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A vállalkozóképzés formái
Abstract
Fontos gazdaságpolitikai cél, hogy minél több és minél felkészültebb vállalkozók vegyen részt a társadalmi és gazdasági életben. Ennek kapcsán azonban felvetődik a kérdés, hogy milyen módon tudunk vállalkozókat képezni a felsőoktatásban. Jelen tanulmány is ehhez a kérdéshez kapcsolódik. Célja annak bemutatása, hogy az általános tanítási/tanulási modellek milyen formában jelennek meg a vállalkozóképzésben. A kínálati modell a tudásátadást, a keresleti modell a tanulói jelentésadást, míg a kompetenciamodell a komplex helyzetekhez való alkalmazkodást helyezi középpontba. A tanulmány második része ezeket a modelleket már a vállalkozóképzés szemszögéből tárgyalja. Végezetül az írás a kitér arra, hogy milyen módon egészíthetik ki egymást ezek a modellek, majd ennek kapcsán összefoglalja a tanulmány legfontosabb üzeneteit.
... This early definition was meant to embrace all the common aspects in entrepreneurial identity and provided an initial "vocabulary of motives" (Demetry, 2017;Bell et al., 2018;Dodd, 2002). This is reflected in today's conceptions on the leaders of start-up ventures (Király, 2020;Kézai & Konczosné Szombathelyi, 2020). Empirical research has identified 12 core competencies as identity elements: creative, accessible, inspiring, motivating, able to make decisions, flexible, agile, fair, motivated, ethical, and outcome-oriented (Kassai, (2020, p. 65). ...
... The wider public, the institutions and the entrepreneurs themselves often define a conclusive event or experience supporting their decisions to become entrepreneur. This narrative reconstruction on the development of entrepreneurial identity is underpinned by administrative measures, research, and various education programmes in business schools (Király, 2020). However, the choice today seems less conscious and predetermined. ...
... A general preference for stability narratives ("has always been like this…") (Gergen & Gergen, 1997) may disguise this important and universal characteristic. This is problematic, as entrepreneurs would probably need different educational resources as they proceed through these developmental cycles (Király, 2020). ...
This study is an exploration of entrepreneurial identity, employing a culturally sensitive mixed methods approach, Identity Structure Analysis (ISA). The sample includes 30 small/micro entrepreneurs in Southern-Transdanubia, Hungary. Hungary had introduced some “staccato” economic reforms in the previous social system, changing communist hostility towards entrepreneurs as “capitalists” into lasting ambivalence. The results reflect indistinct commitments to entrepreneurial values; constant adaptation to environmental factors instead of building own strategies; and limited future expectations. In the two sub-samples of male and female entrepreneurs there were no statistically significant differences. The dominant, masculine discourse of entrepreneurship, the underdevelopment of social enterprises in Hungary, the impact of the previous communist discourse understanding equality as sameness, and the pandemic-induced crisis may explain for these findings.
Jelen tanulmány a Pécsi Tudományegyetem (PTE) oktató és kutató munkatársainak értékpreferenciáit vizsgálja Shalom S. Schwartz „alapvető emberi értékek” koncepcióját felhasználva. Schwartz tíz alapértéket különböztet meg, melyek dinamikus kölcsönhatásban állnak egymással. Az oktatók-kutatók jellemző értékprioritásainak feltárása lehetőséget teremt arra, hogy a szerzők következtetéseket vonjanak le a PTE társadalmi-gazdasági hatásaival kapcsolatban, illetve azzal össze- függésben: az oktatók-kutatók motivációi vajon tudják-e kellőképpen támogatni az egyetem önmagán túlmutató szerepvállalásait? Elemzésük fontos része az összehasonlító perspektíva, melynek során az oktatók-kutatók értékpreferenciáit a különböző európai térségekre, illetve a magyar társadalom egészére jellemző mintázatokkal vetik össze. Eredményeik azt mutatják, hogy a PTE munkatársainak értékei, motivációi megfelelő alapot biztosítanak az egyetem hatékony regionális szerepvállalása szempontjából.
A tanulmány célja, hogy feltárja: a felsőoktatásban tanuló fiatalok milyen pénzügyi célokkal, tudással, attitűddel és stratégiával rendelkeznek, illetve ezek segítik-e, vagy veszélyeztetik hosszú távú pénzügyi céljaik megvalósítását. A kutatás a magyar felsőoktatásban tanuló fiatalokat (N=2557) pénzügyi attitűdjeik és magatartásuk mentén szegmentálja és jellemzi. A válaszadók három csoportba sorolhatók: 1. Könnyelműek. A Carpe Diem szemlélet és aggódás egyaránt megjelenik. Pénzügyi tudásuk és magabiztosságuk alacsony. Hosszú távú pénzügyi céljaik megvalósításában a külső kontrollos attitűd jellemző, a boldogulást másoktól várják. 2. Megfontolt kockázatkerülők. A figyelmesség és az alaposság mellett a kockázatok kerülése és a jövőre való felkészülés, takarékosság jellemzi őket. Pénzügyi céljaik megvalósításához olyan tradicionális és belső kontrollos stratégiát választanak, mint a pénz beosztása és a szorgalmas munka. 3. Tudatos magabiztosak. Kézben tartják a pénzügyeiket. Bíznak a pénzügyi szolgáltatókban, szívesen vesznek föl hitelt, és rendszeresen megtakarítanak. Hosszú távú pénzügyi célokat tűznek ki, melyek megvalósításához olyan stratégiát választanak, amely elősegíti a jövedelmük gyarapodását.
Entrepreneurship education continues to grow and develop worldwide. This article seeks to expand knowledge and understanding of educational practice in entrepreneurship by focusing on serious games, specifically computer simulations which model entrepreneurship. This paper begins by reviewing the entrepreneurship education literature to consider the role of simulations, explores the nature of serious games, and assesses the role of such games in simulating entrepreneurial learning. This research uses systematic literature review techniques to collect data on serious games, analyzes these games and provides five detailed case studies on the games. The paper concludes with a discussion of what serious games currently simulate in entrepreneurial learning, and directions for future research.
