Broadening the resource base for entrepreneurship education through teachers' networking activities

Who Should Provide Education For Entrepreneurship An Evaluation Of Government-Led Entrepreneurship Education Programs In Turkey

“…Akın and Demirel 2015) in mind, our results are supported by studies such as Duze (2010) arguing that the state provided entrepreneurship education may lead to many problems such as favoritism, laziness, and extravagance and the entrepreneurship education funded by the state will only be successful in the case of disposal of these negativities, Guzman and Linan (2005) and Charney and Libecap (2000) reporting that many European countries turn to nongovernment sources as they could not get the desired results from mainly state funded entrepreneurship education, Wilson (2008) indicating that entrepreneurship education activities in the United states funded mainly by non-state for the institutions and the state has the minimum effect so that it is more successful than European countries, Ruskovaara et al (2015) and Hynes and Richardson (2007) stating that the stakeholders should take an active role in entrepreneurship education.…”

Curricular improvements for entrepreneurial education

“…In this sense, the practices available to educational institutions are the following: projects, case studies, games through which learners assume roles (such as pupils selling products), competitions where pupils are encouraged to come up with innovations for which they receive rewards, or visits to small and medium enterprises (Ruskovaara et al, 2015).…”

“…A second area of improvement would be the creation of more partnerships between educational institutions and private sector, such as entrepreneurs, companies, consultants, and so on (Ruskovaara et al, 2015. Partnerships represent a context where students can develop their skills in a sustainable and innovative way because partners of private sector agree to sponsor schools' initiatives or to directly teach the students.…”

Practical Teaching and Learning Evaluation of Computational Fluid Dynamics Based on Traditional Chemical Engineering Curriculum

“…mathematical physical problem formulation and numerical methods, which include discretization methods, solvers, numerical parameters, and grid generation. Traditionally, in chemical engineering, formulation of mathematical models involves the solution of ordinary or partial differential equations to describe transport phenomena and reacting systems by incorporating analytical methods such as Laplace transforms or Fourier series expansions in Eigen functions [2]. Such methods are however restrictive, in that they usually require simple geometries and linear problems, whereas real chemical engineering problems can have very complex geometry and non-linear phenomena.…”