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Entrepreneurial Pedagogy: An Example of Using Student-Developed Case Studies

100%
Dębicka A., Olejniczak K.
Horyzonty Wychowania
|
2020
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vol. 19
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issue 51
43-55
PL
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy. THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies. THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented. RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them.In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students.
EN
RESEARCH OBJECTIVE: The article attempts to explain the benefits that may result from the use of case studies developed by students as a teaching method applied in entrepreneurial pedagogy. THE RESEARCH PROBLEM AND METHODS: The main research problem concerns the effectiveness of using case studies created by students as a teaching method in entrepreneurial pedagogy. The article provides an overview of selected literature and presents the authors’ experience in applying student-developed case studies. THE PROCESS OF ARGUMENTATION: In the first part of the article, the most important entrepreneurial skills and competences are discussed. Subsequently, the importance of using activating methods is presented, with particular emphasis on the case study. In the second part, the use of the case study developed by students was analyzed and evaluated. Finally, the conclusions and recommendations are presented. RESEARCH RESULTS: The literature analysis indicates the importance of methods that foster students’ active involvement, including case studies, in entrepreneurial pedagogy. The analysis of case studies developed by students showed their strong commitment to the assignment. Students had to gain knowledge of the operation of enterprises and the processes that take place in them. In addition, the task required students to be familiar with methods and tools that support creative thinking and problem-solving skills. CONCLUSIONS, INNOVATIONS, AND RECOMMENDATIONS: Based on the analysis of literature and student-developed case studies, it seems that the discussed method is an effective teaching method that increases students’ commitment to the assignment and supports the development of entrepreneurial attitudes and skills. Furthermore, this method provides a range of benefits that give the teacher great freedom in choosing the issues and scope of case studies created by students. The results of the analysis permit concluding that student-developed case studies can be commonly used and allow developing a wide range of students entrepreneurial skills.  
2
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Entrepreneurship Processes and Small Farms Achievements: Empirical Analysis of Linkage

88%
Apata T. G.
Journal of Entrepreneurship, Management and Innovation
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2015
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vol. 11
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issue 2
105-126
EN
Entrepreneurship process has been argued as opportunity-driven, creative, and resource-efficient, that could influence income generation of small farmers that adopted entrepreneurial skills and innovation into their farming operations. This study examines entrepreneurship process strategies employed to income increase by small farmers, evidence from southwest of Nigeria. The sampling procedures entail three stages of samples selection of 240 farmers but only 200 data was useful. Descriptive statistical and inferential statistics were used to analyze and describe the data. Respondents’ age ranges from 16 to 65 years old, mean age was 36.16 years. The study found out that 5 % of the samples had modest communication skills that aid adoption of effective entrepreneurial processes and about 83% have a strong belief in one’s self to succeed. Successful farmers had multiple sources of related income generation business ventures. Targeting the entrepreneurs for support could make them even more effective.
3
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Engaged Alumni: Networking for Entrepreneurial Attitudes

63%
Rybkowski R.
Horyzonty Wychowania
|
2014
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vol. 13
|
issue 26
91-103
EN
Higher education institutions of the 21st  century face many previously unknown challenges. These include: marketization, massification and accountability. They have become the buzzwords of today’s academia. Teaching the entrepreneurial skills, required by the job market, cannot be reduced to traditional in-class lectures and seminars. The necessary interpersonal relations can be facilitated by cooperation with alumni as sociations, as exemplified the United States. Thus the network of en gaged alumni becomes a great asset of every college and university.
PL
Uczelnie XXI wieku muszą się zmierzyć z wieloma wcześniej nie znanymi wyzwaniami, takimi jak: urynkowienie, umasowienie czy rozli czalność. Nauczanie przedsiębiorczości, niezbędnej na współczesnym rynku pracy, nie może się ograniczyć jedynie do tradycyjnych wykładów i ćwiczeń. Niezbędne są relacje interpresonalne, dla których doskona łym forum są stowarzyszenia absolwentów, o czym świadczy przykład Stanów Zjednoczonych. I dlatego sieć zaangażowanych absolwentów staje się w dzisiejszych czasach ogromnym atutem uczelni.
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