1,720,969 research outputs found
Contemporary approaches to entrepreneurship education
Full text linkOver the last decade entrepreneurship education has become an increasingly vital area of research, practice and policy regulations.
The primary aim of this article is to explore contemporary approaches towards entrepreneurship education in order to depict frameworks and methods that are acknowledged by renowned experts. The secondary aim is to assess their relevance for the Latvian entrepreneurship education at present.
Throughout the research, the author analyses the newest frameworks of entrepreneurship education by reviewing scientific articles published in Europe, dated no earlier than 2009; explores practical models successfully applied in Europe; examines results of Flash Eurobarometer Surveys No.260 (2009), No.283 (2010) and the Special Global Entrepreneurship Monitor Report (2010); compares results of the scientific articles overview and the surveys, and identifies prospects for further research.
This research applies general scientific research methods, including modeling, monographic and logical construction methods, and is based on a pure literature review.
The analysis of the modern practice-based approaches to entrepreneurship education revealed the major shift from passive/formal modes of learning and teaching towards experiential/social forms as the rationale underpinning the emergence, development and usefulness of such frameworks as: Education FOR Entrepreneurship and Experiential Learning Theory, Learning by Developing, Authentic Competence-Based Learning Theory, which are closely interrelated with each other, being conceptually similar, but contextually different. Pedagogical methods related to these frameworks are of an interactive nature and targeted to develop multiple social dimensions, such as employability, intrapreneurship and venture creation. The principle of ―learning by doing‖ is fundamental to these methods. As opposed to theoretical approach, which provides only book knowledge of management issues, holistic/dynamic approach targets a change in individuals‘ ―know-how‖.
Examination of Flash Eurobarometer survey results highlighted a number of deficiencies in the entrepreneurial environment and entrepreneurship education system of Latvia: the lack of information and skills, small number of start-ups versus high proportion of individuals trained in starting a business, wide gap between intentions and start-ups, low level of cooperation between universities and businesses, and decreasing entrepreneurial activity, institutional and administrative barriers to entrepreneurship. The author concludes that there is an ample market for quality entrepreneurship education and the discussed contemporary approaches are of a very high relevance for the Latvian entrepreneurship education system.
The major challenge for universities at present is to shift from passive modes of learning and teaching towards experiential forms establishing closer contact between students and the business world. The author suggests this can be achieved by refocusing the existing curriculum and transferring successful practice-based models from other countries.
In view of the fact that the topic has not been widely researched in Latvia yet, the results, ideas and concepts can be useful for academics, practitioners and other involved stakeholders
Music education in adolescence – A pathway to entrepreneurial identity?
Full text linkThis study examines the relationship of music education (ME) and entrepreneurship education (EE) received during adolescence with the entrepreneurial identities of university students. Researching adolescent ME alongside EE as a potential enabler of entrepreneurial identity is crucial to understanding the complementarities between ME and EE and so developing knowledge of what kinds of education may contribute to entrepreneurial identity formation. It might also be useful to consider these research insights when developing educational interventions for adolescents. The analysis is based on a sample of 190 Bachelor’s-level students from different study backgrounds (business, arts and humanities, etc.) surveyed in one European country. The study finds that both ME and EE received in adolescence are related to entrepreneurial identity in adulthood. However, it is the extra-curricular ME, taken in addition to the secondary school curriculum, that makes the difference and moderates the relationship between EE and identity. The findings contribute to expanding the identity development discourse in the entrepreneurship literature and bring novel insights to EE research by highlighting extra-curricular ME as a potential alternative pathway to entrepreneurial identity development. On a more general level, the study provides an input into the adolescent education literature and learning transfer in education research
Evaluation of the Outcomes of Entrepreneurship Education Revisited: Evidence from Estonia and Latvia
Full text linkEvaluation of the Outcomes of Entrepreneurship Education Revisited
Full text linkThis dissertation addresses two major gaps discernible in contemporary entrepreneurship education (EE) research: firstly, the lack of comparative studies on different forms of EE, such as traditional and experiential, which would test the widely accepted assertion that experiential EE is more effective in generating the desired outcomes in learners; secondly, the lack of evidence of how objective expressions of entrepreneurial behaviour in self- or paid employment are dependent upon entrepreneurship-specific competences that can be developed throughout EE. In bridging these gaps, the dissertation proposes and tests the integrative framework for evaluating the outcomes of EE that conceptually relies on Bloom’s taxonomy of educational objectives (Kraiger et al. 1993; Bloom et al. 1964), human capital theory (Becker 1975), and teaching models in entrepreneurship for higher education (Béchard and Grégoire 2007, 2005b). The applied framework overcomes several trending points of concern in the literature on the impact of EE including the over-reliance on models of entrepreneurial intentions, overlooking, among others, the details of EE design and delivery in the evaluations performed. This novel evaluation framework puts forward the triad of cognitive, skill-based and affective outcomes of EE in the domain of education, and the triumvirate objective outcomes: employability, intrapreneurship and private early-stage entrepreneurial activity (EA) in the domain of entrepreneurship. It conceptualises experiential EE through the prism of demand and competence teaching models, while traditional EE is viewed as analogous of a supply model (ibid 2007).
