The Role of Universities in Promoting Entrepreneurship & Employability

1. prepared by/
Zakaria Fayez Youssef El-Khweskey
(Demonstrator at Hotel Studies Department )
1
The Role of Universities in
Promoting Entrepreneurship
Education and Employability

2. Content
2
What is Entrepreneurship?
Entrepreneurship Education
Some Good Examples
Some Courses at Universities in China
The Task of Instructors
Outcomes from Encouraging Entrepreneurship Education
Methods for Delivering Entrepreneurship Education
We Should Know!!!!!
Future Recommendations

3. What is Entrepreneurship?
Strategic thinkingStrategic thinking and risk-taking behaviorrisk-taking behavior that results in
the creation of new opportunities for individuals and/or
organizations.
Entrepreneurship is the ability to create and buildbuild
something from practically nothingnothing.
Entrepreneurship education at the university level is
important to build generationsbuild generations of leadersleaders for global
innovation.
Process through which entrepreneurs createcreate and growgrow
firms.
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4. What is Entrepreneurship?
(CON.(
The application of entrepreneurial skills within an existing,
corporate or public sector organization is termed
'intrapreneurship'.'intrapreneurship'.
Both entrepreneursentrepreneurs and intrapreneursintrapreneurs require enterprise
skills and behaviors as well as business knowledge, behaviors'
and skills that are specific to the particular context.
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5. Entrepreneurship Education
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Entrepreneurship education has not been a primary focus of
undergraduateundergraduate curricula.
Entrepreneurship education has become a focus in the
strategic planning of curriculumcurriculum planning across programs.
Entrepreneurship is the individual’s ability to translate ideasideas
into actionsinto actions. It is provided and supported by many educational
institutions and organizations.

6. Entrepreneurship Education
(C0N.)
6
There is a significant correlation between entrepreneurship
coursescourses and economiceconomic value creation.
Recently, entrepreneurship education is a long-term strategica long-term strategic
planplan that helps an universityuniversity to become famousfamous and to have a
competitive advantagecompetitive advantage in the world.
The economic strength of the U.S. resulted from
entrepreneurship education.

7. Entrepreneurship Education
(C0N.(
7
 Entrepreneurship educationEntrepreneurship education has been formally recognized in
universities since the 19401940 by the United Statesthe United States.
In 19471947, over 1,6001,600 American colleges and universities offer
courses and degrees in entrepreneurship education.
In 19941994, 120,000120,000 American students were taking
entrepreneurship courses.

8. Entrepreneurship Education
(C0N.(
8
Entrepreneurship education is becoming a major forceforce in all
over the world.
The interest in entrepreneurship education at many levels is
increasing within universities.
In 20052005, small businesses made up over 99%over 99% of the overall
businesses in the United States, European Union, and JapanUnited States, European Union, and Japan.

9. Entrepreneurship Education
(CON.(
9
The importance of understanding the cultureculture and backgroundbackground of
a university and specific departmentsdepartments within a universitya university is key
to successfully incorporating entrepreneurial education into the
curriculum.
Since 20022002 the Chinese governmentChinese government has taken a leading role in
promoting entrepreneurship education, hoping to cope
creatively with the structural unemployment of universityunemployment of university
graduatesgraduates resulting from mass higher education.

10. Entrepreneurship Education
(CON.)
10
The success of entrepreneurship education or educational
programs cannotcannot be evaluated by the number of graduatedthe number of graduated
studentsstudents..
ButBut
1. The socio-economicsocio-economic impact.
2. The number of companiescompanies created.
3. The number of jobsjobs created.
4. The potential economiceconomic growth.

11. Entrepreneurship Education
(CON.(
11
Hospitality educationHospitality education is a link Between the academicacademic and the
practicalpractical.
Entrepreneurship Education can be encouraged in a meala meal
design course or a hotel design coursedesign course or a hotel design course.
Entrepreneurship education is a lifelong learning strategylifelong learning strategy
that takes many different forms at all levels of education and
training.

12. Some Good Examples
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UK
 Finland: Entrepreneurship education in the national curriculum.
Spain: Secondary school students run import & export mini-
companies.
 Denmark and Sweden: Entrepreneurship education strategy
was developed by different governments.

13. Other Good Examples
13
the University of Cambridgethe University of Cambridge
• One example of entrepreneurship education can be found at
CornellCornell University (The School of Hotel Administration at
Cornell University) .

14. Some Courses at Universities in
China
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Entrepreneurship Management
Financial Management
Business Plans
Leadership
Corporations Growth
Marketing Management
New Product Development
Organizational Structure and Design
Opportunity and Business Plans for Entrepreneurship
Venture Lab and New Venture Creation
Source: Lei, J. 2011, 1, 15–18; (in Chinese(.
The Practical part is the
most important in these
courses.

