The module:
ENTREPRENEURSHIP
COMPETENCE
Responsible partners for this module:
Vytautas Magnus University (LT).
DK-Green Academy Århus (DK-JU), University College
Volume of the module: max. 20 pages (Times New Roman 12, single space).
2016
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ENTREPRENEURSHIP module, Assignments of Entrepreneurship
Vytautas Magnus University (LT). DK-Green Academy Århus (DK-JU), University College. Volume of the module: max. 20 pages (Times New Roman 12, single space).
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The module:
ENTREPRENEURSHIP
COMPETENCE
Responsible partners for this module:
Vytautas Magnus University (LT).
DK-Green Academy Århus (DK-JU), University College
Volume of the module: max. 20 pages (Times New Roman 12, single space).
1.1.Information about authors of module: photo, short CV focused on the experience of authors related to the topics of module, contacts; Vidmantas Tūtlys Assistant professor at the Department of Education Science at Vytautas Magnus University, head of the Centre for Vocation al Education and Research at Vytautas Magnus University in Kaunas, Lithuania. Research interests include initial VET and higher education policy analysis, labour market research, analysis of qualifications and competences, research of the inter-country comparability of skills and qualifications. Has been involved in a number of national and international projects in the field of design and implementation of the national and sectoral qualifications frameworks, comparative analysis of qualifications, curricula and learning outcomes, comparison of the concepts and applications of competence in Lithuania, other Baltic states and European countries. Recently participate in EU funded projects:
- 2014 - 2017. Nordplus Horizontal 2014 "Innovative approaches in developing key competences for adults" NPHZ-2014/10148, koordinatorius.
- Erasmus +.Strategic Partnerships for vocational educational and training. Social Entrepreneurship Training via ICT Learning Environments - SETTLE. No. 2015- 1 - UK01- KA202-013761.
- Erasmus +. Strategic Partnerships for vocational educational and training. TRAIN THE GAP. European Learning Pathway on Rural Entrepreneurship. No. 2015- 1 - ES01-KA204-016117. Main publications:
- Gedvilienė, Genutė, Bortkevičienė, Virginija, Tūtlys, Vidmantas, Vaičiūnienė, Vilhelmina, Stancikas, Egidijus, Staniulevičienė, Dalia, Krivickienė, Vita, Vaitkevičius, Raimundas, Gedvilas, Paulius, Suaugusiųjų bendrųjų kompetencijų plėtra : mokslo monografija.Kaunas : Vytauto Didžiojo universitetas ; Vilnius : Versus Aureus, 2015. 436 p. ISBN 9789955345718. Contact Information: e-mail: [email protected], Faculty of Social Sciences, Vytautas Magnus University, Jonavos str. 66 – 313 Kaunas LT- 4419 1 Lithuania fax.: +
1. ENTREPRENEURSHIP COMPETENCE
What is Entrepreneurship competence? The word entrepreneur has come from the France word “entreprendre”which means to undertake, to pursue opportunities to fulfill needs and wants through innovation to undertake business.In the year 1725 the word entrepreneur was first brought into economics by a social scientist named Richard cantilion.the expert who invented the theory of entrepreneurship was David mc cellion in 1961.There was various definition of entrepreneur. Entrepreneurship has traditionally been defined as the process of designing, launching and running a new business, which typically begins as a small business, such as a startup company, offering a product, process or service for sale or hire. It has been defined as the "...capacity and willingness to develop, organize, and manage a business venture along with any of its risks in order to make a profit. While definitions of entrepreneurship typically focus on the launching and running of businesses, due to the high risks involved in launching a start-up, a significant proportion of businesses have to close, due to a "...lack of funding, bad business decisions, an economic crisis -- or a combination of all of these" or due to lack of market demand. In the 2000s, the definition of "entrepreneurship" has been expanded to explain how and why some individuals (or teams) identify opportunities, evaluate them as viable, and then decide to exploit them, whereas others do not, and, in turn, how entrepreneurs use these opportunities to develop new products or services, launch new firms or even new industries and create wealth. Traditionally, an entrepreneur has been defined as "a person who organizes and manages any enterprise, especially a business, usually with considerable initiative and risk". Rather than working as an employee, an entrepreneur runs a small business and assumes all the risk and reward of a given business venture, idea, or good or service offered for sale. The entrepreneur is commonly seen as a business leader and innovator of new ideas and business processes." Entrepreneurs tend to be good at perceiving new business opportunities and they often exhibit positive biases in their perception (i.e., a bias towards finding new possibilities and seeing unmet market needs) and a pro- risk-taking attitude that makes them more likely to exploit the opportunity. Entrepreneurial spirit is characterized by innovation and risk-taking." While entrepreneurship is often associated with new, small, for-profit start-ups, entrepreneurial behavior can be seen in small-, medium- and large-sized firms, new and established firms and in for-profit and not-for-profit organizations, including voluntary sector groups, charitable organizations and government. For example, in the 2000s, the field of social entrepreneurship has been identified, in which entrepreneurs combine business activities with humanitarian, environmental or community goals.
