Reprint

Exploring the Role of Universities in Entrepreneurship Education

Edited by
July 2024
202 pages
  • ISBN978-3-7258-1411-4 (Hardback)
  • ISBN978-3-7258-1412-1 (PDF)

This book is a reprint of the Special Issue Exploring the Role of Universities in Entrepreneurship Education that was published in

Business & Economics
Summary

Universities have played and continue to play an essential role in the training of future entrepreneurs by offering specialized programs and tools which are specific to entrepreneurial education. They combine theory with practice, enabling students to develop critical skills such as creative thinking, problem solving, and resource management, especially in the context of current challenges. Quality in higher education is significantly improved through integrating innovation. Higher education institutions must adopt modern pedagogical methods, invest in technological infrastructure, and promote a culture of continuous improvement. This ensures that students are adequately prepared for the challenges of a dynamic business environment. In the knowledge-based economy, universities are primary sources of knowledge generation and dissemination. Entrepreneurship education contributes to the formation of individuals who are capable of innovating and capitalizing on this knowledge to create new products and services, thus stimulating economic competitiveness at a global level. Finally, universities are essential components of the entrepreneurial ecosystem, which also includes government, the private sector, investors, and non-profit organizations. By creating incubators, accelerators, and strategic partnerships, universities facilitate the development of startups and support entrepreneurs through every stage of their development.

Format
  • Hardback
License and Copyright
© 2024 by the authors; CC BY-NC-ND license
Keywords
economic growth; education; entrepreneurship; innovation; higher education institutions; performance reporting; Romania; factors; entrepreneurship; entrepreneurial motivation; personality traits; business barriers; infrastructure; Czechia; Hungary; Serbia; COVID-19; entrepreneurial intention; PLS-SEM; theory of planned behavior; Albania; Kosovo; North Macedonia; entrepreneurship education; bibliometric analysis; higher education; entrepreneurial self-efficacy; entrepreneurial intention; postmodernism; digital transformation; DAO and emerging university strategy; sustainability; entrepreneurship education; university; teachers; competences; EntreComp framework; learning; Albania; entrepreneurship; entrepreneurial intentions; education; Saudi Arabia; individual creativity; perceived benefits; enneagram; creativity; meta-model; networks; systems; grammar; organisation; innovation theory; education theory; employability; curriculum; skills and job market

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