This study focuses on two small, open neighbouring post-transition economies: Estonia and Latvia. The analysis applies a mixed methods embedded design by combining multiple case study, cross-sectional and comparative designs. Data were collected from 16 entrepreneurship educators and from 559 final year bachelor students participating in business-related programmes, and recent graduates from these programmes taught at 8 local HEIs (4 per country). Purposive expert and homogeneous sampling were employed, respectively, at the qualitative and quantitative data collection stages that involved face-to-face semi-structured interviews and an online survey. The interview data were used to diagnose the prevailing form of intervention at each HEI. The survey data were used to test the hypotheses. Content analysis by means of data coding was performed to process the qualitative data. The structural equation modelling was applied to estimate cognitive, skill-based and affective outcomes. The analysis of co-variance was used to determine if statistically significant differences exist between predominantly traditional and experiential teaching and their learning outcomes. In addition, various regression models were run to estimate the association between learning outcomes and objective outcomes as well as between experiential EE and objective outcomes.
The findings of the study question the common assumptions mentioned earlier, having brought partial support for the principal hypotheses. Experiential EE was associated with higher skill-based and affective outcomes than traditional EE, but only in Estonia. The analysis indicated that the experiential form of intervention does not necessarily lead to higher levels of learning outcomes – in some cases even being associated with adverse effects; and that other factors (e.g. prior entrepreneurial aspirations, attitudes to educators) exhibit a significant influence on these outcomes. Affective outcomes acted as a consistent predictor of graduate employability, private early-stage EA as well as increasing the propensity of graduates to engage into nascent intrapreneurship. However, none of the objective outcomes showed the hypothesized dependency upon cognitive and skill-based learning outcomes. As far as the objective expressions of entrepreneurial behaviour were concerned in the period of the study, it did not matter significantly whether entrepreneurship was studied traditionally or experientially in Estonia, and the attendance of more experiential EE even tended to be less beneficial in Latvia. These results were largely divergent from conventional wisdom within human capital theory implying that investments in entrepreneurship-related human capital assets do not quite meet the expectations in the given context.
