An «instructional» perspective on entrepreneurship education — focusing on the development of team competencies

Background/Objectives: This paper investigated and analyzed the phenomena in implementing the curriculum and characteristics of an entrepreneurship education model existing technology-driven agri-food industry. Methods/Statistical analysis: The line-by-line coding method of grounded theory approach by Strauss & Corbin was applied for this study and the collected data was analyzed with the NVIVO 12 program from QSR which is a tool for analyzing quality comparative analysis for better efficiency in open coding. Findings: The contents and the design of education are drawn from founders who are participants of the education, education supply organizations and lecturers and traits in an education model were derived by analyzing the structural relationship between them. This study reveals that entrepreneurial education with contextual knowledge in the agri-food industry strengthens achievements in boosting up competitiveness for industry, local areas, sales and enhancing the field response-ability. Yet, unbalanced educational contents can be caused by a biased education devoted to technologies only for production and cultivation and a lack of diversity and professionalism. Phenomena in implementing curriculum and characteristics of an education model also reveal a lack of support for educational institutions and trainees and unsatisfactory of overall administration system due to an insufficient post management system. In this paper, an essential education contents needed by the agri-food sector entrepreneur are related to information competency enhancement.

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Analysis of Entrepreneurship Education Model of Technology-Driven Agri-Food Industry Applying Line-by-line Coding Method of Grounded Theory

Restaurant Business ◽

10.26643/rb.v118i8.7701 ◽

2019 ◽

Vol 118 (8) ◽

pp. 266-274

Author(s):

Byung- MoonSeol ◽

Young-Lag KIM

Keyword(s):

Grounded Theory ◽

Comparative Analysis ◽

Statistical Analysis ◽

Food Industry ◽

Entrepreneurship Education ◽

Theory Approach ◽

Coding Method ◽

Open Coding ◽

Education Model ◽

Grounded Theory Approach

Background/Objectives: This paper investigated and analyzed the phenomena in implementing the curriculum and characteristics of an entrepreneurship education model existing technology-driven agri-food industry. Methods/Statistical analysis: The line-by-line coding method of grounded theory approach by Strauss & Corbin was applied for this study and the collected data was analyzed with the NVIVO 12 program from QSR which is a tool for analyzing quality comparative analysis for better efficiency in open coding.

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Deploying Creative Thinking to Strengthen Entrepreneurial Capability Among University Students in Nigeria

Journal of Education and Research ◽

10.3126/jer.v8i2.27381 ◽

2018 ◽

Vol 8 (2) ◽

pp. 93-108

Author(s):

Akinjide Aboluwodi

Keyword(s):

Learning Environment ◽

University Students ◽

Creative Thinking ◽

Capability Approach ◽

Entrepreneurship Education ◽

Well Being ◽

Entrepreneurial Opportunity ◽

Sen’S Capability Approach

Most of the students studying entrepreneurship in Nigerian universities lack entrepreneurial capability- that is, they lack the freedom to pursue and achieve entrepreneurial opportunity. Freedom is seen here in terms of those conditions that must be in place for students to be able to carry out their entrepreneurship studies. These are conditions that support the well-being of the students and may be seen as having good shelter, being well nourished, being healthy, being able to do their normal studies among others. The paper examined why the presence of these conditions is likely to assist students to improve their creative thinking and strengthen their entrepreneurial capability. It explored Amartya Sen’s Capability Approach, focusing on freedom, opportunities, and functionings to explain the required favourable conditions that make learning worthwhile for students, and how it accounts for students’ ability to strengthen their entrepreneurial capability. The paper argued for the deployment of creative thinking to strengthen entrepreneurial capability among students of entrepreneurship in universities in Nigeria. It concluded by urging universities in Nigeria to adopt relevant curriculum in addition to providing students with a decent learning environment to enable them to develop creative thinking that could be used in entrepreneurship education.

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Effect of entrepreneurship education on entrepreneurial intentions of rural-based university students in South Africa

African Journal of Development Studies (formerly AFFRIKA Journal of Politics, Economics and Society) ◽

10.31920/2634-3649/2020/10n2a4 ◽

2020 ◽

Vol 10 (2) ◽

pp. 83-104

Author(s):

A.O. Omotosho ◽

B.T. Gamede ◽

C. Uleanya

Keyword(s):

South Africa ◽

University Students ◽

Entrepreneurship Education ◽

Entrepreneurial Intentions

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Blank Canvas

Artivate: A Journal of Entrepreneurship in the Arts ◽

10.34053/artivate.9.2.115 ◽

2020 ◽

Vol 9 (2) ◽

Author(s):

Ben Toscher

Keyword(s):

Music Education ◽

Learning Environments ◽

New Ventures ◽

Entrepreneurship Education ◽

Social Contexts ◽

Knowledge Generation ◽

Learning Theories ◽

Personal Agency ◽

Personal Factors ◽

Entrepreneurial Knowledge

The majority of learning in arts entrepreneurship education is experiential (Essig & Guevara, 2016). Experiential and entrepreneurial learning theories indicate that to facilitate entrepreneurial knowledge generation which “enables [entrepreneurs] to recognize and act on entrepreneurial opportunities and to organize and manage new ventures” (Politis, 2005, p. 400), individuals need to exercise personal agency and engage in explorative behavior (Kolb & Kolb, 2009; Politis, 2005). If arts entrepreneurship education is to help students generate such entrepreneurial knowledge, arts entrepreneurship educators should create learning environments in which their students can exercise personal agency and behave exploratively. Despite this, how students exercise personal agency and explore within arts entrepreneurship education has not been empirically studied. This empirical paper attempts to answer the following question: How do students explore and exercise personal agency in arts entrepreneurship education? Using rigor to systematically analyze qualitative data (Gioia et al., 2013) from a five-week course in entrepreneurship in higher music education to produce a data structure and model, I find that within a teacher-created learning environment, students balance personal factors (their values and beliefs, habitual modes of thought, prior experience and personal goals) against social factors (social interdependencies and conditions of approval) while taking actions to reduce uncertainty. The findings imply that teacher-created learning environments and engagement in social contexts influences how students exercise personal agency and explore.

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