Senge (1994) Az 5. alapelv című munkájában arra a kérdésre, hogy „Hogyan teremtjük meg saját valóságunkat – és miként tudunk változtatni ezen?” öt olyan területet nevezett meg, amelyek egymás nélkül nem lennének sikeresek. Ez az öt terület: a rendszerben való gondolkodás, a személyes irányítás, a gondolati minták, a közös jövőkép és a csoportban tanulás. E területek fejlesztése az alapja a finn felsőoktatási rendszer egyik innovatív, az OECD által is díjazott programjának, a Jyväskylä-ban a JAMK University of Applied Sciences-en 1993 óta működő Tiimiakatemia (továbbiakban Team Academy) oktatási módszertannak. A módszertan alapvető elemei a „learning by doing” elv, a valós üzleti környezet, a tanítás helyett a tanulás előtérbe helyezése, a kontroll és a számonkérés helyett az önszabályozás és a csapatvállalkozók saját felelősségének fejlesztése a saját tanulásuk, fejlődésük iránt. A módszertan számtalan, a hagyományos felsőoktatásba egy teljesen új szemléletet hozó elemet tartalmaz. Az alapítók nagy hangsúlyt és sok energiát fektetnek abba, hogy az eredményeik alapján is bizonyított, hatékony módszertant a világon elterjesszék, így mára Európa számos országában, több éve, különböző oktatási szinteken és formában alkalmazzák. A tanulmány szerzői a Debreceni Egyetem Gazdaságtudományi Karán 2010 óta alkalmazzák a Team Academy módszertanát. Jelen tanulmányban azt vizsgálják, hogy melyek a módszertan legfontosabb eszközei, azok a vállalkozásfejlesztés mely területeire irányulnak, valamint hogyan adaptálták a különböző országok felsőoktatási intézményei a Team Academy módszertan vizsgált elemeit.
In the engineering education field, there is an identified need of innovative learning and teaching methods to improve students’ entrepreneurship competencies in order to make connections between engineering and real society. This chapter addresses a management strategy for entrepreneurship projects in the university framework. It is the result of a cooperative experience from the Research Groups of Salesian Polytechnic University (UPS), the Technical University of Madrid (UPM), and the collaboration of other external entities. The management strategy is applied to undergraduate and postgraduate programs at UPS and has been called Coworking StartUPS Project. The research method is made up of different teaching methodologies—project‐based learning, coworking, case studies—and different activities in and out of the university. The data were collected from students who were enrolled in the Coworking StartUPS Project, along with students and researchers from the three University Branch Campuses in the cities of Cuenca, Quito, and Guayaquil. The Coworking StartUPS Project links teaching & research activities with entrepreneurship are founded in cooperation and interaction, offering multiple possibilities for entrepreneurial skills development in the international context. This preprofessional experience promotes students to integrate the knowledge they have learnt and apply the new knowledge in an entrepreneurship project.
Abstract Product development is considered as an interdisciplinary undergraduate course with a central role in engineering education. In this sense, this paper demonstrates an experience of a product development undergraduate course based on a project-based learning (PBL) perspective. PBL has been discussed in the literature as one of the most effective teaching frameworks for engineering courses, but there is still scarce research on PBL implementation in engineering education in developing countries. The course scope was reviewed to include engineering management content and to face some barriers for PBL implementation highlighted in the literature. The student activities were organized in four development phases following a structured stage-gate development process. The results achieved include a higher level of learning perception and increased complexity of products generated by students. Besides demonstrating the improvements in the course, this paper contributes to PBL empirical body of knowledge by exploring a successful initiative and its outcomes.
As educators and policy-makers, we all want to believe that what we do will make a
difference. Bold, if plausible, claims are increasingly made that entrepreneurship education has an
impact, not just on an informed intent to be an entrepreneurs but also as a life skill. We would like to
think that is true. It is further claimed that the key to those deep impacts is experiential learning. We
would really like to think this is true. The heart of these claims is that the leading edge entrepreneurial
programmes focus less on students gaining content knowledge about entrepreneurship but instead
focus more on developing the entrepreneurial mindset.
Purpose
This article explains the Kern Entrepreneurial Education Network (KEEN) in introducing innovative approaches to undergraduate engineering degree programs in independent universities in the United States of America (USA). The mission is to graduate engineers with an entrepreneurial mindset to create personal, economic, and societal value.
Design/methodology/approach
The article aims to:
1. Explain the background rationale for the KEEN network in the US industrial context.
2. Describe the approach used to introduce entrepreneurship into US engineering education.
3. Assess the wider contributions of the KEEN approach to entrepreneurship education and learning in STEM subjects and beyond the USA.
The article summarises the role and aims of KEEN in the context of entrepreneurial education in US undergraduate engineering programs. It summarises the policy context, and provides a short review of prior work, in entrepreneurship education in engineering.
Findings
Findings
The KEEN case study explains the developmental approach used by the project and its contribution to expanding entrepreneurship education in the context of US engineering degree programs. It introduces the Entrepreneurial Learning and Mindset concepts developed by the project.
Practical implications
The scale of KEEN intervention across the USA is illustrated, showing institutional size, characteristics, interventions, and results from the project. The development of the Entrepreneurial mindset and KEEN student outcomes model are outlined with learning points.
Educational & Social implications
Transferable learning points from the development work are identified, summarising the KEEN experience in relation to wider issues at social, institutional and industry levels and their implications for engineering and STEM subjects.
Originality/value
This development work is achieving significant scale and impact in entrepreneurship education in engineering in the USA, yet is almost unknown internationally.
