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dc.contributor.authorBirdthistle, Naomi
dc.contributor.authorCostin, Yvonne
dc.contributor.authorHynes, Briga
dc.date.accessioned2023-06-12T00:36:37Z
dc.date.available2023-06-12T00:36:37Z
dc.date.issued2016
dc.identifier.issn0040-0912en_US
dc.identifier.doi10.1108/ET-02-2016-0031en_US
dc.identifier.urihttp://hdl.handle.net/10072/408652
dc.description.abstractPurpose: The purpose of this paper is to examine the creation of realistic, engaging entrepreneurial competencies in second-level students in the Republic of Ireland through the Student Enterprise Awards (SEA) programme. The focus of the paper will be on the interaction of teachers with the programme. Design/methodology/approach: A mixed-methods approach was adopted, with an e-mail questionnaire fully completed by 101 of the population 300, resulting in a 34 per cent response rate, which was regarded as acceptable. The qualitative approach was 29 semi-structured interviews with teachers and nine principals/head teachers. Findings: The findings suggest that there was strong endorsement by the teachers of the benefits accruing to students in all three areas of knowledge, skills and attitudes. This clearly reinforces the strength of the SEA programme which will become increasingly important for students who are facing uncertain career paths. The programme will help engender students with increased self-confidence, better communication and presentation skills. Better skilled students make them more employable. This programme was primarily delivered by teachers and completed by students who did it on a voluntary basis and have no official recognition of participation. Research limitations/implications: The research has identified a notable lack of enterprise-related teacher training in the current education system in the Republic of Ireland. Such training is necessary to ensure effective teaching of entrepreneurship and could bring consistency to the quality of enterprise education received by students in different schools. Students enjoy participating on the programme and see lifelong benefits from doing it, therefore it would be beneficial to incorporate it as a mandatory subject in the curriculum. Originality/value: Integrating the theoretical principles underpinning entrepreneurship education, which were presented in the paper, with the empirical teacher findings leads to a number of recommendations that can be adopted by the teacher, principal/head teacher and school board.en_US
dc.description.peerreviewedYesen_US
dc.languageEnglishen_US
dc.publisherEmerald Group Publishing Limiteden_US
dc.relation.ispartofpagefrom766en_US
dc.relation.ispartofpageto782en_US
dc.relation.ispartofissue7/8en_US
dc.relation.ispartofjournalEducation and Trainingen_US
dc.relation.ispartofvolume58en_US
dc.subject.fieldofresearchEducationen_US
dc.subject.fieldofresearchcode39en_US
dc.subject.keywordsSocial Sciencesen_US
dc.subject.keywordsEducation & Educational Researchen_US
dc.subject.keywordsSkillsen_US
dc.subject.keywordsKnowledgeen_US
dc.subject.keywordsAttitudesen_US
dc.titleEngendering entrepreneurial competencies in the youth of today: A teacher's perspectiveen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Articlesen_US
dcterms.bibliographicCitationBirdthistle, N; Costin, Y; Hynes, B, Engendering entrepreneurial competencies in the youth of today: A teacher's perspective, Education and Training, 2016, 58 (7-8), pp. 766-782en_US
dcterms.licensehttps://creativecommons.org/licenses/by-nc/4.0/en_US
dc.date.updated2021-10-06T04:44:05Z
dc.description.versionAccepted Manuscript (AM)en_US
gro.rights.copyrightThis author accepted manuscript is deposited under a Creative Commons Attribution Non-commercial 4.0 International (CC BY-NC) licence. This means that anyone may distribute, adapt, and build upon the work for non-commercial purposes, subject to full attribution. If you wish to use this manuscript for commercial purposes, please contact permissions@emerald.com.en_US
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gro.griffith.authorBirdthistle, Naomi


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