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1 Suggested Research Topics 1.1.1 Entrepreneurship Topic / Title Background / Rationale / Description Methodologies Suggested Readings Supervisor

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Entrepreneurship can be described as the process of designing, launching and running a new business, generally a small business. It is mainly the willingness to develop, organize and manage a business venture along with any of its risks in order to make a profit. It also involves innovative activities, risk taking capacities, combination of resources, organization of people, talent and others to be successful. Now people have drifted their focus from jobs and settled career options towards a risk prone area of career option that is entrepreneurship. These days there has emerged forms of entrepreneurship such as one-person enterprises and self-employment, part-time entrepreneurs, parallel and serial entrepreneurs, and business transfer and successions. Entrepreneurship is fast emerging as transformational key drivers of economic growth. High youth unemployment rates in many countries, changing work and lifestyle preferences, zeal to establish one’s own enterprise, equal division of responsibilities between genders, changing role of women and society, dissatisfaction and exploitation in jobs have resulted in creating a new class of entrepreneurs. With the developing supportive environments such as access to funding, entrepreneurial culture, supportive regulatory and tax regimes, entrepreneurial mind-set and a coordinated approach has helped a lot in emerging entrepreneurship. Furthermore, the instrumental role entrepreneurs play in stimulating economic growth, policymakers are moving towards actively promoting entrepreneurship opportunities based on an integrated approach that brings together both government and industry entities. It is essential for the overall societal development and growth in national economy also.

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Dissertations / Theses on the topic 'Entrepreneurship education'

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Soepatini. "Entrepreneurship education in Indonesian higher education institutions." Thesis, Birmingham City University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633650.

Youderian, Christopher J. "Essays on entrepreneurship and education." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/14068.

Cook, Vania Saretta. "Entrepreneurship education at a FET college." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/d1008071.

O'Connor, Allan. "Enterprise, education and economic development an exploration of entrepreneurship's economic function in the Australian government's education policy /." Swinburne Research Bank, 2009. http://hdl.handle.net/1959.3/56956.

Farzin, Farnaz. "Investigating entrepreneurship education in an emerging economy : evidence of technology entrepreneurship in Iran." Thesis, Glasgow Caledonian University, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.743913.

Jacobsen, Petter Jacob. "A Case Study: action based Entrepreneurship Education." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for industriell økonomi og teknologiledelse, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-15059.

Qoto, Nomonde Monica. "Assessing entrepreneurship education programmes in secondary schools." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1019726.

Hofmuth, Matthias [Verfasser]. "Selected Essays on Entrepreneurship Education / Matthias Hofmuth." München : Verlag Dr. Hut, 2015. http://d-nb.info/1069020486/34.

Schneider, Wilfried. "Entrepreneurship Education an Wirtschaftsschulenzwischen kreativen Spielereien undsinnvoller Planung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/6046/1/Schneider_2016_MANZ_Entrepreneurship%2DEducation.pdf.

Kleemann, Michael. "Insights in Entrepreneurship Education : Integrating Innovative Teaching Practices." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-21456.

Ismail, Mohd Zahari. "Developing entrepreneurship education : empirical findings from Malaysian polytechnics." Thesis, University of Hull, 2010. http://hydra.hull.ac.uk/resources/hull:2682.

Setzepfand, Lena, Ida Kristina Kühn, and Anja-Christina Hinrichs. "Quality Assurance in Vocational Orientation through Entrepreneurship Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20873.

Brown, Michael John Moorcroft. "Entrepreneur education assessment in secondary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/29416.

Avenant, Leonie. "Entrepreneurship leadership and creativity." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51743.

LEGAS, Habtamu Adane. "An Empirical Analysis of the Workings of Entrepreneurship, and the Role of Entrepreneurship Education on Intention towards Entrepreneurship: Insights from Africa." Doctoral thesis, Università degli studi di Bergamo, 2016. http://hdl.handle.net/10446/62254.

Felsher, Rivka Aliza. "Policy entrepreneurship| A descriptive portrait of higher education leaders." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10095899.