A cikk célja, hogy bemutassa a magyar kis- és középvállalkozók jellemvonásait a külső befolyásoló tényezők figyelembevétele mellett. Az eddigi vállalkozói jellemvonásokat kutató elméletek arra törekedtek, hogy univerzális tulajdonságokat, karakterisztikákat azonosítsanak. Ezen kutatás középpontjában a korábbiakkal ellentétben az a feltételezés áll, miszerint a vállalkozók a tulajdonságok szempontjából is különbözőek, e heterogén csoportokon belül azonban lehetséges kialakítani olyan homogén klasztereket, melyekre hasonló környezeti tényezők közepette sajátos tulajdonság-kombinációk jellemzőek. A létrehozott vállalkozói klaszterek esetében lehetőség nyílik a csoportra jellemző belső tulajdonságok és a csoportot meghatározó külső tényezők azonosítására.
Background: The purpose of this article was to review the literature on lecture effectiveness and to suggest avenues for improvements.
Methods: Selective literature review with an emphasis on active learning in the classroom setting.
Results: Conventional lectures are effective only to a limited extent in attaining important curriculum objectives. They do not promote critical thinking; student attendance tends to be low and so is cognitive engagement; furthermore, the idea that lectures should and can cover all essential subject matter is false. Moreover, empirical literature on what students actually learn from lectures is lacking. A most fundamental problem of lectures is that they are based on the information transmission fallacy, the idea that students learn just by being told. The paper proposes an alternative approach to lecturing based on studies in teaching the natural sciences: active learning in the classroom. This approach has four key elements: (a) an initial individual learning attempt by students to master important concepts or ideas, (b) the presentation of a relevant problem by the teacher in the classroom setting, (c) elaborative activities of individual students or small groups of peers to come up with solutions to the problem, and (d) feedback of the teacher.
Conclusion: The available evidence suggests that active learning in the classroom setting supports and fosters learning to a much larger extent than conventional large-group teaching.
The paper presents the results of a study conducted in Riga Technical University with 85 students within the course “Economics of Entrepreneurship” based on an “Opportunity-oriented problem-based learning model” for enhancing students’ entrepreneurship. The model had been elaborated for making students learn: by doing and reflecting, based on their experience and by solving real life problems in order to create new products and services which could be commercialized. Providing an approach essentially different from traditional academic studies in the university, the authors researched the students’ openness to this new experience which was expressed via their attitude, satisfaction, readiness to use it in the future and perception of it as a new value for them. The quantitative content analysis of the texts of the students’ reflections showed that the majority of them were open to this new experience though there was critical feedback related to: the timetable, work in group, having to present ideas to their course mates and some aspects of the study content.
It is argued that the participation in open innovation processes requires a specific set of thinking, skills and behaviours founded on the willingness and readiness to exchange, accept, encourage, cooperate and co-create based on trust and collaboration. The paper presents the results of a study conducted in Riga Technical University with 85 bachelor students within the study course “Economics of entrepreneurship” in the autumn semester of 2014. The course was organised in an open environment, in which students worked in teams for solving real life problems in order to create new products and services. They had the opportunity to act not only within the University framework realising intra-team and inter-team collaboration facilitated by teachers and invited entrepreneurs, but they were also encouraged to collaborate with specialists they needed from outside the University for the realization of their projects. The qualitative content analysis of the texts of the students’ reflection revealed how highly students evaluated the potential intergenerational collaboration outside the formal University frames. However their judgements on the advantages of such openness remained mainly at the level of theoretical judgements but were not followed by corresponding behaviour.
Introduction:
One of the most significant elements of entrepreneurship curriculum design is teaching-learning methods, which plays a key role in studies and researches related to such a curriculum. It is the teaching method, and systematic, organized and logical ways of providing lessons that should be consistent with entrepreneurship goals and contents, and should also be developed according to the learners' needs. Therefore, the current study aimed to introduce appropriate, modern, and effective methods of teaching entrepreneurship and their validation.
Methods:
This is a mixed method research of a sequential exploratory kind conducted through two stages: a) developing teaching methods of entrepreneurship curriculum, and b) validating developed framework. Data were collected through "triangulation" (study of documents, investigating theoretical basics and the literature, and semi-structured interviews with key experts). Since the literature on this topic is very rich, and views of the key experts are vast, directed and summative content analysis was used. In the second stage, qualitative credibility of research findings was obtained using qualitative validation criteria (credibility, confirmability, and transferability), and applying various techniques. Moreover, in order to make sure that the qualitative part is reliable, reliability test was used. Moreover, quantitative validation of the developed framework was conducted utilizing exploratory and confirmatory factor analysis methods and Cronbach's alpha. The data were gathered through distributing a three-aspect questionnaire (direct presentation teaching methods, interactive, and practical-operational aspects) with 29 items among 90 curriculum scholars. Target population was selected by means of purposive sampling and representative sample.
Results:
Results obtained from exploratory factor analysis showed that a three factor structure is an appropriate method for describing elements of teaching-learning methods of entrepreneurship curriculum. Moreover, the value for Kaiser Meyer Olkin measure of sampling adequacy equaled 0.72 and the value for Bartlett's test of variances homogeneity was significant at the 0.0001 level. Except for internship element, the rest had a factor load of higher than 0.3. Also, the results of confirmatory factor analysis showed the model appropriateness, and the criteria for qualitative accreditation were acceptable.
Conclusion:
Developed model can help instructors in selecting an appropriate method of entrepreneurship teaching, and it can also make sure that the teaching is on the right path. Moreover, the model is comprehensive and includes all the effective teaching methods in entrepreneurship education. It is also based on qualities, conditions, and requirements of Higher Education Institutions in Iranian cultural environment.
