No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
An overview of entrepreneurship education programmes in Hong Kong
Abstract
Private and public organisations play a significant role in the development of entrepreneurship education. They give schools support of various kinds including the provision of seed capital and first-hand and latest information about the business sector. The fast growth of entrepreneurship education worldwide is largely due to the efforts of the private and public sectors, and Hong Kong is no exception. The major entrepreneurship training programmes that have taken place in recent years have all been organised by private and public organisations, and they have provided a large number of students with the opportunity to receive entrepreneurship education. This study surveys the major entrepreneurship education programmes offered by private and public organisations in Hong Kong, outlines their common objectives, and assesses their perceived effectiveness.
... Numerous academics posit that education serves as a fundamental tool to ignite this entrepreneurial spirit (Iwu et al., 2016;Potishuk and Kratzer, 2017;Duval-Couetil and Long, 2014). Studies have demonstrated that education, especially focused on entrepreneurial training, markedly enhances the prospects of success in this realm, thereby affirming a beneficial correlation between entrepreneurial education and economic advancement (Pittaway and Cope, 2007;Cheung, 2008). Acknowledging that a nation's future prosperity is largely contingent upon its youth (Morris et al., 2017;Iwu, 2018), their attitudes and inclinations toward pursuing entrepreneurship as a career path emerge as pivotal considerations. ...
Entrepreneurial education serves as a transformative force, shifting the focus from being mere job-seekers to becoming job creators. It nurtures entrepreneurial spirit and mindset by instilling in students the values of creativity, risk-taking, and perseverance. Through experiential learning, students are encouraged to explore their interests and ideas, guiding them toward innovation and problem-solving. By fostering an environment that encourages critical thinking and creativity, entrepreneurial education empowers students to break free from the traditional molds and think outside the box. One of the key advantages of entrepreneurial education lies in its ability to bridge the gap between theory and practice. The chapter focuses on explaining the role of Entrepreneurial education and acting as a forum for students to connect with industry experts, successful entrepreneurs, and like-minded individuals. The chapter further stresses the factors influencing entrepreneurship as a career choice including managers and policymakers creating conditions for students to choose entrepreneurship, including incorporating entrepreneurship in higher education curriculums, instilling higher entrepreneurship motivation in graduates, and addressing perceived barriers. Notably, entrepreneurial education sparks innovation and encourages students to identify and pursue new opportunities, however, the chances of being a successful entrepreneur afterward are still unknown and an open area to explore.
... School support is the extent to which schools provide resources, guidance and encouragement to students for digital learning and entrepreneurship. School support can include aspects such as infrastructure, curriculum, pedagogy, assessment, leadership, culture and partnerships (Cheung, 2008). School support can affect the digital transformation of education in various ways. ...
Purpose
Delving into the captivating landscape of entrepreneurship education, digital literacy and digital transformation, this study aims to investigate their interplay with entrepreneurial propensity and the moderating effect of school support among Jordanian school students aged 15–17. Anchored in the theory of planned behavior (TPB) and the human capital theory (HCT), this work illuminates the intricate web of influences that shape students’ entrepreneurial mindset.
Design/methodology/approach
The study adopts a quantitative approach and uses a “paper-and-pencil" translated questionnaire to collect data from a convenience sample of ( n = 650) school students in Jordan. Covariance-based structural equation modeling (CB-SEM) through Statistical Package for the Social Sciences (SPSS) Analysis of Moment Structures (AMOS) v28 was utilized to scrutinize the variables' direct, mediating and moderated mediated impact.
Findings
The three structural models revealed that (1) entrepreneurship education has a positive effect on students’ entrepreneurial propensity; (2) digital literacy and digital transformation mediate the interaction between entrepreneurship education and entrepreneurial propensity; (3) school support moderates the mediating effect of digital literacy, and digital transformation, on the link between entrepreneurship education and entrepreneurial propensity.
Practical implications
The results offer actionable enlightenments for educators and policymakers in Jordan to tailor entrepreneurship education, digital literacy and support frameworks, effectively nurturing students' entrepreneurial mindset and aspirations.
Originality/value
This study contributes to understanding the complex dynamics between education, technology and entrepreneurship. Our modest contribution links the findings to a real-world case of two 15-year-old students in Jordan who were inspired by the book “Rich Dad Poor Dad” to start their own business.