As the gap between the haves and have-nots widens, the call for reform in higher education in the United States intensifies. Policy actors, philanthropists, and academics from across the political spectrum work on various policy solutions, creating a policy environment that is complex and often contentious. Incrementalists claim that major policy reform is unlikely since unknown variables and inexplicable events can stall or dismantle policy initiatives. In such environments, policy entrepreneurs—those individuals who advocate for policy innovation, work for change, and help shape policy solutions from within and without government—try to break through the barriers of incremental politics. As important as this role is to the influencing and structuring of higher educational policy, it has not yet been explored. This study fills this gap in the extant literature by cataloging the characteristics and skills that enable higher education policy entrepreneurs at the state and national levels to persevere and accomplish sustainable and innovative higher education reforms over time.

The study employed a descriptive, revelatory, single-case study research design (Yin, 1994) interpreted from the postpositivist paradigm (Creswell, 2007). The major source of data, drawn from 23 interviews with policy entrepreneurs from across the United States, was triangulated with document reviews and a multi-level coding strategy. Then the data were framed by the research questions and juxtaposed against nine propositions extracted from the extant literature to derive the study findings.

The policy entrepreneurs in this study are creative political leaders with a passion for improving educational opportunity. They are adaptable, pragmatic on details of policy shaping, and use the means available to them to influence. Policy entrepreneurs don’t work in isolation; rather, they are network dependent. They value collaboration and seek to develop relationships and create opportunities to advocate for policy innovations that benefit students before institutions or organizations, taking calculated risks with interminable patience, and making sacrifices for their cause. They have learned to listen, compromise, reach across the aisle, strategize, and recognize windows of opportunity. They work hard to build credibility and trust. Workplace mentorships and peer relationships are a major source of their learning and development.

Sathorar, Heloise Helena. "Assessing entrepreneurship education at secondary schools in the NMBM." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/1081.

Hannan, Mark Joseph. "Evaluating the impact of entrepreneurship education :an exploratory study." Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491948.

Halbfas, Brigitte. "Entrepreneurship education an Hochschulen : eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2006. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dokv̲ar=1&doke̲xt=htm.

Halbfas, Brigitte. "Entrepreneurship education an Hochschulen eine wirtschaftspädagogische und -didaktische Analyse." Paderborn Eusl-Verl.-Ges, 2005. http://deposit.d-nb.de/cgi-bin/dokserv?id=2856984&prov=M&dok_var=1&dok_ext=htm.

Sahai, Esha T. "Women, innovation, entrepreneurship : essays on designing and improving education." Thesis, Massachusetts Institute of Technology, 2015. http://hdl.handle.net/1721.1/105316.

Jónsdóttir, Svanborg R. "Two sides of the same coin : Innovation education and entrepreneurship education in Iceland." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2008. http://hdl.handle.net/2237/12149.

Bernardo, Nathalia Rana Rosa. "A public intitution of higher education and technology entrepreneurship education: a case study." Universidade de Taubaté, 2015. http://www.bdtd.unitau.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=803.

Snow, Michelle Hansen. "Music education and entrepreneurship: post-secondary music teacher education and value creation for individuals and communities." Thesis, Boston University, 2012. https://hdl.handle.net/2144/12633.

Kramer, Karen Lee Van Brunt. "A qualitative study of an educational entrepreneurship program /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487778663287062.

Maier, Acosta Ana Margarita. "A multiculturalist and sociotransformative approach to entrepreneurship education in Honduras." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10149983.

Maier Acosta, Ana Margarita, Ph.D., Purdue University, May 2016. A Multiculturalist and Sociotransformative Approach to Entrepreneurship Education in Honduras. Major Professor: JoAnn Phillion. This research seeks to take advantage of the converging points among multicultural education, sociotransformative constructivism and entrepreneurship education to propose new ways of teaching entrepreneurship through a multicultural approach in Honduras, based on the potential that entrepreneurship education has to impact society. Action research, because of its potential to connect theory and practice was used as the methodology for this project. This study had the purpose of exploring the efficacy and effects of incorporating multicultural education into entrepreneurship education through a sociotransformative constructivist theoretical framework at the graduate school in the leading private university at Honduras, UNITEC. Entrepreneurship´s contextual nature, its desire to foster individualism and its potential to impact society provided the perfect platform for multicultural education through the incorporation of sociotransformative constructivism in the curriculum to act as an awareness raising device for both students and the teacher. A review of multicultural literature and business education literature, specifically entrepreneurship education literature, reveals adisconnect between the two fields. Even though in some literature the integration of multicultural education is implicit; it is not explicitly stated. The field of Entrepreneurship in Honduras had never been studied before through the lens of such a theory and this as a starting point from which future research should be done.

