This paper seeks to examine the factors that influence the effectiveness of entrepreneurship education in Ghanaian Technical Universities. Five factors are considered to have influence on effectiveness of entrepreneurship education in this regard. These include Financial Adequacy, Infrastructure Readiness, Human Resource Adequacy, Government Support and Student Readiness. At 0.05 level of significance, the study tested number of hypotheses using One-way ANOVA. This was reinforced by OLS regression model to examine the factors that influence effectiveness of entrepreneurship education in the Ghanaian Technical Universities. The findings of the study revealed that there was a significant difference in the extent to which Financial Adequacy, Infrastructure Readiness, Human Resource Adequacy, Government Support and Student Readiness contributed to the effectiveness of entrepreneurship education in the Ghanaian Technical Universities. Human Resource Attractiveness contributed most to effectiveness of entrepreneurship education, whilst the least contribution was made by Government Support. These predictors account for 63.5% of variability in effectiveness of entrepreneurship education. The study recommends that government should enhance its support for entrepreneurship education to maximise the effectiveness of entrepreneurship education in Ghanaian Technical Universities and its contribution to job creation.
Purpose: This paper aims to share the experiences of developing an Entrepreneurial Marketing curriculum at a leading business school in the Middle East. Methodology: A sample of 12 universities/business schools offering Entrepreneurial Marketing courses was selected for this study using the judgmental sampling technique. The entire procedure was based on the notion of adoption to adaptation originated by the benchmarking approach using a comparative account of 12 business schools offering EM courses. In addition, validity was ensured through a panel of five faculty members from different business schools, teaching entrepreneurship courses, and two entrepreneurs voluntarily associated with business incubators as mentors. Analyses: Analyses were made based on the five dimensions of EM curriculum, including course learning outcomes, course syllabus, course textbooks & readings, and course assessment. CLOs were classified into four broad areas: the entrepreneurial context of marketing, entrepreneurial opportunity search, entrepreneurial opportunity evaluation, and entrepreneurial success achievement. This research also provides a detailed comparative account of benchmarking summaries for 12 universities offering entrepreneurial marketing courses, including course learning outcomes, course syllabus, course textbooks & readings, and course assessment. Results: Several gaps were identified, including overlapping CLOs between entrepreneurship courses and EM courses; lack of orientation towards Bloom's Taxonomy among EM CLOs. Similarly, the course syllabus overlaps between entrepreneurship courses and EM courses, lack of orientation towards entrepreneurial ecosystem; lack of internationalization; lack of technology and skills development, and lack of integration with internships and practical issues. Finally, 'Marketing Plans' has been given a less significant portion in assessments. Recommendations: This research paper presents the findings on various methodological issues of curriculum design, i.e., course structure, textbooks, and assessment methods (assignments, quizzes, projects). It also provides numerous recommendations to academicians, including standardizing the course learning outcomes, updating the curriculum, A±ncluding the entrepreneurial ecosystem, A±nternationalize the curriculum, emphasizing skill development, and enriching with technology topics, focusing on the curriculum core issues, shift assessments from exam-based to action-based. Finally, it also provides sample CLOs, course contents, sample case studies as part of recommendations. Limitations: Two limitations were identified in this research. Firstly, limited availability of literature on Entrepreneurial Marketing curriculum or education. Secondly, this research is based on secondary sources and validated by a jury of experts. Implications: The principal target audience for this paper are deans, vice deans, heads of departments mainly responsible for developing and launching new courses. This paper provides a systematic mechanism for designing a new curriculum. This paper also provides significant help to faculty members teaching entrepreneurial marketing curriculum. Finally, it provides baseline data for future research.
The study aimed to present a proposed model for evaluating the efforts of institutional excellence in Saudi universities in light of the components of the European model for quality and excellence, by surveying the views of a group of experts in management and educational leadership in 17 Saudi universities, who were intentionally chosen, the researcher used the descriptive approach in its two types of documentary and survey On the method of Delphi through two rounds, the first round aimed at surveying experts' opinions on the importance of the components of the European model for quality and excellence in evaluating the university's efforts in the field of excellence. The number of participants was 33 experts, while the second round aimed to survey experts' opinions on the suitability of the proposed model to evaluate the university’s efforts in the field of excellence, by estimating the importance of the indicators included under each area, and their ability to measure, the number of participants in this round reached 36 experts, and the study reached a proposed model to evaluate the efforts of institutional excellence in Saudi universities in light of the components of the European Quality Model And excellence, using a tool consisting of five areas (university leadership, university policies and strategies, university human resources management, university partnerships and resources management, management of university operations, services, and products) 50 indicators were included under it to judge the university’s efforts in the field of excellence.
