dr. panos h. ketikidis e-mail:ketikidis@city. · pdf fileslide 1.1 dr. panos h. ketikidis...

__________________ __________________________________________Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield

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Dr. Panos H. KETIKIDISe-mail:[email protected]

The Entrepreneur

ENTERPRISE EDUCATION: entrepreneurship


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WHO IS YOUR SPEAKER ?• Vice Principal - CITY College: Innovation, Research and

External Relations

• Chairman – South East European Research Centre

• Editor in Chief - The International Journal of Innovation and Regional Development

• Scientific Advisor – IT Industries of NorthernGreece

• Board Member – Exporters Association of Northern Greece

• President – Greek Computer Society (EPY) –Macedonia-Thrace


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Seminar Outline ?What is this seminar all about?PART I

- Basic Definitions / Terms (skills, competence, etc)- Definition of Entrepreneurship in Education- Why education for entrepreneurship?- Traditional versus Entrepreneurial Learning

PART II- The Entrepreneur- Characteristics of EntrepreneursCharacteristics of Entrepreneurs

PART IIIPART III-- Conclusions / ActionsConclusions / Actions


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DefinitionEntrepreneurship in Education

“Entrepreneurship is a dynamic and social process where individuals alone

or in collaboration, identify opportunities for innovation and act

upon these by transforming ideas intopractical and targeted activities,whether in a social, cultural or

economic context.”


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The objectives of teaching about enterprise include:

• promoting the development of personalqualities that encourage enterprisingbehaviour;

• raising awareness of starting a business, social enterprise or business developmentas a career;

• providing the skills needed in order to start a new venture.

What does ‘education for entrepreneurship’ mean?


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Why education for entrepreneurship?Entrepreneurship is a major driver of Innovation, Competitiveness and Growth.

Encouraging the enterprise spirit is a key to creating jobs and improving competitiveness and economic growth throughout Europe.Lisbon_StrategyWorking together for Growth and Jobs: A new start for the Lisbon Strategy (34 pages)

Goethenburg_Agenda_Sustainable_Development_StrategyA European Union Strategy for Sustainable Development (17 pages)

Putting knowledge into PracticePutting knowledge into practice: A broad-based innovation strategy for the EU (17 pages) - Our future depends on innovation

Bologna Education and Training 2010 [VIDEO IST2006]


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Why educationfor entrepreneurship?

Although a few exceptional individuals are born entrepreneurs, the development of an entrepreneurial attitude can be encouraged in young people, starting in school. Also, the relevant technical and business skillsneed to be provided to those who choose to be self-employed and/or to start their own venture — or might do so in the near future.

However, entrepreneurship should not be considered just as a means for creating new businesses, but as a general attitude that can be usefully applied by everyone in daily life and in all working activities.


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The Role of Education – Changing the way we educate

“Most adults think their school provided them with a good education – but that it did not teach them useful skills, help them discover their strengths and abilities or help them deal with the practical problems of everyday adult life.”


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BASIC DEFINITIONS (1/4)

• Competences, →Skills and →Knowledge

Competence is a standardized requirement for an individual to properly perform a specific job. It encompasses a combination of knowledge, skills and behavior utilised to improve performance. More generally, competence is the state or quality of being adequately or well qualified, having the ability to perform a specific role.

Skills are the ability to apply →Knowledge and use know-how to complete tasks and solve problems.

Knowledge is the outcome of the collection and assimilation of information through learning.


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BASIC DEFINITIONS (2/4)Key Skills Qualifications are offered in six areas.

Communication: speaking, listening, reading and writing skills

Application of Number: interpreting information involving numbers, carrying out calculations, interpreting results and presenting findings

Information Communication Technology: finding, exploring, developing and presenting information including text, images and numbers


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Working with others: includes process and interpersonal skills to support working cooperatively with others to achieve shared objectives, work cooperatively and have regard for others.

Improving own learning and performance: developing independent learners who are clearly focused on what they want to achieve and able to work towards targets that will improve the quality of their learning and performance. The standards include process skills, e.g., target-setting, planning, learning, reviewing and interpersonal skills,e.g., communicating own needs, accepting constructive feedback, negotiating learning opportunities and support.

Problem solving: encouraging learners to develop and demonstrate their ability to tackle problems systematically, for the purpose of working towards their solution and learning from this process. Three types or combinations of problems are dealt with: diagnostic problems that depend primarily on analysis to arrive at conclusions, design problems that depend mainly on synthesis to create a product or process, and contingency problems that typically involve resource planning and gaining the cooperation of others, eg when organising an event.


