This paper tests the Korda method, a problem-based learning method for entrepreneurship education for both secondary- and tertiary-level students and describes how the EntreComp framework was ...utilized to evaluate these programs. The research questions inspect: (1) to what extent the EntreComp framework can be used to evaluate entrepreneurship courses, and (2) to what extent the Korda Method is suitable for EE as a student-centred pedagogy. This study was planned as a multiple case study designed and carried out in two different contexts. A quantitative and qualitative questionnaire was based on the three competence areas of EntreComp and on the 15 sub-competences. In the results, this paper highlights possibilities and challenges in the use of the EntreComp framework. On the practical side, it is useful to evaluate and compare our EE programs as this represented a starting point with a variety of competences. On the theoretical side, EntreComp’s view of competence tends to lose sight of the contexts where competence is developed; and is well complemented by a theory of curriculum delivery to deliver the expected learning outcomes. Concerning the Korda method, students in both settings developed all the sub-competences related to EntreComp, especially teamwork and learning through experience skills.
•This paper tests the Korda Method for entrepreneurship education with a case study.•The EntreComp framework is used to evaluate two programs comparatively.•The sub-competences of EntreComp are a good starting point for program evaluation.•EntreComp is well complemented by a theory for curriculum delivery.•The Korda Method develops teamwork and learning through experience competences.
Transmigration program is a part of rural development to reduce poverty in which entrepreneurship was also developed. It becomes necessary to explore how the program affects the entrepreneurial ...aspects of the poor farmers. The objectives of this study are (1) to measure entrepreneurship skill, intention, risk taking, social valuation, and competence of poor farmers, (2) to know the impact of transmigration program in improving the competence of poor farmers, and (3) to analyze the influence of skills, intentions, risk taking, and social valuation toward entrepreneurial competence of poor farmers. One hundred twenty poor transmigrant and 120 local farmer households were interviewed in this study. The data were analyzed by descriptive quantitative method and multiple regression analysis by using SPSS 22. The results showed that transmigration program that provides farmland land freely can improve skill, entrepreneurship intention, risk taking capability, and social valuation of poor farmers. Yet, there is a gap between skills and intentions where entrepreneurship intentions are greater than their skills. The result shows that transmigrant entrepreneurship competence is higher than that of local farmers. However, social valuation of local households is higher than that of transmigrants due to their less adaptability in society. Regression analysis shows that social valuation, skills, intentions, and risk taking have a significant effect on both local and transmigrant entrepreneurship competencies. It can be concluded that transmigration program has successfully changed the mindset of poor farmers to become more entrepreneurial oriented and is one of the important factors in reducing the poverty level particularly in Gorontalo Province, Indonesia.
Inimestelt oodatakse varasemast suurema vastutuse võtmist oma rahalise heaolu eest kogu elukaare jooksul ja keerukate valikute langetamist mitmesuguste finantsteenuste hulgast. See nõuab elukestvat ...finantspädevuse arendamist. Eestis tegeletakse sellega aga eelkõige üldhariduskoolis ning sealgi on see teiste ainevaldkondade osa ja selgelt defineerimata. Finantspädevust kajastab vaid ettevõtlusõppe raamistiku finantskirjaoskuse alapädevus. Elukestva õppe jaoks on suuniseid antud riiklikus rahatarkuse strateegias, kuid sealgi pole finantspädevust defineeritud. Et seda lünka täita ja võimaldada süstemaatilisemat finantspädevuse edendamist, loome finantspädevuse kui elukestva õppe võtmepädevuse raamistiku. Selleks analüüsime teaduskirjandust, teiste riikide määratlusi ja OECD suuniseid. Finantspädevuse täiuslikkuse tasanditena käsitleme rahalise heaolu komponente. Tulemused võiksid kasutust leida poliitikakujundajate ja finantshariduse pakkujate töös ning anda ainest edasisteks uurimusteks.
Summary
Purpose
This study aims at measuring the results of the use of an improved and innovative teaching method, specifically designed for supporting the development of students’ entrepreneurship ...competence, through students’ self-assessment before and after the teaching.
Design/methodology/approach
The teaching methods design was based on the effectuation approach and considering the comprehensive entrepreneurship competence model as theoretical grounding. The teaching methods experimentation took place in three countries (Estonia, Italy and Poland), collecting pre–post self-assessment surveys from 404 students of entrepreneurship courses. The results of the experimental groups were compared, in each country, with those of control groups not exposed to the same teaching.
Findings
Students participating in classes using innovative teaching methods declared an increase in entrepreneurship competencies, with statistically significant differences, contrasting the results in the control group. The positive changes in self-assessment were observed for 13 of 14 subcompetencies investigated. The increase in the level of the self-assessment of entrepreneurship subcompetencies was significantly greater among bachelor’s degree students.
Originality/value
The strengths of the study include a diverse research sample and a uniform structure of teaching design applied in three different countries, while specific comparative studies on entrepreneurship education and its effect on learners are limited. Moreover, this study used a pre–post design and involved a control group, while most of the existing research on the effect of entrepreneurship teaching are based on different methods. Finally, while most studies measure the impact of entrepreneurship education by focusing on entrepreneurial intentions, this study focused on the development of students’ entrepreneurship competences.
