Ordner Entrepreneurial Skills

Literature and Materials related to Entrepreneurial Skills


pdf EntreComp - The Entrepreneurship Competence Framework (2016)

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The development of the entrepreneurial capacity of European citizens and organisations is one of the key policy objectives for the EU and Member States. Ten years ago, the European Commission identified sense of initiative and entrepreneurship as one of the 8 key competences necessary for a knowledge-based society. The EntreComp framework presented in this report proposes a shared definition of entrepreneurship as a competence, with the aim to raise consensus among all stakeholders and to establish a bridge between the worlds of education and work.

Developed through a mixed-methods approach, the EntreComp framework is set to become a reference de facto for any initiative aiming to foster entrepreneurial capacity of European citizens. It consists of 3 interrelated and interconnected competence areas: ‘Ideas and opportunities’, ‘Resources’ and ‘Into action’. Each of the areas is made up of 5 competences, which, together, constitute the building blocks of entrepreneurship as a competence. The framework develops the 15 competences along an 8-level progression model and proposes a comprehensive list of 442 learning outcomes. The framework can be used as a basis for the development of curricula and learning activities fostering entrepreneurship as a competence. Also, it can be used for the definition of parameters to assess learners’ and citizens’ entrepreneurial competences.

pdf EntreComp into Action - Get inspired, make it happen - A user guide to the European Entrepreneurship Competence Framework (2018)

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This guide is a tool for those individuals and organisations who wish to explore why, when and how they can use EntreComp, the European Entrepreneurship Competence Framework. The entrepreneurship competence is increasingly recognised as a competence for life, relevant to personal development and fulfilment, finding and progressing in employment, as well as initiating new ventures ranging from community campaigns, social enterprises to new start-up businesses.

Why a competence for life? Being creative or thinking about how to do things in new ways is equally relevant to progressing your career as well as coming up with new business ideas. Taking the initiative and mobilizing others to get involved are useful skills when fundraising for your local sports team, or establishing a new social enterprise. Understanding how to put a plan into action and use finances wisely are relevant for your own life and for business planning in an SME.

EntreComp is new, so those using it are just starting out in their use of the framework and exploring how it can be implemented in practice. The examples gathered here are intended to illustrate the breadth and depth of potential for using EntreComp, but this will of course evolve through time and experience. This guide is intended to inspire more actors across Europe and beyond to get involved, to join a community of participants committed to embedding these competences for life into education, communities, work and enterprise.

pdf Entrepreneurial Competences: Comparing and Contrasting Models and Taxonomies (2018)

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The emphasis on competences as capturing key aspects of entrepreneurship is relatively recent and quite distinct from research on entrepreneurial traits or cognitive styles in that competences represent observable and measurable knowledge, behaviour, attitudes and skills.
Many competency taxonomies and models have been proposed by scholars, as frameworks organized into tiers of competences including descriptions of the activities and behaviours associated with that competency (Chouhan and Srivastava, IOSR Journal of Business and Management, 16(1): 14–22, 2014). However, no comprehensive set of entrepreneurial competences has emerged from these distinctions and no or little empirical evidence has been provided to validate these categorizations (Morris et al., Journal of Small Business Management 51(3): 352–369, 2013).
This study compares and contrasts three traditional models (Morris et al., Journal of Small Business Management 51(3): 352–369, 2013; Bartram’s, Journal of Applied Psychology 90(6): 1185–1203, 2005, with the EU Entrepreneurship Competence Framework; Bacigalupo et al., EntreComp: the entrepreneurship competence framework, EUR 27939 EN, Publication Office of the European Union, 2016) previously empirically validated by the authors.

pdf European EEE Project: Entrepreneurship Teaching Toolkit (2018)

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Incorporating the EntreComp competences framework, EEE Teaching Toolkit reflects on the main dimensions needed for educating successful entrepreneurs.  It translates the core ideas behind the EntreComp framework into practical exercises, that aims at “nurturing a new generation of entrepreneurs” in line with the goals of Entrepreneurship 2020 Action Plan.

pdf JRC-IPTS: Entrepreneurship Competence - An Overview of Existing Concepts, Policies and Initiatives - Final Report (2015)

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This report presents the state of the art on the topic of entrepreneurship competence identifying and comparing different theoretical and practical approaches from the academic and entrepreneurial world. It draws on an extensive literature review, an inventory of selected initiatives and in-depth case studies.
The report looks at different definitions, frameworks, components and other elements of entrepreneurship as a competence, and reflects upon entrepreneurship education, teaching and assessment methods used for entrepreneurial learning.
This report is the final output of the JRC-IPTS funded study 'Entrepreneurship Competence: An overview of existing concepts, policies and initiatives (OvEnt)'; it is part of the wider research agenda of JRC-IPTS on 'ICT for Learning and Skills' that aims to provide evidence on how skills and key competences that our digital society needs are acquired, certified and recognised.

default OECD Skills Studies: Supporting Entrepreneurship and Innovation in Higher Education in The Netherlands (2018)

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The higher education sector in The Netherlands offers excellent examples of what it means to be innovative and entrepreneurial, and promote entrepreneurial mind sets, entrepreneurship and knowledge exchange. Creating value from academic knowledge through innovative services, products, processes and business models that meet economic, social and environmental needs lies at the core of this strategy.
The current challenge is to strenghten the anchoring of value-creation processes in education and research. This can be achieved through increased interdisciplinarity, entrepreneurial mindset development across all subject areas, incentives for effective wider world engagement of researchers and students, and growth-oriented support for startups. This report presents an in-depth analysis of the policy framework and institutional practices and provides useful guidance for policy makers and university leaders across the world. HEInnovate is a joint initiative of the European Commission and the OECD to promote the innovative and entrepreneurial higher education institution.

pdf Predicting entrepreneurial motivation among university students: The role of entrepreneurship education (2016)

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This research aims to better understand the main drivers of entrepreneurial motivation among university students and to determine whether entrepreneurship education has a moderating effect on improving the impact of knowledge base and entrepreneurship competencies on entrepreneurial motivation.
This study uses a mixed-method approach that combines qualitative interviews and a cross-sectional survey of a sample of 465 university students. Findings The study reveals that entrepreneurship competencies are a predictor of entrepreneurship motivation but that knowledge base is not. Additionally, entrepreneurship education does not improve the motivation of university students to become entrepreneurs. These findings suggest that, to increase entrepreneurial motivation, pedagogy should emphasize the development of students’ entrepreneurial psychological and social skills by covering in particular the emotional dimension and critical thinking.
This research contributes to the literature on entrepreneurship education and provides strategic recommendations for university managers and education-policy makers.

pdf The Role of Higher Education in Development of Entrepreneurial Competencies: Some Insights from Castilla-La Mancha University in Spain

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This study presents an analysis of the entrepreneurial competences of second- and fourth-year undergraduate students at the University of Castilla-La Mancha (UCLM), under the framework of the Entrepreneurial Teachers Network, an ongoing project at this institution.
The analysis of a sample of 1874 students identified three profiles of competences of students at the UCLM. The first profile is related to competences in performing and resolving activities, the second is related to risk aversion and uncertainty management and the third is associated with the capacity for teamwork.
Furthermore, it was found that the competences related to implementing and performing activities significantly influence job creation as they exhibit a positive relationship with the intention of creating a company in the first three years after graduation. Emotion-related competences also exhibit a significant effect on entrepreneurial intention, although this association is negative.

Finally, relation-based competences were found to have no impact on entrepreneurial intention.