Innovation and entrepreneurship are becoming increasingly important as we rely on economies to create jobs around the globe. And yet, considering the myriad and dynamic business environments of the 21 st century and ever increasing consumer power, the risk of entrepreneurial activity has increased considerably. Consequently, we need to educate engineers in an innovative manner and fundamentally change the teaching methods, curriculum, and research in entrepreneurship education. Applying the scholarship of teaching and learning (SoTL) to entrepreneurship with similar rigor can increase the odds of being successful engineering entrepreneurs. Still, faculty and administrators of engineering programs are hesitant to introduce courses into an engineering curriculum outside of engineering fundaments. The paradox, however, is that non-core engineering courses including leadership and engineering management can help students develop highly desired attributes that contribute to career and industry success. In this paper, the authors look at current trends in entrepreneurship education and will propose a potential new approach to innovation and entrepreneurship education for engineers in the 21st century. This approach will focus on pracademic (practical / professional and academic) learning concepts that are both engaging and worthwhile for student-centered learning. Supplementary pedagogical approaches are necessary to augment classroom learning for aligning active-learning topics within innovative course frameworks. This new approach will focus on four topics: innovation in teaching methods, introducing leadership education into the entrepreneurship curriculum, quality within systems engineering management, and using rigorous research to drive transformational change in entrepreneurship education. The pracademic approach will be taught as a workshop series or as courses in the entrepreneurship domain and will be presented as part of this paper where methods, leadership, quality, and rigorous research are the central tenets the authors propose for serious and thrivable consideration.
This paper presents a multi-course problem-based learning (PBL) experience to foster the entrepreneurial mindset in the junior and senior mechanical engineering curriculum. Previous senior project students designed, fabricated, and validated a fluid-powered gantry crane that exhibited areas for improvement. To improve upon the project gantry crane, junior- and senior-level students implemented concurrent problem-based learning activities in three courses: Fluid Mechanics, Heat Transfer, and Mechatronics. Even though the PBLs targeted both technical and entrepreneurial objectives, only the results of entrepreneurial mindset attributes are discussed in this paper. Assessment results including student commentary are detailed an discussed in the paper. Preliminary results indicate extensive student practice of entrepreneurial skills.
The printing press long ago and the computer today have made widespread access to information possible. Learning theorists have suggested, however, that mere information is a poor way to learn. Instead, more effective learning comes through doing. While the most popularized element of today's MOOCs are the video lectures, many MOOCs also include interactive activities that can afford learning by doing. This paper explores the learning benefits of the use of informational assets (e.g., videos and text) in MOOCs, versus the learning by doing opportunities that interactive activities provide. We find that students doing more activities learn more than students watching more videos or reading more pages. We estimate the learning benefit from extra doing (1 SD increase) to be more than six times that of extra watching or reading. Our data, from a psychology MOOC, is correlational in character, however we employ causal inference mechanisms to lend support for the claim that the associations we find are causal.
This study examines how a Problem-Based Learning, business-planning course affects student entrepreneurial intentions before and after completion of the coursework. The study looked at student entrepreneurial intentions and the effect of entrepreneurship education in the context of entrepreneurial self-efficacy. That is, perceived competencies indirectly influence intentions to start a new business through the mediating role of entrepreneurial self-efficacy (Zhao et al., 2005). This analysis seeks to address two primary aspects of the coursework: the student’s attitude toward the success of the new business venture chosen and, the student’s attitude toward self-employment via starting or acquiring a new business (James and Bell, 2013). Student responses were gathered at the point of concept adoption and again at the completion of the written coursework. The findings offer lessons for policy makers and more questions for researchers. © 2015 by Jordan Whitney Enterprises, Inc, Weaverville NC, USA.
Entrepreneurship Education aims to help students acquire skills and knowledge that are crucial for the development of an entrepreneurial mindset. The article describes a blended model based on the use of a serious game within the framework of the EU-funded project “I can…I cannot…I go!” Rev. 2 (PNPV project). The learning model and the serious game was designed in order to build a learning space that fosters learner's entrepreneurial mindset through experiential learning.
Educators, researchers, and policy makers have advocated student involvement for some time as an essential aspect of meaningful learning. In the past twenty years engineering educators have implemented several means of better engaging their undergraduate students, including active and cooperative learning, learning communities, service learning, cooperative education, inquiry and problem-based learning, and team projects. This paper focuses on classroom-based pedagogies of engagement, particularly cooperative and problem-based learning. It includes a brief history, theoretical roots, research support, summary of practices, and suggestions for redesigning engineering classes and programs to include more student engagement. The paper also lays out the research ahead for advancing pedagogies aimed at more fully enhancing students' involvement in their learning.
This paper is based on the premises that the purpose of
engineering education is to graduate engineers who can design,
and that design thinking is complex. The paper begins by briefly
reviewing the history and role of design in the engineering
curriculum. Several dimensions of design thinking are then
detailed, explaining why design is hard to learn and harder still to
teach, and outlining the research available on how well design
thinking skills are learned. The currently most-favored
pedagogical model for teaching design, project-based learning
(PBL), is explored next, along with available assessment data on
its success. Two contexts for PBL are emphasized: first-year
cornerstone courses and globally dispersed PBL courses. Finally,
the paper lists some of the open research questions that must be
answered to identify the best pedagogical practices of improving
design learning, after which it closes by making recommendations
for research aimed at enhancing design learning.
A vállalkozási tevékenység a munkahelyteremtés és a gazdasági növekedés egyik döntő tényezője. Ennek a jövőbeli kedvező alakulását a fiatalok mai attitűdjei határozzák meg. Ha be tudjuk azonosítani a legfontosabb tényezőket, amelyek a fiatalok vállalkozásindítási szándékát befolyásolják, el tudjuk dönteni azt is, mely területen lehet és érdemes beavatkozni annak érdekében, hogy minél több új, életképes vállalkozás szülessen. A cikk a GUESSS kutatási projekt magyarországi adatbázisának köszönhetően közel 6000 hallgató válaszait elemezve, rendszerezi a felsőoktatásban résztvevők vállalkozásindítási szándékára ható legfontosabb tényezőcsoportokat. Első lépésben Ajzen tervezett magatartás elméletének alkalmazásával vizsgálja a vállalkozásindítási szándék alakítóit, majd további tényezők, így a felsőoktatási intézmények által nyújtott szolgáltatások, a családi háttér és a demográfiai jellemzők bevonásával igyekszik minél pontosabban leírni a szándék alakulását.
