreneurial ratio of 3.47%. One of the causes of this low contribution is the lack of effective entrepreneurship education. Some empirical evidence has not been able to explain how entrepreneurship education is able to prepare generation Z to become entrepreneurs through various new literacies. This research aims to investigate the influence of entrepreneurship education on the entrepreneurial readiness of generation Z students, which is moderated by digital business literacy and financial literacy. This research was conducted using a quantitative approach and involved 700 students in Makassar City, Indonesia. The data analysis technique used is partial least squares structural equation modeling (PLS-SEM) analysis. Research findings show that entrepreneurship education plays an important role in the entrepreneurial readiness of generation Z students, which is strengthened by digital business literacy and financial literacy. The findings of this research can help expand and develop concepts related to digital business literacy and financial literacy in the context of entrepreneurship education in higher education, so that, by implication, this research provides a valuable contribution to entrepreneurship education, which paves the way for further research regarding entrepreneurial readiness in the context of diverse higher education through various other new literacies.
... (Ranta et al., 2022) added that entrepreneurship also includes a mental attitude and spirit that is always active in trying to advance and increase income from one's business. According to (Rakicevic et al., 2022) , entrepreneurial knowledge is the ability to think acquired through entrepreneurial education, which helps individuals to innovate and enter the field of entrepreneurship more prepared and focused. Entrepreneurship is also seen as part of a dynamic process of generating wealth, as stated by (Purwati & Hamzah, 2022) . ...
Implementation Program Teaching Entrepreneurship help student become more creative, innovative and entrepreneurial. This is one of the solution For problem serious unemployment in Indonesia is necessary overcome. This in accordance with set goalsin Regulation President Number 6 of 2009 concerning development economy creative. Although Thus, various factor cause student No interested or Ready For entrepreneurship. Therefore that's the goal from study This is For know How studying entrepreneurship influence interest and readiness student For entrepreneurship.Method review literature systematic (SLR) is used in study This . The result show that education entrepreneurship give significant and positive impact to students , incl interest , readiness , spirit , and motivation For entrepreneurship .
... Although there are studies that measure the effects of skills on entrepreneurial readiness behaviour (Putra, Widiyanti & Nurhadi 2021;Rakićević et al. 2022), the concept of entrepreneurial behaviour is often identified as a unidimensional concept focusing on a specific behaviour, without sufficiently accounting for its multidimensional nature. As such, the next section addresses this aspect by considering the multifaceted nature of this construct. ...
... Entrepreneurial behaviour is conceptualised as a facilitator for actions taken to create new ventures and manifest in an individual's intention to become an entrepreneur (Belchior & Lyons 2021). According to Rakićević et al. (2022), entrepreneurial behaviour encompasses entrepreneurial readiness, motives and intentions. By understanding entrepreneurial readiness as a personal competence pertaining to the potential for entrepreneurship, entrepreneurial intention is introduced as the execution of a personal decision to create a new venture (Rakićević, Ljamić-Ivanović & Omerbegović-Bijelović 2014). ...
Background: There is a growing body of literature on the contribution of hard skills to the enhancement of entrepreneurial behaviour. However, the role of acquiring soft skills in shaping entrepreneurial readiness is yet to be sufficiently comprehended. Aim: This research sought to examine the significance of soft skills in shaping the entrepreneurial readiness behaviour of students at higher education institutions in South Africa. Specifically, the study investigated the effects of soft skills on the selected dimensions of entrepreneurial readiness behaviour namely venture creation, innovative financing and venture growth. Setting: Students from the Central University of Technology (CUT) and the University of the Free State (UFS) participated in this study. Methods: A descriptive, explorative cross-sectional design involving 300 students enrolled for entrepreneurship courses, was adopted. Cluster sampling was employed as the main sampling technique. The average variance extracted (AVE), linear regression and Cronbach’s alpha coefficient were used as indicators of reliability and validity in the statistical package for the social sciences (SPSS) and Smart PLS software. Results: The results suggest that soft skills exert a positive, and significant, effect on the entrepreneurial readiness behaviour of students. Conclusion: This study provides critical insights into how entrepreneurial readiness behaviour can be explained through fostering soft skills, honing venture creation, innovative financing, venture growth and entrepreneurial activities of students. Contribution: The study contributes to the Theory of Planned Behaviour (TPB) by demonstrating how soft skills create a germane context for the stimulating, exhibiting and actioning specific entrepreneurial behaviours among nascent entrepreneurs in South Africa.