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• Communication• Application of Number • Information Communication Technology• Working with others• Improving own learning and performance• Problem solving

The first three Key Skills are sometimes referred to as the 'main' Key Skills. They incorporate the basic skills of literacy and numeracy.

The remaining three Key Skills are often referred to as the 'wider' or 'soft' Key Skills.


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The 8 Key Competencesthat everyone should develop during initial education and training, and that adults should learn, maintain and update through ;ifelong learning:

Commuincation in the mother tongueCommunication in a forreign languageMathematical competence and basic

competences in science and technologyDigital competenceLearning-to-learnSocial, interpersonal and civic competenceEntrepreneurshipCultural expression


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The Role of Education – Changing the way we educate

Education is a critical shaper of attitudes. How we inspire and educate today will determine oursuccess tomorrow.

Andy Hargreaves argues in his book Teaching in the Knowledge Society,

‘schools today serve and shape a world in which there can be great economic opportunity andimprovement if people can learn to work more flexibly, invest in their future financial security,reskill or relocate themselves as the economy shifts around them’.


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Enterprise capability is innovation, creativity,risk-management, risk taking and a ‘can-do’attitude and the drive to make ideas happensupported by:

Financial capability which is the ability to manage one’s own finances and to become questioning and informed consumers of financial services; And

Business & economic understanding which is the ability to understand the business context and make informed choices between alternative uses of scarce resources.

DEFINITION OFENTERPRISE EDUCATION


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Why focus on Entrepreneurship in Education?

• Human capital

• Stimulate the children and young people to:- gain confidence in their own creative powers.- be able to see and use local resources as the basis for developing businesses and employment.

- be constructive and active in society, at school and home as well as in work and play.

• Learn cooperation across national borders andcoping with a global economy.

• Entrepreneurial skills are vital for maintaining sustainable communities across the country.


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Education ABOUT vs Education FOR ENTREPRENEURSHIP (1/2)

Teaching business concepts, for example, does not enable individuals act in enterprising ways or set up and run their own business. In this context, it is possible to distinguish between

- ‘education about’, and

- ‘education for’ entrepreneurship.


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Education ABOUT vs Education FOR ENTREPRENEURSHIP (2/2)

‘education about’ - is concerned with an understanding of entrepreneurs and their role in society. This might focus on, for example, the personality, social, and educational background of entrepreneurs, factors which influence their success or failure or their contribution to job creation and innovation.

‘education for’ - entrepreneurship focuses on enabling individuals to actually do it. As in subjects such as Medical Education with much learning occurring in a practical setting, much education for entrepreneurship uses experiential learning methods.


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What does ‘education for entrepreneurship’ mean?

The objectives of teaching about entrepreneurship:

• promoting the development of personal qualities that are relevant to entrepreneurship, such as creativity, spirit of initiative, risk-takingand responsibility;

• raising students’ awareness of self-employment as a career option (the message being that you can become not only an employee, but also an entrepreneur);


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Objectives for education -in particular at the secondary level (1/2)

• Pupils’ and students’ ability to solve problems should be increasingly encouraged. This implies encouraging ability in the fields of planning, decision-making, communication and the willingness to assume responsibility. These are typical aspects of management competence.

• Pupils and students should increasingly gain competence in fields such as the ability to cooperate, networking, learning to assume new roles, etc. These aspects lie especially in the field of social competence.


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Objectives for education -in particular at the secondary level (2/2)

• In the course of their education, school pupils and students should develop self-confidence and the motivation to perform, learn to think critically and independently, and, particularly, gain the willingness and ability to learn autonomously. These are typically personal fields of competence.

• School pupils and students must learn the will to show personal initiative, proactivity and creativity, as well as being prepared to confrontrisks in conjunction with implementing ideas. These are typical entrepreneurial qualities.


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What is “Entrepreneurship Education” ?

• Development of personal qualities: creativity, spirit of initiative, independence, etc;

• Early contact with the world of business;

• Awareness of self-employment as a career option;

• Learning by doing (mini-enterprises,etc.).

• Training on how to start a business;

• Support of business ideas.

