Entrepreneurial Education

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

İnovasyonun On Tipi kitabı ile inovasyon yapmak isteyenlere reçete veriliyor. Adım adım ve yalın bir şekilde inovasyonun nasıl geliştirilebileceği konusunda önemli sırlar ortaya koyuluyor. Bu kitap, özellikle teknoloji odaklı inovasyon yapmak isteyenlere yapılan hataları da göstererek uygulama ortamı oluşturuyor. Yenilik ilkelerini verirken startupların ve hatta büyük kuruluşların anlamlı ve sürdürülebilir büyüme konusundaki donanımını artırıyor. 2000'den fazla başarılı yeniliğin ortaya çıkışında önemli içgörüler sağlıyor.
Bu kitabın anlatım tarzında özel bir algoritma uygulanarak anlamlı gruplar belirlendi. İnovasyon fırsatlarını belirlemek için firmaların iç ve dış büyüme parametreleri ve performans değerleri, rakiplerini de devreye alarak şekillendirildi. İnovasyon odaklı performansın artırılabilmesi, önemli değerlendirmeler yapılabilmesi için özel ve hazır yol haritaları sunuldu. Endüstriler için de inovasyon modellerini teşhis edip yeni bir anlayış ve yöntem geliştirme imkânı sunuluyor.
Çevrimsel araştırmanın altyapısını vererek farklı ve anlamlı değişim ve dönüşümü düşündürüp kalıcı ve kullanışlı yollar uygulatarak kitabın ne kadar değerli olduğunu kanıtlıyor. Eğer kurumunuzda anlamlı ve sürdürülebilir büyümeyi inovasyon odaklı gerçekleştirmek isterseniz yenilik ilkelerinin detaylı olarak anlatıldığı İnovasyonun On Tipi kitabını okuyun.
Bu kitabın yazarlarından Larry Keeley'in tecrübelerinden yararlanmak büyük bir fırsat. Kendisi BusinessWeek tarafından inovasyon alanındaki dünya görüşünü ve paradigmaları değiştiren, yedi yenilik gurusundan biri olarak seçilmiş olup Doblin firmasının kurucusudur. Diğer yazarlar ile birlikte inovasyonun tasarlanması ve sürdürülebilir kılınması konusunda dünya çapında pek çok girişimciyi, yöneticiyi, şirketleri ve startupları etkilemiştir.

The focus of this article is the growing importance of entrepreneurship in the context of Swedish education policy. Departing from Foucault’s concept of governmentality, this article analyzes some of the main ideas in the discourse on entrepreneurship education in Sweden and points out its specifics, as an instance of the broader educational and governing program of life-long learning. This increasing emphasis on entrepreneurship challenges older pedagogical doctrines. In visions of entrepreneurial education, it becomes logical to emphasize the value of education for the economic system.

Inovasi dan kewirausahaan merupakan dua aspek yang saling berkaitan dan memiliki hubungan yang erat. Schumpeter menekankan adanya aspek inovasi dalam kewirausahaan untuk menunjang kegiatan ekonomi sehingga tercapai pertumbuhan ekonomi. Selama ini, komoditas-komoditas ekspor Indonesia masih dalam bentuk bahan mentah (raw materials). Apabila terdapat inovasi dalam proses pengolahan barang mentah tersebut, sehingga komoditas ekspor Indonesia berupa barang jadi, maka perekonomian Indonesia akan mendapatkan keuntungan dengan nilai tambah yang diperoleh jika memproduksi dan mengekspor barang jadi. Selain itu, tantangan sektor-sektor ekonomi di era globalisasi adalah meningkatkan daya saing produk dengan memasukan inovasi kedalam produk yang dihasilkan untuk dapat bersaing di perekonomian global. Untuk itu, tantangan institusi pendidikan khususnya perguruan tinggi di Indonesia saat ini adalah mendidik para peserta didiknya untuk menjadi entrepreneur yang memiliki karakter inovator sehingga mampu bersaing di era globalisasi seperti saat ini. Paper ini bertujuan untuk menganalisis metode pendidikan (pedagogi) yang tepat untuk membentuk karakter inovator dalam diri calon entrepreneur Indonesia dalam menghadapi era globalisasi. Metode analisis yang digunakan adalah metode kualitatif dengan pendekatan studi literatur. Hasil studi literatur menunjukkan bahwa pedagogi yang tepat dalam pendidikan inovasi dan kewirausahaan adalah pedagogi yang mengkombinasikan nilai realisme (atau aspek akademis yang mencakup intelektual, rasionalitas, skeptisisme) dan nilai nilai-nilai idealisme (atau aspek praktis yang mencakup pengalaman dan segala sesuatu yang bersifat praktis). Adapun tahap-tahap yang perlu diperhatikan untuk membentuk para peserta didik untuk menjadi entrepreneur adalah (i) membentuk mindset; (ii) market sensitivity; (iii) calculated risk-taker; dan (iv) persistent.

