FIXED SALARY OR RISK TAKING? EFFECTS OF ENTREPRENEURSHIP EDUCATION ON UNDERGRADUATE STUDENTS

Sertaç Ercan

Makale detayları

FIXED SALARY OR RISK TAKING? EFFECTS OF ENTREPRENEURSHIP EDUCATION ON UNDERGRADUATE STUDENTS

Yazarlar:

Sertaç Ercan

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Küçük İşletme Organizasyonu ve Yönetimi | Yönetim ve Organizasyon Eğitimi

Dergi:

Yönetim Bilimleri Dergisi Vol.23 Issue 55, pp.567-587

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339688

pISSN:

1304-5318

Anahtar kelimeler:

Özet:

 The primary debate surrounding entrepreneurship education centers on whether entrepreneurship can be taught. While some studies in the literature suggest that entrepreneurship education can foster successful entrepreneurial behaviors, others argue that such education does not positively contribute to entrepreneurial intentions or personality traits, and it may even have negative effects. This research aims to contribute to this ongoing discussion. In this context, the perspectives of undergraduate students enrolled in entrepreneurship courses were examined. Specifically, the study sought to explore the relationship between entrepreneurship education and concepts such as entrepreneurial outlook, entrepreneurial intention, propensity, and risk-taking. The data were collected through focus group. The transcripts of these discussions were analyzed using content analysis within the framework of grounded theory. As a result of the coding process, eight codes, four categories, and three themes were identified. The themes were defined as theory and concept, experience and practice, and others. The findings revealed that the theoretical and conceptual content of entrepreneurship education must be balanced and that experience- and practice-based activities enhance the effectiveness of education. Additionally, the importance of leveraging the experiences of entrepreneurs and incorporating fieldwork into entrepreneurship education was emphasized. To enrich entrepreneurship education, the inclusion of research projects, field activities, and various certification programs was recommended. The focus group discussions and analyses demonstrated that experiential knowledge transfer plays a critical role alongside theoretical knowledge in entrepreneurship education. Furthermore, while entrepreneurship education alone may not be sufficient to develop entrepreneurial intentions and skills, it plays a significant role in preparing future entrepreneurs as part of the broader entrepreneurial ecosystem. It is also suggested that more comprehensive and rigorous studies on the effectiveness and impact of entrepreneurship education would contribute to a deeper understanding in both academic and practical domains.

 The primary debate surrounding entrepreneurship education centers on whether entrepreneurship can be taught. While some studies in the literature suggest that entrepreneurship education can foster successful entrepreneurial behaviors, others argue that such education does not positively contribute to entrepreneurial intentions or personality traits, and it may even have negative effects. This research aims to contribute to this ongoing discussion. In this context, the perspectives of undergraduate students enrolled in entrepreneurship courses were examined. Specifically, the study sought to explore the relationship between entrepreneurship education and concepts such as entrepreneurial outlook, entrepreneurial intention, propensity, and risk-taking. The data were collected through focus group. The transcripts of these discussions were analyzed using content analysis within the framework of grounded theory. As a result of the coding process, eight codes, four categories, and three themes were identified. The themes were defined as theory and concept, experience and practice, and others. The findings revealed that the theoretical and conceptual content of entrepreneurship education must be balanced and that experience- and practice-based activities enhance the effectiveness of education. Additionally, the importance of leveraging the experiences of entrepreneurs and incorporating fieldwork into entrepreneurship education was emphasized. To enrich entrepreneurship education, the inclusion of research projects, field activities, and various certification programs was recommended. The focus group discussions and analyses demonstrated that experiential knowledge transfer plays a critical role alongside theoretical knowledge in entrepreneurship education. Furthermore, while entrepreneurship education alone may not be sufficient to develop entrepreneurial intentions and skills, it plays a significant role in preparing future entrepreneurs as part of the broader entrepreneurial ecosystem. It is also suggested that more comprehensive and rigorous studies on the effectiveness and impact of entrepreneurship education would contribute to a deeper understanding in both academic and practical domains.

 The primary debate surrounding entrepreneurship education centers on whether entrepreneurship can be taught. While some studies in the literature suggest that entrepreneurship education can foster successful entrepreneurial behaviors, others argue that such education does not positively contribute to entrepreneurial intentions or personality traits, and it may even have negative effects. This research aims to contribute to this ongoing discussion. In this context, the perspectives of undergraduate students enrolled in entrepreneurship courses were examined. Specifically, the study sought to explore the relationship between entrepreneurship education and concepts such as entrepreneurial outlook, entrepreneurial intention, propensity, and risk-taking. The data were collected through focus group. The transcripts of these discussions were analyzed using content analysis within the framework of grounded theory. As a result of the coding process, eight codes, four categories, and three themes were identified. The themes were defined as theory and concept, experience and practice, and others. The findings revealed that the theoretical and conceptual content of entrepreneurship education must be balanced and that experience- and practice-based activities enhance the effectiveness of education. Additionally, the importance of leveraging the experiences of entrepreneurs and incorporating fieldwork into entrepreneurship education was emphasized. To enrich entrepreneurship education, the inclusion of research projects, field activities, and various certification programs was recommended. The focus group discussions and analyses demonstrated that experiential knowledge transfer plays a critical role alongside theoretical knowledge in entrepreneurship education. Furthermore, while entrepreneurship education alone may not be sufficient to develop entrepreneurial intentions and skills, it plays a significant role in preparing future entrepreneurs as part of the broader entrepreneurial ecosystem. It is also suggested that more comprehensive and rigorous studies on the effectiveness and impact of entrepreneurship education would contribute to a deeper understanding in both academic and practical domains.

