M. Tech. (Business Administration, Faculty of Management Sciences), Vaal University of Technology / Whilst entrepreneurial education has received a fair amount of attention both locally and internationally, there is, surprisingly, still no universally accepted curriculum dedicated to aspiring entrepreneurs at universities which adequately exposes students to an environment that encourages new venture creation. Furthermore, disparities continue to exist in the quality of entrepreneurship education programmes on offer within higher education institutions in South Africa, particularly in curriculum design, delivery methods and forms of assessment. Moreover, an entrepreneurial culture in South Africa has not yet reached the desired national level in comparison to entrepreneurship in other developed nations. This study examines the influence of entrepreneurial-related programmes on students’ intentions to venture into new business creation. This study is located within a quantitative descriptive research paradigm, which permits the testing of relationships among the various constructs through a structured questionnaire. The sample was drawn from final year students of the Faculty of Management Sciences at a university who were studying various business-related programmes in which modules on entrepreneurship were compulsory. Variables included in the study focused on the entrepreneurial content of the curriculum, attitude towards entrepreneurship, intentions towards entrepreneurship and general self-efficacy. Data provided by 263 respondents was analysed using correlation and regression analyses. The results revealed a weak predictive relationship between the entrepreneurial content of the curriculum and the attitude of students to venture into new business creation. In addition, students’ attitudes towards entrepreneurship showed low levels of prediction of students’ intentions towards entrepreneurship. Finally, the results showed that students’ entrepreneurial self-efficacy did not appear to influence their attitude towards entrepreneurship. A possible reason for these results may be the notion that not enough enthusiasm is generated in students because the modules in entrepreneurship, whilst compulsory, are not offered as majors in the curriculum, unlike in dedicated entrepreneurship programmes. The major challenge in entrepreneurship programmes is the appropriateness of the content of the curriculum in developing student’s attitude towards entrepreneurship. Students who are not exposed to the content of the curriculum that allows the commercial use of entrepreneurial knowledge demonstrate a weak attitude towards entrepreneurship. The entrepreneurial content of the curriculum should be enhanced with improved teaching delivery modes that enable students to gain hands-on experience by seeing, touching and ‘feeling’ the business world. Contents of the curriculum should be designed to include learning outcomes which are for entrepreneurship rather than about entrepreneurship. An entrepreneurial content of the curriculum which is developed for entrepreneurship deals with real entrepreneurial activity and produces students who have a positive attitude towards entrepreneurship. In order to enhance the status of entrepreneurship, curriculum developers should include various aspects of entrepreneurship in all years of the students’ study programme. In order for entrepreneurship to be given ‘life’, provision should be made to support incubation start-ups at the university level with practical training. The feasibility of offering a practical, hands-on entrepreneurship programme should be explored.

Made available in DSpace on 2016-04-25T16:44:38Z (GMT). No. of bitstreams: 1 Cristiane Silva Penteado Bertolino.pdf: 895603 bytes, checksum: 1c64b8519d49d288d66d714aa059a848 (MD5) Previous issue date: 2014-02-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The purpose of this dissertation is to identify the entrepreneurial behavior of students of a private Higher Education institution (HEI), located in the city of São Paulo, with the porpoise of developing teaching methods that encourage entrepreneurship in all training courses. Researches indicate that some common behaviors among entrepreneurs contribute to the success of the entrepreneurial action. This research is a case study has a quantitative and qualitative nature that, through documentary survey, direct observation of practices and a questionnaire developed by McClelland (1972) and improved by Cooley (1991), aims to identify the presence of entrepreneurial behaviors in students of the HEI, object of this study. The survey results identified the persuasion behaviors and contact networks and take calculated risks had the lowest score which reinforces the need to develop relational skills in students to stimulate the expansion of the contact network. The existence of networks implies the expansion of available tangible and intangible resources. Offering features that go beyond the individual, it could cause the evolution of the behavior take moderate risks . Grouping behaviors in the clusters achievement , planning and power showed higher scores on planning . A principle of entrepreneurship is the partnership that is inserted into the set power that scored less, reiterating the need of teaching methods enhancing the networking / A finalidade desta dissertação é identificar os comportamentos empreendedores dos alunos de uma Instituição de Ensino Superior (IES) privada, localizada no município de São Paulo, que se propõe a desenvolver métodos de ensino que estimulem o empreendedorismo em todos os cursos de formação. Pesquisas indicam que alguns comportamentos comuns entre empreendedores contribuem para o êxito da ação empreendedora. Esta pesquisa é um estudo de caso de natureza quantitativa e qualitativa que, através de levantamento documental, observação direta de práticas e aplicação de um questionário desenvolvido por McClelland (1972) e aperfeiçoado por Cooley (1991), visa identificar a presença de comportamentos empreendedores nos alunos das IES, objeto deste estudo. Os resultados da pesquisa identificaram que os comportamentos persuasão e redes de contato e correr riscos calculados apresentaram a menor pontuação o que reforça a necessidade de desenvolver habilidades relacionais nos alunos para estimular a ampliação da rede de contatos. A existência das redes implica na ampliação dos recursos disponíveis, tangíveis e intangíveis. Dispondo de recursos que vão além do individual poderá haver evolução do comportamento correr riscos calculados . O agrupamento dos comportamentos nos conjuntos realização , planejamento e poder demonstrou pontuação mais elevada no planejamento . Um princípio do empreendedorismo é a parceria, que está inserido no conjunto poder que obteve menor pontuação, reiterando a necessidade de metodologias de ensino que valorizem a articulação em rede

