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2015 | New Media in Higher Education Market | 402--410
Tytuł artykułu

Evolution of Entrepreneurship and Entrepreneurship Education - the Case Study of Extremadura Region in Spain

Warianty tytułu
Języki publikacji
EN
Abstrakty
EN
A critical review shows what has been the advance in the field of Entrepreneurship Education in Europe from the establishment of the Oslo Agenda in 2006 centering in three dimensions: research, educational and political implementation and social impact. The Council of Europe's report "Entrepreneurship Education: a road to success" concludes that "students participating in entrepreneurship education are more likely to start their own business and their companies tend to be more innovative and more successful than those led by persons without entrepreneurship education backgrounds. Entrepreneurship education alumni are at lower risk of being unemployed, and are more often in steady employment. Compared to their peers, they have better jobs and make more money". We will try to measure and test these conclusions in a regional case study (Extremadura in Spain). Desk research has been conducted to go beyond a state of art, highlighting, from a critical approach, key questions on intercultural issues about entrepreneurship and entrepreneurship education. In the context of a case study (the region of Extremadura in Spain) quantitative and qualitative data are integrated into the analysis. Qualitative methods included participant observation. (fragment of text)
Twórcy
  • University of Extremadura, Spain
  • The Jerzy Kukuczka Academy of Physical Education in Katowice, Poland
Bibliografia
  • European Commission (2004): Final report of the Expert Group "Education for Entrepreneurship" Making progress in promoting entrepreneurial attitudes and skills through primary and secondary education. Enterprise Directorate General. Brussels.
  • European Commission (2013) Entrepreneurship Education - a guide for educators. Electronic Edition. Entrepreneurship and Social Economy Unit, Directorate-General for Enterprise and Industry, Brussels.
  • European Commission/EACEA/Eurydice (2012a): Entrepreneurship Education at school in Europe national strategies, curricula and learning outcomes. Education, Audiovisual and Culture Executive Agency, P9 Euiydice and Policy Support, Brussels.
  • European Commission/EACEA/Eurydice (2012b): Developing key competences at school in Europe: Challenges and opportunities for policy. Eurydice Report. Publications Office of the European Union, Luxembourg.
  • Garavan T. (1994): Entrepreneurship Education and training programmes: A review and evaluation - Part 1. "Journal of European Industrial Training", Vol. 18, No. 8, pp. 3-12.
  • Hytti U. (2002): State-of-art of Enterprise Education in Europe - results from the entredu project. Small Business Institute, Business Research and Development Centre, Turku School of Economis and Business Administration, Turku.
  • Jones P., Jones A. (2014): Attitudes of sports development and sports management undergraduate students towards entrepreneurship. "Education + Training", Vol. 56, Iss. 8/9, pp. 716-732.
  • Kearney C. (2013): European mapping of initiatives on the development of key competences. European Schoolnet, Brussels.
  • Mattila J., Rytkola T. & Ruskovaara E. (2009): Creating a picture of a teacher as an entrepreneurship educator. Working Paper, EFMD Entrepreneurship Conference, Barcelona, February, 26-27, Spain.
Typ dokumentu
Bibliografia
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Identyfikator YADDA
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