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The Resource Education Tools for Entrepreneurship : Creating an Action-Learning Environment Through Educational Learning Tools

Education Tools for Entrepreneurship : Creating an Action-Learning Environment Through Educational Learning Tools

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Education Tools for Entrepreneurship : Creating an Action-Learning Environment Through Educational Learning Tools
Title
Education Tools for Entrepreneurship
Title remainder
Creating an Action-Learning Environment Through Educational Learning Tools
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Contributor
Subject
Language
eng
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Cataloging source
MiAaPQ
Literary form
non fiction
Nature of contents
dictionaries
Series statement
Innovation, Technology, and Knowledge Management Ser
Education Tools for Entrepreneurship : Creating an Action-Learning Environment Through Educational Learning Tools
Label
Education Tools for Entrepreneurship : Creating an Action-Learning Environment Through Educational Learning Tools
Link
http://libproxy.rpi.edu/login?url=https://ebookcentral.proquest.com/lib/rpi/detail.action?docID=4206879
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Copyright
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Carrier category
online resource
Carrier category code
cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
txt
Content type MARC source
rdacontent
Contents
  • Foreword -- Contents -- Chapter 1: Classroom Experiments: A Useful Tool for Learning about Economic and Entrepreneurial Decisions -- 1.1 Introduction -- 1.2 Classroom Experiments to Study Economics and Entrepreneurial Decisions -- 1.2.1 Antecedents in the Economics and Entrepreneurial Field -- 1.2.2 A Useful Teaching Tool to Stimulate Students' Learning -- 1.3 Design/Implementation of a Classroom Experiment on Investment Decisions -- 1.3.1 Experimental Overview -- 1.3.2 Experimental Design: Instructions -- 1.3.3 Identification of Optimal Decisions -- 1.3.4 Experiment Implementation: Sample and Data -- 1.3.5 Descriptive Analysis of the Experimental Results -- 1.4 Discussion and Conclusions -- References -- Chapter 2: An Experience in Teaching Innovation Based on Collaborative Learning and the Aronson Jigsaw Technique -- 2.1 Introduction -- 2.2 Collaborative Learning -- 2.3 The Aronson Jigsaw Technique -- 2.4 Application of the Aronson Jigsaw Technique to an Undergraduate Subject -- 2.5 Assessment and Sharing Information -- 2.5.1 Assessment Phase 1: The One Minute Question -- 2.5.2 Assessment Phase 2: Presentation of the Experts -- 2.6 Results of the Experience -- 2.6.1 Group Work and Commitment to Learning -- 2.6.2 Results of the Assessment -- 2.7 Conclusions -- References -- Chapter 3: Learning by Teaching and Assessing: A Teaching Experience -- 3.1 Introduction -- 3.2 Teaching Methods -- 3.2.1 Case Study Method -- 3.2.2 Learning by Teaching and Assessing -- 3.2.2.1 Assessment Phase -- Assessment Test -- 3.3 Research Method -- 3.4 Results -- 3.4.1 Qualitative Results -- 3.5 Conclusions -- References -- Chapter 4: DINNO®: An Innovative Technological Tool for Empowerment in Assessment -- 4.1 Introduction -- 4.2 DINNO® Design Tool for Innovations in Assessment -- 4.3 Objectives -- 4.4 Methodology