اهمیت کارآفرین و کارآفرین بر هیچ کسی پوشیده نیست. در قرن حاضر و پس از چندین دهه تحقیق و بررسی بر روی مسیر‌های افزایش مهارت‌های کارآفرینی، ایران قدم‌های اندکی برداشته است. به زعم بسیاری از محققان و اندیشمندان، آموزش مهارت‌های کارآفرینی، ذهنیت کارآفرینی و نوآوری می‌تواند معضل بسیاری از کشورهای در حال توسعه را حل کند. مشکلاتی مانند افزایش جوانان بیکار که تحصیلات دانشگاهی و عالی  را پشت سر گذاشته‌اند و موضوعی به نام فرار مغزها با برپایی دوره‌های آموزش کارآفرینی در حین تحصیل از ابتدایی تا متوسطه و حتی در دانشگاه‌ها یا کلاس‌های خارج از برنامه تحصیلی قابل حل است. با نگاهی گذرا به کشورهای توسعه‌یافته یا در حال توسعه متوجه گذار آرام و تقریباً پایدار آنها در سایه آموزش کارآفرینی می‌شویم. طراحی و تدوین برنامه‌های آموزش کارآفرینی مستلزم برقراری همکاری میان دانشگاه‌ها، دولت و صنایع و سرمایه‌گذاری بلندمدت است. در این گزارش با بررسی سیر تحول آموزش کارآفرینی در کشورهای مختلف و نمونه‌هایی از برنامه‌های عملی ترویج ذهنیت کارآفرینی در میان جوانان بر اهمیت آن تاکید دوباره می‌شود. در انتها پیشنهاد‌هایی ارائه شده است.
کلمات کلیدی: آموزش کارآفرینی، ذهنیت کارآفرینی، ویژگی‌های کارآفرینی، کارآفرینی و نوآوری

Entrepreneurship has been given increasing credit for the recent global economic expansion. Many business schools have attempted to expand their MBA programs to offer entrepreneurial courses. However, academics argue that the MBA program with its analytical focus may very well reduce the entrepreneurial orientation of participants. This research attempts to answer the research question, does an MBA education enhance or decrease a participant's entrepreneurial orientation. The framework for this research is Ajzen's theory of planned behavior. Three entrepreneur-related attitudinal constructs, innovation, risk taking, and proactiveness are operationalized from eight survey items to derive the second level latent construct, entrepreneurial orientation. This research model is derived from an earlier study by Kreiser and Moreno (2002). The research survey was sent to a population of 353 participants of an executive MBA program administered by the University of Hawaii in Vietnam. 73 participants responded to the survey. The null hypotheses that there is no significant difference in entrepreneurial orientation between those participants who had completed the MBA program and those who had not could not be rejected. The implication of these findings for researchers is that an MBA program has little or no effect on entrepreneurial orientation. The implication for educators the traditional MBA program curriculum does not support nor does it detract from the engenderment of an entrepreneurial orientation in the minds of graduating students.

This study presents the vital role of education, role models and socialization as key factors in the development of entrepreneurial spirit and intent of Business Administration students. Using Descriptive Research, the study focused on the determinant of factors that affects their spirit and intent, together with the perceived impact of education, as well as their trainings, in the development of their business culture. It was found out that there is a great entrepreneurial spirit and intent among the respondents as majority of them intends to put-up their own businesses. Moreover, very good images of entrepreneurs were perceived by the respondents which are good indications of positive spirit, drive and motivation. Education, as well as training alike, was seen as very important factor in the development of this entrepreneurial spirit and intent in their schema. Furthermore, there is no significant difference on the perceived desirability of entrepreneurship and the impact of university education and training on the respondents’ entrepreneurial intent.