Teacher education is a global profession that needs to be understood properly. It is essential to grasp a global perspective of the profession as it is today, to make assumptions about it in the near future and to utilize the best thinking and instructional models available in the present times. Professionally, teaching is very important and increasing in our contemporary society as a result of the stream of dynamic initiatives of human development and evolution. Due to the recent developments and the advent of the Fourth Industrial Revolution (4IR), standards of learning would be higher in the 21st century than they have been in the 20th century. As a result, teachers would need to acquire additional knowledge and skills, both general and specific, to be able to survive and be successful in the 21st century school environment. Professionalization is the social process by which an employee cultivates, purify, explore, and continuously dedicate themselves towards excellence in their profession. The purpose of Professional development or Professionalization of education is related to academic development of teacher student and management of learning environment for self-regulation in the perspective of accountability.
The study aimed to identify the extent of the commitment of the public directorates and centers of health affairs in Ma'an Governorate, and their role in applying and providing rules and regulations for health and occupational safety, from the administrators’ viewpoint and their relationship to some demographic variables for the year 2019. The study population consisted of all administrators in the government health sector of Ma'an governorate for the year 2019, with a total of 60 individuals. The researcher used the descriptive-analytical method that depends on studying the real existed phenomenon, then described accurately and states it qualitatively or quantitatively. The study questionnaire tool. Consisted of 40 statements, including health and occupational safety regulations, and the answer for each paragraph was graded according to five-point Likert scale. The data were analysed using the statistical product and service solutions (SPSS) and IBM software implementing the following statistical methods: iterations, arithmetic mean and standard deviation to describe study variables. In addition, different analysis tests such as the (One way ANOVA) were used in case of significant differences between the averages of more than two groups and related to the dependent variable. Finally, the (Alpha -Cronbach coefficient) was used to estimate the reliability of the study. The study showed the moderate application of the regulations for health and occupational safety in the government health sector as the most significant result. From another corner, there is no effect for the application of the regulations for health and occupational safety according to years of experience, educational level, job title, and gender. Research recommendations to senior managers and policy makers include: follow-up, evaluation and analysing the work environment; monitoring the safety and occupational health application procedures and efficient and effective measurement.
Entrepreneurial courses are designed specifically to enhance the entrepreneurship skills in individuals. At the university level, all the students take foundation entrepreneurship courses and then only those who are interested to pursue entrepreneurship career path will engage in modules at the second and third year of their studies. There are few students who pursue this path compared to those who choose to focus on different areas of expertise - i.e. law, medicine, pedagogy, engineering, creative media, etc. Many are not continuously and consciously cultivating their inert entrepreneurial skills. Skills that will among others help enhance self-confidence, time management, and prudence in deliberating issues, money savvy techniques and developing forecasting scenarios. Therefore, the aim of this study was to embed entrepreneurial skills or values in non-conventional business or entrepreneurship courses. This paper discusses the embedding of entrepreneurial skills through the subject of EPPD1013 Microeconomics 1 at the undergraduate level. A total of 44 students enrolled for the subject were exposed to an element of entrepreneurship in one of the course topics. The trait expounded was “enhancing confidence level” while the topic deliberated upon was “Firms and Perfect Competition Market”. Quantitative data analysis is based on exam results obtained while the qualitative descriptive analysis is a result of classroom activity and responses from the students. Using this new disruptive learning method allowed the students to be actively engaging in classroom discussion, participate creatively while sourcing for information and enhancing their ability to retain information better. Results demonstrate that students have better scores for topic conducted using the disruptive method incorporating entrepreneurial values compared to other topics assessed delivered in the traditional method. In future, more similar experiments should be conducted to validate this case study to ensure that graduates have higher entrepreneurial values and subject evaluation performance.
