1. ENTREPRENEURSHIP EDUCATION –
NEEDS AND PERSPECTIVES FOR
THE EDUCATIONAL SCIENCES
DOMAIN IN ROMANIA
CĂ TĂ LIN Junior Researcher, Romanian Institute for Adult Education
MARTIN PhD Student, University of Bucharest

2. Content
 Entrepreneurship – strategy and discipline
 Research
 Methodology
 Entrepreneurial intentions
 Interest to study entrepreneurship
 Usefulness of entrepreneurship education course
 Conclusions

3. Entrepreneurship – strategy and
discipline
 Europe 2020 - A European Strategy for smart,
sustainable and inclusive growth
 Education and Training 2020 Strategy - De ve lo p ing
c re a tivity a nd c a p a c ity fo r inno va tio n, inc lud ing
e ntre p re ne uria l s p irit, a t a ll le ve ls o f e d uc a tio n a nd
tra ining , strategic objective 4
 Annual Growth Survey 2012
 Analysis of the higher education system in Romania-
systemic, institutional and quality assurance perspective
 Entrepreneurship in Higher Education, Especially Within
Non-Business Studies. Final Report of the Expert Group
report

4. Research
 questionnaire-based survey
 168 students from the Faculties of Educational
Sciences specialization "Pedagogy", BA level, from 3
major Romanian universities: West University of
Timisoara, University of Craiova and the University of
Bucharest.
 purpose - to identify entrepreneurial education needs
of students at The Faculty of Educational Sciences,
namely:
 O.1. Analysis of risk and success factors in the
adoption of a module of entrepreneurship education.
 O.2. Identifying the variables that contribute to
changing the attitudes and behavior towards starting a

5. Entrepreneurial intentions (1)
 34.5% want to open a business after 4 years
 4.8% want to open a business after 6 months
 most students think of a business in the field
of education, however, trade and services do
represent other alternatives.
 Reasons to be or not to be entrepreneur
YES NO
- Money, profit, financial independence - Responsibility
- Contribution in the community, useful, helping - Lacking the necessary skills
people, social purpose, implement my own ideas
- Difficult, time-consuming
- Personal and professional development

6. Entrepreneurial intentions (2)
 In order to start a business, students lack the
most:
 money - 44.6%
 entrepreneurship competences - 38.7%
 business ideas - 22%
 knowledge in accounting - 16.7%
 confidence - 16.1%
 innovative spirit - 14,9%
 risk appetite - 9.5%
 associate - 9.5%
 the perspective itself - 2.4%

7. Interest to study entrepreneurship
 more than 50% of respondents claiming they read
entrepreneurship less than once a week
 during an entrepreneurship education course are
preferred:
 team activities in order to develop certain skills
 workshops with entrepreneurs or even to visit their
business
 demonstrations and debates.
 the 4 most important theoretical:
 management - 22%,
 initiation and business plan - 26.7%,
 marketing - 8.33%,
 the skills of a successful entrepreneur - 9 52%

8. Usefulness of entrepreneurship education
course
 52,2% of the respondents consider very
helpful and useful such a course
 7,7% of respondents would consider this
course not very useful or useless

9. The success factors
 68.5% of students want to start a business;
 More than 95% of students are female;
 Role models;
 Students see entrepreneurial competence as
something that could be developed.

10. The risk factors
 Approximately 50% of students intend to open
a business after 2- 4 years -> hard to monitor
 Professors’ lack of training in
entrepreneurship or even the lack of
professors able to teach this discipline

11. Conclusions
 developing transversal competences is
necessary because:
 graduates are working other areas which are not related
to this specialization
 the graduates in educational sciences has a position of
“doing” in the organization, not having subordinates
(89.87%)
 students don’t know sure what they want
 teaching a module of entrepreneurship
education with a sample of students in
educational sciences could be a good solution
for defining and adapting a curricula in

12. THANK YOU FOR YOUR
ATTENTION!
CATALIN MARTIN
catalin.martin@irea.uvt.ro
www.facebook.com/catalin.martin