This paper analysed the determinants of agricultural entrepreneurial intentions of the unemployed in urban Kano, Nigeria, using three different multinomial logistic models fitted to the primary data obtained via structured questionnaire from the 173 out of 200 targeted respondents. The results suggest that age explains the likelihood of starting or engaging in agricultural business. Gender and educational levels were not significant in explaining the likelihood of starting the business. Inadequate capital was found to explain the likelihood. Family and cognitive ability (self) as motivational variables were insignificant in explaining the likelihood. Risk tolerance was found to explain the likelihood of starting the agricultural business. Employment status was found significant in explaining the likelihood. Innovative ability was insignificant in explaining the likelihood. The paper recommends that entrepreneurial support should be geared toward young ages as against old age; as the size of youth unemployed outweighed that of old age in the study area. Promoters of entrepreneurship could use risk tolerance behaviour in selecting people to support. Capital should be made available by the concerned institutions to enable persons preparing to start the agricultural business to start. Researchers could also incorporate other predictor variables in analysing the determinants or employ different models, like nested models against non-nested models used in this study.

An entrepreneurial agricultural education promotes the quality, standard and sustainability of entrepreneurship towards achieving the goals of economic and technological advancement of the Nation. Entrepreneurial Agricultural Education is designed in the National Policy of Education in Nigeria to provide technological skill abilities in both practical and theoretical manpower development for self-reliance and productivity. The needs to identify major carrier opportunities available in the agricultural sector have also become very apparent to enable Nigerians undertake and become technologically sound, productive, vibrant and sustainable in order to make Nigeria great. The major roles and essential attributes of an entrepreneur in a sustainable economic environment are also exclusively enumerated. There is also the realization of entrepreneurial and Agricultural Education and contemporary issues in Nigeria. Finally, vital strategies and recommendations which are believed to contribute essentially in advancement of entrepreneurial agricultural education and contemporary issues in Nigeria have exclusively been discussed.

Κατά τις τελευταίες δύο δεκαετίες εφαρμόζονται σε διεθνές και εθνικό επίπεδο πολιτικές στήριξης της περιφερειακής ανταγωνιστικότητας και ανάπτυξης στις οποίες συχνά κεντρικό ρόλο καλούνται να διαδραματίσουν τα Ιδρύματα Τριτοβάθμιας Εκπαίδευσης (Ι.Τ.Ε.). Λαμβάνοντας υπόψη την συμβολή τους στην συνδυασμένη απόδοση εκπαίδευσης, προηγμένης έρευνας και δικτύωσης γνώσης, αναγνωρίζονται ως φορείς και περιβάλλοντα έντασης γνώσης τα οποία στηρίζουν την ανάπτυξη του ανθρώπινου κεφαλαίου, της καινοτομίας και της επιχειρηματικότητας (Cooke, και συν., 1997). Σύμφωνα με την σύγχρονη πρακτική τα Ι.Τ.Ε. περιλαμβάνουν στην αποστολή τους πέραν της γενικευμένης μεταφοράς τεχνολογίας, και την καλλιέργεια επιχειρηματικής σκέψης και κουλτούρας, την δημιουργία θεσμών, δράσεων και επιχειρηματικού κεφαλαίου συμβάλλοντας περαιτέρω στην ενίσχυση των περιφερειακών οικοσυστημάτων επιχειρηματικότητας.  Η παρούσα εργασία αποσκοπεί στην ανάδειξη και αξιολόγηση της συμβολής των ελληνικών Πανεπιστημίων στην ενίσχυση των περιφερειακών οικοσυστημάτων επιχειρηματικότητας, παρουσιάζοντας παράλληλα τα εμπόδια και τους παράγοντες επιτάχυνσης της αποστολής τους αυτής. Διερευνώνται και συζητούνται κατά πρώτον, οι θεωρητικές προσεγγίσεις των περιφερειακών οικοσυστημάτων επιχειρηματικότητας καθώς και του ρόλου της Τριτοβάθμιας Εκπαίδευσης στην Περιφερειακή Ανάπτυξη. Κατά δεύτερον, επιχειρείται η αποτύπωση του ρόλου των ελληνικών Πανεπιστημίων μέσα από μια πρώτη συγκέντρωση και επεξεργασία στοιχείων και δράσεων καινοτομίας και επιχειρηματικότητας αξιοποιώντας ως μελέτη περίπτωσης τις δομές των Μονάδων Καινοτομίας και Επιχειρηματικότητας. Κατά τρίτον, λαμβάνοντας υπόψη τα αποτελέσματα της έρευνας, κατατίθενται προτάσεις εθνικής και περιφερειακής πολιτικής.