PurposeThis article focuses on the assessment of entrepreneurship competence by selected vocational teachers in Italy. The exploratory research question addresses the extent to which entrepreneurship ...assessments are competence based, and the research seeks to identify fully fledged assessment programmes with both a formative and summative component, and the use of assessment rubrics. It also explores the extent to which entrepreneurship competence is referred to in school documentation and later assessed, and the tools and strategies used for such assessment.Design/methodology/approachThis case study is part of a larger European research project promoted by Cedefop; in Italy it focused on six selected vocational IVET and CVET programmes and apprenticeship schemes. It used a wide range of instruments to ensure triangulation and multiple perspectives: analysed policy documents and undertook online interviews with experts and policy makers. At VET providers' premises it deployed: analysis of school documents; observations of learning environments; interviews and focus groups with (in schools) teachers, directors and vice directors, learners and alumni (in companies) instructors, company tutors and employers, apprentices and alumni.FindingsAssessment tasks were rarely embedded within fully fledged assessment programmes involving both formative and summative tasks, and assessment rubric for grading. Most of the time, entrepreneurship programmes lacked self-assessment, peer assessment and structured feedback and did not involve learners in the assessment process. Some instructors coached the students, but undertook no clear formative assessment. These findings suggest institutions have a testing culture with regard to assessment, at the level of both policy and practice. In most cases, entrepreneurship competence was not directly assessed, and learning outcomes were only loosely related to entrepreneurship.Research limitations/implicationsOne limitation concerned the selection of the VET providers: these were chosen not on a casual basis, but because they ran programmes that were relevant to the development of entrepreneurship competence.Practical implicationsAt the policy level, there is a need for new guidelines on competence development and assessment in VET, guidelines that are more aligned with educational research on competence development. To ensure the development of entrepreneurship competence, educators need in-service training and a community of practice.Originality/valueSo far, the literature has concentrated on entrepreneurship education at the tertiary level. Little is known about how VET instructors assess entrepreneurship competence. This study updates the picture of policy and practice in Italy, illustrating how entrepreneurship competence is developed in selected IVET and CVET programmes and apprenticeships.
The aim of this paper is to understand how sustainable entrepreneurship competence impacts entrepreneurial intentions in two educational contexts: in higher education and in secondary education. We ...applied the sustainable entrepreneurship framework, which includes six competencies of sustainable entrepreneurship, and the Theory of Planned Behavior. The data were gathered from seven European countries and consist of 486 responses from higher education students and 642 responses from secondary-level students. The results show that sustainable entrepreneurship competence (SEC) is a significant factor that can explain entrepreneurial intentions. It has a significant direct effect on entrepreneurial intentions in both educational contexts. Perceived behavioral control (PBC) moderates the relationship between SEC and entrepreneurial intentions; the effect of SEC decreases when PBC increases. The moderating effect was found only with higher education students, not with secondary-level students. This study demonstrates a connection between sustainable entrepreneurship competence and entrepreneurial intentions and contributes to a better understanding of the role of sustainable entrepreneurship competence in shaping students' aspirations for an entrepreneurial career in different educational contexts.
The development of entrepreneurship competence considering a broad view of entrepreneurship requires a systematic approach to determine the validated content of learning and methodological basis for ...supporting learners' entrepreneurial attitudes and behaviour. There is still relatively little research in this area at all levels of education. Addressing entrepreneurship competence as key competence of lifelong learning allows to broaden the understanding and describe the development of different aspects of entrepreneurship competence through meaningful and supportive interactions in the learning environment. This will allow a better understanding of how to support entrepreneurship competence in various courses and age groups. In this article, a framework of entrepreneurship competence called the Comprehensive Entrepreneurship Competence Model (CECM) is proposed. The development of an entrepreneurship competence model relies on the theory of systems thinking. The CECM model focuses on the developmental perspective (fundamental processes of human development) that is not emphasised in other models. The article also suggests how to support the development of entrepreneurship competence systematically at all levels of education through embedding entrepreneurship competence into the curricula, study programmes of different subjects and overall learning processes.
Entrepreneurial intentions have been extensively studied, but little is known about the intended mode of entry into entrepreneurship and its antecedents. This study tests the utility of the theory of ...planned behavior in a new, more specific context, namely business takeover intentions. The impact of entrepreneurship competence on antecedents of takeover intentions is explored. Entrepreneurship competence is measured using a scale based on the EntreComp framework. Data (N = 1373) were gathered from two institutes of higher education in Finland and analyzed using logistic regression. The results show that the TPB can be useful in investigating takeover intentions. The subjective norm has a notable and direct effect on takeover intentions, but the effect of entrepreneurship competence is mediated by attitudes and perceived behavioral control. The effect of parental role models on takeover intentions is significant, although the study is not limited to family successions; gender is also significant. The results show that the relationship between takeover intentions, entrepreneurship competence, and family role models is a complex one. Future studies on entrepreneurial intentions should pay attention to the differences in antecedents of entry modes.
This study introduces a method to measure the implementation of the training strategy of entrepreneurship competence as a contribution to the integrity and quality of future graduates from any higher ...education institutions. For this purpose, the theory of plithogenic sets was applied. These sets were defined to model concepts arising from the dynamic interaction of other simpler ones, which may have contradictions among each other and include neutralities or indeterminacies. To the best of our knowledge, this is the first time that plithogenic sets are applied in the mathematical modeling of entrepreneurship competence or any other pedagogic competence. The plithogenic numbers are represented and applied to SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis. This method was successfully applied at the University of Guayaquil, Ecuador. It is a simple method that includes an assessment based on linguistic terms and indeterminacies KCI Citation Count: 0
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