Conceptualizing non-cognitive attributes, entrepreneurship training, pedagogical competencies and stem education outcome: an integrated model and research proposition

How Entrepreneurial Education and Environment Affect Entrepreneurial Readiness of STEM and Business Students? A Longitudinal Study

“…In Serbia, faculties educating students in the STEM field gained additional funding for new buildings, equipment, teaching staff to be able to educate more STEM students starting from 2022. There is a shortage on the labour market of STEM educated experts, especially the ones that besides engineering knowledge and skills have additional entrepreneurial competencies, are innovators, problem solvers and team players (Mwasiaji et al, 2021).…”

“…Thus, it is not possible to achieve this with just one course, it is necessary to introduce systematic entrepreneurial learning for STEM students. Mwasiaji et al (2021) identified following entrepreneurial competencies: managing a business venture (managing time, money and staff), problem solving skills, planning and good decision making, marketing, sales and customer service skills, financial skills. Similarly, Xuan et al (2020) recommended the most important competencies that future-oriented entrepreneurs should develop as: the ability to find and interpret weak signals of change and disruptions; the ability to act proactively (autonomous strategic behaviour, enterprising spirit); the ability to run strategic foresight within organization; the ability to manage change and uncertainty; the ability to create organizational vision (both collective and individual); the ability to perceive unmet consumer needs and seeing the big picture.…”

The Role of Entrepreneurship Education in Shaping Students' Emotional and Cognitive Competencies for Entrepreneurship

“…Based on the theory, entrepreneurial interest is a rational aspect that is influenced by subjective norms, attitudes, and self-efficacy as the main aspects in increasing students' entrepreneurial interest. These factors are the aspects that most strongly influence entrepreneurial interest and behavior and other fields (Hwee Nga & Shamuganathan, 2010;Mwasiaji et al, 2022). Subjective norms are the roles of the closest people such as family, relatives or friends who can influence decision-making whether to enter into entrepreneurial activities or not.…”

“…These competencies can be learned and improved. Emotional competence also refers to a person's ability to recognize, understand, manage emotions, and use the emotions of oneself and others (Mwasiaji et al, 2022;Olutuase et al, 2020). In this study, emotional competence is defined as a component of individual behavior that plays an important role in carrying out activities or making decisions in running a business.…”

Probleme Dayalı STEM Etkinliklerinin Öğretmen adaylarının STEM Kavramlarına Yönelik Bilişsel Yapılarının Gelişimine Etkisinin İncelenmesi

“…Bu sonucun aksine, yapılan çalışmalarda STEM uygulamalarının katılımcıların girişimcilik kavramına yönelik algı düzeylerini arttırdığı ifade edilmektedir (Kendaloğlu, 2021;Turgutalp, 2021;Şirin & Çelikkıran, 2021). Girişimcilik günümüzde farklı alanlarda yenilikçi üretimlerin yapılmasında, bireylerin yaratıcı fikirler üreterek toplumların kalkınmasına katkı sağlamasında gerekli ve önemli becerilerdendir (Mwasiaji, Mambo, Mse & Okumu, 2021) . Bu nedenle fen öğretim programında da öğrencilere kazandırılması hedeflenen becerilerden biri olarak değerlendirilebilir.…”