This conceptual paper discusses about the actualization of the entrepreneurial intention among graduates to become entrepreneurs upon graduation that are found, at many instances, to be at the lowest level. This conceptualization is built upon the notion of previous studies that propose a positive relationship between graduates who studied entrepreneurship in tertiary education institutions and entrepreneurial intention and the importance of industry experience. Entrepreneurship activities assist in the country employment concern and it also induces economic growth through employment creation and reduces unemployment rate. Based on the theory of planned behaviour, this paper explains on the development of the conceptual framework to investigate the missing link between the acquired knowledge gained from taught entrepreneurial education taught at tertiary institutions and the experience with interfacing with the industry in explaining the needed forces for the graduates to actually become entrepreneurs upon graduation. The conceptual framework should be able to drive study and investigation for making entrepreneurial intention becomes real. The mix between educationist and industry collaboration provides the missing link between graduates' entrepreneurial intention and its actualization.

This paper aims to understand the current implementation status of entrepreneurial education in every education level starting from preschool until tertiary education from the perspective of Malaysian educators and government officials. Data were collected using snowball and expert sampling technique by interviewing educators who are exposed to entrepreneurship education (EE), EE experts and government officials working in the Ministry of Education (MOE) and Ministry of Higher Education (MOHE). The preliminary findings reveal that entrepreneurial education is evident in private kindergartens, public universities and community colleges. Although the MOE has launched efforts to inculcate entrepreneurial elements in primary school, due to implementation setbacks from the teachers and budget constrain, the program has yet to see its effectiveness on instilling the entrepreneurial spirit in the students involved. In the secondary school system, entrepreneurship is only taught to form four (10th grade) Commerce students in one chapter only. Apart from the 10th grade Commerce students, enterprising behaviour is not taught at all to the rest of grade 7th, 8th, 9th and 11th. In the tertiary education level, the implementation of mandatory entrepreneurship course in public universities and community colleges faced challenges such as lack of experienced lecturers, students studying the course just for the sake of passing the examination, and some lecturers taught the course using lecturer centered instead of student centered method. To support students to create their own enterprise, Entrepreneurship Centers were established in all public universities and community colleges. However, response rate from students to create companies are low.

Ndedi, A, A. 2007. Tackling poverty: interrogating Women Entrepreneurship and Empowerment in South Africa. The 16th Annual IAFFE Conference on Feminist Economics held on June 29 – July 1, 2007, in Bangkok, Thailand. Available at http://www.iaffe.org/conferences/annual/Full_Program.pdf

The prime concern of the present study is the investigation of the link between effective entrepreneurial education and competitiveness that influence the business performance of Indonesian SMEs. The study was conducted to determine the empirical examination between constructs through utilization of PLS. The results of the study found that entrepreneurial education and competitiveness significantly and positively influence the business performance, but moderation role of selfefficacy was not observed between constructs. Therefore, H1 and H2, which were the direct hypotheses were accepted statistically but moderating hypotheses H3 and H4 were rejected on statistical grounds. The study provides guidelines for SMEs to initiate entrepreneurial activities for business performance. However, it is observed that various limitations are also attached with the present study. For example, this study is limited in terms of some qualitative analysis where the interview session with the respondents would be quite meaningful. In addition, this study missed the implication on some bigger business firms or large industries as it is only addressing the SMEs firms that are working in the region of Indonesia. Future studies are highly recommended to focus on these limitations.

