Index
2017; Emerald Publishing Limited; Linguagem: Inglês
10.1108/s2040-724620170000007020
ISSN2040-7254
ResumoCitation (2017), "Index", Entrepreneurship Education (Contemporary Issues in Entrepreneurship Research, Vol. 7), Emerald Publishing Limited, Bingley, pp. 371-380. https://doi.org/10.1108/S2040-724620170000007020 Publisher: Emerald Publishing Limited Copyright © 2017 Emerald Publishing Limited INDEX ‘Aboutness’ thinking, 153 Accelerator programmes, 128 Agon, 217 Agribusiness, 76–77 accessibility of transportation facilities for, 97 attitudes towards and nature of, 87 and graduate entrepreneurship in Ghana, 79–82 self-employed in, 82–83 Ajzen’s theory of planned behaviour, 68 Alea, 217 Austrian tradition in entrepreneurship, 79 Baron and Kenny’s step conditions, 64 Boundary crossing workshops for enterprise education, capability approach, 284–288 methodology, 288–289 boundary crossing, 290–291 vocational education, 291–292 project on, 292–293 results final questionnaire, 299–301 follow-up to workshops, 301 fourth workshop, discussion of conflictual work experience, 293–299 Bricolage theory, 238 Business education in Russia development of, 122 history, 121 rank, 123 and management education in United Kingdom, 114–116 mentors, 127 plans, 200 Business Model Canvas, 199, 201 Business start-up through enterprise placement year, 308–309 EPY at University of Huddersfield, 313 academic requirements, 314 application process, 314–316 event series, 317 financial support, 320 group mentoring sessions, 317 individual advice sessions, 317 induction day and welcome week, 316 informal learning, 318–319 learning activities, 316 reflection, 319 examples of, 322–324 experiential entrepreneurship education, 309–310 student placements in higher education, 311–312 four elements, 310 latest innovations, 320–321 methodology, 313 monitoring and evaluation, 324 academic performance, 326–327 continued support and actual business start-up, 327–329 participation in, 325–326 students completing by cohort year and academic school, 325 Capability approach (CA) for human development beyond human capital, 286–287 ‘Chalk and talk’ model, 198 Change laboratory workshops, 289–292 Chicago tradition concept of entrepreneurship, 79 Co-created process, 188 Columbia County Longitudinal Study, 87 Commonwealth of Independent States (CIS), 114 Conceptualization of learning, 182–183 Constructivist perspective for entrepreneurship in learning theories, 239 socioeconomic environment, 240 TeleCC online platform, 241 traditional didacticism, 241 Continual adaptation, 39 Cooplexity model, 224 findings, 227–228 programmes, 225 synergy simulator, 225, 227 and uncertainty, 221 Core 2-day Synergy Schedule, 226 Cox Snell R 2 , 97 Creation of disorder, 223 Criticality in practical knowledge, 188 Cronbach’s alpha reliability coefficient, 88–89 Curriculum learning components attitudes (A1-A7), 269 knowledge (C1-C4), 269 skills (S1-S7), 269 Customer/market feedback, 201 ‘Demo Day’, 271 Department for Business, Innovation and Skills (DBIS), 110 Designing and delivering, entrepreneurship education, 336 case study, 343–344 pedagogical design principles, 345–346 teaching learning and assessment strategy, 347 discussion, pedagogy in practice community engagement, 351 cross-disciplinary delivery, 349–350 group collaboration, 352 nature of post-1992 institutions and devolved HE context, 349 networking skills, 352–353 staffing and facilitating, 350 technological barriers, 350 trading experience, 351–352 literature review pedagogy, 340–341 policy, 338–340 practice, 341–342 methodology, 342–343 ‘Digitally demanding’, 198 Duke of York Young Entrepreneur Centre (DOYYEC), 314 Dysfunctional learning consequences of, 215–216 Leitch report, 215 Educational pedagogy, 198 Enterprise education provision, 200 Enterprise placement year (EPY), 307 Enterprise Team Business Advisor’s external connections and networks, 318 Entrepreneurial learning, 19 global entrepreneurship monitor report, 48 ideas, exploitation of, 21 ‘learning by doing’, 21 prior experience and search, 20 process of, 20 skills and competences, 21 trial and error, 21 Entrepreneurship 2020 Action Plan , 48 Entrepreneurship and enterprise (E&E) education (EEE), 108 Entrepreneurship education, 2 2020 Action Plan, 262 Bibikas, Vorley and Wapshott’s study, 8 Bosompem, Dadzie and Tandoh’s study, 5–6 critical perspective, 180–184 experience, 3–4 global proliferation, 3 Gonsalves and Enciso–Zamora’s study, 7–8 Higgins and