  • 4.4.1 DINNO® in the EVAPES-DevalSimWeb Training Programme -- 4.4.2 Research Sample -- 4.4.3 Instrument -- 4.4.4 Data Analysis -- 4.5 Results -- 4.5.1 Value Differences -- 4.5.2 The Usefulness and Benefits of Using DINNO® -- 4.5.2.1 Interface Design -- 4.5.2.2 Individual Usefulness for Assessment Practice -- 4.5.2.3 Help with Reflection and Planning -- 4.5.2.4 Professional Development -- 4.6 Conclusion -- References -- Chapter 5: Towards Sustainable Assessment: ICT as a Facilitator of Self- and Peer Assessment -- 5.1 Introduction -- 5.2 Sustainable Assessment and Student Participation -- 5.3 Technologies for Assessment -- 5.4 Methodology -- 5.5 Participants -- 5.5.1 Supervision -- 5.5.1.1 The Assessment Tasks -- 5.5.1.2 Assessment Tools -- 5.5.2 Instrument -- 5.5.3 Data Analysis -- 5.6 Results -- 5.6.1 Skills Development -- 5.6.1.1 Usefulness and Benefit -- 5.6.2 Reliability and Confidence in Self-Assessment and Peer Assessment -- 5.6.3 Technology as a Facilitator -- 5.7 Discussion Points -- 5.8 Conclusions -- References -- Chapter 6: Entrepreneurship Education: A Tool for Development of Technological Innovation -- 6.1 Introduction -- 6.2 Objectives -- 6.3 Methodology -- 6.4 Theoretical Framework -- 6.4.1 The Meaning of Entrepreneurship -- 6.4.2 What Does It Mean to Be an Entrepreneur? -- 6.4.3 Incubators of Technology-Based Companies -- 6.4.4 Technological Innovation -- 6.4.5 Technological Innovation Act -- 6.4.6 The Brazilian Case -- 6.5 Data Presentation and Analysis -- 6.6 Conclusions -- References -- Chapter 7: Teaching Entrepreneurship: A Comparison Between Virtual and Classroom Teaching Contexts -- 7.1 Introduction -- 7.2 The Entrepreneurial Team and Group Work Competencies -- 7.3 The Subject of Entrepreneurship: A Background in Current Content and Non-presential Training
  • 7.4 Articulation of the Teaching and Learning Process through a Business Plan: The Milestones and Group Dynamics of Virtual and Classroom Environments -- 7.5 Collaborative Work in Different Learning Environments: Virtual vs. Classroom -- 7.6 Conclusions -- References -- Chapter 8: Enhancement of Entrepreneurship in Colombian Universities: Competence Approach Plus Personalized Advice (CAPPA) Model -- 8.1 Introduction -- 8.2 Theoretical Background -- 8.2.1 Entrepreneurship, Innovation and Entrepreneur Concepts -- 8.2.2 Overall Situation in Colombia -- 8.2.3 Role of Higher Education Institutions in Colombia to Enhance Entrepreneurship -- 8.3 Methodology -- 8.3.1 Analysis of the Current Situation to Promote Entrepreneurship within Universities -- 8.3.2 Proposal of a New Model to Maximize Entrepreneurship within Universities' Students -- 8.4 Conclusions and Future Research -- References -- Chapter 9: Game Driven Education in Finance Through On-line Trading Tools -- 9.1 Introduction -- 9.2 Activity Description -- 9.3 Hypothesis and Methodology -- 9.4 Results -- 9.5 Discussion, Conclusion and Implications -- References -- Chapter 10: Educating for Entrepreneurship: Application to the Business Services Marketing Subject -- 10.1 Introduction -- 10.2 Conceptual Framework -- 10.3 Application to the Subject -- 10.3.1 Activity 1: Introducing Students -- 10.3.2 Activity 2: Devising a Business -- 10.3.3 Activity 3: The Aronson Puzzle -- 10.3.4 Activity 3: LEGO© Serious Play© -- 10.3.5 Drawing up a Marketing Plan -- 10.4 Results -- 10.5 Conclusions -- References -- Chapter 11: Work and Study Habits in the Interconnected Age: What It Means for Businesses of the Future -- 11.1 Introduction -- 11.2 Adaptation and Technology -- 11.3 Capacity Constraints in Information Processing -- 11.4 Self-regulated Learning -- 11.5 Research Questions -- 11.6 Methodology
