Swot Analysis Of Entrepreneurial Education

1. Strengths: 2.Weakness:

Economic development Poor level of education

Creativity and innovativeness less awareness

Good organizational skills high fee structure

Dignity for labor complexities

High self esteem

Knowledge

Initiative taking ability

High employment

3. Opportunities 4.Threats

Need for achievement Service sector problems

Need for influencing others Lack of enthusiasm

Need for awareness of entrepreneurship govt. policies

Creation of more jobs

WHY ENTREPRENEURSHIP CURRICULUM? Society has been very clear in its desire to include post-secondary entrepreneurship education in curriculum. Research indicated that 9 demand is driving education. The demand is coming from proposed entrepreneurs

Seymour (n.d.) summarized that the large motivator for students to get involved in entrepreneurship is their desire to make money – something that college students, being one of the largest consumer groups in the nation, are notoriously either lacking or pursuing. Entrepreneurship classes may also be a result of demand. Dudley & Dudley (1995) affirmed that today’s students are much more career oriented than earlier generations. Hynes (1996) surmised that entrepreneurial education incorporates both informal and formal methods. The informal aspects of entrepreneurship education combine and integrate with the formal aspects of education. The informal aspects focus on skills building, attribute development and behavioral changes. Kolvereid (1997, p.154) further indicated that “graduates who have taken a major in entrepreneurship have stronger entrepreneurial intentions and act more entrepreneurially than other graduates.

Entrepreneurship, at least to some extent, is a function of factors which can be altered through education.” Garavan and O’Cinneide (1994) cited seven common objectives of entrepreneurship education and training programs. Those objective are

The cooperative arrangement under review had a more powerful influence on students in the 20-22 year age bracket in producing a positive change in their attitude toward entrepreneurship.

While there is consensus that the university environment is one which can mold young minds, in the case of entrepreneurship education, this can serve as a dual-edged sword. Seymour correctly argued that having hectic schedules and limited time tempts many students to quit college to pursue their businesses.

Entrepreneurship curriculum does not exist in a silo within business schools. Universities provide outreach, and in the case of land grant colleges, extension, to outlying areas. Outreach and extension extend economic development assistance to the community. Traditional economic development strategies for a region include business attraction, business retention and expansion, and business creation. Business creation is most closely aligned to entrepreneurship.

The university is important in attracting human capital to the local area and in stimulating entrepreneurial talent. In addition to entrepreneurship classes, they indicate other support to stimulate this growth. This support includes university supported business incubators, business plan competitions and networking