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The conceptual framework.
Contexts in source publication
Context 1
... this study seeks to explore how lecturers evaluate the human and non-human factors of entrepreneurship programs in relation to the program objectives. Figure 1 presents the conceptual framework used: As Fig. 1 shows, the institutional dimension consists of lecturers" beliefs about the level of knowledge and skills, experiences, abilities, influences, and support from four categories of stakeholders involved in the program, namely, administrators, lecturer, families, and communities. The instructional dimension comprises four items: appropriateness of the content organization, appropriateness of the teaching method, availability and condition of campus facilities and infrastructures, and appropriateness of the time organization. ...
Context 2
... an imbalance in the entrepreneurship educational mission and the program objectives aimed at producing future entrepreneurs. Therefore, this study seeks to explore how lecturers evaluate the human and non-human factors of entrepreneurship programs in relation to the program objectives. Figure 1 presents the conceptual framework used: As Fig. 1 shows, the institutional dimension consists of lecturers" beliefs about the level of knowledge and skills, experiences, abilities, influences, and support from four categories of stakeholders involved in the program, namely, administrators, lecturer, families, and communities. The instructional dimension comprises four items: ...
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Citations
... It was later refined to the General Measure of Enterprising Tendency version 2 (GET2) [34]. Use of the GET and GET2 can be widely found in the entrepreneurship literature [35][36][37][38][39][40][41][42], including studies conducted with people located in Global South countries [43][44][45][46][47], which is the context of the current study. The GET2 asks participants to indicate either "tend to agree" or "tend to disagree" with statements that correspond to each of the attributes. ...
Sport-based life skills interventions offer compelling pathways to understanding the role of physical activity and sport on youth psychosocial and other development outcomes. This is because of evidence that shows the benefits of sport programs to health and well-being of youth, and more lately other areas such as academic achievement and various life skills such as teamwork, leadership and goal setting. However, much of the research in this area of youth development is largely descriptive, with limited capacity to infer causal relationships and application across contexts. Therefore, this study examines the effects of a sport-based intervention program on life skills and entrepreneurial mindsets of youth from three African countries (n = 146, average age = 15.9 years, female = 48.6%). Half of the recruited participants were assigned to a three-week life skills intervention program and the remaining half to a sport-only control program. Both groups completed a demographic information questionnaire, Life Skills for Sport Scale and the General Enterprising Tendency v2 test. Two-way mixed ANOVAs showed significant post-intervention changes in life skills for both groups but changes in entrepreneurial mindsets for the intervention group only. This demonstrates the relevance of sport-based interventions to youth development outcomes in different contexts and the transformative potential of youth sport reported in previous studies. The findings have important implications for intentional and targeted delivery of programs to enhance specific youth development outcomes.
... An increasing number of higher educational institutions around the world offer entrepreneurship courses to promote entrepreneurship as a job among students (Trivedi, 2014). Besides, numbers of entrepreneurship programmes have begun in higher educational institutions to prepare students to be involved in entrepreneurship (Norfadhilah and Norasmah, 2012a). However, literature revealed lecturers from non-commerce faculties experience the challenge of teaching entrepreneurship (Martin and Iucu, 2014). ...
Purpose
This study aims to examine the influence of transformational leadership and mindfulness on lecturers' commitment to teaching entrepreneurship with mediating effect of readiness for change in polytechnics.
Design/methodology/approach
The study used the cross-sectional survey method. The sample participants were 171 lecturers from polytechnics. Data were analysed by using partial least squares–structural equation modelling (PLS-SEM) approach.
Findings
Findings indicated that readiness for change mediated the relationship between transformational leadership and commitment to teaching entrepreneurship. Transformational leadership and mindfulness had no significant influence on commitment to teaching entrepreneurship. Readiness for change did not mediate the relationship between mindfulness and commitment to teaching entrepreneurship.
Practical implications
Higher education should be aware of the importance of lecturers' readiness for change. This is because readiness for change is the mediator of the relationship between transformational leadership and commitment to teaching entrepreneurship.
Originality/value
The study sheds light on the explanation of mediating effect of readiness for change to influence the relationship between transformational leadership and lecturers' commitment to teaching entrepreneurship in the Malaysian polytechnic context.
... The GET and GET2 tests have been widely used in previous entrepreneurship studies such as those by Johnson and Fan Ma (1995), Cromie and Callaghan (1997), Stormer et al. (1999), Cromie (2000), Wise et al. (2003), Henry et al. (2004), Kirby (2004), Bulsara et al. (2010), Ismail (2010), Nasrudin and Othman (2012), Zahari and Zamberi (2013), Katundu and Gabagambi (2014), Dada et al.(2015) and Morselli (2018). This popularity may well be down to the fact that the tests are considered to be comprehensive, accessible, easy to administer and straightforward to score, and that they have been extensively tested and found to be both reliable and internally consistent (Cromie, 2000(Cromie, , 2006Davis et al., 2016). ...
Purpose
The purpose of this study is to generate insight into the effects of entrepreneurship education in China by conducting a preliminary scoping study of the enterprising tendency of university students studying business.