The discussion of the results advances our understanding of why experiential EE might not work as expected. The findings are appraised from the viewpoint of entrepreneurship pedagogy, external factors affecting the development of local EE as well as other dimensions pertaining to EE design, delivery and the transfer of learning in the two countries. In particular, I find pertinent the intervention volume, the pedagogical and entrepreneurial experience of educators, the learning habits of students, coherence among teaching aims, methods used and outcomes expected as well as government support, and the availability of EE infrastructure, among other contextual influences. The dissertation concludes with recommendations for educators and decision-makers at HEIs, prospective students, policy makers in charge as well as EE scholars. Overall, this work contributes to topical debates in EE research with novel theoretical, methodological and empirical results.Siirretty Doriastaei tietoa saavutettavuudest
Ettevõtlusõppe õpiväljundite hindamine: Eesti ja Läti andmed
Full text linkKäesolev väitekiri täidab kaht olulist lünka kaasaegses ettevõtlushariduse uuringute valdkonnas: esiteks, ettevõtlushariduse eri vormide, näiteks, traditsiooniline ja kogemuspõhine ettevõtlusõpe, võrdlevate uuringute puudumine, millega kinnitaks laialt levinud väidet, et kogemuspõhine ettevõtlusharidus on soovitud õpitulemuste saavutamisel tõhusam, ja teiseks, tõendite puudumine selle kohta, kuidas ettevõtluskäitumise objektiivsed väljendused ettevõtjate ja palgatöötajate puhul olenevad ettevõtluspädevustest, mida ettevõtlusõpingute käigus arendatakse. Nende lünkade täitmiseks väitekirjas pakutakse välja ja testitakse ettevõtlusõppe õpiväljundite integreerivat hindamisraamistikku, mis tugineb Bloomi õppe-eesmärkide taksonoomiale (Kraiger jt 1993; Bloom jt 1964), inimkapitali teooriale (Becker 1964) ja ettevõtluse õpetamismudelitele kõrghariduses (Béchard ja Grégoire 2007, 2005b). Kohaldatav kontseptuaalne raamistik lahendab mitu ettevõtlushariduse valdkonna kirjanduses välja toodud valupunkti, sealhulgas, ülemäärane tuginemine ettevõtluskavatsuste mudelitele, mis muuhulgas ei võta hindamisel arvesse ettevõtlusõppe kavandamise ja teostamise üksikasju. Uudne hindamisraamistik esitab ettevõtlusõppe kognitiivsete, oskuspõhiste ja afektiivsete õpiväljundite kolmikmudeli ettevõtlushariduses ning selle objektiivsed tulemused edasises tööalases konkurentsivõimes, ettevõttesiseses ja isiklikus ettevõtlustegevuses. Selles mõtestatakse kogemuspõhine ettevõtlusharidus läbi nõudluse ja pädevuse õpetamise mudelite prisma, traditsioonilist ettevõtlusharidust vaadeldakse aga pakkumismudeli analoogina (ibid 2007).
Uuring keskendub kahele väikesele üleminekujärgsele avatud majandusega naaberriigile: Eestile ja Lätile. Analüüsis kombineeritakse mitme juhtumi uuringu, läbilõike- ja võrdlusmeetodeid. Andmed koguti kaheksa (nelja Eesti ja nelja Läti) kohaliku kõrgkooli 16-lt ettevõtluse õppejõult ja 559-lt viimase aasta bakalaureusetudengilt, kes osalesid äriga seotud õppekavades, ning nende õppekavade hiljutistelt lõpetajatelt. Kvalitatiivsete ja kvantitatiivsete andmete kogumine toimus poolstruktureeritud silmast-silma-vestluste ja veebipõhise küsitlusena, kasutati vastavalt ettekavatsetud ekspert- ja homogeenset valimit. Vestlustes kogutud andmete põhjal tuvastati, millist õppetöö meetodit erinevates kõrgkoolides peamiselt kasutatakse. Küsitluse andmeid kasutati hüpoteeside testimiseks. Kvalitatiivsed andmed kodeeriti nende sisu analüüsimiseks. Kognitiivsete, oskuspõhiste ja afektiivsete õpiväljundite (omavaheliste) statistiliste seoste analüüsiks kasutati struktuurse modelleerimise meetodit. Kovariatsioon-analüüsiga selgitati, kas peamiselt traditsioonilise ja kogemuspõhise õpetamise ja vastavate õpitulemuste vahel on statistiliselt olulisi erinevusi. Peale selle hinnati mitmesuguste regressioonimudelite abil traditsioonilise ja kogemuspõhise õppe väljundite ning ettevõtluskäitumise objektiivsete näitajate vahelisi seoseid.
Uuringu tulemused seavad kahtluse alla eespool osutatud tavapärased eeldused ning kinnitavad osaliselt põhihüpoteese. Kogemuspõhine ettevõtlusharidus seostus traditsioonilisega võrreldes paremate oskuspõhiste ja afektiivsete tulemustega, kuid seda ainult Eestis. Analüüs näitas, et kogemuspõhine õppimisvorm ei anna alati paremaid õpitulemusi ja mõnel juhul seostub see isegi negatiivse mõjuga ning tulemusi mõjutavad oluliselt ka muud tegurid (nt. eelnevad ettevõtluspüüdlused, suhtumine õppejõududesse). Afektiivsed õpiväljundid ennustavad lõpetajate konkurentsivõimet tööturul, algusjärgu isiklikku ning samuti ettevõttesisest ettevõtlust. Ükski ettevõtlikkuse objektiivne näitaja ei kinnitanud aga hüpoteesis oletatud sõltuvust kognitiivsetest ja oskuspõhistest õpitulemustest. Mis puudutab ettevõtluskäitumise objektiivseid väljendusi uuringuperioodil, siis ei olnud Eesti puhul erilist vahet, kas ettevõtlust õpiti traditsiooniliselt või kogemuspõhiselt, ning Läti puhul osutus kogemuspõhisemas ettevõtlushariduses osalemine isegi vähem kasulikuks. Need tulemused erinevad suurel määral inimkapitali teooria tava-arusaamast ja näitavad, et ettevõtlusega seotud inimkapitali tehtud investeeringud ei täida kõnealuses kontekstis päriselt ootusi.
