Creating-entrepreneurial-mindset

More documents

Recommendations

Info

A. Richert-Kaźmierska• responsibility for a specific part of the task before the other members of thegroup,• public nature of work results,• often quite painful confrontation of theoretical knowledge with practice.The presented formula of the Entrepreneurship course was discussed at the meetingsof employees of the Department of Business and Economic Law at the Faculty ofManagement and Economics of the Gdańsk University of Technology, as well at themeetings of the Faculty Curriculum Committee. Although it differs from the traditionalapproach in which the emphasis is placed on issues related to starting a new business(Cieślik 2014), it was decided that it will be continue in subsequent semesters. In fact,activating and engaging forms of classes organization result in students' acquiring newskills and competencies, which in turn means that they become better prepared to enteringthe labour market. Among the skills particularly important in the context of futureof the graduates in the labour market and shaped during the Entrepreneurshipcourse (in the way described above), the following ones should be distinguished:• developing creative ideas,• planning tasks and organizing the process of their execution,• decision making,• project management,• teamwork,• networking with stakeholders in the university environment.4. ConclusionsWith the reform of the Polish tertiary education implemented in recent years, thecurricular autonomy of universities has increased. The rigid, central standards of educationare eliminated and universities are gaining the freedom to create new, nonstandardmajors. Programs are created with the support of scientific authorities, employersand experts in the field of economy. This also translates into benefits in theform of a more flexible methodology and formulas of classes, also within the scope ofthe broadly-understood entrepreneurship.Despite the lack of consensus on many issues related to the teaching of entrepreneurship,the evaluation of several of them is commonly accepted. First of all, it concernsthe belief that due to the nature of the phenomenon of entrepreneurship teachingshould avail of new, activating methods of work with students. Traditional methods donot contribute sufficiently to the development of <strong>entrepreneurial</strong> characteristics andbehaviours that are the desired effect of education. The methods that prove particularlyuseful in the teaching of entrepreneurship include: (Richert-Kaźmierska 2011, p. 38-41)• educational games (functional, decision-making, simulation-based, planningbased),33
Methodology of enterpreneurship teaching in tertiary education – experiences of the Faculty of Economics …• projects, particularly for solving specific problems,• conceptual maps,• educational discussions.The authors of the Entrepreneurship course implemented at the Faculty of Managementand Economics of the Gdańsk University of Technology decided to use justthose activating methods that involve new ways of working with students. Experiencein working with them is satisfactory both in the opinion of students (as reflected, i.a.,by a high rate of attendance, high activity in the classroom, the quality of project preparationand the comments contained in the periodic evaluation of teachers made by thestudents at the end of each semester) and in the perception of the teacher.5. References1. Casson M. (2010). Entrepreneurship. Theory, Networks, History. Massachusetts:Edward Elgar Publishing Inc.2. Cieślik J. (2014). Kształcenie w zakresie przedsiębiorczości,http://www.fundacja.edu.pl/przedsiebiorczosc/_referaty/sesja_IIa/5.pdf3. European Commission, Directorate-General for Enterprise and Industry (2008).Entrepreneurship in higher education, especially in non-business studies. Final reportof the expert