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ENTREPRENEURSHIP EDUCATION – NEEDS AND PERSPECTIVES FOR THE EDUCATIONAL SCIENCES
DOMAIN IN ROMANIA
Junior Researcher, Romanian Institute for Adult EducationPhD Student, University of Bucharest
CĂTĂLIN MARTIN
Content
Entrepreneurship – strategy and discipline
Research Methodology
Entrepreneurial intentions
Interest to study entrepreneurship
Usefulness of entrepreneurship education course
Conclusions
Entrepreneurship – strategy and discipline
Europe 2020 - A European Strategy for smart, sustainable and inclusive growth
Education and Training 2020 Strategy - Developing creativity and capacity for innovation, including entrepreneurial spirit, at all levels of education and training, strategic objective 4
Annual Growth Survey 2012 Analysis of the higher education system in Romania-
systemic, institutional and quality assurance perspective
Entrepreneurship in Higher Education, Especially Within Non-Business Studies. Final Report of the Expert Group report
questionnaire-based survey 168 students from the Faculties of Educational
Sciences specialization "Pedagogy", BA level, from 3 major Romanian universities: West University of Timisoara, University of Craiova and the University of Bucharest.
purpose - to identify entrepreneurial education needs of students at The Faculty of Educational Sciences, namely:
O.1. Analysis of risk and success factors in the adoption of a module of entrepreneurship education.
O.2. Identifying the variables that contribute to changing the attitudes and behavior towards starting a business
Research
Entrepreneurial intentions (1)
34.5% want to open a business after 4 years
4.8% want to open a business after 6 months
most students think of a business in the field of education, however, trade and services do represent other alternatives.
Reasons to be or not to be entrepreneurYES NO- Money, profit, financial independence
- Contribution in the community, useful, helping people, social purpose, implement my own ideas
- Personal and professional development
- Responsibility
- Lacking the necessary skills
- Difficult, time-consuming
Entrepreneurial intentions (2)
In order to start a business, students lack the most:
money - 44.6% entrepreneurship competences - 38.7% business ideas - 22% knowledge in accounting - 16.7% confidence - 16.1% innovative spirit - 14,9% risk appetite - 9.5% associate - 9.5% the perspective itself - 2.4%
Interest to study entrepreneurship
more than 50% of respondents claiming they read entrepreneurship less than once a week
during an entrepreneurship education course are preferred:
team activities in order to develop certain skills workshops with entrepreneurs or even to visit their
business demonstrations and debates.
the 4 most important theoretical: management - 22%, initiation and business plan - 26.7%, marketing - 8.33%, the skills of a successful entrepreneur - 9 52%
Usefulness of entrepreneurship education course
52,2% of the respondents consider very
helpful and useful such a course
7,7% of respondents would consider this
course not very useful or useless
The success factors
68.5% of students want to start a business;
More than 95% of students are female;
Role models;
Students see entrepreneurial competence
as something that could be developed.
The risk factors
Approximately 50% of students intend to
open a business after 2- 4 years -> hard
to monitor
Professors’ lack of training in
entrepreneurship or even the lack of
professors able to teach this discipline
Conclusions
developing transversal competences is necessary because:
graduates are working other areas which are not related to this specialization
the graduates in educational sciences has a position of “doing” in the organization, not having subordinates (89.87%)
students don’t know sure what they want teaching a module of entrepreneurship
education with a sample of students in educational sciences could be a good solution for defining and adapting a curricula in entrepreneurship for Romanian students