Thesis (MBA) --University of Limpopo, 2007 / The study is based on the current educational transformations taking place in the country as a result of the new political dispensation. The political changes in the country resulted in changes in all including the education arena. The country’s Constitution was used as a foundation for educational changes. The values such as democracy, social justice, nonracialism,reconciliation, and others as enshrined in the Constitution, had to be taught in schools. Outcomes-Based Education was adopted as a new method for teaching the new curriculum and also to achieve transformation objectives. These changes are viewed by some scholars as a paradigm shift. With frequent amendments to Curriculum 2005, the New Curriculum Statement (NCS), which is the focus of this study, was born. The aim of this study was to investigate whether this new curriculum is contributing towards entrepreneurial stimulation amongst high school learners. The main assumption in this study, which has been supported by various literature reviews, is that developing entrepreneurship skills amongst learners will help in the creation of jobs as well as in reduction of unemployment and poverty, thereby improving the standard of living among the majority of the people. The education system of a country reflects what the country values and holds dear. In the words of Professor Kader Asmal, our education system and its curriculum expresses our idea of ourselves as a society and our vision as to how we see the new form of society being realised through our children and learners. It represents our priorities and assumptions of what constitutes a good education at its deepest level (Department of Education, 2002:1). To carry out this study, the qualitative descriptive research method was used. The sample was drawn from high schools in Zebediela area, Limpopo Province. After sampling had been done, data were collected using a structured questionnaire. A sample of 150 learners and 14 teachers was drawn, using the simple random sampling procedure. The data were then analysed using the content analysis and constant comparative methods. The results of the study were presented and analysed. Tables were used to allow for a logical and coherent presentation. One of the key findings in this study is that, the content of the National Curriculum Statement, especially the Learning Outcomes and Developmental Outcomes, purports to stimulate entrepreneurship amongst high school learners. This has also been clearly supported by the views of the teachers as this study will show. It still remains to be seen as to whether the New Curriculum Statement is actually succeeding since there is a difference between stating one’s aims and objectives and achieving them. This study will attempt to look deeper into whether the Department of Education’s good aims and intentions will be realised. The main contribution of this study lies in the proposed intervention strategies that are aimed at coming up with ways and means of ensuring that the new curriculum produces more entrepreneurs.

PROBLEM DISCUSSION: Vaggeryd is a small municipality Småland. In addition to its strategic position along the main traffic route E4, Vaggeryd is very interesting also because of its advanced view on growing of the business sector, in both short and long-term per- spective. To meet that goal the municipality of Vaggeryd started to invest in “Egenföretagareutbildningen” EFU in cooperation with Jönköping International Business School (JIBS). The main idea is that students attend the courses that are held by JIBS and during their studies start their own business in a local business incubator called Fenix. PURPOSE: To host such education requires a huge amount of energy and resources from the municipality, which consequently would like to get answers to questions like “Is it worth investing in the education?” or “What are the results of such education?” The aim of this paper is to give the answers to those crucial questions though I believe that the time that has passed from the beginning of the education is too short and that the number of the students was not large enough to get definitive answers. This paper concentrates on a narrow part of the qualitative research methods – an inter- view. It is divided into two parts, a theoretical part and the empirical findings. FINDINGS: The research showed that six students out of a total of ten from generation 2005 started a new venture, three will take over a family business, and one has not decided to start a business yet. Of six students in generation 2003 four have started a business and one of them finished in bankruptcy, one plans to start a business in the future and one does not have a good business idea. RECOMMENDATIONS: Answers that the interviews returned gave interesting sugges- tions to both the municipality of Vaggeryd and JIBS about how to improve EFU. I would emphasise two, I believe, the most important recommendations. First municipality has to attract neighbouring municipalities in the EFU project. In addition, a greater effort should be made to help students build a spider’s web of business contacts.