Significance
The President’s Council of Advisors on Science and Technology has called for a 33% increase in the number of science, technology, engineering, and mathematics (STEM) bachelor’s degrees completed per year and recommended adoption of empirically validated teaching practices as critical to achieving that goal. The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter, and that failure rates under traditional lecturing increase by 55% over the rates observed under active learning. The analysis supports theory claiming that calls to increase the number of students receiving STEM degrees could be answered, at least in part, by abandoning traditional lecturing in favor of active learning.
The view that entrepreneurship education should be based on experiential approaches to learning is gaining ground. However, there is both little discussion in the literature on what form experiential education should take and a paucity of examples of experiential approaches to learning. This paper helps to fill these gaps. It provides a case study of an experiential learning assignment that formed an important part of a first-year entrepreneurship course in a Scottish university. It describes how the assignment was designed, what activities were undertaken by students and, using their learning reflections for evidence, identifies the learning outcomes and the effect on entrepreneurial intent, motivations and capabilities. The evidence suggests that the assignment was an effective learning experience for the students, complementing and reinforcing prior classroom learning through application. It facilitated learning about the real world of the entrepreneur, something which would otherwise not have been possible, and had a positive impact on entrepreneurial intentions. Colin Mason (corresponding author) is with the Adam Smith Entrepreneurship education is tormented by four ongoing questions that challenge its legitimacy. First, what is its purpose? Second, can it be taught? Third, how should it be taught? And, finally, is it effective? Kuratko (2005, p 580) argues that 'the question whether entrepreneurship can be taught is obsolete'. Even
This article asks how good video and computer game designers manage to get new players to learn long, complex and difficult games. The short answer is that designers of good games have hit on excellent methods for getting people to learn and to enjoy learning. The longer answer is more complex. Integral to this answer are the good principles of learning built into successful games. The author discusses 13 such principles under the headings of ‘Empowered Learners’, ‘Problem Solving’ and ‘Understanding’ and concludes that the main impediment to implementing these principles in formal education is cost. This, however, is not only (or even so much) monetary cost. It is, importantly, the cost of changing minds about how and where learning is done and of changing one of our most profoundly change-resistant institutions: the school.
Theorizing about entrepreneurial learning is examined in this article to determine key learning processes within this body of research. It explores how these processes might be simulated in a student-learning environment and highlights the role of emotional exposure, situated learning, action-orientation and discontinuity. An argument is made for experiential, work-based learning when seeking to simulate contexts similar to those in which entrepreneurs learn. A conceptual framework is introduced that highlights a course design based on the factors identified. In the analysis, formal course assessments are reviewed and narrative coding based on student reflections is evaluated. The article illustrates that it is possible to simulate aspects of entrepreneurial learning, such as emotional exposure and situated learning, but not others. It also demonstrates a range of learning benefits linked to experiential learning. In conclusion, the article explains why entrepreneurship education can play an important role in encouraging management learning.
Enhancing the offer for entrepreneurship education is an important challenge for the nowadays knowledge societies. The
eSG project is addressing this issue by analysing the added value that could be contributed by employing serious games
(SGs) as a tool for allowing students in particular technology students - to become familiar, mainly through practice, with
basic concepts of entrepreneurship and company management. This paper presents the main requirements for the course and
SGs obtained by surveying literature, entrepreneurs, students and teachers. We represented the requirements in a table
template keeping into account usability, pedagogy, the entrepreneurship skills expressed by state of the art models and three
major axes for entrepreneurship education at universities. These table descriptors were then used to assess validity of SGs
and choose an appropriate mix for the courses. We have also defined a set of metrics to evaluate the advancement of
students during the course. Based on these tools and knowledge, the next steps of the project will involve extensive user
testing in the actual courses that are being performed in Genoa, Delft and Barcelona.
Entrepreneurial education is the process of providing individuals with the ability to recognise commercial opportunities and the insight, self-esteem, knowledge and skills to act on them. It includes instruction in opportunity recognition, commercialising a concept, marshalling resources in the face of risk, and initiating a business venture. It also includes instruction in traditional business disciplines such as management, marketing, information systems and finance. The purpose of this paper is to describe the design and introduction of a new programme in entrepreneurship at the University of Tasmania. Within this programme the process and responsibility of learning has largely been reversed through the process of student centred learning. This method of learning represents a challenging departure from traditional mainstream teaching practices. In considering the benefits achievable from this teaching method, this paper also considers the difficulties in transferring increased responsibility to students to manage their futures.
University entrepreneurial activity strives to deliver commercial value from university research. Entrepreneurial education, while having the same fundamental purpose, focuses on the stimulus of the individual. Recognising a gap in the literature between the fields of university entrepreneurship and entrepreneurial education, this paper proposes a venture creation approach to learning within an integrated environment. A study of Chalmers School of Entrepreneurship shows how university entrepreneurship, in the form of incubation, and entrepreneurial education, can be integrated. This integration provides both opportunities and challenges, both of which are addressed by utilising conventional problem-oriented and solution-focused learning philosophies in tandem. The venture creation approach builds upon combined learning philosophies in order to allow students to 'test the water' while reflecting upon real-life situations and explore entrepreneurial behaviours when creating new ventures. The paper concludes that actors engaged in combined entrepreneurial education and venture creation need to recognise, adapt to, and appreciate the tension and dynamics of the integrated environment. is mainly focusing political leadership and entrepreneurial behaviour, knowledge sharing and learning in high-tech organisations. She is also current involved in a research project regarding open innovation.