Which possibilities does the combination of arts and entrepreneurship give to education? Which new abilities and strategies can students acquire?
The following chapter provides some responses to these questions, comparing two didactical initiatives, which combine arts and entrepreneurship education. The first, Two Languages, One Story, Zero Words, promotes arts education, with a special focus on intermediality and creativity, in a third year of Secondary School (age 14 to 15) entrepreneurship class in Banyoles (Catalonia). The second, Linking art, school and town: the creation of an exhibition, encourages entrepreneurial education in early childhood (5 years
old) and primary initial course (age 6 to 8) arts classes in Cassà de la Selva (Catalonia).
Two Languages, One Story, Zero Words was a proposal to improve some of the competences needed in today’s society —teamwork, self-esteem, involvement, motivation, creativity, initiative and divergent thinking— focusing on creative, intermedial and micro-enterprise tasks. Students took advantage of the end product for their aim to collaborate with
an endometriosis disease’s foundation, selling it at Saint George Fest, Catalonia’s book day.
Linking art, school and town: Creation of an exhibition was introduced so that students with creative concerns could bring forward their ideas and give shape to their creativity. It is a project that boosts personal autonomy, critical sense and teamwork, as well as arts management and public participation.
Both projects promote the use of different languages (art and music) as alternatives to share emotions and concerns, with a personal aim of pleasure, but also to transmit a message. Therefore it is necessary that the artistic works of students find other public outlets, beyond the assessment of the teacher and parents.
In the case of Two Languages, One Story, Zero Words, results showed also that it is important to work with different languages in the school curriculum as a daily task. A new product arises from this relationship. It generates new techniques, new resources and new perspectives. Moreover, the narration gains expressiveness. The intermedial influence
in entrepreneurial education is therefore also going to be analysed in this section.

In this study, how the innovative career counselling at the career offices of the different universities affects the university students in their career path was critically analysed by studying the different cases of the world universities in the US and in Turkey. The changing atmosphere in the higher education and job environment had critically changed the university students' decision-making processes. Today, the new career counselling approach is needed and called "talent management" in search of alternative perspectives (Capelli, 2008). As Berger and his friends (2011) mention that even though the current talent management literatüre has a too narrow and one-dimensional approach, the innovative career counselling offices develop talent management in order to decrease career conflicts by helping the students in their career decisions. İn the new talent management, the three dimensions are taken into considerations which are namely, majors, talents, and skills. The new perspectives in the career counselling are not only valuable for the development of the students in their fields in general but also essential for the success and reputation of the universities in different contexts. İn order to understand the real effects of innovative career counselling in decision making process of the university students while decreasing their conflicts, the data were collected by using a phenomenological analysis (Moustakas, 1994, p. 2). Hence, the original data were gathered from "naive" descriptions by asking open-ended questions and dialogue. The researcher described the experiences based on reflection and interpretation of the research participant's story. İn this study, the university students (n=48), who studied from seven different universities in the US and in Turkey had participated and answered semi structured interview and focus group questions. Since a few universities had been using talent management, there were some limitations in sampling. Additionally, ali the students were Turkish due to the limitation in reaching ali the students in the US. Furthermore, the results were finalised by processing Atlas.ti 6 in order to understand deeply the complex structure of the role of the career counselling offices on career decisions and career conflicts among the students. As a result, the data show that the new career counselling called in general as talent management had inevitably affected decision making process of the university students in many ways. Even though most (83%) students were happy to contact and to work with the career counselling offices since they had become good in adapting quickly in the changing conditions of the market. The large number (98%) clarified that they had conflicts in choosing right career path, and they tried to choose majors to earn money rather than learn. Hence, in this career decision process only (96%) agreed that career counseling
offices were very well structured in helping to integrate and penetrate into the market. The data showed that the career counselling offices in the US were significantly different than those in Turkey, particularly in understanding the needs and the talents of the students by giving different assessments and in developing the social network with the business world. Even though the students in Turkey had same kind of interests, skills, and talents, they had been living significant conflicts due to the lack of proper career counselling at their universities called "talent management." İn this context, ali the students who study in Turkey were not happy and satisfied and that mentioned that they were living deep career conflicts in the 3rd and 4th grade. However, those students, who studied in the best universities in the US where career-counseling offices were active and well organized, had better self-confidence. In one of these universities, new approach of the career counselling had been using innovatively by taking holisticaily the concept of the career conselling so that all the students clearly mentioned that they did not have negative experience or conflicts in their decisions. They had been involved in their career decision activities while they were studying at the universities by attending actively in workshops, counselling sessions, assessment process, and mentoring.  Berger, L A., & Berger, D. R. (Eds.). (2011).
The Talent Management Handbook: Creating a Sustainable Competitive Advantage by Selecting, Developing, and Promoting the Best People. McGraw-Hill. Cappelli, P. (2008). Talent management for the twenty-first century. harvard business review, 36(3), 74. Moustakas, C. (1994). Phenomenological research methods. SAGE Publications, Incorporated.
Key Words: Talent Management, Innovative Career Counselling, Career Counselling Offices, Career Conflicts, and Career Decisions