  • 11.7 Results -- 11.7.1 Self-predicted Results -- 11.7.2 Regression Analysis -- 11.8 Discussion -- 11.8.1 Limitations -- References -- Chapter 12: Experiential Activities: A Tool to Increase Entrepreneurial Skills -- 12.1 Introduction -- 12.2 Theoretical Background -- 12.3 Methodology -- 12.3.1 Questionnaires -- 12.3.2 Sample -- 12.4 Results -- 12.5 Conclusions -- References -- Chapter 13: Fostering Entrepreneurship in Higher Education, by Problem-Based Learning -- 13.1 Introduction -- 13.2 Competency-Based Learning and Collaborative Learning -- 13.3 Information Technology and Communication (ICT) Collaborative -- 13.4 Problem-Based Learning -- 13.5 Case Study -- 13.6 Results and Student Satisfaction -- 13.7 Conclusions -- References -- Chapter 14: Best University Practices and Tools in Entrepreneurship -- 14.1 Introduction -- 14.2 The Concept of Entrepreneurial University -- 14.3 University Entrepreneurship in the Teaching, Research and Knowledge Transfer Framework -- 14.4 Case Study: The International Experience -- 14.4.1 Harvard University -- 14.4.2 Stanford University -- 14.4.3 Babson College -- 14.4.4 University of Cambridge -- 14.5 Case Study: The Experience in Spain -- 14.5.1 Autonomous University of Madrid -- 14.5.2 Polytechnic University of Catalonia -- 14.5.3 Polytechnic University of Madrid -- 14.5.4 Polytechnic University of Valencia -- 14.5.5 University of Extremadura -- 14.5.6 University of Vigo -- 14.6 Recommendations -- 14.7 Conclusions -- References -- Chapter 15: Innovation in Entrepreneurship Education: Developing Competitive Advantages for MBA Students -- 15.1 Introduction -- 15.2 Entrepreneurship Programs in Higher Education -- 15.3 Entrepreneurial Education Framework -- 15.3.1 The Entrepreneurship Life Cycle -- 15.3.2 The Entrepreneurship Process -- 15.3.3 Entrepreneurial Competencies
  • 15.4 CETYS MBA Entrepreneurship Concentration Program -- 15.4.1 MBA Program at CETYS -- 15.4.1.1 Non-credit Introductory Courses -- 15.4.1.2 Fundamental Courses -- 15.4.1.3 Business Fundamental Courses -- 15.4.1.4 Concentration Courses -- 15.4.1.5 Elective Courses -- 15.4.1.6 Integration Courses -- 15.4.2 CETYS MBACE Curricula Structure -- 15.5 Entrepreneurship for MBAs -- References -- Chapter 16: Resources and Tools of the Firm: Competencies and Entrepreneurship -- 16.1 Introduction -- 16.2 Resources, Competencies, and Entrepreneurship -- 16.3 Competencies in the RBV Vs. Competencies Linked to Professional Activities -- 16.4 Generic or Transversal Competencies -- 16.5 Empirical Analysis of Competencies in Four Job Groups -- 16.6 Conclusions -- References -- Chapter 17: Entrepreneurship in Higher Education as a Horizontal Competence -- 17.1 Introduction -- 17.2 Entrepreneurship: Conceptual Approaches -- 17.2.1 Entrepreneurship: Contemporary Approaches -- 17.2.2 Differences between Business Entrepreneurs and Social Entrepreneurs -- 17.2.3 Social Entrepreneurship in Higher Education -- 17.3 Methodology -- 17.3.1 Text Mining -- 17.3.2 Curricular Units -- 17.3.3 Analysis -- 17.3.3.1 Terms Used in Curricular Units Characterization -- 17.3.3.2 Analysis of Entrepreneurship as Horizontal Competences -- 17.4 Conclusions -- References -- Index
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{'f': 'http://opac.lib.rpi.edu/record=b4384680'}
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1 online resource (250 pages)
Form of item
online
Isbn
9783319246574
Media category
computer
Media MARC source
rdamedia
Media type code
c
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unknown sound
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remote

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