Uurimistulemuste arutelu annab parema arusaama sellest, miks kogemuspõhine ettevõtlusharidus ei pruugi anda oodatud tulemusi. Uurimistulemusi hinnatakse ettevõtluspedagoogika ning kohaliku ettevõtlushariduse arengut mõjutavate väliste tegurite seisukohast, samuti muude mõõtmete seisukohast, mis on seotud ettevõtlusõppe kavandamise ja pakkumisega ning õpitu ülekandega kahes riigis. Muude mõjurite seas võib esile tuua õpingute mahu, õppejõudude pedagoogilised ja ettevõtluskogemused, tudengite õpiharjumused, õppe-eesmärkide sidususe meetodite ja oodatavate tulemuste vahel, samuti riigipoolse toetuse ning ettevõtlushariduse infrastruktuuri olemasolu. Väitekirja lõpus antakse soovitused kõrgkoolide õppejõududele ja otsustajatele, tulevastele üliõpilastele, poliitikakujundajatele ja ettevõtlushariduse valdkonna uurijatele. Kokkuvõtteks annab väitekiri uudsete teoreetiliste, metoodiliste ja empiiriliste tulemuste näol panuse ettevõtlushariduse uurimisvaldkonna aktuaalsete küsimuste arutelusse.This dissertation addresses two major gaps discernible in contemporary entrepreneurship education (EE) research: firstly, the lack of comparative studies on different forms of EE, such as traditional and experiential, which would test the widely accepted assertion that experiential EE is more effective in generating the desired outcomes in learners; secondly, the lack of evidence of how objective expressions of entrepreneurial behaviour in self- or paid employment are dependent upon entrepreneurship-specific competences that can be developed throughout EE. In bridging these gaps, the dissertation proposes and tests the integrative framework for evaluating the outcomes of EE that conceptually relies on Bloom’s taxonomy of educational objectives (Kraiger et al. 1993; Bloom et al. 1964), human capital theory (Becker 1964), and teaching models in entrepreneurship for higher education (Béchard and Grégoire 2007, 2005b). The applied framework overcomes several trending points of concern in the literature on the impact of EE including the over-reliance on models of entrepreneurial intentions, overlooking, among others, the details of EE design and delivery in the evaluations performed. This novel evaluation framework puts forward the triad of cognitive, skill-based and affective outcomes of EE in the domain of education, and the triumvirate objective outcomes: employability, intrapreneurship and private early-stage entrepreneurial activity (EA) in the domain of entrepreneurship. It conceptualises experiential EE through the prism of demand and competence teaching models, while traditional EE is viewed as analogous of a supply model (ibid 2007).
This study focuses on two small, open neighbouring post-transition economies: Estonia and Latvia. The analysis applies a mixed methods embedded design by combining multiple case study, cross-sectional and comparative designs. Data were collected from 16 entrepreneurship educators and from 559 final-year bachelor students participating in business-related programmes, and recent graduates from these programmes taught at 8 local HEIs (4 per country). Purposive expert and homogeneous sampling were employed, respectively, at the qualitative and quantitative data collection stages that involved face-to-face semi-structured interviews and an online survey. The interview data were used to diagnose the prevailing form of intervention at each HEI. The survey data were used to test the hypotheses. Content analysis by means of data coding was performed to process the qualitative data. The structural equation modelling was applied to estimate cognitive, skill-based and affective outcomes. The analysis of co-variance was used to determine if statistically significant differences exist between predominantly traditional and experiential teaching and their learning outcomes. In addition, various regression models were run to estimate the association between learning outcomes and objective outcomes as well as between experiential EE and objective outcomes.