"This study refers to the discursive transformation in perceptions of preschool age children generated by central European Union policy on early childhood education and care. This policy is representative of the pervasion of contemporary entrepreneurial culture and curricula within preschool education. At the same time, the field is also starting to become subordinated to the neoliberal trend of economising the social. This study highlights the fact that, within discourses on the child, these trends are
encouraging a particular conception of childhood and of developmental theories. This conception is also enabling entrepreneurial logic to be applied to the preschool education sector via the use of theoretical tools. Consequently, children are being shaped into so-called knowledge-workers, or gold-collar workers, as they are referred to in current employment discourse. Even authorised preschool education documents (e.g. NAEYS’s Developmentally Appropriate Practice etc.) are responding to this transformation by introducing a new type of normality into this sphere, as can be seen in the Slovak state education programme for preschool education."

Employment opportunities are unbalanced due to the addition of workers each year. Without proper management, this condition may increase unemployment, burdening the country's economy. Therefore, the entrepreneurial intention needs to be fostered for millennials to overcome the intense competition in the labor market. This quantitative study aims to identify the factors that influence the millennial's entrepreneurial intention in Indonesia in order to foster them appropriately. The survey was conducted in May-June 2021, involving 100 randomly selected respondents aged between 25 and 40 in Indonesia. A questionnaire with twenty-six questions was used to identify the right strategy for fostering entrepreneurial intention among millennials. Entrepreneurial knowledge, entrepreneurial orientation, and entrepreneurial efficacy were the three independent variables in this study. They were mediated by the entrepreneurial mindset on entrepreneurial intention as the dependent variable in path analysis, with family support as the moderating variable. Moreover, fifteen hypotheses were tested and accepted by statistical analysis using SmartPLS. The results showed that entrepreneurial knowledge, entrepreneurial orientation, and entrepreneurial efficacy affected the formation of the entrepreneurial mindset, influencing the growth of entrepreneurial intention. Furthermore, family support strengthened the effect of each relationship between these variables. However, family support could be limited by the millennials' unique characteristics and psychological development.

The present study aimed to analyze the attitudes of secondary teacher trainees towards entrepreneurial education. The sample of the present study  comprised  100  Secondary  teacher  trainees  from  Bachelor  of education (B. Ed.) colleges of District Yamunanagar in India. In order to accomplish  the  objectives  of  the  present  study,  the  descriptive  survey method    was    considered    appropriate    for    gathering    data.    The questionnaire was developed by the author for assessment of attitudes of secondary teacher trainees towards entrepreneurial education. T-test was used to analyze the attitudes of teacher trainees on basis of gender, social background, and academic discipline. The results revealed that the secondary  teacher  trainees  have  generally  positive  attitudes  towards entrepreneurial education.

Interest in offering Entrepreneurship Education (EE) to all kinds of university students is increasing. Therefore, universities are increasing the number of entrepreneurship courses intended for students from different fields of study and with different education levels. Through a single case study of the Contamination Lab of Turin (CLabTo), we suggest how EE may be taught to all kinds of university students. We have combined design methods with EE to create a practical-oriented entrepreneurship course which allows students to work in transdisciplinary teams through a learning-by-doing approach on real-life projects. Professors from different departments have been included to create a multidisciplinary environment. We have drawn on programme assessment data, including pre-and post-surveys. Overall, we have found a positive effect of the programme on the students' entrepreneurial skills. However, when the data was broken down according to the students' fields of study and education levels, mixed results emerged.

The external context plays a vital role in the promotion of entrepreneurship, especially in entrepreneurial universities. This study examines the role of innovation and entrepreneurship infrastructure in facilitating the development and commercialisation of research outputs from the science, technology, engineering and mathematics (STEM) faculties in a university in Nigeria. The study is based on a mixed quantitative and qualitative methodology. A questionnaire was administered to 60 lecturers/researchers across six faculties (Science, Engineering, Basic Medical Sciences, Clinical Sciences, Pharmacy and Agriculture), yielding an 85% response rate. Eleven follow-up interviews were conducted in four faculties and field observations were held at four research and innovation facilities. The study findings have strategic implications for policymaking, practice and theory.