Esta pesquisa investiga o processo de construção de conhecimento sobre planejamento de negócios dos alunos-empreendedores do curso de extensão XIV Maratona de Empreendedorismo da UFRGS, a partir de suas vivências/experiências nas arquiteturas pedagógicas de debate de teses e de resolução de problemas. Trata-se de uma pesquisa qualitativa, com fundamentação nos pressupostos piagetianos da tomada de consciência e fazer e compreender. A pesquisa foi realizada com dez sujeitos, sendo que os dados foram coletados a partir do levantamento dos registros dos alunos nas arquiteturas pedagógicas Debate de Teses e Desafio-Problema, questionário online e entrevista final. A organização e o processamento dos dados foram realizados com o uso do software NVivo. Para a análise dos dados foram definidas duas categorias, com quatro níveis cada: (i) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Debate de Teses e (ii) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Desafio-Problema. Os resultados da pesquisa apontam que os sujeitos conseguiram construir conhecimento acerca do planejamento de negócios, alcançando uma compreensão contextualiza sobre o tema e, em alguns casos, uma compreensão antecipada, oportunizando a visualização de ações futuras para a implantação das ideias de negócio. Nesse processo de construção de conhecimento, os sujeitos puderam reconstruir suas certezas provisórias, atingindo um saber fazer conceituado. / This research investigates the process of knowledge building about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from their experiences in the theory discussion and problem solving pedagogical architectures. It is a qualitative research, with reasons in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects, and the data were collected from a survey of the records of students in Theory Discussion and Challenge-Problem pedagogical architectures, online questionnaire and final interview. The organization and data processing were performed using the software NVivo. For data analysis were defined two categories, each with four levels: (i) conceptual understanding of business planning from the use of Theory Discussion pedagogical architecture and (ii) conceptual understanding of business planning from the use of Challenge Problem pedagogical architecture. The survey results indicates that the subjects were able to build knowledge of business planning, reaching an understanding on the subject in context and in some cases, an early understanding, providing opportunities for viewing future actions for the implementation of business ideas. In this knowledge-building process, the subjects were able to rebuild their provisional certainties, reaching a reputable know-how.

This study aimed to analyzed the influence of entrepreneurial education activities on the entrepreneurial characteristics of undergraduate students at the Federal University of Santa Maria, Campus PM. Was conducted a qualitative and quantitative exploratory case study, based on empirical research. Informal data collection was gathered with the objective to identify which teachers, in the opinion of the students, perform different activities in the classroom. For the qualitative research, a semi-structured interview was performed with five teachers. For data analysis, was adopted the method of content analysis. From this analysis emerged methods of teaching activities, teacher-student interaction and entrepreneurial learning. For the quantitative research was applied a questionnaire developed by David McClelland (1971) which was answered by 792 undergraduate students. The internal consistency of the scales was evaluated by Cronbach s alpha coefficient, taking into account the reliability for the measurement and evaluation of the constructs. Data were analyzed using statistical tests. Regarding the results of the questionnaires, it can be stated that the intensity of entrepreneurial characteristics less present in students are taking calculated risks, persuasion and contact networks. The association of the two approaches was performed by the triangulation technique. As a result, it was found that, from the less present entrepreneurial characteristics in students, it requires reflection, in order to provide adherent practical activities to the peculiarities and the concept of these characteristics, for the moment that enhances practices aimed to develop entrepreneurial characteristics in the classroom, it is providing the student with a different way of learning. The statement that students recognize the teacher who practices different approaches in the classroom, shows that the practices that increase entrepreneurial characteristics and attitudes of students are a fact and a necessity for the learning process. / Este estudo teve como objetivo analisar a influência das atividades de educação empreendedora sobre as características empreendedoras dos alunos de graduação da Universidade Federal de Santa Maria, Campus Palmeira das Missões. Foi realizado um estudo qualitativo e quantitativo, do tipo exploratório, baseado em pesquisa empírica. A primeira etapa da coleta de dados ocorreu de maneira informal, visando identificar os professores que, na opinião dos alunos, desenvolvem atividades diferenciadas em sala de aula. Posteriormente, foram realizadas entrevistas com cinco docentes, utilizando-se um roteiro semiestruturado. Para análise qualitativa dos dados, empregou-se o método de análise de conteúdo (BARDIN, 2011). Desta análise emergiram métodos de atividades didáticas utilizadas em sala de aula, formas de interação professor-aluno e processos de aprendizagem empreendedora. Para a pesquisa quantitativa, foi aplicado o questionário sobre Características Comportamentais Empreendedoras (CCE's), desenvolvido por David McClelland (1972). Participaram 792 alunos de graduação. A consistência interna das escalas foi avaliada pelo Coeficiente de Alfa de Cronbach, atestando fidedignidade para a medida e avaliação dos constructos. Os dados foram analisados a partir de testes estatísticos. Com relação aos resultados dos questionários, pôde-se inferir que as características empreendedoras com menor intensidade, dentre os alunos, foram correr riscos calculados e persuasão e redes de contato. A associação das duas abordagens foi realizada pela técnica de triangulação de dados. Como resultado verificou-se que, a partir das características empreendedoras menos intensas nos alunos, necessita-se de reflexão, no intuito de possibilitar o aprimoramento das atividades práticas aderentes às peculiaridades e ao conceito dessas características, pois no momento em que se aperfeiçoam tais práticas, proporciona-se ao aluno uma forma diferente de aprendizagem. A constatação de que os alunos reconhecem o trabalho dos professores que desenvolvem trabalhos diferenciados, evidencia a premência de instrumentalização dos docentes, em relação as práticas que intensifiquem as características e atitudes empreendedoras dos alunos, por meio da aprendizagem empreendedora.

