Susan Müller

The Impact of Entrepreneurship Education on Human Capital at Upper‐Secondary Level

In this study we evaluate the impact of entrepreneurship education on human capital at the upper‐secondary level using a quasi‐experimental design. Data were collected from 494 students attending entrepreneurship education programs and from 238 in a control group. Our results indicate that some personality traits such as need for autonomy and risk propensity, as well as beliefs, can have a significant positive influence on entrepreneurial intention. Entrepreneurship education has a positive, albeit limited impact on human‐capital assets. The programs we assessed had a statistically significant impact on beliefs, on the capacity to exploit an opportunity, and on entrepreneurial knowledge. However, we did not observe any significant impact on entrepreneurial intention.

Business Models in Social Entrepreneurship

The book chapter provides insights into the distinct features and design principles of business models for social enterprises. Also, the advantages and disadvantages of different scaling strategies are discussed. The book chapter ends with a case study on ChancenWerk, a German-based social enterprise aiming to improve educational opportunities for students from difficult family backgrounds. The book chapter is part of one of the first student textbooks on Social Entrepreneurship. The compilation offers students a comprehensive overview of the field of social entrepreneurship. Leading European researchers and lecturers such as Ann-Kristin Achleitner, Markus Beckmann, Heather Cameron, Pascal Dey, Andreas Heinecke, Benjamin Huybrechts, Alex Nicholls, Johanna Mair, Susan Muller and Chris Steyaert have contributed to this textbook.

CAN ENTREPRENEURSHIP BE TAUGHT TO VOCATIONAL STUDENTS

The promotion of entrepreneurial competencies and attitudes is increasingly becoming the policy of governments whose objective is to increase innovation and employment through enterprise creation (ILO, 2003). For example, the European Commission and individual European Union member states have adopted a range of measures to foster a stronger culture of entrepreneurship and to develop an ‘entrepreneurial mindset’ amongst citizens, targeting particularly young people (ECOTEC, 2010).

From “Chalk-and-Talk” to Starting New Ventures

Entrepreneurship education in Higher Education Institutions (HEI) has grown exponentially since the first entrepreneurship course was taught by Miles Mace at Harvard Business School in 1947 (Katz, 2003). By 1970, 16 universities were offering entrepreneurship courses. From this base, the number grew to over 400 schools in 1995 (Vesper & Gartner, 1997) and to over 1,600 in 2005 (Kuratko, 2005). Today, entrepreneurship education is widely spread in the US (Katz, 2003) and Europe.

Nach der Karriere ist vor der Karriere - Zur Entwicklung eines Arbeitsmarktes für Senioren

Aufgrund gesunder Lebensfuhrung, steigenden Bildungsniveaus der jetzigen und zukunftigen Generationen und des Fortschritts in der Forschung und Medizin ist davon auszugehen, dass nach dem Renteneintritt 20 weitere Jahre aktiv und unabhangig gelebt werden konnen. Dabei fuhlen sich viele Menschen zu jung, um nicht mehr zu arbeiten. Gleichzeitig sind viele Menschen finanziell unabhangig und konnen sich nun in den Bereichen einbringen, die ihnen sinnvoll erscheinen. Fur die Auswahl des Engagements spielen die Motive, etwas zuruckgeben oder sich in der Gesellschaft einbringen und sinnvolle Dinge leisten zu wollen, eine wichtige Rolle.