Sergejs crebus presentation

STUDENTS´ INTRAPRENEURSHIP IN HIGHER EDUCATION SETTINGS ANDITS RELEVANCE IN THE FORMATION OF ENTREPRENEURSHIP ATTITUDES:

A CASE STUDY FROM LATVIADr. paed. Manuel J. Fernández González, Dr. ing. Sergejs Vostrikovs

Scientific Institute of Pedagogy, University of Latvia (LATVIA)manuels.fernandezs@lu.lv, sv.da@inbox.lv

INTERNATIONAL CONFERENCE 

ENTREPRENEURSHIP EDUCATION-A PRIORITY FOR THE HIGHER EDUCATION INSTITUTIONS

 8 - 9 OCTOBER 2012 BUCHAREST, ROMANIA

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Contents

1. Introduction2. Theoretical frame

3. Methodology4. Main Findings

5. Conclusions and Discussion

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Introduction

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2.Theoretical frame

Antoncic, B. and Hisrich, R.D. (2003), “Clarifying the intrapreneurship concept”, Journal of Small Business and Enterprise Development, Vol. 10 No. 1, pp. 7-24.

CReBUS - Creating a business in the digital age - developing entrepreneurship competencies for young Europeans through eMentorship. (2012) Online guide for quick starting a business. http://www.crebus.eu/index.php?option=com_content&view=article&id=102:online-guide-final&catid=45:deliverables&Itemid=95&lang=en [2012.08.24]

Theoretical frame

Entrepreneur qualities 1. Disciplined,

2. Confident,

3. Open Minded,

4. Self Starter,

5. Competitive,

6. Creative,

7. Determined,

8. Strong People Skills,

9. Strong Work Ethic,

10. Passion,

11. Mission

12. Vision,

13. Goal,

14. Competency,

15. A Strong Team,

16. Communication Skills,

17. Interpersonal Skills,

18. A "Can Do, Get It Done" Attitude,

19. Inspiration

20. Ambition.

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Methodology

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Methodology

The empirical studyIntrapreneurship attitude measurement:

Based on the written activities of 17 students (90% of the total number of students) during their first year of this Master program (seven in 2010 and ten in 2011)

The total number of interventions and the number of interventions done on their own initiative

The assessment of students’ entrepreneurship attitude:

made by two teachers that were working with these students for one year. Teachers were not further involved in research process, to avoid biased data analysis and interpretation.

20 entrepreneurship categories had been assessed (six-point scale)

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Main findings

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Phi was used as the appropriate measure to calculate thestatistical significance of association (in 2x2 cross-tabulation):

r=0.750, p=0.047

Main findings

Main findings

Cramer’s V was used as the appropriate measure of association r=0.750, p=0.024

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Summarizing the results

There is a statistically significant positive relation (r=0,763, p=.001) between students’ level of intrapreneurship activity and their level of development of entrepreneurship attitudes.

Main findings

Discussion

Students´ intrapreneurship could be related with students´ entrepreneurship attitudes development

The fact that intrapreneurship can work as an indicator for entrepreneurship does not imply causality

Some recommendationsEducational leadership cannot be improvised, it needs to be

taught and practiced from the very beginning of teacher education programs.

To pay attention to the level of students’ intrapreneurship in the study process, as an indicator of their entrepreneurial competence.

This personalized attention should have continuity in the time. It implies to create a personalized relation between students and teachers.

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Thank you!

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