... The knowledge of entrepreneurship enables an individual to improve and develop characters that are related with the success of entrepreneurial activities and deliver entrepreneurial skills beneficial for entrepreneurs (Badri & Hachicha, 2019), it is also emphasized that entrepreneurship education should be combined and continued through official education (Kent, 1990). with respect to Entrepreneurship Education and Training (EET) several countries have initiated or reformed their previous program and policy structures to support EET in order to certify entrepreneurial activities (Cheung, 2008;Pittaway & Cope, 2007). One of the important factors in consideration of "Entrepreneurship Education" is the student's "Entrepreneurial Intention". ...
This study focuses on the impact and effectiveness of University Business Incubators (UBIs) on student’s Entrepreneurial Intention (EI). The study is quantitative in nature comprising empirical investigation of relationship between effectiveness of UBIs and student’s EI. Primarily, five Pakistan’s universities have been targeted which offer entrepreneurship courses and also provide incubation facility to their students to start up their own business idea. Partial Least Square (smart PLS 3) software is used for the data analysis. The paper provides a quantitative analysis of 300 sample size that shows a positive impact of UBIs on student EI. Further, an effective incubation facility provided by a university also influence student’s mind and increase EI among them thus, are to be more motivated to start their own business. Moreover, this study also reveals that students who have entrepreneurial family background consume stronger influence over EI than those who do not have entrepreneurial family background. The paper includes implications for universities to gauge success of UBIs and other entrepreneurship facilities provided for business development. Further, it attempts to suggest that UBI can be a better tool in shaping activity of new business creation among university graduates. The contribution of this study is to explain how UBI enhances EI of university students’ which ultimately help in economic development through creation of new business start-ups and other entrepreneurial activities.
... The knowledge of entrepreneurship enables an individual to improve and develop characters that are related with the success of entrepreneurial activities and deliver entrepreneurial skills beneficial for entrepreneurs (Badri & Hachicha, 2019), it is also emphasized that entrepreneurship education should be combined and continued through official education (Kent, 1990). with respect to Entrepreneurship Education and Training (EET) several countries have initiated or reformed their previous program and policy structures to support EET in order to certify entrepreneurial activities (Cheung, 2008;Pittaway & Cope, 2007). One of the important factors in consideration of "Entrepreneurship Education" is the student's "Entrepreneurial Intention". ...
This study focuses on the impact and effectiveness of University Business Incubators (UBIs) on student's Entrepreneurial Intention (EI). The study is quantitative in nature comprising empirical investigation of relationship between effectiveness of UBIs and student's EI. Primarily, five Pakistan's universities have been targeted which offer entrepreneurship courses and also provide incubation facility to their students to start up their own business idea. Partial Least Square (smart PLS 3) software is used for the data analysis. The paper provides a quantitative analysis of 300 sample size that shows a positive impact of UBIs on student EI. Further, an effective incubation facility provided by a university also influence student's mind and increase EI among them thus, are to be more motivated to start their own business. Moreover, this study also reveals that students who have entrepreneurial family background consume stronger influence over EI than those who do not have entrepreneurial family background. The paper includes implications for universities to gauge success of UBIs and other entrepreneurship facilities provided for business development. Further, it attempts to suggest that UBI can be a better tool in shaping activity of new business creation among university graduates. The contribution of this study is to explain how UBI enhances EI of university students' which ultimately help in economic development through creation of new business start-ups and other entrepreneurial activities. Resumo: Este estudo enfoca o impacto e a eficácia das Incubadoras de Empresas Universitárias (UBIs) na Intenção Empreendedora (IE) dos alunos. O estudo é de natureza quantitativa, compreendendo investigação empírica da relação entre a eficácia dos UBIs e a IE do aluno. Principalmente, foram visadas cinco universidades do Paquistão que oferecem cursos de empreendedorismo e também fornecem instalações de incubação para seus alunos iniciarem sua própria ideia de negócio. O software Partial Least Lex Humana, v. 15, n. 3, 2023, ISSN 2175-0947 © Universidade Católica de Petrópolis, Rio de Janeiro, Brasil e2572-183 Square (smart PLS 3) é usado para a análise de dados. O artigo fornece uma análise quantitativa de 300 amostras que mostra um impacto positivo dos UBIs na IE do aluno. Além disso, uma instalação de incubação eficaz fornecida por uma universidade também influencia a mente do aluno e aumenta a IE entre eles, portanto, ficam mais motivados para iniciar seu próprio negócio. Além disso, este estudo também revela que os alunos que têm histórico familiar empreendedor consomem maior influência sobre a IE do que aqueles que não têm histórico familiar empreendedor. O documento inclui implicações para as universidades avaliarem o sucesso dos UBIs e outras instalações de empreendedorismo fornecidas para o desenvolvimento de negócios. Além disso, tenta sugerir que o UBI pode ser uma ferramenta melhor para moldar a atividade de criação de novos negócios entre graduados universitários. A contribuição deste estudo é explicar como o UBI melhora a IE dos estudantes universitários, o que acaba por ajudar no desenvolvimento econômico por meio da criação de novos negócios e outras atividades empreendedoras. Palavras-chave: Intenções Empreendedoras. Criação de Empresas. Desenvolvimento de Negócios. Empresas Familiares.