Refai’s study, 7 higher education (HE), 3 Jones, Newbery and Underwood’s study, 7 Kakouris’s study, 8 Klapper and Neergaard’s study, 6–7 literature review, 3 Morselli’s study, 8–9 offering insight, 184–187 practice from different countries, 3 programmes, 3 rationale for provision, 4 Seymour and Topazly’s study, 6 Smith and Clegg’s study, 9 Smith, Jones, Scott and Stadler’s study, 9 Tognazzo, Gianecchini and Gubitta’s study, 5 Entrepreneurship (or enterprise) societies and clubs, 127 Evidence-based education, 147 Expansive learning for entrepreneurship, 288 ‘Experiential’ learning concept, 187 Experiential Learning Model (ELM), 202 Export Trade, Agricultural and Industrial Development Fund (EDAIF), 80 Externally evaluated quality of opportunities, 29, 33–34 Extrinsic-intrinsic learning styles, 157 ‘Fact-learning’, 153 Feedback, 39–41 Finnish entrepreneurship, 158 Firms, Russian, issues facing, 125 First order correlations between measures, 35 Four-step procedure, 63 ‘Friends of Enterprise Team’ network, 318 German tradition in entrepreneurship, 79 Ghana agribusiness, 77 entrepreneurial intentions, 78 entrepreneurship in, 77 graduate unemployment, 77 job creation, 77–78 Ghana Youth Employment and Entrepreneurship Agency (GYEEDA), 80 Glasgow Caledonian University (GCU), 338 Global Entrepreneurship Development Centre (GEDC), 126 Global University Entrepreneurial Spirit Students’ Survey (GUESSS), 49–50 Graduate Enterprise Development Initiate (GEDI), 80 Graduate entrepreneurship and education, 78–79 See also Undergraduate students in agribusiness, Ghanaian case Group mentoring sessions, 317 The Guardian Newspaper , 111 Guess What Or Acting As If?, 164 See also Wonderment exercises Guest entrepreneur talks, 128 Herzberg’s intrinsic-extrinsic motivation theory, 156–157 Higher Education Funding Council for England (HEFCE), 110 Higher Education Innovation Fund (HEIF), 320 Higher education institution (HEI), 110 Homoscedasticity, 34 Hypo-deductive method, 199 Identifying and Solving Everyday Problems, 161–162 See also Wonderment exercises Ilinx, 217 Incubator programmes, 128 Inspiration, 310 Institutionalism, 176–180 See also Entrepreneurship education Intentions, entrepreneurial analysis, 61 discussion and conclusions limitations and further research, 70–71 practical implications for entrepreneurship education, 69–70 theoretical implications, 67–69 importance and antecedents, 50 cognitive antecedents, 53–55 educational context, role of, 55–56 risk perception and non-pecuniary career motives, 51–52 methodology cognitive antecedents, 58–60 control variables, 61 dependent variable, 58 moderators, educational context, 60–61 personal background factors, 60 sample, 57–58 regression analysis of cognitive antecedents of intentions, 64 mediation effects, 63 moderation effect of learning experience, 65 moderation effect of university climate, 66 results, 61 descriptive statistics and correlations, 62 four-step procedure, 63 Italian Centre of Social Investments Research, 48 attitude towards entrepreneurship, 49 controllability, 49 data, 49–50 entrepreneurial intentions, 49 individual characteristics, 49 learning experience, 49 non-pecuniary career motives, 49 perceived behavioural control self-efficacy, 49 risk perception, 49 sample of students from University of Padova (Italy), 49–50 subjective norms, 49 university climate, 49 Italian school reform Buona Scuola , 302 Knowledge-based economies, 2 Knowledge creation, 180 Kolb’s model for experiential learning, 238 Leaning theory employed, 204 ‘Learning by doing’, 40 Learning, evolutionary heuristic discussion, 37–39 implications for learning and teaching, and practice, 40–41 experiential or practice-based, 21 findings externally evaluated quality of opportunities, 33–34 market-driven changes to ideas, 32–33 self-evaluated quality of opportunity, 30–32 start-up group versus non-start-up group, 34–37 innovation, 22 method, 27 analysis, 30 dependent variables, 29 independent variables, 28–29 participants, 28 opportunities evolution through discovery process of interpretation, 23 research in creativity, 23–24 retention, 23 selection, 22–23 variation, 22 skills and competences, evolution of discovery and exploitation of opportunities, 27 observations, 26 replication of competences, 25 retention, 25–27 selection, 25 similarities, 26 through exploitation of opportunities, 24 variation, 24–25 start-up process, 22 theories of change, 22 variation-selection-retention, 22 ‘Learning to