The authors conclude the chapter with a discussion of the entrepreneurial impact of the interdisciplinary entrepreneurship education program. This chapter is the result of research on graduates of the University of Canterbury in Christchurch, New Zealand.
CULTURAL CONTEXT
Pedagogia empreendedora (Author: Fernando Dolabela)
First tested in 2002, the methodology has been used in 121 cities and involved more than 10,000 teachers and 300,000 students – with implications for a population of 2.5 million – in the states of Minas Gerais, São Paulo, Paraná and Rio Grande do Sul. . The central theme of the methodology is that entrepreneurship education in Brazil should aim to fight poverty through social development.
O Segredo de Luísa (Author: Fernando Dolabela)
Pedagogia empreendedora (Entrepreneurial Pedagogy) describes the Entrepreneurial Pedagogy methodology developed for Brazilian primary education (kindergarten through high school – from 4 to 17 years). Using the dream as its axis, the Entrepreneurial Pedagogy Methodology aims to encourage the formation of structured dreams and help the dreamer realize the dream.
A Ponte mágica (Author: Fernando Dolabela)
If this does not happen, large segments of the population will continue to be denied the possibility of generating income and benefiting from wealth.
Mapa dos Sonhos (Author: Fernando Dolabela, 2002)
- Introduction
- Entrepreneurship education: what we do for non-business students
- Teaching entrepreneurship
- Lessons from experiences in the Netherlands .1 Entrepreneurial education in the Dutch context
- Discussion and conclusion .1 Discussion
- Introduction
- Defining the course’s positioning and general orientation
- Defining the contents of the course
- Selecting a pedagogy
- Teaching corporate entrepreneurship the experimental way
- Conclusion
Moreover, entrepreneurship courses were found to be compulsory for non-business students in 6 to 10 percent of the institutes. The University of Twente is a relatively young university in the eastern part of the Netherlands. For that purpose, we presented a model of the entrepreneurial process (as developed by Van der Veen and Wakkee, 2004).
As mentioned earlier, these differences will be most evident in the first stage of the entrepreneurial process: opportunity recognition. Students use it in the classroom to compare and discuss the status of various corporate entrepreneurship programs that they need to analyze and evaluate.
Q4 – Guaranteeing strategic alignment (2005)
These two additional modules are intended to help students put corporate entrepreneurship into context, which they usually find quite difficult. The participants have similar needs and profiles to our original audience and we note a strong interest in corporate entrepreneurship among our business contacts. 1999), 'Toward a reconciliation of the definitional questions in the field of corporate entrepreneurship', Entrepreneurship Theory and Practice A paradigm of entrepreneurship: entrepreneurial management', Strategic Management Journal, 11, special issue, 17-27.
INSTITUTIONAL CONTEXT
To understand: three levels of analysis illuminating the relationship binding the entrepreneur to the organization which he or she runs
Our approach falls under the paradigm of the creation of an organization, completely complementary and non-exclusive of the other paradigms. Both the dynamic and the resulting entities require the efficient management of the unified, allocated resources. In this generic understanding of the entrepreneurial phenomenon, the model considers time as a contextual variable (the concept of window of opportunity can be used here as an example).
To act: a process to mark out entrepreneurial training – from the idea to the business plan
For example, the development of the business model often results in the idea being reworked. Again, we still need to deliver our opinion on the business model, which we thus share with the students. The move from the option to BM, for this part of the figure, Designing entrepreneurship education 109.
Teaching: combining understanding and action into teaching programmes
Then it's a matter of introducing the importance of analysis to students, showing them each component of the model and how these interact. During the year, students can benefit from the advice and recommendations of the teaching staff. Type of program Learning content Work to be returned to Awareness Seminar Content are mainly based Business model (BM) is.
Conclusion
Specifically, of the 34 students who initially declared their intention to start. ) changed to uncertain or intended to start their own business. Finally, of the 60 students who were initially unsure about starting their own business, 19 (32 percent) reported at the end of the semester that they would not start their own business while nine (15 percent) reported that they intended to start their own business. Theirs. own business.
The context in which the project emerged
In addition, the misinterpretations were underlined by a certain laxity, which jeopardized the definition of the operational features of the project. The first group was put in charge of the negotiations with the institutional partners, taking into account the 'political' character. Therefore, in front of a project that was stalled, the president of
What to provide for what objectives: nurturing an entrepreneurial culture at university
These training schemes fit perfectly with the first of the reference paradigms analyzed by Béchard (1994) and Béchard and Toulouse (1998) to define entrepreneurship education. The multitude of questions related to the appropriateness of the tasks that the CRÉACTIV'NANTES center has set itself and the provision of services that it proposes. The variety of tasks that are being prepared had to be more explicit so that the interlocutors could present it and, above all, understand it.
Orientations and choices made
The university's multidisciplinarity was a clear asset from the moment the CRÉACTIV'NANTES project was conceived. CRÉACTIV’NANTES must be a service common to the entire university, but must be tailored to the diversity of teaching, research, culture and background. CRÉACTIV’NANTES strives to make its activities accessible to all members of the university, identical for all but suitable for all.