Hazánkban a rendszerváltást követően megjelent neveléstudományi irányzat célja, hogy a korábbi tananyag- és ismeretközpontú szabályozás helyét a decentralizált, kompetenciaalapú tantervek vegyék át (Perjés – Vass, 2009). A „tárgyi tudás ugyanis a felkészültségnek csupán a formai részét jelenti, a gyakorlat pedig mindössze annak tartalmát. A kompetenciákban viszont szintetizáltan van jelen a tárgyi anyag, illetve a képességek, szinte élettevékenységekre lebontva.” (Perjés – Vass, 2009: 40. old.) A kompetenciák szerepének központosítása a közoktatásban végre elvezethet oda, hogy a piacnak a leendő munkavállalóval szemben támasztott igényei megfelelnek a képzés során megszerzett tudásnak, képességeknek, azaz kompetenciáknak. Wilson és társainak az önfoglalkoztatóvá váló, leendő vállalkozói réteg képzéséről született nemzetközi tanulmánya (Wilson et al., 2009) is a kompetenciák oktatásának szükségességére hívja fel a figyelmet. A leírtak szerint kompetencia címén a személyes fejlődés (önbizalom, jó fellépés a társadalom felé, motiváció, vállalkozói tudat), az üzleti fejlődés (szakmai és pénzügyi ismeretek), valamint a vállalkozói képességek és készségek fejlődése (szociális képességek, hálózatépítés képessége, kreatív problémamegoldási készség, lehetőségek felismerésének készsége stb.) kell, hogy előtérbe kerüljön. Mindez azonban újszerű pedagógiai módszereket, újszerű tananyagfejlesztést kíván.
A vállalkozások alapvető szerepet játszanak a gazdasági-társadalmi fejlődésben. Több kutatás igazolta, hogy a fiatalok, elsősorban az egyetemet, főiskolát végzettek vállalkozásainak növekedési üteme nagyobb, mint az idősebb korosztály által indított vállalkozásoké. A fiatalok cégalapításaik során inkább keresik az innovatív területeket, nagyobb hozzáadott értéket teremtenek. Az egyetemi hallgatók karrier elképzelései és vállalkozási aktivitása mindezek miatt fontos kutatási téma. A Global University Entrepreneurial Spirit Students’ Survey (GUESSS) nemzetközi kutatási projekt 2003 óta foglalkozik ezekkel a területekkel. A kérdezésekre kétévente került sor, a legutóbbi 2018-ben történt, ekkor 54 országban 208.636 hallgató töltötte ki a kérdőívet, a magyar hallgatók 9.767 kitöltött kérdőívvel járultak hozzá a kérdezés sikeréhez. Magyarország 2006-ban kapcsolódott be a programba, a Budapesti Gazdasági Egyetem (BGE) 2008 óta vesz részt az adatfelvételekben. A BGE a magyar egyetemek közül az elsők között ismerte fel a vállalkozások és így a vállalkozásoktatás jelentőségét. Számos olyan programot valósított meg az elmúlt években, amelyek a hallgatókat közvetve, vagy közvetlenül támogatják a vállalkozásokkal összefüggő tudás megszerzésében, a vállalkozói elképzelések kidolgozásában és megvalósításában (Team Academy, Collab – Üzleti terv egy hét alatt, StartLab). A cikk a Budapesti Gazdasági Egyetem hallgatóinak vállalkozói hajlandóságában és vállalkozói aktivitásában az elmúlt 10 évben mutatkozó változásokat mutatja be, majd összefoglalja azokat a társadalmi-gazdasági változásokat és azokat az egyetemi kezdeményezéseket, amelyek az elemzett területekre hatást gyakorolnak. Az elemzéshez a GUESSS kutatás 5 adatbázisa (2008-2018 közötti adatfelvételek) adja az inputot.
Entrepreneurs need to develop a range of skills to be successful, including skills in decision making,
risk management, problem solving, communication, and teamwork. Games and simulations are
increasingly being used in both academia and business to encourage such skills development. This
paper describes a business simulation module whereby postgraduate students use a game to simulate
managing and operating a business. The game replicates real-world scenarios, thereby providing an
innovative and contextualized learning environment. This paper presents extracts from students’
reflective essays, which describe various learning outcomes. The paper concludes with some
guidelines for teachers considering integrating game-based learning into their curricula to facilitate
skills development, as well as recommendations for future research.
The purpose of this article is to examine the future of higher education and higher education institutions. The point of departure is the discussion on the crisis of the university and the apparent lack in this discussion of reflections on the one thing that has historically made the university an important social institution: its capacity to prepare students for employment. The argument in the article is that higher education is determined by the convergence of three tendencies. First, the tendency that the university is losing its purpose, which is caused by an academic bias against employability and a managerial focus on administrative goals. Second, the tendency that academic ethos rather than academic skills is becoming central for future employability in higher education. Third, the tendency that the barriers of entry to the market for higher education are being reduced due to the digitalisation and liberalisation of higher education. My diagnosis suggests that the convergence of these three tendencies is very likely to result in a disruptive scenario for the university. The enquiry combines two analysis strategies of futures studies: diagnosis of the times and construction of future scenarios.
The potential influence of Massive Open Online Courses (MOOCs) on higher education institutions is much discussed and debated, with some arguing that MOOCs are a disruptive innovation that will radically change existing models of higher education. However, analyses of whether and how MOOCs might disrupt higher education models are relatively scarce. This paper analyses whether MOOCs should be considered a disruptive innovation according to the concept’s defining criteria. It compares characteristics of disruptive innovation with current developments in MOOCs, suggesting three perspectives – performance, benefits, and market – that can be used as a lens and analytic framework to explore and evaluate current practice. The findings indicate that MOOCs do not match all the characteristics of disruptive innovation as they are commonly identified in the literature. However, MOOCs may be a sustaining innovation that establishes new markets for learners who are not served by universities.