evolve’, 38 Leitch report, 215 See also Dysfunctional learning Levene’s test of homogeneity of variance, 34 Likert-type scale, 88, 90 Logit model specification, 89–90 See also Undergraduate students in agribusiness, Ghanaian case Making Something Out of Nothing, 163 See also Wonderment exercises Market-driven changes to ideas, 32–33 Marketing-related issues, 38–39 Mediation effects, 64 of cognitive antecedents of intentions, 54 Mimicry, 217 Moderation effect of learning experience, 67 of university context, 56 Modern UK universities, 111–112 Module spine for employability, enterprise and entrepreneurship, 348–349 Musical Understanding of Society in Europe (MUSE), 152 Nagelkerke R 2 , 97 Nascent entrepreneurs, 26 National Student Survey (NSS), 199 National Youth Employment Programme (NYEP), 80 Neo-Piagetian theories, 239 New business ideas, 30 ventures by Russian graduates, 132 Non-pecuniary career motives, 67 Non-start-up groups externally evaluated quality descriptive statistics, 36–37 one-way between-groups ANOVA, 37 OECD and European Commission report on The Missing Entrepreneurs , 264 Opportunities evolution, through discovery, 22–24 externally evaluated quality of, 29 self-evaluated quality of, 30–32 skills and competences evolution, exploitation of, 24–27 Out of the Box Thinking Exercise, 160 See also Wonderment exercises Outside observer, 38–39 ‘Over protection’, 68 Pan-European entrepreneurial, case of STARTIFY7, 262 challenges and opportunities, 263–264 ICT and entrepreneurship, 264–266 reviewing and researching, 266 entrepreneurial training needs analysis, 267 entrepreneur interviews, 268 learner survey and focus groups, 268–269 research evidence review, 267 support provision review, 267–268 from training needs analysis to curriculum design, 269 Perceived behavioural control variable, 53 Personal construct theory, 156 Piagetian theory, 239 Placements, 311 Play as learning based designs and models, 220–221 catalyst for change and opportunity in uncertainty, 217–218 discussion and conclusion, 228–229 essential components, 223 and experiential learning, 219 experiential learning link and benefits of, 218–221 language of, work characteristics of, 217 possibility of, 216–217 Playful and entrepreneurial executives, 221–224 See also Play as learning Pre-academy and post-academy self-reported perception of attitudes (A1-A7), 275 of knowledge (C1-C4), 273 of skills (S1-S7), 274 Private sector turnover in United Kingdom, 2 Professional training, 128 Qualitative changes to business idea, 29 Quality Assurance Agency (QAA), 199 guidelines for enterprise education, 339 for higher education, 284 Question time events, 317 ‘Rapid entrepreneurial action’, 198 Reflection and critical thinking, incidents, 242 1st activity, 244–245 2nd activity, 245–246 3rd activity, 246–247 4th activity, 247–248 5th activity, 248–249 6th activity, 249–250 7th activity, 250 8th activity, 250–251 Reflection-on-action, 180–181 ‘Reflective practitioner’, 240 Reflexivity, 180–181 Rich interpretations of history, 224 Rich pictures, 223–224 Risk-free, 224 Risk perception, 51–52 School-based VET, 285 SCOPUS bibliometric data, 237 Scottish Council for Development and Industry report, 336 Scottish-domiciled undergraduate entrants (SDUE), 344 Scottish Widening Participation Policy, 337–338 Sector specific EPY (SS EPY), 321 Sector specific mentor scheme (SSMS), 318 Self-actualisation, 150 Self-assessed quality of opportunities, 31–32 Self-efficacy, 29, 38–39, 68 Self-employment age, 83–84 gender/sex, 84–85 parental educational level, 87 parental role model, 86 place of residency, 86 Self-evaluated quality of opportunity, 30–32 Semi-structured interviews, 268 Shapiro Wilk test, 34 Shared experience, 224 ‘Silo-thinking’, 201 Skills training and employment placement (STEP) programme, 80 Small and medium enterprise (SME) sector, 1, 158 endemic failure rate, 2 failures to poor management capabilities, 2 owner-managers, 2 in Russia constraints, 124 growth, 123 total employment within, 2 Small Business Research Centre (SBRC), 126 Sobel test, 64 Socratic method, 222 STARTIFY7 academy lessons and implications, 275 European impacts, 277 evaluating outcomes, 276–277 gender, 276 politics and entrepreneurship education in Europe, 277–278 overview and impact assessing impact of, 272–275 programme overview, 270–271 project, 265–266 Start-up externally evaluated quality descriptive statistics, 36–37 one-way between-groups ANOVA, 37 Student entrepreneurship (or