group. Unit E.1:Entrepreneurship, Brussels.4. Glinka B. (2008). Kulturowe uwarunkowania przedsiębiorczości w Polsce. Warszawa:Polskie Wydawnictwo Ekonomiczne.5. Glinka B., Gudkova S. (2011). Przedsiębiorczość. Warszawa: Wolters KluwerPolska.6. Katalog ECTS Politechniki Gdańskiej (2014). http://ects.pg.gda.pl7. Matusiak K. (2006). Rozwój systemów wsparcia przedsiębiorczości: przesłanki,polityka, instytucje. Łódź.8. Office of Innovation & Entrepreneurship Economic Development Administration,US Department of Commerce. (2013). The Innovative and Entrepreneurial University:Higher Education, Innovation & Entrepreneurship in Focus. Washington.9. Piasecki B. (1998). Przedsiębiorczość i mała firma: teoria i praktyka. Łódź: WydawnictwoUniwersytetu Łódzkiego.10. Raport dotyczący Polski z badania zrealizowanego w ramach Programu na rzeczLokalnego Rozwoju Gospodarczego i Zatrudnienia (LEED) Organizacji WspółpracyGospodarczej i Rozwoju (OECD). (2013). Umiejętności i kompetencje w zakresieprzedsiębiorczości. Ministerstwo Infrastruktury i Rozwoju, Warszawa.11. Raport z badań ilościowych. (2010). Studenci ostatniego roku szkół wyższych –pracodawcy czy pracownicy? Potencjał do rozwoju przedsiębiorczości wśród studentówostatnich lat studiów województwa pomorskiego. Gdańsk,http://www.midrbs.woj-34
Page 2 and 3: VIA UNIVERSITY COLLEGEDENMARKCREATI
Page 4: Table of contentIntroduction . . .
Page 7 and 8: the reader toward better perception
Page 9 and 10: Enhancing the Global Classroom for
Page 23 and 24: Methodology of enterpreneurship tea
Page 33: Methodology of enterpreneurship tea
Page 38 and 39: CREATING ENTREPRENEURIAL MINDSETCHA
Page 40 and 41: A. Ziółkowski, K.Ziółkowskidedi
Page 42 and 43: A. Ziółkowski, K.ZiółkowskiThe
Page 44 and 45: A. Ziółkowski, K.ZiółkowskiFig.
Page 46 and 47: A. Ziółkowski, K.ZiółkowskiFig
Page 48: 9. ReferencesA. Ziółkowski, K.Zi
Page 51 and 52: Design of a learning process for SM
Page 64 and 65: T. KurbanowOERs are Massive Open On
Page 66 and 67: T. Kurbanowdictionaries, word lists
Page 68 and 69: T. KurbanowDoctor's Degree (28%). 5
Page 70 and 71: T. KurbanowFig. 3. Categorization o
Page 72 and 73: T. KurbanowThe next question was re
Page 74 and 75: T. KurbanowFig. 8. Services and sof
Page 76 and 77: T. Kurbanownation may rest in the v
Page 78 and 79: T. Kurbanow2. Britt A.M., & Gabrys
Page 82 and 83: V. Marcinovátime, tomorrow each pe
Page 84 and 85:
V. MarcinováIt is difficult to qua
Page 86 and 87:
V. Marcinovádevelopment. It is evi
Page 88 and 89:
V. Marcinováincreases the rate of
Page 90 and 91:
V. Marcinovámaking perspective. Hu
Page 92 and 93:
CREATING ENTREPRENEURIAL MINDSETCHA
Page 94 and 95:
J. Czerna-Grygielate an organizatio
Page 96 and 97:
J. Czerna-GrygielMillward Brown SMG
Page 98 and 99:
J. Czerna-GrygielEducation continui
Page 100 and 101:
J. Czerna-Grygielis the implementat
Page 102 and 103:
J. Czerna-GrygielResearch conducted
Page 104 and 105:
Page 106 and 107:
H. KrukOther principles connected w
Page 108 and 109:
H. Kruk2014/2015 while some for pre
Page 110 and 111:
H. Krukin programmes in economics f
Page 112 and 113:
H. Krukplaces”, “Fuel and energ
Page 114 and 115:
H. Krukuniversities of technology a
Page 116 and 117:
Page 118 and 119:
S.BadowskaWith this approach, resea
Page 120 and 121:
4. Results and discussionS.Badowska
Page 122 and 123:
S.Badowskaown professional interest
Page 124 and 125:
S.BadowskaAn academics’ propensit
Page 126 and 127:
S.Badowskaacademic staff will spend
Page 128 and 129:
S.BadowskaSecondly, tested research
Page 130 and 131:
S.Badowska13. Kruss G. (2012). Reco
Page 132 and 133:
AbstractsAbstractsChapter 1. Bryan
Page 134 and 135:
Abstractstransfer a certain body of
Page 136 and 137:
Abstractsinclude courses concerning
show all

Creating-entrepreneurial-mindset

Create successful ePaper yourself

Delete template?

Save as template?