VIDEO – IMPORTANCE OF PASSION


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Skills acquired

Personal skills: Business skills:

• Team working • Basic economics• Communication • Financial literacy• Self-confidence • Developing market research• Taking initiative • Drafting a business plan• Problem-solving • Raising finance• Taking calculated • Sales techniques

risk• Leadership • Running a business meeting


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Traditional versus Entrepreneurial Learning (1/3)

Traditional Learning - Learning about a subject• Observation & reflection• Abstract concepts & generalisations

Entrepreneurial Learning - Education for enterprise• Testing• Experiential


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Traditional Learning - Developing left-brain skills• Language• Logic• Symbols

Entrepreneurial Learning - Developing right brain skills• Intuition• Creativity• Emotion


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Traditional Learning - Benefits• Theoretician• Reflector

Entrepreneurial Learning - Benefits• Activist• Pragmatist


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ENTREPRENEURSHIP COMPETENCE

Personal qualities and attitudes:

• Self-confidence andsocial competence

• The willingness and abilityto take iniatives and assumeresponsibility

• Innovation and creativity(to become not only an employee,but also an entrepreneur).

• Willingness to take risks andsolve problems.

Knowledgeand skills:

Ø WhatØ How


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Identifying good practice (1/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support_measures/training_education/index.htm

• At the level of secondary education, entrepreneurship teaching will include raising awareness by students of self-employment as a possible career option

(the message being that you can become not only an employee, but also an entrepreneur); learning by doing; and specific training on how to create a business.


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Issue - IRELANDAt the secondary level of education, programmes aimedat stimulating entrepreneurial attitudes and skills mayhave a wide application, as they will prepare the studentsfor future working life.

Good practiceThe programme combines academic study with a dynamic focus on self-directed learning, enterprise, work and the community.

A dedicated team of teachers manages the programme,which links with local businesses and the local communityand is supported by central government.

Its approach is very much based on learning by doing,its overall objective being to produce the skills and qualitiesof self-reliance, innovation and entrepreneurship.


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LEARNING by DOING and MINI-EnterprisesSchemes based on ‘learning by doing’ — for instance by means of pupils and students creating and running mini-enterprises —are widely used in many countries to develop entrepreneurial skills, in particular at secondary level.

International networks exist that promote this type of programme,offering successful models that can be easily and efficiently applied by every school wishing to introduce entrepreneurship in their educational offer (either as a curricular or as an extra-curricular activity).

Young Enterprise Europe - from 20 countries throughout Europe and the Mediterranean area. Since September 2002, it has merged with another international network that promotes entrepreneurship education, ‘Junior Achievement’. The neworganisation is now called ‘JA-YE Europe’ and represents 37European member nations.


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Cooperation between educational institutionsand the business world

In the area of entrepreneurship education, initiatives are very often taken at a local level and independently by individual educational institutions. In many cases, this is done by means of involving local enterprises and business associations.


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Get up and GoMini Company Programme

1. Getting our Mini-Company started2. Selecting and organising our Mini-Company Team3. Communications – Internal and External4. Mini Company Registration5. Marketing6. Legislation7. Business Plan8. Finance9. Closing Down and Winding Up our Mini-Company10. Trade Fair /Showcase


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Active Teaching and Learningin the Enterprise Classroom


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Successful Enterprise EducationProgrammes


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Methodologies and Resources• Individual Work • Pair Work

• Group Work • Cooperative Learning

• Brainstorming • Discussion

• Debate • Project Work

• Using ICT • Making Presentations

• Newspapers • Local Business

• Business Magazines • CDs/DVDs

• Accessing the Internet • TV Programmes

• Case Studies • Worksheets

• Resource Packs • Textbooks


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URENIO output Digital

Guide for New Product Developmenthttp://www.vrc.gr:8080/npd-net/en/npd/index.html


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Guides you for each step through definition of the problem, tool and solution and assessment

for the step.


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Defining the Problem

The following text appears. Read it carefully understand the concept of idea generation.

It is not intuition is formal creativity exercise.


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Finding a Solution

Choose the brainstorming tool: Affinity diagrams; Osborne's Checklist; Multivoting – Case Studies - Consultants - Experts –Software Tools - References


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DigitalGuide for New Product Developmenthttp://www.vrc.gr:8080/npd-net/en/npd/index.html


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The Entrepreneur


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Who is an entrepreneur?

The entrepreneur is an individualwho fulfils a particular economic function by undertaking certain Tasks.

“ a person who sets up a business or businesses, taking on greater financial risks in order to do so”.

