The complexity of problems at work and high working demands require students to develop multiple skills. One of the alternatives for encountering those conditions is through the process of Entrepreneurship activities or training, especially in vocational-based higher education and other public higher education. This paper aims to present designing process of technopreneurship scientific learning framework in vocational-based higher education. The research used Four D Model (4-D model) which followed stages of 1) Define, 2) Design, 3) Develop, and 4) Disseminate. While in this preliminary research, the stages were conducted only up to the design phase. The framework of technopreneurship scientific learning model resulted consists of, 1) identified problems, needs analysis and learning analysis; 2) scientific technopreneurship cooperative approach; 3) design of the scientific technopreneurship business plan; 4) product (prototype of goods and/or services), and 5) work evaluation. The results elaborate that thetechnopreneurship scientific learning model is as an alternative to producing well-prepared graduates for survival in the society by applying the entrepreneurship skills-based technology.

Students are faced with the choice to continue their education to a higher level of work after completing their education, including engineering education students. However, the fact is that the students who have completed their education cannot determine the career planning direction. This phenomenon implies that students do not have career maturity, especially in entrepreneurship. Career maturity is influenced by several factors, including locus of control and self-concept. This study aims to describe the internal locus of control, self-concept, and career maturity, test the contribution of internal locus of control and self-concept towards the career maturity of engineering education students in entrepreneurship. This study used multiple regression analysis. The research sample was 218 people consisting of students at private universities in West Sumatra, Indonesia. Data collection was done by using inventory Locus of Control and Self Concept. The research findings show that: (1) on average, the description trust of internal locus of control is in the high category, (2) the self-concept is in a positive category, (3) career maturity is in the high category, (4) there is the contribution of locus of control internal to career maturity of 7.5% (R = 0.275, the significance of 0.000), (5) there is a contribution of self-concept to career maturity of 7.2% (R = 0.268, the significance of 0.000), and (6) there is a joint contribution of locus of internal control and self-concept of career maturity by 11% (R = 0.332, significance 0.000).

No abstract

This research was motivated by the entrepreneurship learning outcomes in vocational education which is still poor. Technopreneurship scientific learning and learning readiness are assumed to be factors affecting entrepreneurship learning outcomes. The purpose of this study is to describe and test the contribution of technopreneurship scientific learning and readiness to learning of entrepreneurship learning outcomes. This research used the quantitative method with correlation descriptive. The population was all students who follow the general course of entrepreneurship in Higher Education for 1100 people. While the samples are 217 students who were selected by using proportional stratified random sampling. This research tool was a Likert scale and a valid and reliable reading comprehension test. Data were analyzed using descriptive statistics, simple regression and multiple regressions. The research findings show that there is a contribution of both technopreneurship scientific learning and learning readiness to entrepreneurship learning outcomes.

.