Description
In this particular brief information related to enterprise education entrepreneurship.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.1
Dr. Panos H. KETIKIDIS
e-mail:[email protected]
The Entrepreneur
ENTERPRISE EDUCATION: entrepreneurship
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.2
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 Northern
Greece
•Board Member – Exporters Association of Northern
Greece
•President – Greek Computer Society (EPY) –
Macedonia-Thrace
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.3
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 Entrepreneurs Characteristics of Entrepreneurs
PART III
PART III
- - Conclusions / Actions Conclusions / Actions
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.4
Definition
Entrepreneurship 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 into
practical and targeted activities,
whether in a social, cultural or
economic context.”
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.5
The objectives of teaching about enterprise
include:
•promoting the development of personal
qualities that encourage enterprising
behaviour;
•raising awareness of starting a business,
social enterprise or business development
as a career;
•providing the skills needed in order to start
a new venture.
What does ‘education for entrepreneurship’ mean?
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.6
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_Strategy
Working together for Growth and J obs: A new start for the Lisbon
Strategy (34 pages)
Goethenburg_Agenda_Sustainable_Development_Strategy
A European Union Strategy for Sustainable Development
(17 pages)
Putting knowledge into Practice
Putting 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.7
Why education
for 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 skills
need 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.8
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.9
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.10
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.11
BASIC DEFINITIONS (3/4)
Key Skills Qualifications are offered in six areas.
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.12
BASIC DEFINITIONS (4/4)
Key Skills Qualifications are offered in six areas.
•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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.13
The 8 Key Competences
that everyone should develop during initial education and training,
and that adults should learn, maintain and update through ;ifelong
learning:
Commuincation in the mother tongue
Communication in a forreign language
Mathematical competence and basic
competences in science and technology
Digital competence
Learning-to-learn
Social, interpersonal and civic competence
Entrepreneurship
Cultural expression
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.14
The Role of Education – Changing the
way we educate
Education is a critical shaper of attitudes. How
we inspire and educate today will determine our
success 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 and
improvement 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.15
Enterprise capability is innovation, creativity,
risk-management, risk taking and a ‘can-do’
attitude and the drive to make ideas happen
supported 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 OF
ENTERPRISE EDUCATION
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.16
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 and
coping with a global economy.
•Entrepreneurial skills are vital for maintaining
sustainable communities across the country.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.17
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.18
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.19
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-taking
and 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.20
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.21
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 confront
risks in conjunction with implementing ideas.
These are typical entrepreneurial qualities.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.22
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.23
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.24
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.25
Traditional versus Entrepreneurial
Learning (2/3)
Traditional Learning - Developing left-brain skills
•Language
•Logic
•Symbols
Entrepreneurial Learning - Developing right brain skills
•Intuition
•Creativity
•Emotion
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.26
Traditional versus Entrepreneurial
Learning (3/3)
Traditional Learning - Benefits
•Theoretician
•Reflector
Entrepreneurial Learning - Benefits
•Activist
•Pragmatist
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.27
ENTREPRENEURSHIP COMPETENCE
Personal qualities and attitudes:
•Self-confidence and
social competence
•The willingness and ability
to take iniatives and assume
responsibility
•Innovation and creativity
(to become not only an employee,
but also an entrepreneur).
•Willingness to take risks and
solve problems.
Knowledge
and skills:
Ø What
Ø How
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.28
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.29
Identifying good practice (2/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support
_measures/training_education/index.htm
Issue - IRELAND
At the secondary level of education, programmes aimed
at stimulating entrepreneurial attitudes and skills may
have a wide application, as they will prepare the students
for future working life.
Good practice
The 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 community
and is supported by central government.
Its approach is very much based on learning by doing,
its overall objective being to produce the skills and qualities
of self-reliance, innovation and entrepreneurship.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.30
Identifying good practice (3/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support
_measures/training_education/index.htm
LEARNING by DOING and MINI-Enterprises
Schemes 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 new
organisation is now called ‘J A-YE Europe’ and represents 37
European member nations.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.31
Identifying good practice (4/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support
_measures/training_education/index.htm
Cooperation between educational institutions
and 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.32
Get up and Go
Mini Company Programme
1. Getting our Mini-Company started
2. Selecting and organising our Mini-Company Team
3. Communications – Internal and External
4. Mini Company Registration
5. Marketing
6. Legislation
7. Business Plan
8. Finance
9. Closing Down and Winding Up our Mini-
Company
10. Trade Fair /Showcase
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.33
Active Teaching and Learning
in the Enterprise Classroom
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.34
Successful Enterprise Education
Programmes
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.35
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.36
URENIO output
Digital
Guide for New Product Developmenthttp://www.vrc.gr:8080/npd-net/en/npd/index.html
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.37
Guides you for each step through definition of
the problem, tool and solution and assessment
for the step.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.38
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.39
Finding a Solution
Choose the brainstorming tool: Affinity diagrams; Osborne's
Checklist; Multivoting – Case Studies - Consultants - Experts –
Software Tools - References
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.40
Digital
Guide for New Product Developmenthttp://www.vrc.gr:8080/npd-net/en/npd/index.html
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.41
The Entrepreneur
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.42
Who is an entrepreneur?