Teaching, questioning and outlook
In this way, the area of negotiation can be described as that which contains the original network of the CRÉACTIV’NANTES project. The project manager plays the role of arbiter (Pettigrew, 1987), which means a solid base of influence in the university in general and in the network of concerned participants in particular. An extremely weak legitimacy of the university was observed in entrepreneurial issues.
Conclusion
Considering the strategic position of teachers in the innovation diffusion process in education and training and the diversity of the possible explanatory paradigms,3 their association with the project is an essential condition for its success. However, university supervision also brings with it administrative complexity that does not suit the organization of the project team at the centre. A significant advantage was created by the university's governing board becoming aware of the need to develop an entrepreneurial culture and the inclusion of CRÉACTIV'NANTES in the foundation project process.
Objectives of EEP and corresponding teaching and learning strategies
We discuss in the next section the potential learning goals for EEP and the associated teaching strategies. The corresponding educational approaches, even if they differ in character and scope in the three categories, must therefore in all cases contain a strong interdisciplinary dimension. In the next section, we review a conceptual model for such an interdisciplinary approach in the context of EEPs.
Interdisciplinary approach and EEP
Therefore, they seem to be the natural choice for EEP, not only because of the "real life" dimension of entrepreneurship, but also because of its interdisciplinarity. We illustrate this close connection between interdisciplinary teaching approaches and entrepreneurship in the next section, where we analyze the case of an interfaculty EEP developed in Belgium by the Université catholique de Louvain (UCL) since 1997.
An interdisciplinary EEP: the UCL experience
But the interdisciplinary dimension of program design is much deeper, in terms of target audience, governance and learning experience. Therefore, the entrepreneurial projects that are progressively formed by students throughout the EEP constitute a cornerstone of the professional development objectives of the program. These usually involve three thesis supervisors (instead of one in traditional projects), from three different schools of the university.
Evaluation and impact of the interdisciplinary EEP
This question of evaluating the impact of the PEE itself, from the students' and from the entrepreneurial point of view, is discussed below. This approach proves the balance between, on the one hand, the structure of the content of knowledge (the principle of integration) and, on the other hand, the organization of work processes (the principle of cooperation). We discuss this issue of the entrepreneurial impact of EEP in the next section.
Conclusions
A final element that could explain the limitation of the entrepreneurial impact of the EEP relates to the relatively low level of entrepreneurial culture in the education system as a whole in Europe in general and in Belgium in particular. It allows students to be exposed not only to interdisciplinary content and problems, but also to interdisciplinary teamwork led in the case of EEP around their entrepreneurial master's project. Finally, the intrinsic interdisciplinary dimension of the EEP must be considered in the light of its overall goals.
NATIONAL CONTEXT
Global Entrepreneurship Monitor
A shift in thinking has put entrepreneurship at the center of the forces that drive economic growth – unlike the previous focus on large established companies (Wennekers and Thurik, 1999). The central argument of the model is that national economic growth is a function of two parallel sets of interrelated activities: (a) those associated with established firms and (b) those directly related to the entrepreneurial process. Previous work has suggested that transaction activity among large firms explains only part of the variation in economic growth (Wennekers and Thurik, 1999).
Academic research on entrepreneurship and education
An important concept in relation to the role of education in promoting entrepreneurship is the concept of 'human capital'. The term 'human capital' refers to the knowledge and skills acquired by, and embedded in, individuals (Becker, 1975). An important source of human capital lies in the nature of individuals' formal education and training.
Methodology of the study
The rationale for this positive relationship is partly based on the idea of self-efficacy. The term 'self-efficacy' refers to one's confidence in his or her skills and ability to successfully undertake career-related activities (Bandura, 1978). For example, previous research has found a positive relationship between self-efficacy and performance (for example, Bandura, 1978; Locke et al., 1984).
Empirical findings
An important part of the questionnaire concerns the role of the education system in promoting or inhibiting entrepreneurial behaviour. It can be seen that the (entrepreneurial) education situation at primary and secondary school level is one of the problem areas in Belgium. However, the last point can also be attributed to the cheap cost of the Belgian education system.
Implications
However, children must be educated in such a way that they have the opportunity to develop their own talents. Creativity should be presented in a positive way, and much earlier in the stage of a person's life (in primary school). The goals of these chairs should be to create greater depth to the existing entrepreneurship program, greater visibility across campus, and a greater connection between the classroom and the business community.
Conclusion
1994), "Effects of self-efficacy on the development of entrepreneurial intentions and actions", Entrepreneurial Theory and Practice Human capital, social capital and innovation: a multi-country study", Entrepreneurship and Regional Development The Entrepreneurial Society, London: Institute for Public Policy Research. 1993 ), 'Entrepreneurial culture and education: understanding entrepreneurship education and its links to small business, entrepreneurship and wider educational goals', International Business Journal Determinants of entrepreneurship in Europe', working paper, ERIM Report Series Research in Management (ERS-2004). -106-ORG).The final section examines the emergence of one Aboriginal institution – the Council for the Advancement of Indigenous Development Officers – and its activities in support of Aboriginal entrepreneurship and economic development.