Purpose
While creativity and innovation are found within many disciplines, the opportunity to develop a tangible skill set and share ideas with contemporaries can be limited within the siloed structure of many tertiary institutions. This paper evaluates a model addressing the pedagogical challenge of interdisciplinary learning.
Design/methodology/approach
This paper adopts a case-based approach. The case subject is Aalborg University who founded an intensive entrepreneurial education workshop that incorporates a problem-based learning approach. This paper evaluates the program design, development and replication plus compares the motives and subsequent experiences between workshop participants in Denmark and Australia.
Findings
The findings of this case study validate the centrality of entrepreneurship education as a discipline which has the capacity to unite staff and students approaching problems from various fields. The workshop design adapted to the changing needs and expectations of staff and students and was successfully replicated overseas.
Originality/value
Denmark founded an innovative, intensive workshop, which seized the opportunity to deliver an engaging program that unlocks untapped creative potential among students from diverse cultures and multiple disciplines. Overall, this research contributes towards the body of knowledge examining student engagement and the delivery of problem-based learning activities within an interdisciplinary learning environment.
The Mind Is Not Designed for ThinkingPeople Are Naturally Curious, but Curiosity Is FragileHow Thinking Works18 × 7Implications for the ClassroomNotes
The disadvantage to students of beginning a module with no prior knowledge or inaccurate knowledge is well documented. For learners, the development of the necessary prior knowledge to facilitate their learning is essential. The use of screencasts, whether prior to or during class, is becoming more widespread. There is a need, however, to better understand how these are used and whether or not there is any impact on overall learner engagement and academic achievement when a component with instantaneous feedback (such as a multiple choice quiz) is embedded into the pre-lecture screencast activity. In this study, pre-learning activities consisting of screencasts and multiple choice quizzes were introduced to improve student engagement with the topic, gauge common misconceptions and give timely feedback to the students. An examination of screencast usage indicated that students did not predominantly nor exclusively employ the resources as originally intended, that is, in advance of lectures. Rather, students continued to access the activities across the module and often after the associated lecture. Implications are discussed with an acknowledgement of the importance of taking into account how learners prefer to use resources when designing and introducing new activities to modules.
In a big classroom, it is not easy for instructors to be aware of whether or not all students are engaged in the lecture and who has difficulty understanding learning content. One way in which the engagement between instructor/lecturer and students in the classroom is via technology designed to facilitate this. A computer system, making use of clickers, was designed for students to do this. That is, students can request to pause the lecture when necessary. Two classes with 109 college students participated in this study. Students learned the subject matter by using the system for 2 weeks. This article describes the reasons why students choose to engage via this clicker-based system, the time when they do so and what factors influence students’ willingness to engage in this way. Furthermore, we investigated whether introverts would engage differently from the more non-introverted. The following main findings were obtained. Most students chose to engage via the clicker system. Results showed that students’ willingness to engage via this technology were because they found it difficult to remember or understand the lecture content. For instructors, there is a need to understand when, precisely, to pause the lecture so that an appropriate intervention might be made at that point. An optimal decision boundary for pausing the lecture is proposed. Finally, the article looks at whether or not the learning style of introverts influences student willingness to use such a clicker system.
This chapter discusses why a university should put more weight on teaching than on other functions. It argues that student development, knowledge production, and the economic crisis are logical grounds in support of this. In addition, this chapter introduces how the teaching function has been conducted differently in various higher education systems, overviewing how professors teach their students, what they teach, and how much time they spend on curriculum development. This diagnostic information provides the starting point for realigning the university as a teaching institution.
Using a teaching model framework, we systematically review empirical evidence on the impact of entrepreneurship education (EE) in higher education on a range of learning outcomes, analysing 159 published articles from 2004-2016. The teaching model framework allows us for the first time to start rigorously examining relationships between pedagogical methods and specific outcomes. Reconfirming past reviews and meta-analyses, we find that EE impact research still predominantly focuses on short-term and subjective outcome measures and tends to severely under-describe the actual pedagogies being tested. Moreover, we use our review to provide an up-to-date and empirically rooted call for less obvious, yet greatly promising, new or underemphasised directions for future research on the impact of university-based entrepreneurship education. This includes, for example, the use of novel impact indicators related to emotion and mindset, focus on the impact indicators related to the intention-to-behaviour transition, and explore the reasons for some of the contradictory findings in impact studies including person-, context- and pedagogical model-specific moderators.
This chapter reviews how higher learning systems have developed in the east as well as in the west. Although the word “university” originated from the medieval university, the idea of higher learning dates back to ancient times. The chapter also reviews how the ancient ideals of higher learning were incorporated into the medieval university, and how the medieval university ideal was, in turn, incorporated into the modern university. Through this historical overview, the chapter provides a broader view on the development of the modern university. In addition, this chapter conceptualizes contemporary higher education as post-massification, and then compares how post-massification differs from elite and mass higher education in terms of teaching and research. Finally, this chapter discusses how global rankings and the world-class university profoundly change the identity of the modern university.
The call for greater emphasis on relevant skills in the preparation of business and management majors spans several decades, but progress remains elusive. For example, the Porter and McKibbin report (1988) was accepted as ground shaking at the time; however, it seems that the ground has not shaken very much since. Critics suggest the need for greater emphasis on development of relevant management skills appears just as evident today as it was decades ago (Mintzberg, 2004; Rubin & Dierdorff, 2009). Problem-based learning (PBL) is an approach to education focused on skills development (Savery, 2006). In an effort to understand PBL's potential as a pedagogy, the first part of this article briefly reviews its use in medical schools, the arena of professional education in which PBL has its longest and most widespread use. In the second part, we draw upon medical school experience, research literature, and personal experience with PBL to identify and discuss seven critical challenges in applying this approach to skill building in managerial education.
