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Entrepreneurial Learning - A Key Competence Approach in Practice: ISCED Level 5-6 Piloting Results


Batarelo Kokić, Ivana; Heder, Efka; Ljubić, Maja
Entrepreneurial Learning - A Key Competence Approach in Practice: ISCED Level 5-6 Piloting Results, Zagreb: South East European Centre for Entrepreneurial Learning, 2013 (monografija)


Naslov
Entrepreneurial Learning - A Key Competence Approach in Practice: ISCED Level 5-6 Piloting Results

Autori
Batarelo Kokić, Ivana ; Heder, Efka ; Ljubić, Maja

Vrsta, podvrsta i kategorija knjige
Autorske knjige, monografija, ostalo

Izdavač
South East European Centre for Entrepreneurial Learning

Grad
Zagreb

Godina
2013

Stranica
72

ISBN
978-953-56732-5-5

Ključne riječi
Entrepreneurial learning; entrepreneurial competence; quantitative data analysis; ISCED5/6

Sažetak
Current research on the implementation of the entrepreneurship programs in higher education commonly focuses on the distinction between business and non-business programs. The special focus of this pilot study is Higher Education Institutions (HEI) offering non-business programs. The quantitative section of the larger study of strategic piloting, implemented by SEECEL in cooperation with national partners, focused on the higher education institution (HEI) as unit of change to test the impact of the entrepreneurial learning SEECEL ELKCA instrument on a student’s entrepreneurship-related learning outcomes. The pilot study recommendations are related to the validity of the developed questionnaire and further implementation of entrepreneurial learning in an HEI. The internal consistency of the entrepreneurship-related learning outcomes scale indicates the high validity of the questionnaire. It is possible to conclude that further efforts should be made to incorporate entrepreneurial competences in teacher training programs and also to develop further entrepreneurship modules designed by SEECEL in non-teacher training HEIs to improve entrepreneurial competence in relation to the higher levels of learning in the cognitive domain and the affective domain. Additional data analysis revealed non-teacher training and teacher training HEIs that experienced significant changes in several entrepreneurial competence domains. These institutions should serve as examples of good practice and mentors. The current societal circumstances and the requirements to develop entrepreneurial universities demand additional efforts from higher education institutions and universities in implementing entrepreneurship education in current university programs.

Izvorni jezik
Engleski

Znanstvena područja
Odgojne znanosti