The research tackled the topic of education in the connotations of arrangement and the compatibility of the formative verses in Surah An-Naba. The problem of the study is embodied in highlighting the scientific and interpretive value of the topic of formative verses in Surah An-Naba, which benefits the researcher, reader, and anyone who studies to the Book of God Almighty in terms of deepening faith in God and his power that was evident in the creation of the universe and harnessing it to human, the purpose of the study lies in finding out the concept of formative verses in addition to studying the formative verses in Surah An-Naba and demonstrating the indications of arrangement and their compatibility. The researcher relied on writing the research on the inductive analytical approach. The findings of the study revealed that examining the formative verses in Surah An-Naba deepen the Muslim’s belief in the day of judgment which has a great impact on guiding the behaviour of a person in this worldly life because the belief of the judgment, scale, reward, punishment, win, loss, heaven and hell. All of which influence the discipline of the human being, his/her commitment to good deeds, and the piety of God Almighty. Another interesting finding that Holy Qur’an used the method of mental reasoning in the formative verses in Surag An-Naba, especially with those who are ungrateful, obstinate, and whose souls do not accept the Quranic texts. Most importantly, the study deduced that physical evidence considers one of the important Quranic methods in presenting its subjects. The study recommended the necessity to pay attention to scientific studies related to formative verses and publishing them, collecting the formative verses mentioned in the Holy Qur’an and explaining their doctrinal and jurisprudential significance, specifying and selecting one of the interpretations and extracting the doctrinal connotations indicated in the formative verses.
In the last two decades, Entrepreneurship Education has become an issue of school education, while before it had mostly been part of business training courses and business university studies. Between 2014 and 2020, the European educational programme Erasmus+ funded 191 projects on entrepreneurial learning. This paper presents an analysis of these projects with regard to requirements on entrepreneurship education at schools. To this end, the author has developed a categorical analysis framework deduced from theoretical and political concepts of entrepreneurial learning at schools. He evaluates the projects by referring to competence goals, methods, and collaboration with external partners as required elements of entrepreneurship education. The results show a broad range of quality. On one end of the scale there are projects without any reference to common standards of entrepreneurship education, and on the other end, there are as many projects fulfilling all expectations. These are presented as good practices.
Technology start-ups are an important source of innovation, technology commercialization, and economic growth. For start-ups, it is not an easy path to grow as more is the progress, the more are the obstacles. The list of challenges is extensive, from the awareness and viability of businesses to legislation relating to legality and enforceability. It can be difficult to get started on the entrepreneurial path without guidance and assistance, considering these difficulties. This study shows that business incubation services can help overcome these challenges. Using survey data from incubator firms, it is found that business incubation dimensions have a statistically significant positive effect in generating start-up performance. This finding is important for managers of incubated firms and managers of incubators alike as they have matching goals and objectives. The major implication of our study is that managers of incubators should try to improvise and augment the business incubation services according to the need of incubated firms in a customized manner.
This research focuses on identifying secondary school Islamic education teachers’ attitudes towards Entrepreneurial Reflective Teaching in the light of demographic variables. The study sample included (119) teachers at the secondary stage of education. The research used the descriptive approach that describes secondary school Islamic education teachers’ attitudes towards Entrepreneurial Reflective Teaching in the light of demographic variables: sex and years of teaching experience. It also used a scale of attitudes towards Entrepreneurial Reflective Teaching. The results indicated that there are no positive attitudes towards Entrepreneurial Reflective Teaching and its dimensions, except the one related to the attitude towards Entrepreneurial Reflective Teaching ideas. Secondary school Islamic education teachers’ attitudes towards Entrepreneurial Reflective Teaching differ according to different sex in favour of females. Finally, there is a significant difference, at the level of (p<0.05), among secondary school Islamic education teachers’ attitudes towards Entrepreneurial Reflective Teaching depending on the years of teaching experience, in favour of the most experienced teachers. A set of recommendations and suggestions were presented.
The primary subject matter of this case concerns entrepreneurship. Secondary issues examined include Mobile Navigation Applications. The case has a difficulty level of seven, appropriate for doctoral level. The case is designed to be taught in 2 class hours and is expected to require 3 hours of outside preparation by students.