... Over the years, educational institutions wanting to engage in entrepreneurship education have increased rapidly (Cheung 2008). With entrepreneurships contributing to innovation, creating opportunities and encouraging economic growth in the society, higher education institutions have responded to the need to promote entrepreneurship in offering entrepreneurship education to students in various ways. ...
With the increasing interest in entrepreneurship education within engineering education, there are questions on what engineering entrepreneurship education should include. As engineering entrepreneurship education aims to foster entrepreneurial individuals who will contribute to knowledge-based societies and economic growth, student perspectives are crucial. This study assessed first and final year engineering students’ perceptions on entrepreneurship education in a university in Hong Kong, identifying important competencies as learning outcomes and motivating and deterring factors for students to pursue entrepreneurship as a career. Findings offer implications for curriculum design and educational practices, particularly on formally offering entrepreneurship education in the engineering discipline, involving competencies development in educational practices and developing opportunities addressing students’ factors of motivation and deterrence.
... This was also aimed at stimulating and promoting new ventures in local design and introducing designers to the international market. Several funding schemes for youths and entrepreneurs have also been set up, but only a limited amount of research has been carried out in the area of young entrepreneurs (Cheung, 2008a(Cheung, , 2008bCheung, 2012;LAI, 2017;Man & Lau, 2005;Mok, 2005;Li & So, 2007;Sun et al., 2007Sun et al., , 2017Yu, 2013;Wang, 2018). Since the youth unemployment rate in Hong Kong was 5.3 per cent in March 2018, entrepreneurship offered opportunities to increase job creation and stimulate economic growth (HKSAR, 2018). ...
The thesis examines the business incubation process in design start-up firms. In particular, the thesis explores how this process impacts the entrepreneurial process of design start-up firms. As such, the thesis draws on incubators’ and incubatees’ perspectives on six major categories in the business incubation process which are 1) selection criteria, 2) infrastructure, 3) finance support, 4) business service support, 5) networking and 6) entrepreneurship training, in order to provide a conceptual framework of business incubation for design start-ups. It is believed that there is a lack of research in the design sector as most of the researchers focus on technology-based, rather than design-based incubation. There is limited research on the business incubation process or on models for the design sector. It is believed that the design sector is one of the increasingly growing sectors in the creative and cultural industries which drive countries’ economic growth, create jobs and are considered to be vital in the current economic development.
https://theses.lib.polyu.edu.hk/handle/200/11810
... When the relevant literature is examined, it is seen that there are studies on entrepreneurship education and the evaluation of the training is given (Cheung, 2008;Yılmaz and Sunbul, 2009;Chen and Lai, 2010;Yelkikalan et al., 2010;Jimenez et al., 2015). Iscan and Kaygın (2011) aimed to measure the entrepreneurial tendencies of senior university students in their studies. ...