The findings of the study question the common assumptions mentioned earlier, having brought partial support for the principal hypotheses. Experiential EE was associated with higher skill-based and affective outcomes than traditional EE, but only in Estonia. The analysis indicated that the experiential form of intervention does not necessarily lead to higher levels of learning outcomes – in some cases even being associated with adverse effects; and that other factors (e.g. prior entrepreneurial aspirations, attitudes to educators) exhibit a significant influence on these outcomes. Affective outcomes acted as a consistent predictor of graduate employability, private early-stage EA as well as increasing the propensity of graduates to engage into nascent intrapreneurship. However, none of the objective outcomes showed the hypothesised dependency upon cognitive and skill-based learning outcomes. As far as the objective expressions of entrepreneurial behaviour were concerned in the period of the study, it did not matter significantly whether entrepreneurship was studied traditionally or experientially in Estonia, and the attendance of more experiential EE even tended to be less beneficial in Latvia. These results were largely divergent from conventional wisdom within human capital theory implying that investments in entrepreneurship-related human capital assets do not quite meet the expectations in the given context.
The discussion of the results advances our understanding of why experiential EE might not work as expected. The findings are appraised from the viewpoint of entrepreneurship pedagogy, external factors affecting the development of local EE as well as other dimensions pertaining to EE design, delivery and the transfer of learning in the two countries. In particular, I find pertinent the intervention volume, the pedagogical and entrepreneurial experience of educators, the learning habits of students, coherence among teaching aims, methods used and outcomes expected as well as government support, and the availability of EE infrastructure, among other contextual influences. The dissertation concludes with recommendations for educators and decision-makers at HEIs, prospective students, policy makers in charge as well as EE scholars. Overall, this work contributes to topical debates in EE research with novel theoretical, methodological and empirical results
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Entrepreneurial Affect and Emotions in Entrepreneurship Education Impact Research:A Systematic Review and Research Agenda
Full text linkIn this research article, we systematically review literature on entrepreneurial affect and emotions in entrepreneurship education (EE) impact studies. In view of the increasing usage of entrepreneurial affect in the EE literature and the multiplicity of its facets, the main aim of this article is to create a definitional framework of affect. Based on the criteria of scientific standard and relevance for EE, we critically select 46 literature sources published from 1984 to 2017 and conduct a citation analysis of their impact. We then systemize and classify these sources using co-citation analyses as well as conduct a critical review of content similarities. As a result, we identify five main groups of the literature sources: (a) Affect in entrepreneurship research, (b) Affect in EE impact research, (c) Affect-cognition relationship, (d) Affect-conation relationship, and (e) Conceptual contributions. Our critical review of the literature sources further leads to the creation of the definitional framework of affect. The framework facilitates deeper understanding of affect and advocates terminological precision. It may, therefore, serve other EE researchers in conducting impact studies. In this vein, we formulate propositions for further research by combining the affectinfusion model with the theory of planned behavior
Material Deprivation, Institutional Trust, and Mental Well-Being:Evidence from Self-Employed Europeans
Full text linkMaterial deprivation, defined as the inability to afford essential goods and services, is a key determinant of psychological well-being across Europe. While prior research links deprivation to lower well-being and diminished institutional trust, few or no studies to date have examined how trust itself might operate as a mechanism connecting these phenomena in an entrepreneurial context. The current study investigates whether institutional trust mediates the relationship between material deprivation and mental well-being among self-employed individuals across Europe. Drawing on data from the 2016 European Quality of Life Survey (N = 2373), the analysis focuses on the self-employed, a group particularly vulnerable to material insecurity due to limited access to welfare protections. Mental well-being is measured through positive emotions, energy levels, restfulness, and a sense of fulfilment, while institutional trust refers to confidence in government, parliament, the legal system, and local authorities. The results of structural equation modelling show that material deprivation is negatively associated with both institutional trust and mental well-being and that trust partially mediates this link. The findings suggest that when self-employed individuals face material deprivation, reduced trust in public institutions partly explains their lower well-being. This study contributes to entrepreneurial well-being research by highlighting the role of institutional trust as a cognitive belief-based mechanism through which economic insecurity affects mental well-being
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