Entrepreneurship is often thought of as the act of commercializing an innovation. In modern open economies,
entrepreneurship is one of the key aspects for economic growth. The teaching and learning entrepreneurship
is therefore of importance. Schools, colleges and universities can play an important role
by including entrepreneurship and innovation in their curricula. The Berkeley Method of Entrepreneurship
is a holistic and student-centered teaching and learning approach that is hypothesized to enable
engineers to be more entrepreneurial. It encompasses three main elements: networks, mindset and
frameworks. Networks and frameworks are covered in most entrepreneurial curricula, whereas only a
few curricula explicitly include the mindset perspective. The Berkeley Method of Entrepreneurship is
based on the hypothesis that the mindset of an entrepreneur can be characterized by a distinct set of
behavioral patterns, and that an inductive game-based teaching approach is a successful vehicle for
introducing and re-enforcing these. The game-based teaching approach allows the students to explore
their current mindset and compare it with that of entrepreneurs. The paper presents two of the hypotheses
behind the Berkeley Method of Entrepreneurship: the set of behavioral patterns and the game
based teaching approach. This paper outlines the concepts behind this novel teaching approach as
well as future research.
Digital technologies are now an integral aspect of the university student experience. As such, academic research has understandably focused on the potential of various digital technologies to enable, extend and even ‘enhance’ student learning. This paper offers an alternate perspective on these issues by exploring students’ actual experiences of digital technology during their academic studies - highlighting the aspects of digital technology use that students themselves see as particularly helpful and/or useful. Drawing on a survey of 1658 undergraduate students, the paper identifies 11 distinct digital ‘benefits' - ranging from flexibilities of time and place, ease of organizing and managing study tasks through to the ability to replay and revisit teaching materials, and learn in more visual forms. While these data confirm digital technologies as central to the ways in which students experience their studies, they also suggest that digital technologies are not ‘transforming’ the nature of university teaching and learning. As such, university educators perhaps need to temper enthusiasms for what might be achieved through technology-enabled learning and develop better understandings of the realities of students’ encounters with digital technology.
Contemporary entrepreneurship education (EE) is often based around a team-based challenge such as creating a new venture or solving a startup problem. A creative and professional solution to such a challenge requires individual and team efforts. At the level of the individual student, self-regulated learning (SRL) is proposed as an effective way to learn in entrepreneurial projects. At the level of a student team, team learning and psychological safety are hypothesized to contribute to group performance. Yet, there is little evidence to support these claims.
I. OVERVIEW. 1. Introduction. 2. Peer Instruction. 3. Motivating the Students. 4. A Step-by-Step Guide to Preparing for a Peer Instruction Lecture. 5. Sample Lecture. 6. Epilogue. II. RESOURCES. 7. Mechanics Baseline Test. 8. Force Concept Inventory. 9. Questionnaire Results. 10. Reading Quizzes. 11. Concept Tests. 12. Conceptual Exam Questions. Appendix: Disk Instructions. Index.
Purpose
While it is generally acknowledged that entrepreneurship can be taught, many differ in their opinions about the appropriate methodologies to teach and equip students with the requisite entrepreneurial skills. This paper presents a case to suggest that a problem‐based learning (PBL) approach practised at the Republic Polytechnic in Singapore could be an effective pedagogical approach for entrepreneurship education.
Design/methodology/approach
Using case study method, the performance of a pioneer batch of students who took up the entrepreneurship programme (designed using PBL) was monitored and documented.
Findings
It is found that problems that simulate entrepreneurial situations within the classroom environment contribute to enhancing students' appreciation and capacity for entrepreneurship. The findings generally support the notion that PBL, premised upon an active learning and multi‐solution approach, shares many similar characteristics as the interdisciplinary and “learning‐by‐doing” approach of entrepreneurship education.
Research limitations/implications
Further, research to track and measure the post‐programme outcomes of the students' entrepreneurial development is needed to determine the efficacy of entrepreneurship education using the PBL approach.
Originality/value
Pedagogical practices may not have been significantly considered as viable means of increasing the efficacy of entrepreneurship education. This case study signals to entrepreneurship educators and researchers that more emphasis could possibly be placed on developing innovative practices for entrepreneurship education.
Purpose
The purpose of this paper is to introduce an approach to business simulation with less dependence on business simulation software to provide innovative work experience within a programme of study, to boost students’ confidence and employability.
Design/methodology/approach
The paper is based on analysis of existing business simulation literature, which is synthesised with contemporary pedagogic trends and the outputs of the authors’ longitudinal research on improving the effectiveness of business simulation as a teaching method.
Findings
The use of business simulation as a pedagogic tool can be considerably extended beyond built‐in functionality to match the needs of various business‐related disciplines. Learning from their own mistakes enabled students to appreciate the gap between theory and its application.
Research limitations/implications
Business simulation can provide an innovative provision of work experience for students, if its design utilises continuous formative feedback and reflective practice amongst other pedagogical elements rather than relying on sophisticated business simulation software.
Practical implications
This paper offers a blueprint for the provision of business simulation exercises in higher education as means for equipping participants with a work‐like experience.
Originality/value
The article presents a fresh view on the use of business simulation in the educational process, while contributing to the long‐standing debate on bridging the gap between theory and practice.
It is considered that work related learning involves learning through work; learning about work; and learning for work. This paper examines the importance of work related learning for business students in the 16-19 curriculum and how this can be integrated into an Advanced Vocational Certificate of Education (AVCE) business programme via the Young Enterprise (YE) scheme. It presents findings from a small research study, which indicates that YE can enhance learning about business within a realistic scenario. YE can be integrated into an AVCE programme in business and can effectively achieve a number of the aims of such programmes. It concludes that virtual reality work within the curriculum is possible. In this respect, such a model provides a challenge for the way vocational business courses are delivered.