The research aims to identify teachers' beliefs about entrepreneurial distance education and their professional self-efficacy. It seeks to examine the relationship between these beliefs and their professional self-efficacy. The research used the correlational descriptive approach that is concerned with discovering the relationship between two or more variables to find out the extent of correlation between these variables. The research sample consisted of (140) teachers in Dammam, Kingdom of Saudi Arabia, with different scientific and humanity specializations. The research used two instruments for data collection: scale of Teachers' beliefs about entrepreneurial distance education, and a scale of teachers’ professional self-efficacy (TPSE). The research found that the level of beliefs about the dimensions of entrepreneurial distance education among teachers was high. The level of TPSE, with two dimensions (classroom management and teaching activities), was high. The level of TPSE, with dimensions (managing the pressures of the teaching process, supporting thinking processes, and research competencies) was intermediate. The research also found that there is a positive statistically significant relationship, at (0.01) level, between teachers' beliefs about entrepreneurial distance education and their professional self-efficacy. The research presented a set of recommendations and suggestions.
This study evaluated the effects of entrepreneurship education on students' entrepreneurial intentions using the theory of planned behaviour at the Tshwane University of Technology in South Africa. A cross-sectional quantitative research approach based on convenience sampling method was adopted for the study, involving a total of 301 first, second and third-year entrepreneurship students who completed an online survey questionnaire. The study's conceptual model was tested using partial least-squares structural equation modelling in RStudio. Microsoft Excel and IBM SPSS v26 were used for descriptive statistics. The findings generated from the PLS-SEM model showed that entrepreneurship education had a statistically significant influence on entrepreneurial intentions and perceived behavioural control. Perceived effects of entrepreneurship education had a statistically significant effect on perceived behavioural control, subjective norms and attitude towards behaviour, and an insignificant direct effect on entrepreneurial intentions. The relationship between entrepreneurial intentions and perceived effects of entrepreneurship education was fully mediated by perceived behavioural control, subjective norms and attitude towards behaviour. The findings further revealed that perceived behavioural control, subjective norms, and attitude towards behaviour had a statistically significant influence on entrepreneurial intentions. The findings add to the advancement of the theory of planned behaviour and the field of entrepreneurship education.
Within the context of university's third mission, the impact of entrepreneurial education (EE) on human capital and entrepreneurial intention (EI) has been extensively studied. However, the literature reveals that some research gaps exist. In this view, the paper investigates whether and how EE provided by a university business plan competition (BPC) affects the development of a definite set of knowledge and skills responsible for the emergence of EI among academics. A theoretical model has been proposed to analyse the relationships among EE, entrepreneurship-related human capital (ErHC) and EI. Moreover, the effect of perception of the external environment has been considered. The model is tested by a structural equation modelling with empirical data from a population of academics of seven universities located in an Italian region. Results reveal that EE influences both ErHC and EI. Moreover, a virtuous reinforcing circle between EI and ErHC exists which encourages individuals to make an entrepreneurial choice. Finally, a positive evaluation of the BPC context enhances the learning process and EI. Hence, entrepreneurial universities confirm to play a relevant role in the local economic development, even though the first mission of teaching remains crucial.
Entrepreneurship Education has emerged as an area of research and EE impact studies have become a sub-field in EE research. However, despite the substantial growth in these impact studies over recent years, the empirical findings remain mixed, conflicting and inconclusive. Moreover, when career outcomes are addressed in impact studies, the focus is on entrepreneurship as a career, while EE’s broader career implications remain unexplored. The objectives of the study are to investigate the effects of Participation in EE on Career reflection and also to examine the effect of Students Intentions on Entrepreneurship and Intraprenuership. 110 copies of questionnaire were administered to the employees of Center for Entrepreneurship Studies of three Universities in Nigeria; they are (i) Center for Entrepreneurship Kwara State University Malete Nigeria (ii) Center for Entrepreneurship Lagos State University Nigeria (iii) Center for Entrepreneurship Ogun State University Nigeria to get primary data that treated and tested appropriate research questions and hypotheses accordingly. Analysis of variance (ANOVA), correlation efficient and regression analysis was employed. The yamane formula was used to determine the sample size. The study found out that Participation in EE affect Career reflection and Students Intentions affect Entrepreneurship and Intraprenuership. The study recommends EE as a career reflection, this impact will have implications for students’ future careers. Consequently, EE has the potential to impact how students behave in their future careers and how they reflect upon these. The findings revealed that EE is career exploration intervention that enables career reflection on career choice and future work selves. When students take part in EE, it can potentially be a process of transformational learning.