The entrepreneur is an individual
who 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.43
Economic:
* The
function
of the entrepreneur
Managerial:
* The
tasks
undertaken by the
entrepreneur
Psycological:
* The entrepreneur as a
personality
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.44
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.45
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 economy
will need a great many entrepreneurs.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.46
Schumpeter
Entrepreneurs
• Are the creators of change: he causes change
(Kirzner does not explain where changecomes
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.47
Characteristics of Entrepreneurs
Characteristics of Entrepreneurs
Desire for responsibility Desire for responsibility
Tolerance of risk
Motivation to excel
Commitment and determination
Opportunity obsession
Creativity, self reliance, ability to adapt
Confidence in their ability to succeed Confidence in their ability to succeed
Desire for immediate feedback Desire for immediate feedback
High level of energy High level of energy
Value achievement over money Value achievement over money
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.48
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 their
own ideas
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.49
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 stress
High levels of stress
•
•
Complete responsibility
Complete responsibility
•
•
Discouragement
Discouragement
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.50
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.51
The Entrepreneurial Process
The 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 firm
VIDEO – FIVE BIGGEST MISTAKES
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.52
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.53
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.54
CONTACT DETAILS:
Panayiotis H. KETIKIDIS - BSc, MSc, Ph.D.
Vice Principal:
Research, Innovation and External Relations
13, Tsimiksi Street, 54624 Thessaloniki, Greece
http:www.city.academic.gr
e-mail: [email protected]
Let’s grow the wings of
entrepreneurship to our
youths!
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.55
Textbooks on Entrepreneurship
and Innovation (1/2)
• Bolton, Bill and Thompson, J ohn(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, Vijayand Trimble, Chris (2005) Ten rules for strategic
innovators: from idea to execution. Boston, Mass.: Harvard Business School
Press.
• Kaplan, J ack M. (2003) Patterns of entrepreneurship. Hoboken, NJ : J ohn 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, J osephet al (2001) Managing innovation: integrating technological market
and organizational change. 2nd ed. Chichester, [England]: J ohn Wiley.
• Trott, Paul (2005) Innovation management and new product development. 3rd ed.
Upper Saddle River, NJ : Financial Times Prentice Hall.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.56
Textbooks on Entrepreneurship
and Innovation (2/2)
• Acs, Zoltanand 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.57
Web Links (1/3)
Young Enterprisehttp://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 Insighthttp://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=236209
The 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.58
Web Links (2/3)
Enterprise Education Resourceshttp://www.ebea.org.uk/ebea/enterprise/page_01.htm
This 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 Site
http:/ / www.standards.dfes.gov.uk/ innovation-unit
This site supports all innovative work that has the potential toraise the standards of teaching
and learning throughout the school system. The Innovation Unit'sgoal is to ensure that
schools are confident to innovate and change their practice to find solutions to learning
challenges.
Teachers TV
http:/ / www.teachers.tv
Teachers TV is an innovative digital TV channel to help teachersand 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, NQTsand governors. The website has viewing information and an archive on
every show transmitted, most of which can be viewed online.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.59
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 vocational
education and training (VET) in the European Union.http://eskills.cedefop.europa.eu/conference2006/presentations.asp
The 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.pdf
Leitch 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.60
Further Readings/Reports (1/3)
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.61
Further Readings/Reports (2/3)
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.62
Further Readings/Reports (3/3)
doc_690711592.pdf
In this particular brief information related to enterprise education entrepreneurship.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.1
Dr. Panos H. KETIKIDIS
e-mail:[email protected]
The Entrepreneur
ENTERPRISE EDUCATION: entrepreneurship
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.2
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 Northern
Greece
•Board Member – Exporters Association of Northern
Greece
•President – Greek Computer Society (EPY) –
Macedonia-Thrace
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.3
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 Entrepreneurs Characteristics of Entrepreneurs
PART III
PART III
- - Conclusions / Actions Conclusions / Actions
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.4
Definition
Entrepreneurship 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 into
practical and targeted activities,
whether in a social, cultural or
economic context.”
