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Title:Vpliv izobraževanja za podjetnost in podjetništvo na podjetniške namere študentov - primerjava študentov, vključenih v programe podjetniškega izobraževanja, s preostalimi študenti v terciarnem izobraževanju v Sloveniji
Authors:ID Zdolšek Draksler, Tanja (Author)
ID Širec, Karin (Mentor) More about this mentor... New window
Files:.pdf DOK_Zdolsek_Draksler_Tanja_2019.pdf (4,60 MB)
MD5: E639D4843D2A184EC957BC2FE235B425
PID: 20.500.12556/dkum/3005b1ca-7566-42ec-a8bc-20c9cda352a6
 
Language:Slovenian
Work type:Doctoral dissertation
Typology:2.08 - Doctoral Dissertation
Organization:EPF - Faculty of Business and Economics
Abstract:Stopnja brezposelnosti mladih je v EU do nedavnega več let naraščala. Slovenija je problem brezposelnosti mladih delno zajezila, a mladi še vedno ostajajo družbena skupina v slabšem položaju. Posledično so v politiki zaposlovanja mladi postali prioritetna skupina. Znano je, da podjetništvo prispeva k gospodarski rasti in k ustvarjanju delovnih mest, zato je v zadnjih desetletjih znatno pridobilo na veljavi. Večina držav EU prioritetno promovira podjetništvo. Glavno vprašanje politike ostaja, kako spodbuditi podjetniško aktivnost. Politike, ki vključujejo podjetništvo in osebe, ki spadajo v družbeno skupino v slabšem položaju, imenujemo vključujoče politike. Ključnega pomena za podjetniško aktivnost je pridobitev podjetniških kompetenc in pozitivnih podjetniških namer. Oboje lahko mladi pridobijo in razvijejo skozi podjetniško izobraževanje. V Sloveniji je trend, da se mladi dolgo izobražujejo. Veliko jih je vključenih v terciarno izobraževanje, uvedba podjetniškega izobraževanja v formalno izobraževanje zato predstavlja možnost podjetniško izobraziti veliko mladih. Podjetniško izobraževanje se sicer v slovenski izobraževalni sistem uvaja počasi, tako je še vedno redkost. Zaposlovanje mladih, spodbujanje podjetništva ter podjetniško izobraževanje so danes prioritetna področja, za katera so sprejeti ukrepi, ki jih na evropski ravni navaja strategija Evropa 2020, na nacionalni ravni pa skladno z evropsko Resolucija o nacionalnem programu za mladino 2013-2022. V doktorski disertaciji smo nadaljevali z analizo teorije podjetništva, se osredotočili na podjetnika kot posameznika in na značilnosti podjetništva v Sloveniji ter analizirali stanje podjetništva med mladimi. Sledilo je preučevanje podjetniškega izobraževanja. V teoretičnem delu smo izvedli manjšo kvalitativno raziskavo stanja podjetniškega izobraževanja na visokošolski ravni formalnega izobraževanja v Sloveniji. Nadaljevali smo s pripravo pregleda znanstvenih raziskav, ki preučujejo vpliv podjetniškega izobraževanja na podjetniške namere in preučili teorijo preučevanja podjetniških namer skozi sociološko-psihološki vidik. Na osnovi analize teorije smo se odločili, da bomo lastno empirično raziskavo gradili na Ajznovi teoriji načrtovanega vedenja (TPB). Izobraževanje za podjetnost in podjetništvo poleg spodbujanja podjetniških namer, ustvarja podjetniške kompetence, zato nas je zanimal tudi vpliv na podjetniške kompetence. Za začetek smo analizirali teorijo kompetenc in kompetenčni pristop, ki predstavlja teoretično podlago glede kompetenc posameznikov. Nadaljevali smo z analizo managerskih kompetenc in analizirali več modelov podjetniških kompetenc, katerih kompetenčne konstrukte smo prevzeli in priredili za preučevanje podjetniških kompetenc v lastni empirični raziskavi. Na podlagi teoretičnih spoznanj smo pripravili konceptualno raziskovalni model. S kvantitativno študijo smo ugotavljali ali podjetniško izobraževanje vpliva na podjetniške namere in kompetence študentov. Uporabljena metodologija raziskave je kvazi-eksperiment, raziskovalni vzorec pa v predraziskavi in poraziskavi sestavljata preučevana skupina (študenti vključeni v podjetniško izobraževanje) in kontrolna skupina (študenti, ki niso vključeni v podjetniško izobraževanje). Čeprav smo potrdili, da je konceptualni raziskovalni model ustrezen in da nekateri preučevani dejavniki vplivajo na podjetniške namere, pri študentih vključenih v podjetniško izobraževanje ni bilo zaznati višje stopnje podjetniških namer niti podjetniških kompetenc. Smo pa ugotovili, da so med študenti študijske usmeritve podjetništvo in študenti neposlovnih študijskih usmeritev značilne razlike. Konceptualno raziskovalni model je potrjen za nadaljno uporabo. Prav tako je bilo statistično potrjeno, da so dejavniki TPB in podjetniške kompetence medsebojno povezani. Raziskava predstavlja temelj za nadaljno raziskovalno delo s področja podjetniškega izobraževanja, podjetniških namer in podjetniških kompetenc.
Keywords:podjetniško izobraževanje, podjetniške namere, podjetniške kompetence, terciarno izobraževanje, brezposelnost mladih
Place of publishing:[Maribor
Publisher:T. Zdolšek Draksler]
Year of publishing:2018
PID:20.500.12556/DKUM-72750 New window
UDC:005.9
COBISS.SI-ID:13303324 New window
NUK URN:URN:SI:UM:DK:QCVWQTPL
Publication date in DKUM:26.03.2019
Views:2326
Downloads:291
Metadata:XML RDF-CHPDL DC-XML DC-RDF
Categories:EPF
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Licences