The aim of this study is to evaluate the opinions of prospective teachers regarding the development of entrepreneurial competencies of future primary school teachers. This research was designed in accordance with the qualitative research method. The research was conducted with 40 pre-service teachers who received primary school teacher training at various universities in Almaty, Kazakhstan. The data of the research were collected by interview technique in order to get the opinions of the teacher candidates participating in the research. As a result of the research, it has been seen that pre-service teachers associate their entrepreneurial skills with being innovative, evaluating opportunities, taking risks, self-confidence and emotional intelligence. In this direction, the majority of pre-service teachers stated that they partially have entrepreneurial skills. In addition, pre-service teachers stated that universities, schools, teachers and teacher candidates have duties to develop entrepreneurship skills. In line with the research results, it is necessary to intensify entrepreneurship courses for primary school teacher candidates in universities, and to organise seminars for personal development and development of entrepreneurship skills. Keywords: Entrepreneurship, entrepreneurial skills, prospective teachers
... Essentially, research has proven that education, and especially entrepreneurship education, enhances entrepreneurship success. Hence, entrepreneurship education and enterprise creation have a positive relationship with economic development (Pittaway & Cope, 2007;Cheung, 2008). In acknowledgement of the fact that the future development of a country lies in the hands of the students (see Editorial, Nature Photonics 2014; Morris, Shirokova, & Tsukanova, 2017;Nowiński, Haddoud, Lančarič, Egerová, & Czeglédi, 2019;Iwu, Ezeuduji, Iwu, Ikebuaku, & Tengeh, 2018), the perception of these students towards entrepreneurship as a career option can be vital. ...
The need for the cream of the youth population, essentially students in universities, to consider entrepreneurship as a career choice cannot be over-emphasised. This is especially true in South Africa, where disturbingly high unemployment rates continue to feed a litany of social ills that threaten the continued peaceful existence of the society. Convinced that recourse to entrepreneurship can stem the tide of unemployment, the authors of the study set out to investigate the perceptions of entrepreneurship in the student population, and the possibility of students considering entrepreneurship as a career pathway. Data was collected in a cross-sectional manner from a non-probability sample comprising 220 students drawn from a university. Descriptive statistical tools were utilised to analyse the data. Findings reveal that the students have a seemingly narrow view of what entrepreneurship is all about. Nevertheless, evidence abounds that the majority of the respondents nurse an intention that indicates a desire to become entrepreneurs only after completing their tertiary education, as opposed to doing so while still studying. Results also reveal that the biggest impediment to the entrepreneurial intention transforming into actual entrepreneurship endeavours is the lack of support and assistance for such initiatives. Consequently, the study proposes more resolute action on the part of all stakeholders to pave the way for the emergence of more entrepreneurs from the student population.
... Entrepreneurship is a topic of great interest since it encourage economic development by governments and researchers (Cheung, 2008). And, education is considered to be important for entrepreneurship to be effective because most researchers argue that the better the quality of education, the greater the entrepreneurs engagement in more creative activities, thus contributing to the development of the economy (Fayolle & Klandt, 2006). ...
The macroeconomic environment may vary depending on the development level of the countries, and in fact, the macroeconomic environment is very important for entrepreneurs in order to evaluate opportunities. In specific, the entrepreneurship activities of university students can be affected by both the education they receive at the university and macroeconomic conditions. Insufficient education in the university and inadequate macroeconomic conditions can prevent young people from pursuing entrepreneurship activities just as the ease of access to financial resources in entrepreneurship activities can enable young people to be enthusiastic about entrepreneurship. In the research, 600 university students studying in various faculties and departments of universities created questionnaires with young entrepreneur candidates. In the findings obtained in the research, university students generally have a desire to turn towards entrepreneurship if both the macroeconomic environment and the
quality of university education are effective. The data obtained in the research, after factor analysis and reliability analysis used SPSS 25 Program, correlation analysis; Regression analysis and mediation variable effect were analyzed, and the sobel test and Hayes process were performed.
