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The Resource New Perspectives on Entrepreneurship Education

New Perspectives on Entrepreneurship Education

New Perspectives on Entrepreneurship Education
New Perspectives on Entrepreneurship Education
Policymakers consider enterprise education, and the skills it develops, as increasing student's employability skills. This book delivers further insight to validate this. Authors provide evidence to inform the entrepreneurial education discipline in terms of best practice, success stories and identify its future direction for key stakeholders
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Contemporary Issues in Entrepreneurship Research
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New Perspectives on Entrepreneurship Education
New Perspectives on Entrepreneurship Education
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  • Front Cover -- Entrepreneurship Education: New Perspectives on Entrepreneurship Education -- Copyright Page -- Contents -- List of Contributors -- Series Editor's Preface -- Reference -- New Perspectives on Entrepreneurship Education -- Introduction -- Conclusions -- References -- Part I: Studies of the Impact of Entrepreneurship Education upon Student Communities -- Learning to Evolve: Increasing Entrepreneurial Self-Efficacy and Putting the Market First -- Introduction -- Entrepreneurial Learning -- The Evolutionary Heuristic of Learning -- The Evolution of Opportunities through Discovery -- The Evolution of Skills and Competences through the Exploitation of Opportunities -- Method -- Participants -- Independent Variables -- Development Time -- Qualitative Changes to Business Idea -- Dependant Variables -- Self-Efficacy -- Externally Evaluated Quality of Opportunity -- Method of Analysis -- Findings -- Self-Evaluated Quality of Opportunity -- Market-Driven Changes to Ideas -- Externally Evaluated Quality of Opportunities -- Start-Up Group versus Non-Start-Up Group -- Discussion -- Implications for Learning & Teaching, and Practice -- Conclusion -- References -- Educational Context and Entrepreneurial Intentions of University Students: An Italian Study -- Introduction -- Entrepreneurial Intentions: Their Importance and Their Antecedents -- Risk Perception and Non-Pecuniary Career Motives -- Cognitive Antecedents of Intentions: Attitude, Norms and Control -- The Role of the Educational Context -- Methodology -- Sample -- Dependent Variable -- Entrepreneurial Intentions -- Determinants of Intentions: Cognitive Antecedents of Intentions -- Attitude towards Entrepreneurship -- Subjective Norms -- Perceived Behavioural Control (PBC) -- Personal Background Factors: Risk Perceptions and Career Motives -- Risk Perception -- Non-Pecuniary Career Motives
  • Moderators: The Educational Context -- Learning Experience -- University Climate -- Control Variables -- Analysis -- Results -- Discussion and Conclusions -- Theoretical Implications -- Practical Implications for Entrepreneurship Education -- Limitations and Further Research -- Notes -- References -- Undergraduate Students' Willingness to Start Own Agribusiness Venture after Graduation: A Ghanaian Case -- Introduction -- Literature Review -- Graduate Entrepreneurship and Education -- Agribusiness and Graduate Entrepreneurship in Ghana -- Determinants of Students' Willingness to Be Self-Employed in Agribusiness -- Personal and Background Characteristics as Predictors of Self-Employment -- Age -- Gender/Sex -- Place of Residency -- Parental Role Models -- Parental Educational Level -- Attitudes Towards and Nature of Agribusiness -- Methodology -- The Logit Model Specification -- Results and Discussion -- Personal Characteristics of Respondent -- Other Personal Characteristics of Undergraduates -- Undergraduates' Willingness to Start Own Agribusiness after Graduation -- Perceived Nature of Agribusiness in Ghana -- Relationship Between Students Willingness to Start Own Business After Graduation and Personal/Background Characteristics and Perceived Nature of Agribusiness in Ghana -- Predictors of Undergraduates' Willingness to Be Self-Employed in Agribusiness After Graduation -- Conclusions -- Policy Implications -- References -- Appendix: Check for Collinearity -- The Impact of Modern UK University Entrepreneurship & Enterprise Education on Entrepreneurial Actions: A Case Study of Russian Students -- Introduction -- Literature -- UK Higher Education: A System under Reform -- Classification of UK Universities -- Modern UK Universities -- The Attraction of the UK for Overseas Students -- Overseas Student Trends