Niyonkuru, Richard. "Entrepreneurship education at tertiary institutions in Rwanda: a situation analysis." University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

Jones, Sally Ann. "The gendering of entrepreneurship in higher education : a Bourdieuian approach." Thesis, Leeds Beckett University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544144.

Veach, June Painter. "Preparation for entrepreneurship in Home Economics education : a national perspective /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487330761216894.

Logie, Steven James. "Exploring entrepreneurship and organizational culture in a higher education context." Thesis, Edinburgh Napier University, 2015. http://researchrepository.napier.ac.uk/Output/8848.

Goss, Donna L. "Contemporary Approaches to Bridging Classroom and Experiential Education - A Phenomenological Study." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522934870787552.

Kelly, Ryan P. "An Exploration of Stem, Entrepreneurship, and Impact on Girls in an Independent Day School." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10277920.

The 21st century has seen a pervasive theme in STEM continue from the 20 th century: women do not pursue and persist in STEM careers at anywhere near the rate of men. Furthermore, STEM education has fallen short in preparing its students to enter the workforce as entrepreneurial knowledge workers prepared to innovate. As STEM and entrepreneurship receive unprecedented attention in scholarly circles, the first purpose of this mixed methods study at an independent day school was to examine the impact of a predominately female STEEM (i.e., science, technology, engineering, entrepreneurship and mathematics) teaching staff on girls’ perceptions of STEEM. The second purpose of this study was to examine the impact of adding entrepreneurship to a STEM curriculum. The ultimate goals of this study were to inform local policy and practice.

Through teacher interviews, student focus groups, and a student survey, this study investigated the impact of female teachers and a recently established entrepreneurship-infused curriculum. The theory of action guiding this school is that female STEEM teachers and the inclusion of entrepreneurship skills and projects can improve girls’ perceptions of the STEM classroom, helping them to view STEM as less gender-oriented (i.e., male-oriented), and thereby make these classes feel more welcoming to girls. This is aimed at increasing their adoption of STEM majors in college and STEM careers after they graduate.

This study has four major findings. First, the predominantly female STEEM faculty appeared to build girls’ confidence in their STEEM classes. Second, the STEEM teachers use active learning and critical thinking to engage the girls in their classes. Third, the introduction of entrepreneurship appears to have helped increase girls’ interest in STEM. Last, even while discussing their efforts to increase girls’ engagement with STEM, many teachers celebrate gender blindness.

These findings raised a number issues that should be important educators and (especially) school leaders. These include the importance of high standards for girls in STEEM classes, the value of including real world experiences in STEEM lessons, the success of expanding STEM with a less traditionally academic area and the challenges that gender blindness can perpetuate for educators and their students.

Mann, Gerald R. Jr. "Intrapreneurship in Public Education| An Exploration of the Antecedents and Dimensions." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10978042.

K-12 public schools are under immense pressure to meet the demands of several competing priorities. These priorities include, but extend beyond, educating students, providing social services, meeting benchmarks for the state and federal mandates, engaging with their community, and dealing with parents, being instructional leaders, and supervising staff members. Identifying the needs of the district, schools, and students is a daunting task for every school district and an imperative task for leaders.

This study explored whether intrapreneurship, entrepreneurship within an existing organization, could be a framework to help school districts meet these daunting demands. This quantitative study focused on an urban/suburban school district and examined the antecedents and dimensions of intrapreneurship in public K-12 education. Its main proposition was that environmental and organizational characteristics would relate positively to intrapreneurship and that together these two characteristics would also relate positively to intrapreneurship. Additionally, there were 11 sub-propositions, which examined whether the characteristics embedded within the antecedents of environment and organization also had positive relationships with intrapreneurship. Quantitative data gathering occurred through an electronic survey. The data analysis used descriptive and inferential statistic procedures.

The findings from this case study, although not generalizable to every school district, indicate that intrapreneurship is possible in public K-12 education. The findings were statistically significant, and the antecedents of environment and organization had positive relationships to intrapreneurship. Furthermore, nine of the 11 sub-propositions also had positive relationships to intrapreneurship. Lastly, favorability to change, organizational support, and industry growth were all main drivers of the antecedents in relation to intrapreneurship. This study adds to the literature on intrapreneurship in public K-12 education and offers insights for future research.

White, Jason C. "The State of Entrepreneurship Across The Ohio Arts Sector: Generating nascent data for informing arts entrepreneurship education and practice." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461237938.

