Entrepreneurship Education and Training in Saudi Arabia

Azim, Mohammad Tahlil; Hariri, Abdulrahman

doi:10.1007/978-3-319-90394-1_11

Cited by 16 publications

(16 citation statements)

References 24 publications

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“…Entrepreneurial training programs and their methodologies are the vehicle for developing entrepreneurial competencies. Their main objectives are, firstly, technical capacity to design an entrepreneurial project; and secondly, to provide a set of entrepreneurial skills and attitudes that reinforce the primary objective [66]. According to specialized literature, the most effective means for the development of entrepreneurial competence are based on active learning, i.e., on the protagonism of the learner-entrepreneur rather than those centered on the teacher [60,67,68].…”

Section: Skills and Entrepreneurial Competenciesmentioning

confidence: 99%

“…Based on an extensive documentary review, Azim and Al-Kahtani [66] show a broad catalog of the usual training objectives in entrepreneurship programs, ranging from the usual technical content in a business plan, to a set of competencies (skills, behaviors, and attitudes) that make a person unique, that is, those related to idea generation, team building, business planning, inspiration, creativity and innovation, opportunity recognition, selling, network management, adapting to change, resolving contingencies, and accepting failure [72,73]. This set of competencies is referred to as soft skills, and it is to be expected [74] that, at each stage of the entrepreneurial process-defining the idea, developing the business model, and launching it-different skills are required on a cumulative basis.…”

Section: Skills and Entrepreneurial Competenciesmentioning

confidence: 99%

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Intergenerational Entrepreneurship to Foster Sustainable Development: A Methodological Training Proposal

et al. 2021

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Intergenerational entrepreneurial initiatives are aimed at addressing the needs and opportunities of certain social groups and have the potential of becoming successful business projects. Moreover, they are a key to undertake sustainability practices that may represent a competitive advantage for the companies and an example to imitate when creating businesses. The objective of the study is to propose an intergenerational training methodology so that young people and seniors can create companies together, generating social cohesion and sustainable development in response to generational challenges. Intergenerational entrepreneurship seems to be a novel research area, especially when referring to developing methodologies of collaborative entrepreneurship projects. For this purpose, our literature review focuses on, first, the matching theories and experiences applied for intergenerational cooperation; then, literature about training methodologies for entrepreneurship is reviewed; finally, the main theories on training skills for entrepreneurship are approached. Focus groups were conducted as they serve as the main sources of data and are very appropriate for the generation of new ideas within a social context. In general, results show that, for achieving a successful intergenerational cooperation, some specific training is needed for both generations. This paper is a starting point for future research approaching intergenerational entrepreneurship, or entrepreneurial initiatives with singular characteristics, such as rural contexts or people with disabilities.

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Section: Skills and Entrepreneurial Competenciesmentioning

confidence: 99%

Section: Skills and Entrepreneurial Competenciesmentioning

confidence: 99%

Intergenerational Entrepreneurship to Foster Sustainable Development: A Methodological Training Proposal

et al. 2021

View full text Add to dashboard Cite

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“…There are a number of debates around entrepreneurial education, with the main question being whether or not entrepreneurship can be taught [14]. Entrepreneurs are sometimes introduced as having "extraordinary genetic endowment" [15].…”

Section: Content Model Of Entrepreneurship Educationmentioning

confidence: 99%

“…Various entrepreneurial training models in South Africa and the rest of the world were investigated to determine the real skills needs of the entrepreneurs [4], [8], [11], [16], [18] and [20,21]. Additional searches into entrepreneurship education training programmes led to a literature survey recently conducted by Azim and Al-Kahtani [14], based on entrepreneurship education and training, in which they summarise the content that various authors identified as required in entrepreneurship education and training (EET) programmes; they are shown in Table 2. Noll [24]  By researching customer insights, conducting a selfassessment of personal creativity, conducting a feasibility study and identifying various business entry strategies.…”

Section: Content Model Of Entrepreneurship Educationmentioning

confidence: 99%

Creating an ICT Skills Enhancement Environment for Entrepreneurs

Steyn

Villiers

Twinomurinzi

2018

This Changes Everything – ICT and Climate Change: What Can We Do?

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Entrepreneurship is seen as a primary tool in the fight against unemployment, poverty and social inequality. Although various entrepreneurial training models exist, many of these have not considered the influence of current information and communication technology (ICT), even though ICT is a contemporary tool that entrepreneurs can leverage to increase the likelihood of a successful and sustainable business. This study therefore considered one entrepreneurship model that has been successful in entrepreneurial training in South Africa, the "content model for entrepreneurship education" (E/P), and investigated how ICT could be incorporated into this. The findings of 33 participants, who had been trained using the E/P model, suggest that, while many are familiar with most of the proposed ICT software programs, they do not necessarily incorporate them in practice. Linking ICT to the business skills section of entrepreneurial training seems to be an appropriate way of making the training practically feasible for participants. However, most of the participants highlighted the need for further guidance through a mentorship programme, for example. Guidance can also take the form of graduate programmes or learnerships. The results of the study clearly show how ICT can be linked to entrepreneurial training interventions, as well as the practical aspects of such a course. They also show that entrepreneurial interventions with high-tech equipment should perhaps not be overlooked, and that the basics first should be mastered.

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“…Integrating entrepreneurship concepts into engineering courses has become more common in higher education in recent years [7]. A 2015 survey of ASEE members representing 100 institutions indicated that faculty and administrators strongly agree that engineering students should have access to innovation and entrepreneurship education [8].…”

Section: Introductionmentioning

confidence: 99%