Kompetenzorientierung in der Entrepreneurship Education

Grewe, Ute; Brahm, Taiga

doi:10.1007/978-3-658-27327-9_8

Cited by 7 publications

(4 citation statements)

References 12 publications

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“…The questionnaire consisted of psychometrically validated scales to assess students' entrepreneurial competences in three competence levels: economic, team and individual competences (Grewe and Brahm, 2019).…”

Section: Methodsmentioning

confidence: 99%

“…For this purpose, we conducted a quasi-experimental study including a pre-/ post-test design. Based on a comprehensive review of the literature (Grewe and Brahm, 2019), this study is based on a three-dimensional model of entrepreneurial competences consisting of economic, team and personal competences. These three dimensions each include different competences such as planning and risk taking (economic dimension), motivation and selfefficacy (personal dimension) as well as teamwork and inspiring others (team dimension) (see also Table A1).…”

Section: Development Of Entrepreneurial Competences 917mentioning

confidence: 99%

“…These variables were chosen according to the literature (Moberg, 2014;Mohr, 1999). Based on a comprehensive competence framework (Grewe and Brahm, 2019), survey questions were created for the self-assessment of students' entrepreneurial competences. The core of the questionnaire was based on a list of entrepreneurial competences gathered through a profound literature review and psychometrically tested by the way of a pilot test.…”

Section: Research Instrumentmentioning

confidence: 99%

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Development of entrepreneurial competences in mini-companies at schools

Grewe

Brahm

2020

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PurposeEntrepreneurship is not only seen as an important factor for economic growth and welfare but also as a vehicle of societal development and change, both at the regional, national and international level. Thus, entrepreneurship education at schools plays an increasingly important role, linking policy, businesses, education and science. However, research on entrepreneurship education programmes, especially on mini-companies which rely on an experiential learning setting, is still a young field and shared frameworks concerning entrepreneurial competences and longitudinal research designs are missing. This paper addresses to this research gap by analysing whether students who participate in a mini-company develop entrepreneurial competences.Design/methodology/approachThe study is conducted in a quasi-experimental design, building upon a validated and psychometrically sound research instrument that is based on a newly designed entrepreneurial competence framework. In total, 100 pupils from grammar schools in Baden-Wuerttemberg, Germany, participated in the experimental and control group at both time points.FindingsThe results show that students expand their entrepreneurial competences on an economic level. In comparison, they show only limited developments on the personal and team level. The findings have important implications for the further development of entrepreneurship education programmes as well as on the interaction between schools and (regional) entrepreneurs, business partners and enterprises.Originality/valueThis study examines pupils' development of entrepreneurial competences in a quasi-experimental design. It highlights that participating pupils develop economic competences when participating in mini-companies in comparison to pupils participating in regular economics classes. This study sheds further light on the effects of mini-companies, and thus contributes to the discussion of entrepreneurship education at schools.

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Section: Methodsmentioning

confidence: 99%

Section: Development Of Entrepreneurial Competences 917mentioning

confidence: 99%

Section: Research Instrumentmentioning

confidence: 99%

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Development of entrepreneurial competences in mini-companies at schools

Grewe

Brahm

2020

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“…Thus, one important foundation for the targeted development of competencies among students through entrepreneurship education is the specific knowledge about which competencies are possessed by successful founders. Some studies on entrepreneurship education at institutions of higher education [26][27][28][29] conducted tests to assess competencies and defined the corresponding competency frameworks. In our project, relevant entrepreneurship competencies were also derived as a starting point for the development of different teaching formats using a competency model from a sister project [30].…”

Section: Our Project's Purposementioning

confidence: 99%

A Brief Review of Our Agile Teaching Formats in Entrepreneurship Education

Fischer¹,

Rosilius²,

Schmitt³

et al. 2021

Sustainability

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Companies are confronted with increasingly demanding environments, including globalization, technologization, intergenerationality, and crises such as the coronavirus pandemic. To accept uncertainties as a challenge and to recognize opportunities for development, well-educated and resilient founders are needed who can foster innovation and sustainable development within society and the economy. The majority of today’s entrepreneurs have an academic background. Hence, institutions for higher education need to provide comprehensive educational offerings and support initiatives to train and sensitize future entrepreneurs. Therefore, since 2013, agile teaching formats have been developed in our project at a Bavarian university of applied sciences. In two stages, we founded a limited company for hands-on experimentation with entrepreneurship and also conceptualized an elective course and an annual founders’ night. Based on a theoretical model and continuous teaching evaluations, we adjusted the individual modules to suit the target group. The objective is to promote the acquisition of key competencies and exert a positive influence on the startup quotient in the region. There are six startups by students who can be traced back to our project. This indicates that a target-group-oriented educational program encourages motivation and awareness of entrepreneurial thinking and action among students.

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Entrepreneurship Education and Innovation Transfer Through Student Practice Projects

Wala

Salmen

2022

Mobility for Smart Cities and Regional Development - Challenges for Higher Education

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Kompetenzorientierung in der Entrepreneurship Education

Cited by 7 publications

References 12 publications

Development of entrepreneurial competences in mini-companies at schools

Development of entrepreneurial competences in mini-companies at schools

A Brief Review of Our Agile Teaching Formats in Entrepreneurship Education

Entrepreneurship Education and Innovation Transfer Through Student Practice Projects

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