31 research outputs found
Creative entrepreneurs' perceptions about entrepreneurial education: Creative Entrepreneurship Training Network -project
TekijÀt kannessa: PÀivi Karhunen, Urve Venesaar et a
Evaluation of the Entrepreneurship Education Programme in University: A New Approach
In entrepreneurship education, the development of entrepreneurial thinking and acquiring of relevant knowledge and skills for conducting the tuition process for the development of entrepreneurial initiative are very important. Besides this, it is important to also find different ways to measure the impact of the courses. The evaluation of the educational programme is a complex matter, as the question arises â what are we measuring, what indicators should be used and how should they be measured. The current study is an attempt to develop a new approach in the evaluation of entrepreneurship education programme in university - the assessment of entrepreneurship training results through changes in metacognitive awareness of participants. Students were asked to complete, both at the beginning and at the end of the training course, a cognitive adaptability questionnaire (by Haynie). The extent to which students reflect, think strategically, plan, recognize useful knowledge-skills and analyse/control themselves was uncovered based on the results. For analysing the changes in metacognitive awareness of respondents, both the Likert Scale and Bayesian Dependency Modelling techniques are used. A Comparison of average assessments at the beginning and at the end of the course shows a small rise. Moreover, considering the strengths of the dependencies between the most important statements of thinking process, participants present a trend of growing stronger after the training course.entrepreneurship education, knowledge and skills, metacognitive awareness
FinantspÀdevuse kui elukestva Ôppe vÔtmepÀdevuse raamistik
Inimestelt oodatakse varasemast suurema vastutuse vĂ”tmist oma rahalise heaolu eest kogu elukaare jooksul ja keerukate valikute langetamist mitmesuguste finantsteenuste hulgast. See nĂ”uab elukestvat finantspĂ€devuse arendamist. Eestis tegeletakse sellega aga eelkĂ”ige ĂŒldhariduskoolis ning sealgi on see teiste ainevaldkondade osa ja selgelt defineerimata. FinantspĂ€devust kajastab vaid ettevĂ”tlusĂ”ppe raamistiku finantskirjaoskuse alapĂ€devus. Elukestva Ă”ppe jaoks on suuniseid antud riiklikus rahatarkuse strateegias, kuid sealgi pole finantspĂ€devust defineeritud. Et seda lĂŒnka tĂ€ita ja vĂ”imaldada sĂŒstemaatilisemat finantspĂ€devuse edendamist, loome finantspĂ€devuse kui elukestva Ă”ppe vĂ”tmepĂ€devuse raamistiku. Selleks analĂŒĂŒsime teaduskirjandust, teiste riikide mÀÀratlusi ja OECD suuniseid. FinantspĂ€devuse tĂ€iuslikkuse tasanditena kĂ€sitleme rahalise heaolu komponente. Tulemused vĂ”iksid kasutust leida poliitikakujundajate ja finantshariduse pakkujate töös ning anda ainest edasisteks uurimusteks.
Summar
EessÔna
Eesti Haridusteaduste Ajakirja erinumbri teema on "EttevĂ”tlikkuse ja ettevĂ”tlusĂ”ppe arendamine pĂ”hikoolist kĂ”rgkoolini". See erinumber on pisut tavapĂ€ratu, kuna kasvatusteadlastele lisaks on kaasatud ajakirja vĂ€ljaandmisse ettevĂ”tlusĂ”ppejĂ”ud ja majandusteadlased. Autorite hulgast leiab peale haridusvaldkonna eest pĂ”hiliselt vastutavate Tallinna Ălikooli ja Tartu Ălikooli Ă”ppejĂ”udude ka Ă”ppejĂ”ude Tallinna TehnikaĂŒlikoolist, Estonian Business Schoolist ja Eesti EttevĂ”tluskĂ”rgkoolist Mainor. EesmĂ€rk on neil aga ĂŒhine: kĂ€sitleda ettevĂ”tte loomise vĂ”i selle arendamise protsessi kompleksselt, juhtides tĂ€helepanu vajadusele kujundada ettevĂ”tlusĂ”ppe kaudu Ă”ppijate arusaama ettevĂ”tjast ja ettevĂ”tlikkusest (huvi, hoiakud, innovaatilisus), ettevĂ”ttest ja selle majandustegevuse eri kĂŒlgedest, samuti ĂŒhiskonnast
Kutse- ja kÔrgkoolides Ôppijate autonoomne motivatsioon ettevÔtlusega alustamisel ning selle seosed enesejuhtimise, algatusvÔime ja loovusega
EttevĂ”tluse kontekstis on oluline uurida, mis motiividel alustavad ettevĂ”tjad tegutsemist ning kuidas need mĂ”jutavad edasist ettevĂ”tlusprotsessi. Motiivide uurimine seotuna teiste ettevĂ”tluses oluliste pĂ€devustega (nt enesejuhtimine, algatusvĂ”ime ja loovus) vĂ”imaldab paremini mĂ”ista motivatsiooni olemust ning pöörata kĂ”ne alustele teemadele tĂ€helepanu juba ettevĂ”tlusĂ”ppes. Uurimusega soovitakse rakendada eri valdkondades (nt haridus, psĂŒhholoogia, tervishoid) levinud ise mÀÀramisteooriat ettevĂ”tlusĂ”ppes. Selleks uuritakse 497 kutse- ja kĂ”rgkoolideĂ”ppija kogemust ning motiive ettevĂ”tlusega alustamisel, lĂ€htudes autonoomse ja kontrollitud motivatsiooni teooriast ning sidudes valitud teoreetilise lĂ€htekoha varem ettevĂ”tluse kontekstis esile tĂ”stetud pĂ€devustega. Uurimistulemusena ilmneb, et Ă”ppijad, kes lĂ€htuvad ettevĂ”tlusega alustamisel pigem autonoomsele motivatsioonile viitavatest pĂ”hjustest, annavad kĂ”rgemaid hinnanguid oma enese juhtimisoskuste, algatusvĂ”ime ja loovuse kohta. Seega vĂ”ib autonoomse motivatsiooni teadlik toetamine ettevĂ”tlushariduses olla seotud ka Ă”ppijate edasise parema toimetulekuga ettevĂ”tlusmaastikul.
Summar
Entrepreneurial strategies and trust: structure and evolution of entrepreneurial behavioural patterns in "low trust" and "high trust" environments of East and West Europe; part 4, Estonia and Russia
Creative entrepreneurs' perceptions about entrepreneurial education
http://tartu.ester.ee/record=b2578502~S1*es
Metacognitive awareness and personal characteristics of students: A case of Estonia
Entrepreneurship education has acquired a great importance in higher education for the
development of entrepreneurial thinking, acquiring knowledge and skills for the development
of entrepreneurial initiative among students. However, there is a need to study more
profoundly the input as well as outcome of entrepreneurship training courses, especially
concerning the assessment and improvement of training courses for making them more
effective. The purpose of this article is to investigate how the courses on entrepreneurship are
influencing studentsâ metacognitive awareness and whether different personal characteristics
of students are connected with and influencing the development of their metacognitive
abilities. The article is based on the survey carried out by using studentsâ psychological
profile questionnaire and additional metacognitive awareness questionnaire. The results of
study have been analysed by the tools of linear statistical analysis and clustering
methodologies.
The results indicate that entrepreneurial mindset and metacognitive awareness are most
developed among students presenting higher level of self-confidence, aspiration towards
independence and and risk-taking propensity, i.e. entreprising students. On the basis of the
results of survey it is possible to make a conclusion that in order to increase studentsâ
metacognitive awareness the content of courses and teaching methods are important aspects to
consider for students with different personal characteristics