Esta pesquisa investiga o processo de construção de conhecimento sobre planejamento de negócios dos alunos-empreendedores do curso de extensão XIV Maratona de Empreendedorismo da UFRGS, a partir de suas vivências/experiências nas arquiteturas pedagógicas de debate de teses e de resolução de problemas. Trata-se de uma pesquisa qualitativa, com fundamentação nos pressupostos piagetianos da tomada de consciência e fazer e compreender. A pesquisa foi realizada com dez sujeitos, sendo que os dados foram coletados a partir do levantamento dos registros dos alunos nas arquiteturas pedagógicas Debate de Teses e Desafio-Problema, questionário online e entrevista final. A organização e o processamento dos dados foram realizados com o uso do software NVivo. Para a análise dos dados foram definidas duas categorias, com quatro níveis cada: (i) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Debate de Teses e (ii) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Desafio-Problema. Os resultados da pesquisa apontam que os sujeitos conseguiram construir conhecimento acerca do planejamento de negócios, alcançando uma compreensão contextualiza sobre o tema e, em alguns casos, uma compreensão antecipada, oportunizando a visualização de ações futuras para a implantação das ideias de negócio. Nesse processo de construção de conhecimento, os sujeitos puderam reconstruir suas certezas provisórias, atingindo um saber fazer conceituado. / This research investigates the process of knowledge building about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from their experiences in the theory discussion and problem solving pedagogical architectures. It is a qualitative research, with reasons in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects, and the data were collected from a survey of the records of students in Theory Discussion and Challenge-Problem pedagogical architectures, online questionnaire and final interview. The organization and data processing were performed using the software NVivo. For data analysis were defined two categories, each with four levels: (i) conceptual understanding of business planning from the use of Theory Discussion pedagogical architecture and (ii) conceptual understanding of business planning from the use of Challenge Problem pedagogical architecture. The survey results indicates that the subjects were able to build knowledge of business planning, reaching an understanding on the subject in context and in some cases, an early understanding, providing opportunities for viewing future actions for the implementation of business ideas. In this knowledge-building process, the subjects were able to rebuild their provisional certainties, reaching a reputable know-how.