Chan, Yuk-che. "A case study of the significance of studying entrepreneurship education in an institute for secondary five graduates." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35320060.

Black, Vicky K. "Graduates perceived effectiveness of an Ohio vocational school entrepreneurship education program /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu14879292307428.

Al-Zubeidi, Mohammad. "Higher Education and Entrepreneurship: The Relation between College Educational Background and Small Business Success in Texas." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4795/.

Barnard, Juanita Marlyn. "An assessment of entrepreneurial intentions of secondary school learners in selected areas / J.M. Barnard." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8781.

Baraton, Pierrick. "Microfinance and entrepreneurship in Madagascar." Thesis, Université Clermont Auvergne‎ (2017-2020), 2017. http://www.theses.fr/2017CLFAD006/document.

Haji, Din Mohd Salleh. "The development of entrepreneurship and enterprise in higher education in Malaysia." Thesis, Durham University, 1992. http://etheses.dur.ac.uk/1522/.

Fleming, Patricia. "Developing graduate entrepreneurs : an analysis of entrepreneurship education programmes in Ireland." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1467/.

Greimel-Fuhrmann, Bettina, and (Hrsg ). Richard Fortmüller. "Facetten der Entrepreneurship Education. Festschrift für Josef Aff anlässlich seiner Emeritierung." MANZ Verlag Schulbuch GmbH, 2016. http://epub.wu.ac.at/5988/1/Festschrift_Aff_gesamt_gut_zum_druck.pdf.

Tai, Hing Paul. "A framework to implement social entrepreneurship activities in higher education institutions." Thesis, Nelson Mandela Metropolitan University, 2017. http://hdl.handle.net/10948/15923.

Reid, Michele McFadden. "The Boundaries of Social Entrepreneurship in Higher Education: A New Framework." Diss., North Dakota State University, 2016. https://hdl.handle.net/10365/28013.

Hekman, Björn. "Entrepreneurship education in Europa Förderung von Gründungskompetenz in der beruflichen Erstausbildung." Saarbrücken VDM Verlag Dr. Müller, 2005. http://d-nb.info/984927301/04.

Ismail, Annafatmawaty B. "We are different : a case study of entrepreneurship education in Malaysia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/102894/1/Annafatmawaty%20Binti_Ismail_Thesis.pdf.

Kilasi, Perpetua Kalimasi. "The role of higher education in promoting entrepreneurship education : the case of public universities in Tanzania." Thesis, University of Pretoria, 2013. http://hdl.handle.net/2263/40229.

Daghbashyan, Zara. "Essays on University Efficiency Analysis and Entrepreneurship among University Graduates." Doctoral thesis, KTH, Samhällsekonomi, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-109298.

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Wolf, Yvonne L. "The cyclical nature of moral entrepreneurship." [Johnson City, Tenn. : East Tennessee State University], 2001. http://etd-submit.etsu.edu/etd/theses/available/etd-0330101-083327/unrestricted/wolfy.pdf.

Disi, David Alan. "Education for Sustainable Development| Business School Preparation of Student Social Entrepreneurs." Thesis, University of Pennsylvania, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10976701.

The research examines the state of social entrepreneurship curricula, that is, programs that combine education for sustainable development and traditional business entrepreneurialism instruction, at leading business school MBA programs in the United States. The research seeks to contribute to understandings of how sustainable development and entrepreneurial curriculum can be best integrated to enhance the training of social, or sustainable development, entrepreneurs. The research shows how sustainability leadership theories have become increasingly important to businesses and their corporate strategies, and then focuses specifically on entrepreneurial ventures to determine if any models of social enterprise education have been devised by experts in the fields of business, entrepreneurship, or sustainability. This research then shows that theories that incorporate sustainable development principles into basic business and entrepreneurial theory do exist. The field research then examines the presence of these social entrepreneurship-related training and resources in MBA curricula and shows that there is still an absence of comprehensive curricula that incorporate sustainability leadership into university-level coursework on entrepreneurship and business. The second part of the field research synthesizes the feedback of social enterprise practitioners, i.e. individuals with an MBA from a top-rated school are involved in the creation and running of social enterprise, on the efficacy of this training offered and at top-rated MBA programs and on the effectiveness of the current social enterprise curricula and how to further develop social enterprise training in these top-rated MBA programs and also in other MBA programs.