Purpose: Entrepreneurship education, as a key for persuading entrepreneurial activities among the youth and women, aims at changing the existing conditions and offering a new product or service and consequently, making higher economic values. The present study was an attempt to investigate the effect of entrepreneurship education on entrepreneurial attitude, ability and aspiration among rural women to start small businesses. Methodology: This study employed a quasi-experimental, pre-test, post-test design. 30 participants were randomly assigned to two groups of experimental and control. For data collection, a questionnaire based on Global Entrepreneurship Indices (2018) including 13 constituents on a five-point Likert scale was employed. The reliability of the questionnaire was 0.86. Findings: The results indicated that the mean score of rural women regarding entrepreneurial aspiration (4.25), attitude (3.47) and ability (3.22) considerably increased on the post-test. Conclusion: Entrepreneurship education can be considered as an effective step towards enhancing entrepreneurial activities and starting small businesses among the youth, especially the women. Originality/ Value: Due to the low rate of women entrepreneurship activities in Iran, the present study was carried out for the first time with the intervention of entrepreneurship education according to the KAB model among rural women and also its impact on their entrepreneurial attitude, ability, and aspiration.
This study aimed to find out the required administrative, technical and human competences for school leaders in light of the Self-management in Al-Ahsa Governorate in the Kingdom of Saudi Arabia, to achieve the objectives of the study, the descriptive survey approach was used, a questionnaire was developed as a study tool to collect data, where it included three main sections: Technical competences , administrative competences , human competences , the study sample consisted of 191 school leaders for all academic levels. The study concluded that the highest arithmetic mean was in the ranking of the competences sections (human competences with an arithmetic mean of 4.29, followed by the section of administrative competences with an arithmetic mean of 4.27, and finally the section of technical competences with an arithmetic mean of 4.24). The human competences also were with a “strongly agree” degree, and the item “deals with workers with respect.” ranked first, and the arithmetic mean for all dimensions of the administrative competences section required for school leaders in light of self-management were with a “strongly agree” degree, and came after the organizing in the first place, the technical competences section also ranked a “strongly agree” degree, and the item He is continuously updated about the school leadership” The study concluded several recommendations, most notably: to give more towards decentralization and decision-making for school leaders, and the development of the administrative and technical competences of leaders of self-management and high school education through a set of training programs during the service.
Business model Innovation in social enterprises is different from the context of For-profit businesses. To address social issues, social businesses innovate to create social impact and transform their systems. Although Innovative solutions by social businesses to address complex social challenges have received increasing attention from entrepreneurs and academics but there are few studies about the drivers of innovations. In this study we review the literature and propose a theoretical framework for studying drivers of business model innovation in social enterprises. According to our framework, innovation drivers should investigate at three levels inclining environmental, organizational and individual levels. PESTEL analysis, dynamic capabilities and abilities and attitudes of people can guide searching drivers at this framework.
This study aims to determine the degree of use of management information systems among academic leaders at Imam Abdulrahman Bin Faisal University during the decision-making process and to identify the quality of administrative decision-making among the academic leaders. In addition, it seeks to reveal the relationship between the degree of use of management information systems and the quality of the administrative decisions. In order to achieve the objectives of this study, a descriptive approach was used with a sample of 62 academic leaders at the university. A questionnaire was used to collect data. The results showed that the degree of use of management information systems among the academic leaders in making administrative decisions was high in all areas, with an average rating of 3.7. Moreover, the quality of administrative decision-making was very high, with the average rating of 4.08. A strong positive relationship was found between the degree of use of management information systems and the quality of administrative decision-making in three areas: (a) problem formulation and data collection, (b) formulation and evaluation of alternatives, and (c) decision-making, its implementation, follow-up, and evaluation.
Despite the recent surge in female entrepreneurship in Saudi Arabia, there is a clear lack of scholarship around female entrepreneurship education (FEE) curriculum development. This paper shares qualitative insights from 10 Saudi female entrepreneurs gleaned from focused interviews. A content analysis (90% intercoder reliability) revealed lessons learned for what a female-oriented and -informed entrepreneurship education curriculum would look like in Saudi Arabia. Findings indicate that FEE curricula should include seven overarching elements, all informed by awareness of multi-faceted gendered issues: business, financing, networking, government support, cultural influence, thinking (e.g., creative, critical, lateral, design, etc.), and gender dominance and sensitivity (especially gaining independence from male authority). The paper concludes with a proposed blueprint for ensuring that Saudi FEE becomes a reality from a gendered perspective.