15. 15

16. The Task of the Instructor
1. Teaching, Learning, Coaching and Assessment
Creating learning environments that encourage entrepreneurial
behavior in students now and in the future.
Designing curricula with learning outcomes .
Enabling students to relate their learning to their subject or industry
context and to personal aspirations.
Be a leader who is able to shape the opportunity-based learning
environment.
Engaging external communities and find suitable practical contexts
to enhance the learning experience.
Engaging entrepreneurs to enhance learning opportunities.
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17. The Task of the Instructor (CON.(
2. From Case Studies to Practical Situations
Educators enable students to shift from an abstracted study of the
past to developing knowledge and skills that help them adapt to
changing and future environments.
3. From Problems Analysis to Innovation and Creation in
Solving and Facing Problems
Educators enable students to shift from critical analysis of abstract
problems towards an approach based on innovative and creative
thinking. This makes them better equipped to tackle future
scenarios.
 Coaching to guide students to solutions.
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18. The Task of the Instructor
(CON.(
4. From Traditional learning (Listening) to Active
learning (Discussions, workshops, Seminars)
Educators enable students to shift from traditional learning
(( receiving knowledge).).
Towards participation through ((discussion with employers,
educators and peers, or through workshops).).
5. From Fearing Failure to learning from Failure
6. From Dependency to Self-Confidence
Educators encourage students to develop self-independence and
confidence, which will help them to address issues and problems in
strategic ways.
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19. 19

20. 20
•Entrepreneurship education can be implemented in all types
of organizations, from public schools , colleges , universities,
and more.

21. Positive Outcomes for Students
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Effective entrepreneurship education prepares people
to be responsibleresponsible, enterprising individuals who become
entrepreneursentrepreneurs or thinkers.

22. Positive Outcomes for Students
(CON.)
22
WealthWealth and a high majority of jobsjobs are created by small
businesses that became big businesses.
Entrepreneurship education helps People have more
opportunity to exercise creative freedomscreative freedoms, higher self-self-
confidenceconfidence, and an overall greater sense of controlcontrol over their
own lives.
There is a significant relationship between entrepreneurshipentrepreneurship and
employability.employability.

23. Positive Outcomes for Students
(CON.(
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Helping students recognize opportunitiesopportunities to create and build
something from practically nothingnothing.
 Enabling students to have self- employment optionsself- employment options as well as
those involving working for others.
 Encouraging big dreamsdreams & buildbuild skillsskills.
 Enabling students to catch the vision, see the opportunity, and
create a way to use their talents and skillsto use their talents and skills.

24. Positive Outcomes for Students
(CON.(
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Increasing a sense of control over their own lives.
 Greater awareness of personal talents and skills.
 Improving school attendance.
Higher academic achievement.
 Appling enhanced creativity skills in business situations.
Handling business situations.
 Using problem solving skills effectively.

25. Positive Outcomes for Students
(CON.)
25
Enhancing awareness of career.
Expanding awareness of entrepreneurs contribution to society
& economy.
 Enhancing basic financial skills.
Greater chance of graduating to next education level.
 Applying basic marketing skills easily in business situations.

26. Positive Outcomes for Students
(CON.)
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Applying principles of human relations management.
speaking the language of business and entrepreneurship.
Using communication and planning skills to write
business plans.
 Managing risks.
Understanding steps essential in business startup.
Using math and communications skills through applications.
Applying computer skills in business applications.

27. 27
Methods for Delivering Entrepreneurship
Education

28. Methods for Delivering
Entrepreneurship Education
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1. Comprehensive Curriculum Delivery
2. Risk Management

29. Methods for Delivering
Entrepreneurship Education (CON.)
29
3. Basic Academic Skills
Using entrepreneurship to demonstrate the importance of academic
skills, including math, communications, digital skills,
technology, and more.
4. Economic Concepts
The relationship between risk and reward in the entrepreneurial
process. Providing opportunities to understand basic economic
concepts such as savings, interest, supply, demand, and
more.

30. Methods for Delivering
Entrepreneurship Education (CON.(
30
5. Business Planning
Students should be able to develop a comprehensive business plan
that addresses its financial, marketing, and operational
aspects.
6. Ethical Behavior
Organizations should be operated in a legal, ethical, and socially
and environmentally responsible manner.

31. Methods for Delivering
Entrepreneurship Education (CON.)
31
7. Entrepreneurship as an Economic Force
8. Practical Learning
Entrepreneurs are not born.
It is necessary to Provide hands-on learning opportunities where
students actively learn by doing.

32. Methods for Delivering
Entrepreneurship Education (CON.)
32
9. Problem-Based Learning
Students should learn how to be good problem-solvers.
Curriculum should provide the opportunity to solve both simple
and complex problems.
Activities should include challenges with and without clear solutions.
10. Students as Leaders
Such student-directed activities may include planning, creating, and
operating businesses, field trips, negotiation exercises, and
group problem-solving.

33. Methods for Delivering
Entrepreneurship Education (CON.)
33
11. People in the Community
Involving individuals from the surrounding community to serve as
guest speakers, mentors, advisors, and role models.
12. Variety of Methods
Including books, seminars, research, group learning, role-playing,
and more.

34. Methods for Delivering
Entrepreneurship Education(CON.)
34
13. Supporting Individuals
With the resources, training, guidance, and encouragement needed
to maximize success.
14. Continuous Improvement
Measuring and evaluating programs and learning outcomes.

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36. 36
1.Common mistakes about Entrepreneurs
2. Why Many Small Businesses Fail?

37. 1.Common Mistakes about
Entrepreneurs
37
Entrepreneurs are born, not made.
Money is the successful key.
You have to be young to be an entrepreneur.
You must have a degree in business to be an
entrepreneur.

38. 2.Why Many Small Businesses
Fail?
38
Poor planning
Poor commitment
Poor Leadership
 Ethical Failure
Poor financial Control
Lack of Experience

39. Future Recommendations
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