Design/methodology/approach
This study used a self-administered questionnaire based on the General Measure of Enterprising Tendency v2 (GET2) test to measure the enterprising tendency of a group of Chinese university students. Decision trees, using the Chi-square automatic interaction detector (CHAID) approach, and multiple regression analyses were used to investigate the enterprising tendency of respondents.
Findings
The findings from this study indicate that the students have an overall medium level of enterprising tendency and strengths in some enterprising characteristics. The findings reveal that gender, family business, hometown and entrepreneurship education are significantly related to enterprising tendency but that age, household income, parents’ education and occupation are not.
Research limitations/implications
Although the study is based on a relatively small sample taken from just one university in Beijing, the findings suggest that the enterprising tendency of students can be encouraged by entrepreneurship education. Combined with evidence that entrepreneurship education is at a relatively early stage of development in China, this finding suggests considerable scope to increase student’s enterprising tendency by extending, creating a more favourable environment for and improving the methods used to deliver entrepreneurship education. Enterprising tendency can be argued to naturally result in entrepreneurial intention; however, this extension is beyond the scope of this study, which is restricted to the analysis of enterprising tendency.
Originality/value
This study makes an original contribution to knowledge as it is one of the first studies to explore enterprising tendency among university students in China. It has value for government, policymakers and university program designers in that it provides direction for entrepreneurship education in China.
... Thus, Kourilsky and Walstad (1998) stated that entrepreneurship education and training programs will remain effectively and significant, the needs in teaching and learning approaches and understanding of the real world of work in entrepreneurship. Norfadhilah and Norasmah (2012) agreed that if entrepreneurship education aims to create more entrepreneurs, the teaching and learning approaches should lead students to the experiential learning in a controlled environment. ...
... Infrasruktur Pengajaran Hindle, 2002;Gelderen & Verduyn, 2003;Allegra et al., 2013;Nasrudin & Othman, 2012;Koopman et al., 2014;Klapper, 2010;BGI, 2011;Tasnim & Yahya, 2013. 8 7,21 Evaluasi Pengajaran Antonciq et al., 2007von Graevenitz et al., 2010;Bchini, 2012;Borcher & Park, 2011;Leino et al., 2009;Frazao et al., 2007;Andrijevskaja, 2007;Monteros & van Dorp, 2009 8 7,21 Teknik mengajar Egge, 2006;Venesaar & Kolbre, 2007;Kralj, 2005;Pihie & Sani, 2009;Ying, 2007;Lonappan, 2013 Mauchil et al., 2011;Arasti et al., 2012;Holtsch& Hoppe, 2007;White et al., 2011. ...
... PK tidak menjanjikan dapat menghasilkan wirausaha sukses, namun kebijakan terhadap PK dapat memicu peningkatan pengetahuan dan keterampilan yang diperlukan untuk berperilaku entrepreneurial (Klerk & Dippenaar, 2003). Evaluasi terhadap PK dapat dilakukan dengan cara melihat hasil ujian tingkat pengetahuan dan keterampilan berwirausaha peserta belajar, mengevaluasi pelajaran dan pengajar kewirausahaan, serta mengevaluasi indikator-indikator demografis seperti tingkat pendapatan, angka pengangguran, ketersediaan lapangan kerja, dan pertumbuhan jumlah perusahaan (Nasrudin & Othman, 2012). ...
Saat ini belum ada kesepakatan diantara para ahli pendidikan kewirausahaan (PK) tentang pendekatan terbaik dalam pembelajaran (BK) dan pengajaran (AK) kewirausahaan. Berdasarkan Systematic Mapping Study (SMS), ada empat fokus tema dalam PK yaitu kebijakan untuk pendidikan kewirausahaan, konteks pendidikan kewirausahaan, pengajaran kewirausahaan, dan pembelajaran kewirausahaan. Berdasarkan SMS diketahui juga bahwa permasalahannya bukan tentang metode apa yang terbaik dalam PK tetapi pengajar kewirausahaan dituntut untuk mampu mengenali fungsi dan keunggulan setiap metode pengajaran kewirausahaan. Hal ini mengindikasikan bahwa perkembangan kewirausahaan yang semakin kontekstual membutuhkan dukungan kebijakan PK yang terintegrasi baik pada ranah makro, mezzo, dan mikro. Dukungan demikian sangat penting agar pelaksanaan pembelajaran dan pengajaran kewirausahaan yang inovatif, efektif, dan efisien dapat diselenggarakan.
... Entrepreneurship education is employed in High Education Institutions through educating and learning activities (Mohd-Fauzi, Yahaya, Tih, & Poon, 2007). The education goals of the higher education institutions (HEI) which are designed to assist the economic growth of the country, by developing human potential through training in diverse areas and to produce a trained group that will function as the nation's human capital, are met with the introduction of entrepreneurship in the education system (Norfadhilah & Norasmah, 2012). ...