enterprise) competitions, 128 Student Placements in Entrepreneurship Education (SPEED), 312 ‘Synergy’, 220, 222 Teaching entrepreneurship in schools, 79 Teaching principles (TPRs), 147–148 theoretical framework how dimension, 156–157 pre- and post-course survey, 151 what dimension, 153–154 when dimension, 151–153 where dimension, 154–155 why dimension, 149–151 Tele-career-counselling (TeleCC) approach, informal entrepreneurial learning in Greece applications geographical coverage of, 243 discussion, 251–253 online communication, 242 pilot implementations, 241 study, 242 summative evaluation of, 243 The Theoretical and Methodological Foundations of Entrepreneurship Education Research , 262 Theory of planned behaviour, 68 Traditional entrepreneurial pedagogical norms, 187–188 Trait theory, 78 Triple E, 343–344, 349–350 UK Higher education classification of UK universities, 110–111 system under reform, 110 UK postgraduate EEE in universities, Russian case, 108–109 case study description foreign graduate entrepreneurs, realised or unrealised aspirations, 131–133 higher education (business) system in Russia, 120–122 introduction, 118–119 methodological foundations, 119–120 modern UK universities and E&E teaching, 125–127 Russian Federation rating components, 124–125 teaching practices, 127–131 literature attraction of UK for overseas students, 112 British E&E education, 116–118 business and management education, 114–116 modern UK universities, 111–112 overseas student trends, 112–114 postgraduate students and focus of studies, 114 teaching of, 116 UK higher education, system under reform, 110–111 Undergraduate students in agribusiness, Ghanaian case literature review agribusiness and graduate entrepreneurship, 79–82 attitudes towards and nature, 87 determinants of students’ willingness, 82–83 graduate entrepreneurship and education, 78–79 predictors of self-employment, 83–87 methodology, 87–88 logit model specification, 89–90 sample of agriculture undergraduate, 88 results and discussion perceived nature, 93–95 personal characteristics of respondent, 90–92 predictors, 97–99 willingness and personal/background characteristics, relationship between, 95–97 willingness, start of own agribusiness after graduation, 92–93 Understanding over knowledge, 224 Unemployed Graduates Association of Ghana (UGAG), 81 VARK Neuro-linguistic programming model, 202 Verwunderungsübungen (VÜ). See Wonderment exercises Visual, Aural, Read/Write and Kinesthetic sensory modalities, 202 Visual learning and entrepreneurial education process, 199 example of, 207 via flip chart, 208 findings, 203–207 module content, 205 research methodology, 202 sample and approach, 203 Vocational education, enterprise education in, 284–285 vocational education and training (VET), 285 Voluntary learning, 223 ‘Windows of imprintability’, 181 Winnie-the-Pooh , 166n2 ‘Withness’ thinking, 153 Wonderment exercises, 156 discussion, 159, 162, 165 four illustrative, 157–159 Youth enterprise support (YES), 80 Zones of proximal development, 345, 347 Book Chapters Prelims New Perspectives on Entrepreneurship Education Part I Studies of the Impact of Entrepreneurship Education upon Student Communities Learning to Evolve: Increasing Entrepreneurial Self-Efficacy and Putting the Market First Educational Context and Entrepreneurial Intentions of University Students: An Italian Study Undergraduate Students’ Willingness to Start Own Agribusiness Venture after Graduation: A Ghanaian Case The Impact of Modern UK University Entrepreneurship & Enterprise Education on Entrepreneurial Actions: A Case Study of Russian Students Part II Novel Entrepreneurship Education Pedagogy Teaching Entrepreneurship as Lived Experience Through ‘Wonderment Exercises’ Creating Meaningful Entrepreneurial Practice: Crafting Pedagogical Awareness Enhanced Entrepreneurial Learning through Visual Experiential Learning Ludic Executives: The Case for Play in Entrepreneurial Learning Design Constructivist Entrepreneurial Teaching: The TeleCC Online Approach in Greece Part III Entrepreneurship Education Intervention Pan-European Entrepreneurial Summer Academies with Impact: The Case of STARTIFY7 Boundary Crossing Workshops for Enterprise Education: A Capability Approach Experiencing Business Start-Up through an Enterprise Placement Year Designing and Delivering Inclusive and Accessible Entrepreneurship Education About the Editors About the Authors Index
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