An entrepreneur is typically in control of a commercial undertaking, directing the factors of production–the human, financial and material resources–that are required to exploit a business opportunity. They act as the manager and oversee the launch and growth of an enterprise. Entrepreneurship is the process by which an individual (or team) identifies a business opportunity and acquires and deploys the necessary resources required for its exploitation. The exploitation of entrepreneurial opportunities may include actions such as developing a business plan, hiring the human resources, acquiring financial and material resources, providing leadership, and being responsible for the venture's success or failure. Economist Joseph Schumpeter (1883–1950) stated that the role of the entrepreneur in the economy is "creative destruction"–launching innovations that simultaneously destroy old industries while ushering in new industries and approaches. For Schumpeter, the changes and "dynamic disequilibrium brought on by the innovating entrepreneur ... [are] the ‘norm’ of a healthy economy." Entrepreneurship typically operates within an entrepreneurship ecosystem which often includes government programs and services that promote entrepreneurship and support entrepreneurs and start-ups; non-governmental organizations such as small business associations and organizations that offer advice and mentoring to entrepreneurs (e.g., through entrepreneurship centers or websites); small business advocacy organizations that lobby the government for increased support for entrepreneurship programs and more small business-friendly laws and regulations; entrepreneurship resources and facilities (e.g., business incubators and seed accelerators); entrepreneurship education and training programs offered by schools, colleges and universities; and financing (e.g., bank loans, venture capital financing, angel investing, and government and private foundation grants). The strongest entrepreneurship ecosystems are those found in top entrepreneurship hubs such as Silicon Valley, New York City, Boston, Singapore and other such locations where there are clusters of leading high-tech firms, top research universities, and venture capitalists. In the 2010s, entrepreneurship can be studied in college or university as part of the disciplines of management or business administration.
California, Berkeley's Haas School of Business. In other words, "they should not start with a solution looking for a problem," he said. Be passionate. Successful entrepreneurs are driven primarily by a need for achievement and the desire to make a meaningful difference, Bachenheimer said. "The most important traits are passion and persistence, but these must not be confused with arrogance and stubbornness," he said. mentors who are successful, as well as to read books, network with people they admire and look into great educational programs to help them throughout the process. Discussion Questions: Think about the possible business idea that can be implemented and developed in your environment. What kind of problem this idea can solve or what kind of needs it can satisfy? What resources (financial, human, organisational) would be needed for implementation of this idea? What could be the steps needed for implementation of this idea? How could you ensure the sustainability of such business? Entreprensurhsip Get advice from those who have done it. Amini advised would-be business owners to find and it‘s development is closely related to the entrepreneurial competence that can be defined as a set of knowledge, skills and attitudes applied in solving the entrepreneurial problems or dealing with the issues of development, implementation and maintenance of different businesses.
2. CONTENTS OF COMPETENCE AND SKILLS
2.1.Title of skill 2.2.Short description of the contents and application of skill 2.3.Methods of skill development Ability to assume the risks and to act rationally in risky situations This ability includes the knowledge and skills needed for identification of risks, estimation of their occurence probability and potential impact, as well as contingency, categorisation of risks and suggesting the remedies to deal with risks and their impacts. It provides a teaching approach that can help bridge the gap between learning and the business world by focusing on learning needs common to both students and entrepreneurs. By doing a role-play and discussions, let trainees explain the two different meanings of a Good Business Person. Let trainees list some practical application to their daily lives Presentation of report of the entrepreneurs studied, in class Literature analysis Reflection Ability to evaluate the cost and the current (potential) added value This ability encompasses the know how-and skills related to estimation of the different costs (direct, indirect, short-term and long-term, related to materials, human resources, technologies etc.), collecting the information on Report on the challenges facing small businesses Video record analysis Reflection. Case studies
To be service minded. Readiness to help others. Ability to brain storm and evaluate potential business ideas. To be open minded. Goal orientation (^) To be able to accomplish the goal by planning and organising activities. To be able to use the measures of work organisation and time- keeping. Case studies. Accomplishment of practical task to plan the concrete business activity. Open attitude for changes. Proactivness To be ready to revise and to change the decided goal when needed. To be able to estimate the concequeses of decissions on beforehand. Analysis of the cases. Analysis of real experiences from companies by interviewing and discussing with entrepreneurs, etc.