Entrepreneurship and education play a role in enhancing the country's economic state. Entrepreneurship helps the economy by providing job opportunities. The lack of job opportunities has caused unemployment rates to increase tremendously throughout the years making the development rate of a country slow down. One way for the economy to improve is by providing jobs for the unemployed. With technology improving day by day, the need for human labor decreases over time, this is where entrepreneurship comes in. The entrepreneur taking on the challenge of unemployment and provides an occupation for him and for others by being innovative is the act of entrepreneurship. Education is used to inspire entrepreneurship among young graduates in order for them to be able to produce job opportunities for themselves and their peers. Education is also seen as a method to eradicate poverty. Hand in hand, entrepreneurship and education plays a vital role and has been an interest of researchers. Entrepreneurship education is used to educate people with the skills and knowledge needed to be able to seize the opportunity presented. This paper discusses entrepreneurship and economic growth followed by entrepreneurship education along with the efforts and obstacles faced by Europe, China, Malaysia and Nigeria in enhancing entrepreneurship education. The paper intends to provide an understanding on entrepreneurship and its role in economic growth and entrepreneurship education.
... According to [8], if entrepreneurship education aims to create more entrepreneurs, the teaching approaches should give students practical exposure in a controlled environment. There is an important in educating the students that entrepreneur could come from various backgrounds and provides students with a positive view of the tremendous opportunities available in the future. ...
The needs in developing the knowledgable and skillful human capitals is vital. The government plans to be more organized in education system in order to improve the quality of training and skills, and enhance the lifelong learning programs. Interests and concerns about the subject of entrepreneurship have been highlighted among education and training especially higher learning institutions. This study aims to assess the implementation of basic entrepreneurship module (BEM), which was implemented in Community College, Ministry of Higher Education (MoHE) based on the CIPP evaluation model. Input evaluation is to observe the students' and lecturers' perspectives towards implementation of BEM. The data was collected from 105 students and 42 lecturers of the business accounting certificate program from six community colleges. The survey instrument used is in the form of questionnaires, which were then analyzed using descriptive statistics method. The findings showed that overall respondents agreed that the implementation of BEM in terms of input evaluation were at moderately high and high levels.
Entrepreneurship education (EPE) plays a vital role to enhance employment creation and reduce poverty. Marketing audit is a main tool for evaluating and improving the marketing performance in a manufacturing or service sector. Despite the vast amount of literature which emphasizes entrepreneurship education, no empirical studies address the marketing audit model for EPE in the higher education sector. This study aims to develop a standardized marketing audit model for the EPE at higher education generally, business schools specially. A total of 200 participants were chosen by a purposive judgmental sampling technique from the only two universities which took steps towards establishing EPE in Egypt. A descriptive survey method using a questionnaire, focus group, semi-structured interviews and workshops were employed to develop a standardized model. The results showed the importance of the six dimensions in a standardized marketing audit model for EPE at business schools in Egypt.
Entrepreneurship education (EPE) plays a vital role to enhance employment creation and reduce poverty. Marketing audit is a main tool for evaluating and improving the marketing performance in a manufacturing or service sector. Despite the vast amount of literature which emphasizes entrepreneurship education, no empirical studies address the marketing audit model for EPE in the higher education sector. This study aims to develop a standardized marketing audit model for the EPE at higher education generally, business schools specially. A total of 200 participants were chosen by a purposive judgmental sampling technique from the only two universities which took steps towards establishing EPE in Egypt. A descriptive survey method using a questionnaire, focus group, semi-structured interviews and workshops were employed to develop a standardized model. The results showed the importance of the six dimensions in a standardized marketing audit model for EPE at business schools in Egypt.
Purpose
– The purpose of this paper is to evaluate students’ views on the on-the-campus entrepreneurship programs in Malaysian polytechnics. Participation in the entrepreneurship programs is able to stimulate an interest in entrepreneurship, and improve the knowledge, skills, and entrepreneurial experience of its students.
Design/methodology/approach
– This study adopted a survey method designed in the form of an objective-oriented program evaluation. Questionnaires were used to identify the students’ level of assessments of the instructional dimensions. This study explored the differences in evaluation based on gender, specializations, and courses attended.
Findings
– The results showed moderately high level of evaluation. The analysis of gender differences shows that gender did not affect students’ views on the instructional dimension. However, students’ specialization and courses attended are associated with significant differences in the level of evaluation.
Research limitations/implications
– This research is limited to only five Malaysian polytechnics. The study was looking into the instructional dimension of the entrepreneurship programs. Further research should include the assessment of the institutional side of the programs.
Practical implications
– The evaluation results provide important recommendations to improve some practical aspects of the entrepreneurial activities. The polytechnics’ departments can focus on the actual content as well as on the learning experience to implement conducive, positive, and supportive practices that could lead to a maximum participation rate among students.
Social implications
– Increase the number of students involved in entrepreneurship.
Originality/value
– There have been no discussions or evaluation of the entrepreneurship programs conducted in Malaysian polytechnics in terms of objective-oriented evaluation. This paper attempts to fill the current gap.