... Third, cultivate innovative talents. This educational concept is mainly to train students' critical thinking, that is, to train students' ability to maximize the book knowledge they have learned in practice, absorb understand knowledge, and turn it into problem solving ability [2] . ...
p>Due to the prosperity of tourism in recent years, the tourism industry needs a large number of high-quality talents. Tourism management and other majors began to carry out innovation and entrepreneurship education activities. Innovation and entrepreneurship education is an important way to improve tourism management and cultivate high-quality professionals. This paper discusses how to better integrate tourism management, innovation and entrepreneurship education.</p
... For instance, youth work in Hong Kong has only recently begun to shift from deficit-based approaches to empowerment-based approaches (To, 2009). Previously, youth creativity in Hong Kong was confined to formal channels of education, although youth service centers and nongovernmental organizations are increasingly implementing creativity-based programs for young people, such as facilitating youth entrepreneurship projects (Chandra & Liang, 2017;Cheung, 2008). ...
This study examined the moderating effect of youth-adult partnerships (YAPs) on the relationship between youth empowerment in the community and youth’s creative self-efficacy (CSE). A survey was administered to 2,653 youth recruited from youth service centers in Hong Kong, which measured youth empowerment in the community, perceived YAPs in youth services, and CSE. The results indicated positive associations between youth empowerment in the community and youth’s CSE and between YAPs and CSE. There was also an interaction effect between youth empowerment and YAPs on youth’s CSE, where the effect of youth empowerment was stronger for youth who experienced higher perceived levels of YAPs. This suggests an amplification effect of YAPs on the relationship between youth empowerment in the community and CSE. Overall, the present findings support a way for community-based youth services to empower youth and to facilitate creative developmental outcomes and initiatives among young people by enhancing YAPs.
... Moreover, lack of sufficient financial knowledge, skills and education is a major problem to entrepreneurial success and growth (Hussain, et al. 2008). As a result, many countries have started to apply policy frameworks to improve entrepreneurship education and training in order to develop entrepreneurial activity (Pittaway and Cope, 2007;Cheung, 2008). However, it is uncertain by which means the desired outcomes are to be achieved (Hytti et al., 2010) and Education and training is characterised by ambiguity about what and how it should be taught (Greene and Saridakis, 2007;Pittaway and Cope, 2007). ...
Abstract Purpose – The purpose of this paper is to examine whether the accounting curriculum fits business demand. More specifically, it determines competencies that Greek companies demand from higher education[1] graduates and addresses any mismatches between the market’s needs and the academic accounting/business curriculum through a survey in Greece. Design/methodology/approach – Using a survey to reveal their perceptions’ differences, the sample included 166 students, 25 lecturers/professors from a department of Accounting and Finance (Higher Education) and 155 companies. Findings – The results provide evidence that all these groups have different perceptions of the curriculum. Practical implications – The study suggests ways to improve the academic accounting curriculum. Originality/value – To the best of the authors knowledge, there is not any previous study that examines these parameters in Greece. Keywords Business demands, Curriculum, Educational background, Accounting education Paper type Research paper
... Bu araştırmalar yoğunlukla girişimciliğin ülkelerin gelişimindeki rolüne (Arslan, 2002;Cansız, 2007), girişimcilikte kültürel faktörlere (Aytaç, 2006), kadın girişimcilerin durumu ve katkılarına (Yetim, 2002) ve üniversite öğrencilerinin girişimcilik tutum ve algılarına (Bilge ve Bal, 2012;Kılıç, Keklik ve Çalış, 2012;Keleş, vd., 2015) vurgu yapmaktadır. Yurtdışında yapılmış bir takım araştırmalar incelendiğinde ise girişimcilik eğitimi ve bu eğitimlerin değerlendirilmesine ilişkin geniş bir literatürle karşılaşılmaktadır (Cheung, 2008;Ilayaraja, 2015;Jimenez, vd., 2015;Ruskovaara ve Pihkala;2015). Diğer yandan eğitim sektörü ve girişimcilik kavramının ortak paydada değerlendirilerek araştırıldığı araştırmalar çok az sayıda kalmakta (Hatcher, 2006;Pan ve Law, 2006) ve alan literatürüne bu açıdan katkı sağlanması gerekmektedir. ...