Esta pesquisa investiga o processo de construção de conhecimento sobre planejamento de negócios dos alunos-empreendedores do curso de extensão XIV Maratona de Empreendedorismo da UFRGS, a partir de suas vivências/experiências nas arquiteturas pedagógicas de debate de teses e de resolução de problemas. Trata-se de uma pesquisa qualitativa, com fundamentação nos pressupostos piagetianos da tomada de consciência e fazer e compreender. A pesquisa foi realizada com dez sujeitos, sendo que os dados foram coletados a partir do levantamento dos registros dos alunos nas arquiteturas pedagógicas Debate de Teses e Desafio-Problema, questionário online e entrevista final. A organização e o processamento dos dados foram realizados com o uso do software NVivo. Para a análise dos dados foram definidas duas categorias, com quatro níveis cada: (i) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Debate de Teses e (ii) compreensões conceituais do planejamento de negócios a partir do uso da arquitetura pedagógica Desafio-Problema. Os resultados da pesquisa apontam que os sujeitos conseguiram construir conhecimento acerca do planejamento de negócios, alcançando uma compreensão contextualiza sobre o tema e, em alguns casos, uma compreensão antecipada, oportunizando a visualização de ações futuras para a implantação das ideias de negócio. Nesse processo de construção de conhecimento, os sujeitos puderam reconstruir suas certezas provisórias, atingindo um saber fazer conceituado. / This research investigates the process of knowledge building about business planning of the student entrepreneurs of extension course XIV Marathon Entrepreneurship UFRGS, from their experiences in the theory discussion and problem solving pedagogical architectures. It is a qualitative research, with reasons in Piagetian assumptions of awareness and do and understand. The survey was conducted with ten subjects, and the data were collected from a survey of the records of students in Theory Discussion and Challenge-Problem pedagogical architectures, online questionnaire and final interview. The organization and data processing were performed using the software NVivo. For data analysis were defined two categories, each with four levels: (i) conceptual understanding of business planning from the use of Theory Discussion pedagogical architecture and (ii) conceptual understanding of business planning from the use of Challenge Problem pedagogical architecture. The survey results indicates that the subjects were able to build knowledge of business planning, reaching an understanding on the subject in context and in some cases, an early understanding, providing opportunities for viewing future actions for the implementation of business ideas. In this knowledge-building process, the subjects were able to rebuild their provisional certainties, reaching a reputable know-how.

En la actualidad, la educación emprendedora está tomando un rol fundamental para fomentar el emprendimiento en todo el mundo, ya que tanto las economías desarrolladas o aquellas en vía de desarrollo consideran al emprendimiento como una alternativa para salir de la crisis económica y la incertidumbre laboral, que principalmente se ve en los jóvenes. Por ello, las universidades vienen desarrollando diferentes programas de educación emprendedora para fomentar esta intención y en este vínculo algunas investigaciones consideran como algo positivo el impacto de estos programas; mientras que otras, sostienen lo contrario. En el presente trabajo se han revisado investigaciones de los últimos 5 años relacionadas a la intención y educación emprendedoras, dado que dentro de esta participación existen posturas a favor y en contra de la influencia de los factores situacionales y personales. Además, se identifican y plantean nuevas líneas de investigación, de tal manera que los resultados contribuyan a comprender el proceso de formación de la intención emprendedora, para que así, tanto la academia como el gobierno, las empresas, los investigadores y actores interesados puedan desarrollar propuestas más acertadas. / At present, entrepreneurial education is taking a fundamental role in fostering entrepreneurship worldwide, since both developed and developing economies see entrepreneurship as an alternative to get out of the economic crisis and job uncertainty. , which is mostly seen in young people. For this reason, universities have been developing different entrepreneurial education programs to foster entrepreneurial intent, and in this connection, some research considers the impact of these programs to be positive, while others maintain the opposite. In the present work, investigations of the last 5 years related to entrepreneurial intention and entrepreneurial education have been reviewed, within this relationship the positions for and against the influence of situational and personal factors. In addition, new lines of research are identified and proposed, so that the results contribute to understanding the process of entrepreneurial intention formation, so that the academy, government, companies, researchers and stakeholders can develop proposals more successful.

‘How do extrinsic factors influence the decision of young adults to become an entrepreneur?’ Michelle Hartmann and Aiko Thumm, 2018: Applied Double Degree Bachelor, Linnaeus University Växjö, Sweden and ICN Business School Nancy, France. Even though governments all over the world are putting a spotlight on entrepreneurs and entrepreneurship as a whole, the motivations of why to become a venture creator is rarely touched upon. In general, there are two forms of possible influences on entrepreneurial intentions, namely intrinsic and extrinsic drivers. In order to further describe the phenomenon of extrinsic factors influencing entrepreneurial intentions, this study aims to describe the interplay of three extrinsic factors for venture creation. These three factors are entrepreneurship enhancing education, role models as well as influence of opportunity and necessity. A descriptive, qualitative study has been chosen for that purpose. During semi-structured interviews, the narrative story of the six participants is told. The findings revolve around the narratives of the respondents’ propositions towards the three aforementioned extrinsic factors. This paper shows that the present educational system only partially conveys necessary knowledge and entrepreneurial skills. Furthermore, this study suggests, that there is more than only a positively influencing role model, videlicet, a negative example representing things the young adult does not want to become. In addition, the study depicts the predicament of a clear differentiation between necessity and opportunity entrepreneurship. Lastly this paper concludes, that more than one factor are motivational drivers for young entrepreneurs and therefore opens a wide research area for future fellow entrepreneurship researchers.