  • Russian Postgraduate Students and Focus of Studies -- Business and Management Education in the United Kingdom -- The Teaching of Entrepreneurship & Enterprise Education -- British E&E Education -- Case Study Description -- Introduction to the Case -- Methodological Foundations -- Higher Education (Business) System in Russia -- Russia's Business Environment and Entrepreneurial Landscape -- Russian Federation Rating Components -- Modern UK Universities and E&E Teaching -- Teaching Practices - the search for novelty and effectiveness -- Foreign Graduate Entrepreneurs - Realised or Unrealised Aspirations -- Conclusions -- References -- Appendix A: Russell Group Universities -- Appendix B: UK Business Schools Ranking (Business and Management Studies). University Subject Tables 2017. -- Part II: Novel Entrepreneurship Education Pedagogy -- Teaching entrepreneurship as lived experience through 'wonderment exercises' -- Introduction -- Theoretical Framework -- 'Why' Should Students Be Motivated to Engage in Entrepreneurial Activity? -- 'When' Should We Teach Entrepreneurship? -- 'What' Content Should Be Taught? -- 'Where' Should Entrepreneurship Be Taught in Terms of Setting and How Can We Choose the Optimal Setting? -- 'How' Involves the Teaching Philosophy Invoked by the Lecturer -- Four Illustrative Verwunderungsübungen (VÜ) (Wonderment Exercises) -- Discussion -- Conclusions -- Notes -- References -- Creating Meaningful Entrepreneurial Practice: Crafting Pedagogical Awareness -- Introduction -- Entrepreneurship Education and Institutionalism -- Entrepreneurial Education: A Critical Perspective -- Offering Insight to What Next? -- Conclusion -- References -- Enhanced Entrepreneurial Learning through Visual Experiential Learning -- Introduction -- Visual Learning and the Entrepreneurial Education Process -- Research Methodology -- Sample and Approach
  • Findings -- Conclusions -- References -- Ludic Executives: the Case for Play in Entrepreneurial Learning Design -- Introduction -- Dysfunctional Learning -- The Possibility of Play as Learning -- The Language of Play and Work -- Play as a Catalyst for Change and Opportunity in Uncertainty -- The Experiential Learning Link and Benefits of Play -- Playful and Entrepreneurial Executives -- The Cooplexity Model -- The Programme -- The Synergy Simulator -- Findings -- Discussion and Conclusion -- Note -- References -- Appendix: Companies from Which 52 Sample Sets of 12 Executives were Drawn -- Constructivist Entrepreneurial Teaching: The TELECC Online Approach in Greece -- Introduction -- The Constructivist Perspective for Entrepreneurship -- Application of TeleCC Approach to Informal Entrepreneurial Learning in Greece -- Incidents of Reflection and Critical Thinking -- 1st Activity -- 2nd Activity -- 3rd Activity -- 4th Activity -- 5th Activity -- 6th Activity -- 7th Activity -- 8th Activity -- Discussion -- Conclusion -- Acknowledgements -- References -- Part III: Entrepreneurship Education Intervention -- Pan-European Entrepreneurial Summer Academies with Impact: The Case of STARTIFY7 -- Introduction -- The European 'Entrepreneurial' Landscape: Challenges and Opportunities -- ICT and Entrepreneurship -- Reviewing and Researching Entrepreneurial Education and Training -- Entrepreneurial Training Needs Analysis -- Research Evidence Review -- Support Provision Review -- Entrepreneur Interviews -- Learner Survey and Focus Groups -- From Training Needs Analysis to Curriculum Design -- The STARTIFY7 Academy: Overview and Impact -- Programme Overview -- Assessing the Impact of STARTIFY7 -- Lessons and Implications -- Gender -- Evaluating Outcomes -- European Impacts -- Politics and Entrepreneurship Education in Europe -- Conclusions -- Notes -- References
  • Appendix. Knowledge, Skills and Attitudes Data -- Boundary Crossing Workshops for Enterprise Education: A Capability Approach -- Enterprise Education in Vocational Education -- The Capability Approach for Human Development beyond Human Capital -- Why Expansive Learning for Entrepreneurship? -- Methodology -- Boundary Crossing -- The Boundary Crossing Workshops for Enterprise Education in Vocational Education -- The Project on Boundary Crossing -- Results -- Fourth Workshop, Discussion of a Conflictual Work Experience -- Results of the Final Questionnaire -- Follow-Up to the Workshops -- Conclusions -- Acknowledgements -- References -- Experiencing Business Start-Up through an Enterprise Placement Year -- Introduction -- Experiential Entrepreneurship Education -- Student Placements in Higher Education -- Methodology -- The Enterprise Placement Year at the University of Huddersfield -- Academic Requirements -- Application Process -- Induction Day and Welcome Week -- Learning Activities -- The Event Series -- Group Mentoring Sessions -- Individual Advice Sessions -- Informal Learning -- Reflection -- Financial Support -- Latest Innovations -- Examples of Enterprise Placement Year Businesses -- Monitoring and Evaluation -- Participation in the EPY -- Academic Performance -- Continued Support and Actual Business Start-Up -- Conclusions -- Notes -- References -- Designing and Delivering Inclusive and Accessible Entrepreneurship Education -- Introduction -- Literature Review -- Policy -- Pedagogy -- Practice -- Methodology -- The Case Study -- Pedagogical Design Principles -- Teaching Learning and Assessment Strategy -- Discussion: The Pedagogy in Practice -- Nature of Post-1992 Institutions and Devolved HE Context -- Cross-Disciplinary Delivery -- Staffing and Facilitating -- Technological Barriers -- The Community Engagement -- The Trading Experience
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