Page 297 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
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mini–companies as an essential part of a lifelong learning progr am ...
students how to be proactive and enterpreneurship-oriented, as well as to
encourage them to think in an innovative and responsible way. European
and worlwide researches refer to the impact of `student enterprises` on the
significant improvement and development of skills: presentation skills, col-
laboration and team spirit, risk management, problem-solving abilities, ad-
aptability, self-confidence, negotiation skills, ability to persuade, creative
thinking, time management, etc. The ultimate goal of this study is to veri-
fy whether there is important influence of ` student enterprises on the atti-
tude of an individual ability for promoting skills, knowledge, and compe-
tences toward enterpreneurial spirit.
Positive effects of different enterpreneurship programmes on
student`s knowlegde
Results obtained in the study of ICEE (The Innovation Cluster for Entre-
preneurship Education) indicate the following teacher`s attitudes: Teach-
ers believe that program offers clear and significant results in the develop-
ment of:
1. Students’ attitudes (creativity, achievement tendency, persistence,
risk taking etc.)
2. Skills (setting goals, team work, communication skills, presenta-
tion skills)
3. Meaningful knowledge related to different phases in the business
(ideas, business plan, production, presentation etc.)
4. Personal development of students (self-confidence, competence,
responsibility, commitment, proactivity, independence) (Kisic,
2019).
Authors (Wiliamson N. et.al., 2013) presented outcomes and impacts
of entrepreneurship education studying the literature and indicated that:
1. Participation does lead to students acquiring relevant business-re-
lated knowledge, skills and competences for enterprise and entre-
preneurship;
2. Participants are more likely to change attitudes, such as those
concerning risk taking, and intentions, such as attitudes con-
cerning self-employed or being entrepreneurial, than non-partic-
ipants;
297
students how to be proactive and enterpreneurship-oriented, as well as to
encourage them to think in an innovative and responsible way. European
and worlwide researches refer to the impact of `student enterprises` on the
significant improvement and development of skills: presentation skills, col-
laboration and team spirit, risk management, problem-solving abilities, ad-
aptability, self-confidence, negotiation skills, ability to persuade, creative
thinking, time management, etc. The ultimate goal of this study is to veri-
fy whether there is important influence of ` student enterprises on the atti-
tude of an individual ability for promoting skills, knowledge, and compe-
tences toward enterpreneurial spirit.
Positive effects of different enterpreneurship programmes on
student`s knowlegde
Results obtained in the study of ICEE (The Innovation Cluster for Entre-
preneurship Education) indicate the following teacher`s attitudes: Teach-
ers believe that program offers clear and significant results in the develop-
ment of:
1. Students’ attitudes (creativity, achievement tendency, persistence,
risk taking etc.)
2. Skills (setting goals, team work, communication skills, presenta-
tion skills)
3. Meaningful knowledge related to different phases in the business
(ideas, business plan, production, presentation etc.)
4. Personal development of students (self-confidence, competence,
responsibility, commitment, proactivity, independence) (Kisic,
2019).
Authors (Wiliamson N. et.al., 2013) presented outcomes and impacts
of entrepreneurship education studying the literature and indicated that:
1. Participation does lead to students acquiring relevant business-re-
lated knowledge, skills and competences for enterprise and entre-
preneurship;
2. Participants are more likely to change attitudes, such as those
concerning risk taking, and intentions, such as attitudes con-
cerning self-employed or being entrepreneurial, than non-partic-
ipants;
297