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.5
The objectives of teaching about enterprise
include:
•promoting the development of personal
qualities that encourage enterprising
behaviour;
•raising awareness of starting a business,
social enterprise or business development
as a career;
•providing the skills needed in order to start
a new venture.
What does ‘education for entrepreneurship’ mean?
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.6
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_Strategy
Working together for Growth and J obs: A new start for the Lisbon
Strategy (34 pages)
Goethenburg_Agenda_Sustainable_Development_Strategy
A European Union Strategy for Sustainable Development
(17 pages)
Putting knowledge into Practice
Putting 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]
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.7
Why education
for 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 skills
need 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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.8
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.”
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.9
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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.10
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
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.11
BASIC DEFINITIONS (3/4)
Key Skills Qualifications are offered in six areas.
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.12
BASIC DEFINITIONS (4/4)
Key Skills Qualifications are offered in six areas.
•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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.13
The 8 Key Competences
that everyone should develop during initial education and training,
and that adults should learn, maintain and update through ;ifelong
learning:
Commuincation in the mother tongue
Communication in a forreign language
Mathematical competence and basic
competences in science and technology
Digital competence
Learning-to-learn
Social, interpersonal and civic competence
Entrepreneurship
Cultural expression
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.14
The Role of Education – Changing the
way we educate
Education is a critical shaper of attitudes. How
we inspire and educate today will determine our
success 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 and
improvement if people can learn to work more
flexibly, invest in their future financial security,
reskill or relocate themselves as the economy
shifts around them’.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.15
Enterprise capability is innovation, creativity,
risk-management, risk taking and a ‘can-do’
attitude and the drive to make ideas happen
supported 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 OF
ENTERPRISE EDUCATION
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.16
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 and
coping with a global economy.
•Entrepreneurial skills are vital for maintaining
sustainable communities across the country.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.17
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.18
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.19
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-taking
and 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);
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.20
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.21
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 confront
risks in conjunction with implementing ideas.
These are typical entrepreneurial qualities.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.22
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
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.23
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
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.24
Traditional versus Entrepreneurial
Learning (1/3)
Traditional Learning - Learning about a subject
•Observation & reflection
•Abstract concepts & generalisations
Entrepreneurial Learning - Education for enterprise
•Testing
•Experiential
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.25
Traditional versus Entrepreneurial
Learning (2/3)
Traditional Learning - Developing left-brain skills
•Language
•Logic
•Symbols
Entrepreneurial Learning - Developing right brain skills
•Intuition
•Creativity
•Emotion
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.26
Traditional versus Entrepreneurial
Learning (3/3)
Traditional Learning - Benefits
•Theoretician
•Reflector
Entrepreneurial Learning - Benefits
•Activist
•Pragmatist
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.27
ENTREPRENEURSHIP COMPETENCE
Personal qualities and attitudes:
•Self-confidence and
social competence
•The willingness and ability
to take iniatives and assume
responsibility
•Innovation and creativity
(to become not only an employee,
but also an entrepreneur).
•Willingness to take risks and
solve problems.
Knowledge
and skills:
Ø What
Ø How
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.28
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.29
Identifying good practice (2/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support
_measures/training_education/index.htm
Issue - IRELAND
At the secondary level of education, programmes aimed
at stimulating entrepreneurial attitudes and skills may
have a wide application, as they will prepare the students
for future working life.
Good practice
The 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 community
and is supported by central government.
Its approach is very much based on learning by doing,
its overall objective being to produce the skills and qualities
of self-reliance, innovation and entrepreneurship.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.30
Identifying good practice (3/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support
_measures/training_education/index.htm
LEARNING by DOING and MINI-Enterprises
Schemes 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 new
organisation is now called ‘J A-YE Europe’ and represents 37
European member nations.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.31
Identifying good practice (4/4)http://europa.eu.int/comm/enterprise/entrepreneurship/support
_measures/training_education/index.htm
Cooperation between educational institutions
and 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.32
Get up and Go
Mini Company Programme
1. Getting our Mini-Company started
2. Selecting and organising our Mini-Company Team
3. Communications – Internal and External
4. Mini Company Registration
5. Marketing
6. Legislation
7. Business Plan
8. Finance
9. Closing Down and Winding Up our Mini-
Company
10. Trade Fair /Showcase
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.33
Active Teaching and Learning
in the Enterprise Classroom
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.34
Successful Enterprise Education
Programmes
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.35
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
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.36
URENIO output
Digital
Guide for New Product Developmenthttp://www.vrc.gr:8080/npd-net/en/npd/index.html
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.37
Guides you for each step through definition of
the problem, tool and solution and assessment
for the step.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.38
Defining the Problem
The following text appears. Read it carefully understand the concept of idea generation.