New Oxford Dictionary of English


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Economic:

* The function of the entrepreneur

Managerial:

* The tasks undertaken by theentrepreneur

Psycological:

* The entrepreneur as apersonality


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Economic theories• Organiser of factors of production - Say, Cantillon

• Ability to spot opportunity – Kirzner

• Innovator, agent of change - Schumpeter

• Risk taker - Knight

• Organiser of resources - Casson

• Creativity - Shackle


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Implications of Kirzner• Anyone can be an entrepreneur.

• There are no barriers to perception, what matters is noticing an opportunity.

• A competitive threat can emerge from anywhere and outsiders may be quicker to recognise opportunities.

• Opportunities occur at every level, a successful economywill need a great many entrepreneurs.


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SchumpeterEntrepreneurs• Are the creators of change: he causes change

(Kirzner does not explain where change comes from in the economy but accepts it as a fact).

• Have “a vision”, the impulse to fight to prove oneself, the joy of creating and getting things done.


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Characteristics of EntrepreneursCharacteristics of EntrepreneursDesire for responsibilityDesire for responsibility

Tolerance of risk

Motivation to excel

Commitment and determination

Opportunity obsession

Creativity, self reliance, ability to adapt

Confidence in their ability to succeedConfidence in their ability to succeed

Desire for immediate feedbackDesire for immediate feedback

High level of energyHigh level of energy

Value achievement over moneyValue achievement over money


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Why Become an Entrepreneur?There are three primary reasons that people become

entrepreneurs and start their own firms

Desire to be their own boss

Desire to be their own boss

Desire to pursue theirown ideas


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Drawbacks of Entrepreneurship• Uncertainty of income• Risk of losing your entire investment• Long hours and hard work• Lower quality of life until the business gets

established•• High levels of stressHigh levels of stress•• Complete responsibilityComplete responsibility•• DiscouragementDiscouragement


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Entrepreneurship• Can be a successful career by creating

businesses e.g. serial, portfolio and habitual entrepreneurs.

• But it is a journey filled with unexpected challenges.

• The path selected can never be the same for everyone.


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The Entrepreneurial ProcessThe Entrepreneurial Process Consists of Four Steps

Step 1: Decision to become an entrepreneur

Step 2: Developing successful business ideas

Step 3: Moving from an idea to an entrepreneurial firm

Step 4: Managing and growing an entrepreneurial firmVIDEO – FIVE BIGGEST MISTAKES


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CONTACT DETAILS:

Panayiotis H. KETIKIDIS - BSc, MSc, Ph.D.Vice Principal: Research, Innovation and External Relations

13, Tsimiksi Street, 54624 Thessaloniki, Greecehttp:www.city.academic.gre-mail: [email protected]

Let’s grow the wings of entrepreneurship to our youths!


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Textbooks on Entrepreneurship and Innovation (1/2)

• Bolton, Bill and Thompson, John (2000) Entrepreneurs: talent, temperament, technique. Oxford: Butterworth-Heinemann.

• Bridge, Simon et al (2003) Understanding enterprise, entrepreneurship, and small business. 2nd ed. New York: Palgrave Macmillan.

• Chell, Elizabeth (2001) Entrepreneurship: globalization, innovation and development. Australia: Thompson Learning.

• Govindarajan, Vijay and Trimble, Chris (2005) Ten rules for strategic innovators: from idea to execution. Boston, Mass.: Harvard Business School Press.

• Kaplan, Jack M. (2003) Patterns of entrepreneurship. Hoboken, NJ: John Wiley & Sons, Inc.

• Kirby, David A. (2003) Entrepreneurship. London: McGraw-Hill Education.• McGrath, Rita Gunther and Macmillan, Ian C. (2000) The entrepreneurial

mindset: strategies for continuously creating opportunity in an age of uncertainty. Boston, Mass.: Harvard Business School Press.

• Tidd, Joseph et al (2001) Managing innovation: integrating technological market and organizational change. 2nd ed. Chichester, [England]: John Wiley.

• Trott, Paul (2005) Innovation management and new product development. 3rd ed. Upper Saddle River, NJ: Financial Times Prentice Hall.


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Textbooks on Entrepreneurship and Innovation (2/2)

• Acs, Zoltan and Audretsch, David B. (2005) Entrepreneurship, innovation, and technology change. Boston: Now Publishes.

