This paper argues for a Problem Based Learning (PBL) design that promotes digital tool usage in entrepreneurship and innovation management education, in order to develop students’ innovative behavior and entrepreneurial orientation. Survey data were collected from 89 students in Germany, the Netherlands, and Poland. The results of the study show that PBL activities positively impact students’ digital tool usage, innovative behavior, and entrepreneurial orientation. The results also provide support for the full mediating role of students’ innovative behavior in the relationship between PBL activities and students’ entrepreneurial orientation. Therefore, based on this research we encourage Higher Education Institutions to integrate effective skill sets into innovation and entrepreneurship education by integrating the usage of digital tools into PBL open-source educational resources.
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The aim of this study is to investigate the factors affecting the entrepreneurial intention (EI) of university students. In order to do so, EI, individual entrepreneurial orientation, self-efficacy, perceived educational support, perceived relational support, perceived structural support, knowledge sharing, and gender were used within the proposed model, and the constructed hypotheses were evaluated using SEM. The findings of a survey of 268 students show that self-efficacy is the strongest influencer of students’ EI. The findings also show the mediating influence of self-efficacy on the environmental components. Additionally, male students are more likely than female students to have EI.
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The swift enhancement of technology has affected the business environment while higher education alone no longer plays a definitive role in the employment process. To meet the emerging requirements of employers, individuals, specifically students, need to develop more entrepreneurial tendencies. The aim of this study is to investigate the factors affecting the entrepreneurial intention (EI) of university students. In order to do so, eight constructs (EI, individual entrepreneurial orientation (IEO), self-efficacy, perceived educational support, perceived relational support, perceived structural support, knowledge sharing and gender) and their items taken from existing literature were used within the proposed model, and the constructed hypotheses were evaluated using structural equation modelling (SEM). In total, 268 surveys were returned by students of various universities. The findings of this study show that self-efficacy is the strongest influencer of students’ EI. The findings also show the mediating influence of self-efficacy on the environmental components. Additionally, male students are more likely than female students to have EI. Overall, this study will help establish the influencers of EI among university students.
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This paper presents the implementation Problem-Based Learning (PBL) design in entrepreneurship and innovation management education, with a focus on enhancing students' innovative behavior and entrepreneurial orientation through the usage of different digital tools. A survey was conducted among 118 students from Germany, the Netherlands, and Poland. The findings of the study demonstrate that engaging in PBL activities has a positive impact on students’ digital tool usage, innovative behavior, and entrepreneurial orientation. Additionally, the results provide support for the full mediating role of students’ innovative behavior in the relationship between PBL activities and students’ entrepreneurial orientation. As a result, based on this research, we encourage Higher Education Institutions to incorporate digital tool usage into PBL open-source educational resources, thereby integrating effective skill sets into innovation and entrepreneurship education
DOCUMENT
The swift enhancement of technology has affected the business environment as higher education alone no longer plays a definitive role in the employment process. To meet the emerging requirements of employers, individuals, specifically students, need to gain more entrepreneurial tendencies. The aim of this study is to investigate the factors affecting the entrepreneurial intention (EI) of university students. In order to do so, five constructs (EI, individual entrepreneurial orientation (IEO), self-efficacy, environmental support, and knowledge sharing) and their items taken from existing literature were used within the proposed model, and the constructed hypotheses were evaluated using structural equation modelling (SEM). Based on the model, a survey was distributed to 332 students of various universities.Self-efficacy and IEO are expected to be the prime factors affecting EI, whereas environmental support and knowledge sharing are expected to have more of an indirect effect on EI. Overall, this study will help establish the influencers of EI among university students.
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This paper investigates whether students change their entrepreneurial entry preference if they are presented with different options. We propose that students’ entry preferences are mediated by concepts proposed by threshold theory: choice options, opportunity costs and psychic income. This study is exploratory in nature, analyzing a small sample of 31 student essays both quantitatively and qualitatively to test our propositions. Though lacking a control group, enrolment in a six-week module on entry mode options by a group of third year Bachelor students at a Dutch university resulted in some interesting changes—in particular, toward greater clarity in the entrepreneurial entry mode preference as well as a shift toward takeover options (including firm acquisition and family succession). However, thematic analysis of students essays reveals that the perceived ability to act on such preferences may still be limited by opportunity costs (i.e., the higher need for financial capital) and a self-perceived lack of human capital (entrepreneurial or management experience).
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As entrepreneurship is seen as very important for economic growth the education of entrepreneurship is getting more interest, not only from business oriented schools, but also from non-business schools. It is widely recognized that entrepreneurship education needs other approaches of teaching. To teachers it means that they have to change their education. In 2013 we started an training program for teachers to teach more entrepreneurial. This program is designed around constructivistic teaching and action learning. One of the things we found out during the teachers program, is that non-business teachers and students have other experiences and use other words to describe entrepreneurship. To find the right language and therefore the right teaching program, it is valuable to find out the vocabulary that people use when they describe entrepreneurship. We developed a scale of different elements of entrepreneurship according to which people can score their view on entrepreneurship. Scoring the different elements of entrepreneurship will clear for example the differences of entrepreneurial view between business and non-business students. The entrepreneurial view can be used to design the teaching program for entrepreneurial students. That view can also be used to get a better understanding among different (business and non-business) students to help them to learn more from each other. Besides that, the entrepreneurial view can also be used to discuss about that view and develop a more complete and nuanced view of entrepreneurship. With the right vocabulary the model for entrepreneurship education can be tailor-made.
MULTIFILE
The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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The importance of teaching engineering students innovation development is commonly clearly understood. It is essential to achieve products which are attractive and profitable in the market. To achieve this, an institute of engineering education has to provide students with needed knowledge, skills and attitudes including both technical and business orientation. This is important especially for SME’s. Traditionally, education of engineering provides students with basic understanding how to solve common technical problems. However companies need wider view to achieve new products. Universities of applied Sciences in Oulu and Eindhoven want to research what is the today’s educational situation for this aim, to find criteria to improve the content of the educational system, and to improve the educational system. Important stakeholders are teachers and students within the institute but also key-persons in companies. The research is realized by questionnaires and interviews from which a current situation can be found. The research will also include the opinion of management who give possibilities to change the curriculum. By this research more insight will be presented about how to re-design a current curriculum. The research will act as basis for this discussion in SEFI-conference about formulating a curriculum that includes elements for wide-ranging knowledge and skills to achieve innovations especially in SME’s.
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