Embedding Enterprise: A Business School Undergraduate Course with an Enterprise Focus

Jones, Paul; Jones, Amanda; Skinner, Heather; Packham, Gary

doi:10.5367/ihe.2013.0153

Cited by 13 publications

(14 citation statements)

References 32 publications

(34 reference statements)

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“…Furthermore, it is argued that EE programmes provide the opportunity to develop subject specific knowledge and experience (DeTienne and Chandler, 2004;Politis, 2005). In addition, the extant literature reveals several studies measuring immediate changes in entrepreneurial attitudes as a result of an EE intervention (Peterman and Kennedy, 2003;Souitaris et al, 2007;Packham et al, 2010;Jones et al, 2013). Some authors, however, continue to question the effective integration of entrepreneurship into the curriculum (see Hannon, 2006), the extent to which it benefits students (Chell and Allman, 2003) and the effectiveness of formal and informal EE (Hytti and O'Gorman, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

A tale of two universities: graduates perceived value of entrepreneurship education

Jones

Pickernell

Fisher

et al. 2017

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Purpose The purpose of this paper is to evaluate career impact of entrepreneurship education (EE) considering evidence drawn from a quantitative study of alumni within two UK higher education institutions (HEIs) from a retrospective perspective. The findings inform the value of the EE experience and its impact on both self-employability and wider employability career choices. This study will be of relevance to both enterprise support agencies and government policy makers. Design/methodology/approach This research study considers evidence drawn from an online quantitative survey of EE within two UK HEIs. The survey evaluated a range of issues including course design, programme satisfaction, impact, career outcomes and respondents demographics. Over 80 respondents completed the survey in full which was analysed using a range of bivariate techniques. Findings The evidence suggested here indicates that EE programmes provide value both in terms of helping to enable business start-ups and also in supporting other career paths, through the enterprising knowledge and skill sets graduates acquire during their specialised studies. This study contributes to the literature by recognising and measuring these contributions. For example, this study enables discernment between different EE course components and their value for different career outcomes. Research limitations/implications The study recognises the limitations of this survey data in terms of the size of the sample, number of HEIs evaluated and its point in time design. Practical implications The HEI sector must evaluate its practices and measure the effectiveness of its graduates in terms of achieving sustainable business start-up. In course design, the evidence suggested that students value both the enterprising and entrepreneurial skills and knowledge components and discern value between them in their later careers. The findings suggest that EE graduates typically experience portfolio careers with multiple occupations in different sectors and roles within both employment and self-employment. Thus it is important that EE programme design includes both enterprising and entrepreneurial components to meet the future requirements of their graduates postgraduation. Originality/value This study contributes new evidence regarding the value of EE in UK HEIs. This evidence should inform course design and policy makers regarding the value of EE in creating self-employment and creating enterprising employees.

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Section: Literature Reviewmentioning

confidence: 99%

A tale of two universities: graduates perceived value of entrepreneurship education

Jones

Pickernell

Fisher

et al. 2017

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“…Incorporating initiatives into undergraduate education which specifically address documented deficiencies in graduate work performance is critical for bridging endemic skills gaps. Student competitions, skill development programs and WIL, in addition to the 'Entrepreneurs in Action' [Enactus] initiative (Jones et al, 2013), are central to developing creativity and enterprise in undergraduates. Providing students with opportunities to participate in volunteering and service learning is important for developing an understanding of the importance and principles of corporate and social responsibility.…”

Section: Educatorsmentioning

confidence: 99%

Personality Traits in Australian Business Graduates and Implications for Organizational Effectiveness

Jackson¹

2014

Industry and Higher Education

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The Five-Factor model is widely accepted as a robust model of personality that influences workplace behaviour and performance. Given evidence of persistent skills gaps in Australia, it is important to explore personality traits in business graduates to understand whether they have the necessary characteristics to enable the country to perform successfully nationally and to compete on a global level, particularly during periods of economic uncertainty. This study examines personality traits in 674 Australian business graduates, using the Ten-Item Personality Inventory (TIPI), and variations in traits across demographic/background characteristics. The results indicate that graduates are relatively high in extroversion, conscientiousness and emotional stability and low in openness and agreeableness. Some gender differences were apparent. The findings are largely positive for organizational performance, but raise concern for organizational well-being, effective leadership and innovativeness. There is some alignment between the findings and documented deficiencies in graduate performance, highlighting areas for intervention. Strategies for managing typical traits in business graduates and their potential impact on prevalent skills gaps are discussed for both professional and education practitioners.

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“…Several studies have focused on measuring 'soft' impacts such as positive changes in entrepreneurial attitudes as a result of an entrepreneurial education experience (Krueger et al, 2000;Peterman and Kennedy, 2003;Souitaris et al, 2007;Packham et al, 2010;Jones et al, 2013). While such studies are informative, economically sustainable graduate start-ups, as a consequence of an entrepreneurial intervention, will remain the key measurement for entrepreneurial education (Rasmussen and Sørheim, 2006).…”

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confidence: 99%

Beta: An Experiment in Funded Undergraduate Start-up

Jones¹,

Forbes-Simpson²,

Maas³

et al. 2015

Industry and Higher Education

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This paper reports on an evaluation of a funded undergraduate project designed to enable student business start-up. The programme, entitled ‘Beta’, provides undergraduate students with £1,500 of seed-corn funding. The key objective of the project is for the participants to exit it with a viable and legal business entity through which they can start trading on completion of the course. The study adopts a case study approach and evaluates all aspects of the Beta programme, the actors involved and its processes and practices. The authors examine the development of the project and the challenges and hurdles that were identified and overcome to realize the project's goals.

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Embedding Enterprise: A Business School Undergraduate Course with an Enterprise Focus

Cited by 13 publications

References 32 publications

A tale of two universities: graduates perceived value of entrepreneurship education

A tale of two universities: graduates perceived value of entrepreneurship education

Personality Traits in Australian Business Graduates and Implications for Organizational Effectiveness

Beta: An Experiment in Funded Undergraduate Start-up

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