This book provides new insights into the important field of Entrepreneurship Education. The editors pick up Fayolle’s invitation: “How can we learn from ‘institutional’ culture?” and translate it to a variety of aspects of learning to start-up. From the perspective of Human Resource Education and Management (Wirtschaftspädagogik) the authors shed light into the socio-cultural system of entrepreneurship education. They start with mapping out its challenges. They discuss context factors like political regimes affecting entrepreneurial activities, consider goals including moral awareness, introduce ideas of modeling entre- and intrapreneurial competencies, suggest teaching-learning-strategies, discuss evaluation procedures and introduce case studies of entrepreneurship education in different countries for different study levels. All in all this book stimulates and supports the challenges of educators, students, and practitioners (human resource managers, consultants, principals, teachers, and trainers) to introduce into the varying contexts of entrepreneurship education content specific, procedural, causal elements necessary for starting and maintaining an enterprise.
İçerik tablosu
Acknowledgement; Part I Introduction and Overview Becoming an Entrepreneur: Mapping Challenges in the Field of Entrepreneurship Education; Part II Becoming an Entrepreneur Entrepreneurship Education: A Gramscian Approach; Ident cation of Entrepreneurial Challenges as Essential Condition for Modeling Entrepreneurial Competence; Identifying Knowledge, Skills and Abilities of Successful Entrepreneurs; Prior Knowledge of Potential Entrepreneurs; Context and Ideology of Entrepreneurship Education in Practice; Entrepreneurship Education at the University of Graz: Illustrated by the Example of the Master Curriculum for Business Education and Development; From “Chalk-and-Talk” to Starting New Ventures: An Overview of Entrepreneurship Education Programs in Higher Education Institutions; Entrepreneurial Intentions in Initial Vocational Education and Training; Can Entrepreneurship Be Taught to Vocational Students?: An Intervention Study; A Research- and Evidence-Based Entrepreneurship Education Program at Ludwig-Maximilians University (LMU), Munich; Ethical and Moral Considerations on Entrepreneurship Education; Conceptualization of “MODE³” as an Innovative Model for the Evaluation of Entrepreneurship Education at Universities from the Perspective of Gründungsdidaktik; “Arzt und Zukunft” – An Example of Entrepreneurship at the Faculty of Medicine at Ludwig-Maximilians University (LMU), Munich; Ajzen’s Theory of Planned Behavior in Entrepreneurship Education Research: An Introduction and Review of Impact Studies; Intrapreneur: An Entrepreneur within a Company – An Approach on Modeling and Measuring Intrapreneurship Competence; Part III Summary, Discussion and Reflection Becoming an Entrepreneur – Epilog: Summing Up, Rections and Further Questions; List of Authors.
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