... The main purpose of entrepreneurial education is to support and develop an individual's entrepreneurial intentions [15]. Moreover, participation in entrepreneurship education and training programs positively influences individual entrepreneurial orientation [8] and entrepreneurial readiness [21]. The levels of farm owner's competency for entrepreneurship is measured on the following scale: 1 -farm owner doesn't have entrepreneurial experience; 2farm owner had an entrepreneurship course at secondary school but doesn't have real entrepreneurial experience; 3farm owner had an entrepreneurship course at secondary school and high school and also has the entrepreneurial experience; 4farm owner graduated in the field of entrepreneurship and has real entrepreneurial experience; 5farm owner has a master diploma in the field of entrepreneurship and has real entrepreneurial experience. ...
Family farms in the Republic of Serbia are mostly small agricultural producers with arable land of small and medium size and with a low degree of process mechanization, where family members work mostly, and farm management is assigned to one family member. Such farms are often in a subordinate position, with weak bargaining power compared to large agricultural producers and large enterprises engaged in agricultural production. Nevertheless, the chance of further development of such farms lies in their positive entrepreneurial orientation and readiness for innovation and change. This paper presents research on the entrepreneurial orientation of family farms in the Republic of Serbia. The survey sample consisted of 72 farms from different locations in the Republic of Serbia. Entrepreneurial orientation was observed through the following elements: readiness of farms to join efforts, participation in large supply chains, readiness to standardize products and processes, readiness to export, readiness for changes and delegation of management processes, as well as readiness for farm development by improving knowledge about agriculture, management, and entrepreneurship. The results presented in the paper provide a clear insight to the support creators about the potential for improving the position of small farms in the Republic of Serbia.
Factors that represent the tendency to become job creators are proxied to entrepreneurial characteristics. Meanwhile, factors that represent career readiness include digital literacy, entrepreneurial mindset, work skills, and ICT skills. A population of economic education undergraduate students teaching at universities in Indonesia was used, using 455 samples. Later, the data were analyzed using the Structural Equation Model (SEM) with the IBM-SPSS AMOS 26 program. The findings prove that career readiness is not only important for job seekers but also necessary for those who will become job creators. From the hypothesis test, career readiness has a partial influence on the tendency to become a job seeker and job creator among undergraduate economic education students. The positive coefficient indicates that increasing career readiness can significantly increase the propensity to seek and create jobs. This research opens the view that work skills are also needed to make students become job creators. Therefore, this research has essential meaning as a blueprint for educational institutions to incorporate career development into their academic programs.
This study aims to investigate the relationship between authoritative parenting and entrepreneurial preparedness, with risk tolerance, self-efficacy, and creativity as mediating factors. Parenting styles play a significant role in shaping children's behavior, including nurturing their entrepreneurial spirit from an early age. The study involved a sample of 296 respondents. IBM AMOS version 23 was employed for hypothesis testing. Additionally, a sobel-test calculator was utilized to examine mediation. Ultimately, the results support all nine proposed hypotheses, providing valuable insights into the relationship between authoritative parenting, risk tolerance, self-efficacy, creativity, and entrepreneurial preparedness. The findings confirm several key aspects that researchers initially hypothesized. First, authoritative parenting has a positive and significant impact on risk tolerance, self-efficacy, and creativity. Second, risk tolerance, self-efficacy, and creativity have positive and significant effects on entrepreneurial preparedness. Furthermore, the results indicate that risk tolerance, self-efficacy, and creativity mediate the relationship between authoritative parenting and entrepreneurial preparedness. The findings of this research demonstrate that authoritative parenting can influence children's character development, leading to higher levels of creativity, self-confidence, and risk tolerance traits essential for entrepreneurs
Purpose - Industry 4.0 has brought about changes in a variety of fields, including education. Entrepreneurship education at the university level, in particular, must be capable of producing graduates capable of creating their employment opportunities and adapting to their surroundings. The purpose of this study is to describe and assess entrepreneurial practice learning and entrepreneurial literacy, as well as their impact on entrepreneurial readiness in the industry 4.0 era. Methodology - Responses were collected from 400 university students in Tulungagung Regency, East Java, who had taken the Entrepreneurship course. The students' responses were gathered using a questionnaire with Likert scale questions as the instrument. Findings - Data analysis using multiple linear regression revealed that entrepreneurial culture had a significant positive impact on preparation for entrepreneurship. Furthermore, entrepreneurial practice had a substantial positive impact on entrepreneurial readiness. Both entrepreneurial literacy and entrepreneurial practice significantly influenced entrepreneurial readiness. Significance - Entrepreneurial practice, in particular, made the greatest contribution to entrepreneurial readiness. This readiness can lead to the formation of long-term new ventures with the help of institutional infrastructure and business management guidance.