Entrepreneurship has always had immense effects on economic and social development. In education, both offering entrepreneurship education and graduates' having entrepreneur personalities will contribute to advancement of developed and developing countries. Although criticized by education circles, Turkey has gone into commercialization in education with cram schools (" dershane " in Turkish) and private schools. In that vein, the society will expect entrepreneurship activities from teachers in the future, too. As the teacher trainees in education faculties aimed to work in public schools before, entrepreneurship education and research in education faculties fell behind. Obviously, investigation of entrepreneurship levels of prospective teachers will make important contributions to the literature in terms of assessing the current situation and making suggestions for the future practices. In this study, entrepreneurship level of prospective teachers is evaluated. Thedata and findings are limited to the students of Afyon Kocatepe University, Education Faculty. The attitudes and behaviours of prospective teachers regarding entrepreneurship were investigated descriptively. The study was carried out with quantitative approach and survey method was used. The data were gathered via Entrepreneurship Scale developed by Ercan and Sünbül (2009). The relationship between entrepreneurship level of students and variables (gender, family income, place of residence, if there is a successful entrepreneur in their families, whether the family have their own business, class level and the work they plan to carry on after graduation) was analysed descriptively. Stratified sampling was used to create work group which was composed of 300 students, and which was chosen from 1220 freshmen and sophomores who study in different departments. According to the reliability analysis, total Cronbach's Alpha (ά) value was found to be .93. The participants expressed they carry out most of the behaviours mentioned in the scale items " often " and " very often ". Besides, the participants stated they carried out the behaviours and/or attitudes mentioned in 5 th , 11 th , and 25 th items less often when compared with other items. It was found that 2 % display low level, 15 % display medium level, and 53 % of participants display high level entrepreneurship behaviours. The relationship between total scores and some variables (gender, family income, place of residence, if there is a successful entrepreneur in their families, whether the family have their own business, class level) was found to be statistically non-significant (p<.05), but the relationship between total scores and last variable (the work they plan to carry on after graduation) was found to be statistically significant (p<.05).
... They give schools support of various kinds including the provision of seed capital and first-hand and the latest information about the business sector. Programmes like the Business and Entrepreneur Enhancement Programme; the Teen Entrepreneur Competition; the Young Entrepreneurs Development School-Company Partnership; and Junior Achievement Hong Kong, are provided by tertiary institutions and private companies to help students acquire the knowledge and skills related to entrepreneurship education (Cheung, 2008). ...
Business education has come a long way, from its roots in vocational education; and is now becoming an essential part of the school curriculum. As its significance continues to be recognised, business education needs to respond to dynamic changes and to be future oriented. This paper first discusses the relationship between business education and general education—whether business education should be treated as part of vocational education or part of academic education. It then examines changes in the business curriculum, suggesting the integration of academic and vocational aspects as well as a better link between business subjects. This paper ends by stressing what can be done to further develop Hong Kong secondary business education in the future.
... On the other hand, the lack of sufficient financial knowledge, skills and education is a major problem to entrepreneurial success and growth (Hussain et al., 2008). As a result, many countries have started to apply policy frameworks to promote entrepreneurship education and training in order to develop entrepreneurial activity (Pittaway and Cope, 2007;Cheung, 2008). However, it is uncertain by which means the desired outcomes are to be achieved (Hytti et al., 2010) and education and training is characterized by ambiguity about what and how it should be taught (Greene and Saridakis, 2007;Pittaway and Cope, 2007). ...
... On the other hand, the lack of sufficient financial knowledge, skills and education is a major problem to entrepreneurial success and growth (Hussain et al., 2008). As a result, many countries have started to apply policy frameworks to promote entrepreneurship education and training in order to develop entrepreneurial activity (Pittaway and Cope, 2007;Cheung, 2008). However, it is uncertain by which means the desired outcomes are to be achieved (Hytti et al., 2010) and education and training is characterized by ambiguity about what and how it should be taught (Greene and Saridakis, 2007;Pittaway and Cope, 2007). ...
Purpose – The purpose of this paper is to examine whether the accounting curriculum fits business
demand. More specifically, it determines competencies that Greek companies demand from higher
education[1] graduates and addresses any mismatches between the market’s needs and the academic
accounting/business curriculum through a survey in Greece.
Design/methodology/approach – Using a survey to reveal their perceptions’ differences, the
sample included 166 students, 25 lecturers/professors from a department of Accounting and Finance
(Higher Education) and 155 companies.
Findings – The results provide evidence that all these groups have different perceptions of the
curriculum.
Practical implications – The study suggests ways to improve the academic accounting curriculum.