• Carayannis, Elias G. (2006) E-development toward the knowledge economy: leveraging technology, innovation and entrepreneurship for “smart”development. New York: Palgrave Macmillan.

• Carlson, Curtis R. and Wilmot, William W. (2006) Innovation: the five disciplines for creating what customers want. New York: Crown Business.

• Christensen, Clayton M. (2006) The innovator’s dilemma: the revolutionary national bestseller that changed the way we do business. New York: HarperBusiness.

• Christensen, Clayton M. and Raynor, Michael E. (2003) The innovator’s solution: creating and sustaining successful growth. Boston, Mass: Harvard Business School Press.

• Santarelli, Enrico (ed.) (2006) Entrepreneurship, growth, and innovation: the dynamics of firms and industries. New York: Springer.

• Ulrich, Karl T. and Eppinger, Steven D. (2004) Product design and development. 3rd ed. Boston: McGraw-Hill/Irwin.

• Verburg, Robert M. et al. (eds.) (2005) Managing technology and innovation: an introduction. London: Routledge.


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Web Links (1/3)Young Enterprise

http://www.young-enterprise.org.uk/pub/Young Enterprise is a charity that runs programmes to suit all key stages, further and higher education. It encourages young people to gain experience and understanding of enterprise, business and the economy to enable them to develop the skills, knowledge and attitudes essential in a changing labour market.

Enterprise Insight http://www.makeyourmark.org.uk/The Make Your Mark campaign helps young people to make their ideas happen. If you've got an idea, check out our next steps section to find out what to do next

Schools Enterprise Education Networkhttp://www.schoolsnetwork.org.uk/Article.aspa?NodeId=0&PageId=236209The Schools' Enterprise Education Network is a network of over 275 schools which have been funded by the DfES to create 51 specialist enterprise hubs, with over 225 enterprise spokes schools in the network, including 51 special schools and 6 Academies. The hub schools are business and enterprise colleges.


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Web Links (2/3)Enterprise Education Resources

http://www.ebea.org.uk/ebea/enterprise/page_01.htmThis site presents the notion that enterprise and education are central to the future prosperity for us all as individuals, as communities and as a nation. It encourages young people to gain experience and understanding of enterprise, business and the economy, in order that they may develop the skills, knowledge and attitudes essential in a changing labour market. Resources include discussion materials and group activities.

Innovation Unit: The Standards Sitehttp:/ / www.standards.dfes.gov.uk/ innovation-unitThis site supports all innovative work that has the potential to raise the standards of teaching and learning throughout the school system. The Innovation Unit's goal is to ensure that schools are confident to innovate and change their practice to find solutions to learning challenges.

Teachers TVhttp:/ / www.teachers.tv

Teachers TV is an innovative digital TV channel to help teachers and schools to learn by sharing practical ideas and information. Funded by the DCSF, though editorially independent, its programmes are tailored to the National Curriculum and address the different needs and interests of individual audiences, from primary and secondary teachers, to classroom assistants, NQTs and governors. The website has viewing information and an archive on every show transmitted, most of which can be viewed online.


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Web Links (3/3)CEDEFOP – European Centre for the Development of Vocational Traininghttp://www.cedefop.europa.eu/

Cedefop is the European Agency to promote the development of vocationaleducation and training (VET) in the European Union.

http://eskills.cedefop.europa.eu/conference2006/presentations.aspThe European e-Skills 2006 Conference was a high-level conference on e-skills and a key milestone. The outcomes of the conference were used to prepare a long term strategy in Europe to ensure adequate e-skills for the future across both workforce and population. In September 2007, the European Commission adopted a policy Communication on “e-Skills for the 21st Century: Fostering Competitiveness, Growth and Jobs” presenting a long term e-skills agenda and including five major action lines at the European level.

Leitch Review Skills – Prosperity for all in the global economy- world class skillshttp://www.dfes.gov.uk/furthereducation/uploads/documents/2006-

12%20LeitchReview1.pdfLeitch recommends that the UK should aim to be a world leader on skills by 2020, in the upper quartile of OECD countries. Lord Leitch also makes a number of recommendations for how that vision should be delivered.

Lisbon Strategy – Education and training 2010http://ec.europa.eu/education/policies/2010/et_2010_en.html

The Union must become the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion (European Council, Lisbon, March 2000).


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Further Readings/Reports (1/3)


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dr. panos h. ketikidis e-mail:ketikidis@city. · pdf fileslide 1.1 dr. panos h. ketikidis...

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