 Girişimcilik eğitimiyle ilgili temel tartışma, girişimciliğin öğrenilebilir olup olmadığı üzerine odaklanmaktadır. Literatürdeki bazı çalışmalar, girişimcilik eğitiminin başarılı girişimcilik davranışlarını geliştirebileceğini öne sürerken, bazı araştırmalar bu eğitimin girişimcilik niyeti ve kişilik özelliklerine olumlu katkı sağlamadığını, hatta olumsuz etkileri olabileceğini belirtmektedir. Araştırma bu tartışmalara katkı sunma amacıyla taşımaktadır. Bu kapsamda lisans düzeyinde girişimcilik dersi alan öğrencilerin girişimciliğe ilişkin bakış açıları incelenmiştir. Bir başka ifadeyle girişimcilik eğitiminin, girişimciliğe bakış açısı, girişimcilik niyeti ve eğilimi ile risk alma kavramları arasındaki ilişki ortaya konmaya çalışılmıştır. Veriler odak grup görüşmeleri ile toplanmış, görüşmeler belirlenen üç grup odak grupla, her bir grupta altışar katılımcı olmak üzere toplam on sekiz katılımcı ile gerçekleştirilmiştir. Odak grup görüşmelerinin transkripsiyonu sonucunda elde edilen veriler gömülü teori çerçevesinde içerik analizi gerçekleştirilecek sonuçlar paylaşılmıştır. Kodlamalar neticesinde 8 kod, 4 kategori ve 3 tema ortaya konmuştur. Temalar şu şekilde belirlenmiştir; teori ve kavram, tecrübe ve deneyim ve diğer. Araştırma neticesinde girişimcilik eğitiminin teorik ve kavramsal içeriğinin dengeli olması gerektiği, deneyim ve uygulama odaklı etkinliklerin eğitimin daha etkili olmasını sağladığı ortaya konmuştur. Ayrıca, girişimcilik eğitiminde girişimcilerin tecrübelerinden faydalanmanın ve saha deneyimlerinin önemli olduğu vurgulanmıştır. Girişimcilik eğitiminin zenginleştirilmesi için araştırma projeleri, saha aktiviteleri ve çeşitli sertifika programlarının eklenmesi önerilmektedir. Yapılan odak grup görüşmeleri ve analizler, girişimcilik eğitiminde teorik bilginin yanı sıra deneyim aktarımının da kritik bir rol oynadığını göstermiştir. Ayrıca, girişimcilik eğitimi, girişimcilik niyetini ve becerilerini geliştirmek için yeterli bir araç olmasa da girişimcilik ekosisteminin bir parçası olarak geleceğin girişimcilerini yetiştirmede önemli bir role sahip olduğu ortaya konmuştur. Bunula birlikte girişimcilik eğitiminin etkinliği ve etkisine ilişkin daha kapsamlı ve titiz çalışmalar gerek akademik alanda gerekse pratik alanda daha aydınlatıcı bilgilere ulaşılmasına katkı sağlayacağı düşünülmektedir.

Makale detayları

FIXED SALARY OR RISK TAKING? EFFECTS OF ENTREPRENEURSHIP EDUCATION ON UNDERGRADUATE STUDENTS

Yazarlar:

Sertaç Ercan

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Küçük İşletme Organizasyonu ve Yönetimi | Yönetim ve Organizasyon Eğitimi

Dergi:

Yönetim Bilimleri Dergisi Vol.23 Issue 55, pp.567-587

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339688

pISSN:

1304-5318

Entrepreneurship

Entrepreneurship Education

Entrepreneurial Tendency

Entrepreneurial Intention

Risk-Taking TendencyGirişimcilik

Girişimcilik Eğitimi

Girişimcilik Eğilimi

Girişimcilik Niyeti

Risk Alma Eğilimi

Sayı

Makale detayları

Yazarlar: Sertaç Ercan

Yayıncı: Çanakkale Onsekiz Mart University

Ana Başlıklar: Küçük İşletme Organizasyonu ve Yönetimi | Yönetim ve Organizasyon Eğitimi

Dergi: Yönetim Bilimleri Dergisi Vol.23 Issue 55, pp.567-587

Belge Tipi: Makale

Yayın Tarihi: 1/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001339688

pISSN: 1304-5318

Sayı

Yazarlar:

Sertaç Ercan

Yayıncı:

Çanakkale Onsekiz Mart University

Ana Başlıklar:

Küçük İşletme Organizasyonu ve Yönetimi | Yönetim ve Organizasyon Eğitimi

Dergi:

Yönetim Bilimleri Dergisi Vol.23 Issue 55, pp.567-587

Belge Tipi:

Makale

Yayın Tarihi:

1/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001339688

pISSN:

1304-5318