It is not intuition is formal creativity exercise.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.39
Finding a Solution
Choose the brainstorming tool: Affinity diagrams; Osborne's
Checklist; Multivoting – Case Studies - Consultants - Experts –
Software Tools - References
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.40
Digital
Guide for New Product Developmenthttp://www.vrc.gr:8080/npd-net/en/npd/index.html
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.41
The Entrepreneur
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.42
Who is an entrepreneur?
The entrepreneur is an individual
who 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
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.43
Economic:
* The
function
of the entrepreneur
Managerial:
* The
tasks
undertaken by the
entrepreneur
Psycological:
* The entrepreneur as a
personality
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.44
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
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.45
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 economy
will need a great many entrepreneurs.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.46
Schumpeter
Entrepreneurs
• Are the creators of change: he causes change
(Kirzner does not explain where changecomes
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.47
Characteristics of Entrepreneurs
Characteristics of Entrepreneurs
Desire for responsibility Desire for responsibility
Tolerance of risk
Motivation to excel
Commitment and determination
Opportunity obsession
Creativity, self reliance, ability to adapt
Confidence in their ability to succeed Confidence in their ability to succeed
Desire for immediate feedback Desire for immediate feedback
High level of energy High level of energy
Value achievement over money Value achievement over money
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.48
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 their
own ideas
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.49
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 stress
High levels of stress
•
•
Complete responsibility
Complete responsibility
•
•
Discouragement
Discouragement
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.50
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.
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.51
The Entrepreneurial Process
The 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 firm
VIDEO – FIVE BIGGEST MISTAKES
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.52
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.53
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.54
CONTACT DETAILS:
Panayiotis H. KETIKIDIS - BSc, MSc, Ph.D.
Vice Principal:
Research, Innovation and External Relations
13, Tsimiksi Street, 54624 Thessaloniki, Greece
http:www.city.academic.gr
e-mail: [email protected]
Let’s grow the wings of
entrepreneurship to our
youths!
__________________ __________________________________________
Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.55
Textbooks on Entrepreneurship
and Innovation (1/2)
• Bolton, Bill and Thompson, J ohn(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, Vijayand Trimble, Chris (2005) Ten rules for strategic
innovators: from idea to execution. Boston, Mass.: Harvard Business School
Press.
• Kaplan, J ack M. (2003) Patterns of entrepreneurship. Hoboken, NJ : J ohn 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, J osephet al (2001) Managing innovation: integrating technological market
and organizational change. 2nd ed. Chichester, [England]: J ohn Wiley.
• Trott, Paul (2005) Innovation management and new product development. 3rd ed.
Upper Saddle River, NJ : Financial Times Prentice Hall.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.56
Textbooks on Entrepreneurship
and Innovation (2/2)
• Acs, Zoltanand 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.57
Web Links (1/3)
Young Enterprisehttp://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 Insighthttp://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=236209
The 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.58
Web Links (2/3)
Enterprise Education Resourceshttp://www.ebea.org.uk/ebea/enterprise/page_01.htm
This 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 Site
http:/ / www.standards.dfes.gov.uk/ innovation-unit
This site supports all innovative work that has the potential toraise the standards of teaching
and learning throughout the school system. The Innovation Unit'sgoal is to ensure that
schools are confident to innovate and change their practice to find solutions to learning
challenges.
Teachers TV
http:/ / www.teachers.tv
Teachers TV is an innovative digital TV channel to help teachersand 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, NQTsand governors. The website has viewing information and an archive on
every show transmitted, most of which can be viewed online.
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.59
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 vocational
education and training (VET) in the European Union.http://eskills.cedefop.europa.eu/conference2006/presentations.asp
The 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.pdf
Leitch 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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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.60
Further Readings/Reports (1/3)
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.61
Further Readings/Reports (2/3)
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Panayiotis H. KETIKIDIS CITY College: an Affiliated institution of the University of Sheffield
Slide 1.62
Further Readings/Reports (3/3)
doc_690711592.pdf