Students studying at higher education establishments may become potentially successful en-trepreneurs. Hence, mapping students’ entrepreneurial intentions and identifying the ways of channelling their intentions in a positive direction is fundamental. In 2006 Hungary joined the international research project GUESSS (Global University Entrepreneurial Spirit Students’ Sur-vey), which investigates students’ entrepreneurial intentions and activities in a form of a ques-tionnaire and is coordinated by the University of St. Galen (Switzerland). The present study relies on the key findings of four surveys and attempts to identify the most typical characteris-tics of the students’ career path visions as well as the impact of these characteristics on start-up aspirations.

Purpose – The study sought to determine the mediating role of entrepreneurial self-efficacy in the relationship between entrepreneurship education and self-employment intentions. Design – A cross-sectional and explanatory survey approach was employed using a systematic sampling technique. Data were collected from a sample of 458 undergraduate finalists from two Ugandan universities. Results – Results of the study indicate that two predictors significantly influence self-employment intentions. Results also suggest that entrepreneurial self-efficacy partially mediates the relationship between entrepreneurship education and self-employment intentions. Implications – Curriculum developers should develop entrepreneurship curriculum content geared towards stimulation of self-employment intentions among learners via entrepreneurial self-efficacy. Second, educational and economic policymakers should design policies and programs like startup capital to enable graduates to realize their self-...

The extent to which entrepreneurship education can affect either directly or indirectly students’ intentions to start a new business has become an issue of great relevance among scholars. Extensive review of the literature revealed that current practices in entrepreneurship education are in the direction to enhance students’ confidence and induce self-belief mentality in their capabilities to start a new business (Zhao, Seibert, & Hills, 2005; Souitaris, Zerbinati, & Al-Laham, 2007; Izuierdo & Buelens, 2008). This studies show that this mechanism is associated with entrepreneurial self-efficacy and attitude. Previous research have argued that among other variables, perceptions of formal learning from entrepreneurship-related courses are expected to have a positive influence on intentions especially through the mediation of entrepreneurial self-efficacy and attitude. This study was set to firstly identify the extent to which entrepreneurship education affects entrepreneurial intentio...

This paper convey the findings of a study carried out to compare the antecedents of entrepreneurial intentions
of students from two universities within the Southern African continent. A cross-sectional survey, based on 400 students
from two universities of two different countries (South Africa and Zimbabwe) was conducted using a self-administered
questionnaire. Using the theory of planned behavior, personal attitude, subjective norms and perceived behavioral
control, and entrepreneurial education were used to predict entrepreneurial intentions. Personal attitude and subjective
norms and entrepreneurial education seem to positively influence behavioral intentions. Behavioral control showed
insignificant predictive relationship with behavioral intentions. It is recommended that entrepreneurial education should
be made a core and integral component of study at universities so that universities as social institutions can create an
impetus with a holistic approach including all role players with adequate resources to support students in entrepreneurial
ventures.

This paper is part of a dissertation project that examines how the global discourse on entrepreneurship and entrepreneurial culture is taken up and promoted in Oman, specifically in the capital Muscat as a response to economic crisis and austerity measures. With low oil prices, looming budget deficits, and a saturated public sector, discussions about change have become more urgent and centered on skill building, work ethics, government reform, and accountability. This process began in 2013 when Sultan Qaboos gave an important speech that emphasized the significance of entrepreneurship and entrepreneurs to Oman’s economic and social development. Since, then with variable degrees of success, an entire infrastructure has slowly emerged to help nurture, guide, and develop aspiring Omani entrepreneurs. In this paper, I examine the case of Al-Rudha (The Lounge), a private platform that offers workspace to aspiring entrepreneurs and startups in a cool and stylish setting, to network, but also to “chill” and “relax” with fellow Al-Rudha members. Framed as "giving back to the community and youth," the business also carries out workshops where members can learn new work skills useful for starting a business or work in the private sector. I argue that spaces like Al-Rudha that are seen as “cool” are sites for the cultivation of an entrepreneurial ethos and practices. It appeals to a new generation eager for a new lifestyle and type of work, juxtaposed, as it were, to “older” styles of work in the public sector in Oman.