3. Task for independent and/or group learning. Task 1. Develop your business idea The aim of this task is to develop the entrepreneurial competence and especially the know-how and skills related to the development of business idea and planning of it‘s implementation. The execution of task requires work in group consisting of 3-5 persons. One participant must be facilitator of the discussion in the group. The discussion should start from the brainstorming of the possible problems and needs that create business potential in the selected field of activities. Each participant of the group presents and explains at least 1 such problem or need by outlining the reasons and implications of the presented problem or unsatisfied need. The goal of the discussion is to conclude with 1-2 main problems or needs that could create a basis for the business idea. Guiding self-evaluation questions: - What are the problems and needs that provide potential for development of business idea? - Why these problems or neeeds create such potential? The second round of discussion is focused on the suggesting of the business ideas that target previously identified problems or needs. Each participant presents at least one such business idea by
explaining how this idea can target and solve the problem or to satisfy the need. The discussion shoul end with the outlining of 2 business ideas that fit best to the solution of the identified problems or satisfaction of needs. Guiding self-evaluation questions:
- What business ideas can target and solve discussed problems and to satisfy the needs?
- How these ideas can target and solve discussed problems and to satisfy the needs?
- Which of suggested business ideas can be more effective in solving discussed problems and satisfying the needs? The third round of group discussion is focused on the evaluation of selected business ideas. These ideas are evaluated by using the criteria of feasibility, such as cost and benefit ratio, demand of investments, objective obstacles and limitations for the implementation of business idea (existing restrictions and limitations related to legislation, behaviour of customers, etc.). Guiding self- evaluation questions:
- Which of the suggested business ideas are more feasible to implement and maintain referring to cost and benefit ratio, demand of investments, objective obstacles and limitations for the implementation of business? Material resources needed for the accomplishment of task : room for group work, paper, pencils, flipchart. Information resources needed for the execution of tasks: Internet access. Task 2. Business plan for a farm Identify the field of farming (exampl. Pigproduction, dairy, crops or other type of farming). Afterwards identify the costumer and their need (local or export). Define the size of the farm. Estimate the needs of staff (number of employees, their qualifications, education, etc.). Estimate and calculate the needs of investments (infrastructure equipment and buildings, area of land). Analyse the local funding possibilities: funding sources, costs and timescale for obtaining the loans. Prepare the list of competences and skills that are needed to start the farming in your chosen sector of agriculture by focusing on the following fields of activities: establishment of agricultural business, running of the farm, dealing with customers and suppliers. On the basis of these activities, prepare the written presentation of your farming business idea. Discuss this business idea with other groups and experts (farmers, bankers, farm advisors etc.).
ASSESSMENT OF COMPETENCE
Each task is accompanied by the list of criteria for self-assessment of acquired competence together with the range of assessment. Both criteria and the range should be defined by the developers of module referring to the contents of task and targeted skills. Criteria of self-assessment Range of self- assessment Perfect Good Satisfactory Non- satisfactory Ability to assume the risks and to act rationally in risky situations Ability to evaluate the cost and the current (potential) added value Ability to plan the work of own and others in short-term and long- termperspective Ability to refuse to meet the current needs of investing in the future. Criteria should refer to the quality of the performance of task and it’s results. For example, if we evaluate the communication competence, criteria of assessment should include both the result of communication process (e.g. quality of transferred information) but also the quality of the process of communication itself (e.g. learner friendliness of communication, consideration of ethical norms in communication process etc.). REFERENCES Boyd, D. (2013) What an innovative culture looks like. Access in the Internet: http://www.innovationinpractice.com Boyd, D. (2013) Innovation competency model. Access in the Internet: http://www.innovationinpractice.com Ditkoff, M. (2013) 20 qualities of an innovator.Access in the Internet: http://www.ideachampions.com
European Commission (2016). EntreComp: The Entrepreneurship Competence Framework. Access in the Internet: https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research- reports/entrecomp-entrepreneurship-competence-framework. Markowska M. (2011) Entrepreneurial Competence Development: Triggers, Processes & Consequences JIBS Dissertation Series No. 071. Access in the Internet: https://www.diva- portal.org/smash/get/diva2:458043/FULLTEXT02.pdf