Entrepreneurship refers to an individual’s ability to turn ideas into action. The text Entrepreneurship Education and Training includes creativity, sense of initiative, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. The entrepreneurship competence includes transversal skills and attitudes as well as more specialized knowledge and business skills. The aim of first chapter is to study the recent theoretical developments in both entrepreneurship and education, and to discuss the impact of possible ontological discrepancies in teachers’ conceptions of entrepreneurship education. Second chapter aims to initiate a scholarly debate on the proactive use of different digital tools in entrepreneurship education. In third chapter, we present a framework for developing technological entrepreneurship particularly for developing countries, with supporting policy directions. The approach presented in fourth chapter focuses on the individual and their cognitive schemata, perceptions and beliefs about the customer. Fifth chapter presents some recent literature on aspiring female entrepreneurs in order to argue about the social (re)signification. In sixth chapter, we focus on entrepreneurship education, entrepreneurs’ professional identity and related cross-cultural issues. A Malaysian scenario of training new housing entrepreneurs has been introduced in seventh chapter. In eighth chapter, we focus on new perspectives in entrepreneurship education with the help of Brazilian viewpoint. Ninth chapter discusses the issue of cooperation networks as a learning instrument and how they can be used for the development of the entrepreneurial skills of teachers in higher education. The goal of tenth chapter is to broaden the understanding of the importance and factors of building entrepreneurial competences for effective succession in family SMEs. The purpose of eleventh chapter is to understand the need to form partnerships to promote entrepreneurship education. The aim of twelfth chapter is to present concrete experiences of the practical application of entrepreneurship education. Thirteenth chapter analyses the educational environment, including its programming, aims, and powers as well as the techniques and instruments used. Fourteenth chapter reveals how young Ghanaians attempt to enact development as freedom through spatial mobility. An institutional perspective on business planning activities for nascent entrepreneurs has been revealed in fifteenth chapter. A review of entrepreneurship education for college students has been described in sixteenth chapter. In seventeenth chapter, we outline approach to sustainability, non-violent communication and social entrepreneurship. The role of international entrepreneurship capability on international performance in born global firms has been discussed in eighteenth chapter. An exploratory study about entrepreneurial education has been proposed in nineteenth chapter. A general equilibrium analysis of entrepreneurship under globalization has been revealed in last chapter.
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