Originality/value – To the best of the authors knowledge, there is not any previous study that
examines these parameters in Greece.
... Over the last decades, entrepreneurship has established its position as the most potent economic force (Kuratko, 2005) and the engine of development across the globe. Consequently many countries have started to introduce policy frameworks to support entrepreneurship education and training (EET) in order to promote entrepreneurial activity (Pittaway and Cope, 2007;Cheung, 2008). EET embraces a range of forms including awareness programs like career options and sources of funding, informal inspirational programs like interview with entrepreneurs and field trips, active experimentation like consulting with entrepreneurs and computer simulation, and skill building courses and theoretical courses offered formally by universities (Gorman et al., 1997;Solomon et al., 2002). ...
Purpose – Conventional wisdom as well as many studies confirm that entrepreneurship education increases entrepreneurial intention but there is a lack of research on some aspects including conceptual and theoretical development, mechanism of the effect of education and study of regional variations. The paper studies the process of impact of entrepreneurship education and training (EET) on attitudes toward entrepreneurship, perception of social norms, self-efficacy and entrepreneurial intention.
Design/methodology/approach – Empirical data from 601 individuals from Iran is utilized to evaluate the model. The data are reported by Global Entrepreneurship Monitor (GEM). Binary logistics regression is used to evaluate the effects of variables.
Findings – Results show that completion of one entrepreneurship course increases the likelihood of having entrepreneurial intention by 1.3 times. Wald criteria demonstrate that fear of failure, desirability of entrepreneurial career, entrepreneurs’ status in society, self-efficacy and education and training are significant predictors of entrepreneurial intention. Perceived opportunity is not a strong but a moderate predictor.
Research limitations/implications – Because of the country-level focus of research, the paper's results may lack generalizability. The paper makes no rigid claim of causality. The causality is likely to be bi-directional.
Practical implications – The findings have wider implications for a theory of entrepreneurial intention and also for the practice of teaching entrepreneurship. Higher efficiency of informal training than formal training, failing entrepreneurship education to provide necessary knowledge and skills for nascent entrepreneurs, and not considering the effect of macro socioeconomic conditions call for an immediate pedagogical redesign of EET in Iran.
Originality/value – The paper summarizes learning processes and teaching models of entrepreneurship education, matches them with educational theories and makes argument on the mechanism of the effects of education. Then, utilizing empirical data, the paper shows the effectiveness of entrepreneurship training and education initiatives in Iran and propose areas for improvement in the national level based on the summarized educational theories and teaching models.
Los emprendedores son esenciales en el desarrollo económico de las sociedades, por lo que conocer y entender los factores que impactan en las intenciones de emprender es de suma importancia. El objetivo de esta investigación es determinar los factores de éxito que impactan en las intenciones de emprender en los estudiantes universitarios de las carreras de negocios en el noreste de México. Se aplicó un instrumento a 141 estudiantes, con la finalidad de llevar a cabo un análisis factorial con ayuda del software estadístico SPSS versión 24. Los resultados, muestran cinco factores principales: la educación empresarial, las intenciones, el control conductual percibido, las actitudes y por último, las normas subjetivas. Los hallazgos permiten tener una mejor percepción de los factores que influyen en las intenciones de emprender de los estudiantes universitarios y pueden contribuir a la creación y diseño de programas de formación empresarial más adecuados que impulsen esta actividad.
The UNESCO Institute for Lifelong Learning (Conference report, international conference on learning cities, October 21–23, Beijing, China, 2014) has promoted the idea of the learning city which highlights inclusive, lifelong learning and learning for and in the workplace as well as emphasizing quality and excellence in learning involving the use of modern technologies and the revitalization of learning in families and communities. In this chapter, we focus on the emergence and evolution of entrepreneurship education (EE) in Hong Kong, seen as a city region. In particular, we address the importance of partnerships and the participation of various stakeholders in providing quality learning opportunities. Very few studies have addressed the needs and approaches required for the continued delivery of EE programmes and activities in a sustainable way. After reviewing the literature relevant to EE, we draw on experience in Hong Kong to discuss how EE can be continued over a sustained period of time so as to create wider ranging impacts that match higher level objectives other than those at the individual level.