License:CC BY-NC-ND 4.0, Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Link:http://creativecommons.org/licenses/by-nc-nd/4.0/
Description:The most restrictive Creative Commons license. This only allows people to download and share the work for no commercial gain and for no other purposes.
Licensing start date:03.11.2018

Secondary language

Language:English
Title:How entrepreneurship education effects students entrepreneurial intentions - a comparison of students with entrepreneurship education with other students in tertiary education in Slovenia
Abstract:Until recently, the rate of youth unemployment has been increasing in the EU for several years. Slovenia has partly limited the problem of youth unemployment, but the young people still remain a disadvantaged social group. Consequently, young people have become a priority group in the employment policy. It is known that entrepreneurship contributes to economic growth and job creation, and has, in recent decades, been gaining importance. Most EU countries promote entrepreneurship as a priority. The main question remains how to stimulate entrepreneurial activity, especially in the case of disadvantaged groups like youth. The key to entrepreneurial activity is the acquisition of entrepreneurial competencies and positive entrepreneurial intentions. Young people can acquire and develop both through entrepreneurship education. In Slovenia many young people are involved in tertiary education. The introduction of entrepreneurship education into formal higher education therefore represents an opportunity to entrepreneurial educate many young people. As entrepreneurship education is being incorporated into the Slovenian educational system very slowly, it is still a rarity. The labour market, promotion of entrepreneurship and entrepreneurship education are the priority areas, for which action is being taken at the EU (Europe 2020 strategy) and at the national level (National Program for Youth 2013-2022). In the doctoral dissertation we continued with the analysis of the theory of entrepreneurship, the entrepreneur as an individual, the characteristics of entrepreneurship in Slovenia, the analysis of entrepreneurship among young people and with the study of entrepreneurship education. In the theoretical part, we conducted a small qualitative research of the state of entrepreneurial education at the higher level of formal education in Slovenia. We continued with the preparation of a review of theory and studies that examines the impact of entrepreneurship education on entrepreneurial intentions through a socio-psychological aspect. Based on the theory analysis, we decided to build our own empirical research on Ajzen's theory of planned behavior (TPB). In addition to entrepreneurial intentions, entrepreneurial education also creates entrepreneurial competencies. To begin with, we analyzed the theory of competencies and the competency approach, which represents the theoretical basis for the competencies of individuals. We continued with managerial competencies and analyzed several models, whose competence constructs were adopted and prepared for the later empirical study. On the basis of theoretical knowledge, we prepared a conceptual research model. Using a quantitative study, we determined whether entrepreneurial education influences entrepreneurial intentions and entrepreneurial competencies of students. The applied research methodology is a quasi-experiment. The research sample consists of a study group (involved in entrepreneurship education) and a control group (not involved in entrepreneurship education) that is examined through a pre-test and a post-test. Although we have confirmed that the conceptual research model is appropriate and that some of the studied factors are influencing entrepreneurial intentions, we did not detect a higher level of entrepreneurial intentions or entrepreneurial competencies by students included in entrepreneurship education. However, there are significant differences among students in the study curriculum of entrepreneurship and students of non-business study orientations. The conceptual research model is confirmed for further use. It was also statistically confirmed that the TPB and entrepreneurial competencies factors are interconnected. This study represents the basis for further research work in the field of entrepreneurship education, entrepreneurial intentions and entrepreneurial competencies.
Keywords:entreprenership education, entrepreneurial intentions, intrepreneurial competencies, tertiary education, youth unemployment


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