Purpose
– The Teen Entrepreneurship Competition (TEC) was an annual inter‐school competition that aimed to promote entrepreneurship education (EE) in Hong Kong (HK) secondary schools. This paper aims to: review and evaluate the implementation of the TEC over the years from 2003‐2010, and use the TEC as a case to demonstrate how EE can be advanced through capacity building in various ways and levels.
Design/methodology/approach
– There were two key milestone phases for the TEC. This paper will describe and discuss the achievements made in Phase I and the capacity building for advancing the TEC in Phase II in details. Then, a critical analysis of capacity building for advancing TEC in Phase II will be made with a careful consideration of the TEC's design rationales, the research findings in Phase I and the three inter‐related levels of capacity building. Finally, suggestions will be recommended for further strengthening EE in schools.
Findings
– The sustainability and advancement of the TEC are closely related to: advancing “Character Building” at the individual level, advancing “Partnership Building” at the institutional level, and advancing “Social Responsibility” at the societal level. However, the TEC might still overlook an alignment with the existing curriculum development. A further capacity building of course development and policy making should be sought.
Originality/values
– This is a precious illustrative case study for the purpose of sharing useful information and genuine experience with those who are interested in promoting teen EE in schools.
What do employers expect of education? This article examines the expectations of employers of high school leavers in Hong Kong. It is found that employers expect their employees to have a general knowledge of work and a good working attitude. Some skills like those required to make decisions and to analyse are regarded as important by many, but are only applicable to employees holding major positions. It is good enough for high school leavers to start with basic skills. However, the present curriculum in Hong Kong prepares pupils for academic studies, not equipping them with general skills and knowledge for work.
Examines the characteristics and role of the entrepreneur and the challenges for business schools posed by the need to develop more enterprising individuals. Argues that the traditional education system stultifies rather than develops the requisite attributes and skills to produce entrepreneurs, and proposes that if entrepreneurs are to be developed, considerable changes are required in both the content and process of learning. In particular it suggests that there needs to be a shift in the emphasis from educating "about" entrepreneurship to educating "for" it. Stresses equally that entrepreneurship should not be equated with new venture creation or small business management, but with creativity and change. In this context proposes that educational institutions need to change the process of learning to enable their students to develop their right brain entrepreneurial capabilities as well as their left-brain analytical skills. As Chia argues, business schools need to weaken the thought processes so as to encourage and stimulate the entrepreneurial imagination. (Publication abstract)
Recent global economic changes and Hong Kong's return to mainland China after 1997 have created a demand for a new form of business education in Hong Kong secondary schools. To assure a leadership role for Hong Kong in the future world economy, Hong Kong's secondary schools must take steps to separate vocational and business education and incorporate international issues, information technology, attitude development, and ethics into the business curriculum.
In Finland, industrial visits have been the most common method of enterprise (entrepreneurship) education. For example, in 1990, more than 40 percent of Finnish companies acted as hosts for students and teachers. There is a need to make these visits more meaningful and active. Other recent practices in Finland are to include work experience in lower secondary school and to include it in primary and upper secondary levels. The reasons for enterprise education are societal, vocational, behavioral, and educational. The development and implementation of educational policy supporting enterprise education started with seven projects started by the National Board of Education in 1993. The idea of partnering projects between schools and companies is a good one, but a national model might not be practical. Instead, a national focus on enterprise education and dedication to developing that concept throughout the country are needed. (Contains 22 references.) (KC)
The paper presents an overview of small-business economics. Small businesses are shown to comprise a substantial and expanding segment of the U.S. economy. The role of small businesses in the economy is considered from the standpoint of various economic theories of the size distribution of firms. Firm-size related empirical regularities are reviewed and their implications for economic theory is discussed. Several small-business policy issues are discussed, including the role of small businesses in labor, macroeconomic, and regulatory policies, along with a review of research on small-business economics that might help guide these policies.
Making entrepreneurship education work: The REAL enterprises model. Paper presented at the School-to-Work in Rural Communities in the Northeast Technical Assistance Conference
- R Larson
- L King
- M Mcgee
- B Shea
- Fayolle A.
- Fayolle A.
Paper presented at the World Congress of Comparative Education Societies
- Kristiina Erkkila
- Carree M.A.