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Employability and Entrepreneurship E-Guide
Employability and Entrepreneurship E-guide Get Ready for Opportunities in the World of Work- GROWW Strategies and Initiaitves New in Education to Reinforce Grounding in Employability and Entrepreneurship - SINERGEE 2016-1-BG01-KA219-023639 GROWW SINERGEE ERASMUS+, КА 2 This project has been funded with support from the EC 1 Employability and Entrepreneurship E-guide ABOUT THE PROJECT GROWW - Getting Ready for the Opportunities in the World of Work - apart from being the aim of each individual, one's personal goal to achieve growth and professional fulment either as employee or entrepreneur, is also a common venture. What counts is not just being a successful individual but how to personally contribute to a group, a team, the community, and be a useful team player. It was a large project partnership to facilitate the broadest range of perspectives, experiences and examples of good practices from different cultural backgrounds. Seven partners -Bulgaria, Finland, France, Italy, Roumania, Poland, Portugal brought together their skills, knowledge and expertise to work towards what is today's school major task - to teach students (aged 15-20) to recognise and develop their potential as individuals and teammates and build up the right set of attitudes, skills and knowledge that can ensure their capability of being effective in the workplace to the benefit of themselves and society. SINERGEE - Strategies and Initiatives, New in Education to Reinforce Grounding in Employability and Entrepreneurship ( including social entrepreneurship) - was focused on. We intended to apply innovation and exchange good practices in diverse learning based on working life needs. Throughout the two years the project lasted participating students were engaged in activities that encouraged learning by doing - they collaborated, learned and trained, searched and investigated, examined, compared, prioritised and analyzed, planned, organised, initiated, created, implemented and evaluated with the strong involvement of their teachers, school management, parents and community. -
Guru Guide™ to Entrepreneurship Boyett *I-Xvi 001-171 9/18/00 15:30 Page Ii Boyett *I-Xvi 001-171 9/18/00 15:30 Page Iii
B u s i n e s s C u l i n a r y A r c h i t e c t u r e C o m p u t e r G e n e r a l I n t e r e s t C h i l d r e n L i f e S c i e n c e s B i o g r a p h y A c c o u n t i n g F i n a n c e M a t h e m a t i c s H i s t o r y S e l f - I m p r o v e m e n t H e a l t h E n g i n e e r i n g G r a p h i c D e s i g n A p p l i e d S c i e n c e s P s y c h o l o g y I n t e r i o r D e s i g n B i o l o g y C h e m i s t r y WILEYe WILEY JOSSEY-BASS B O O K PFEIFFER J.K.LASSER CAPSTONE WILEY-LISS WILEY-VCH WILEY-INTERSCIENCE Boyett_*i-xvi_001-171 9/18/00 15:30 Page i The Guru Guide™ to Entrepreneurship Boyett_*i-xvi_001-171 9/18/00 15:30 Page ii Boyett_*i-xvi_001-171 9/18/00 15:30 Page iii The Guru Guide™ to Entrepreneurship A Concise Guide to the Best Ideas from the World’s Top Entrepreneurs Joseph H. -
Entrepreneur Skills HIGH SCHOOL
Entrepreneur Skills HIGH SCHOOL This course focuses on the fundamental concepts of business and entrepreneurship. Students learn how entrepreneurship is shaped and promoted in economies. The course emphasizes specific themes, such as the role of entrepreneurship in economies, how industries emerge and evolve by the growth of entrepreneurial firms, the history of entrepreneurs in American society, and how product innovation great wealth and quality of life for many. Basics of business and entrepreneurial concepts are included such as lean canvas, bootstrapping, investment capital, entrepreneurial mindset, cost of one unit, business models, competitive strategies, and consumer behavior. Projects are incorporated throughout the course demonstrating how the concepts are applied. Meets University of California Doorways G requirements. Entrepreneur Skills DR. TIMOTHY M. STEARNS Entrepreneur Skills HIGH SCHOOL Entrepreneur Skills TABLE OF CONTENTS Unit 1: Who Are Entrepreneurs? 7 Unit 6: MarketMarketing AnalysiS Plan and Sales 113 Lesson 1.1: Creativity Overview 9 Lesson 6.1: What Is Marketing? 115 Lesson 1.2: Design Thinking 11 Lesson 6.2: Goal Setting 117 Lesson 1.3: Understanding Systems 13 Lesson 6.3: Idea Feasibility 119 Lesson 1.4: Free-Enterprise Systems 15 Lesson 6.4: Opportunity Drivers 123 Lesson 1.5: Entrepreneurial Ecosystems 19 Lesson 6.5: Retail Feasibility 125 Lesson 1.6: Who Are Entrepreneurs? 21 Lesson 6.6: Protecting Your Product 127 Lesson 6.7: Product Management 139 Unit 2: Am I an Entrepreneur? 27 Lesson 2.1: Personal Assessment: -
E-N-T-R-E-P-R-E-N-E-U-R by Marsha Masters, Economics Arkansas
E-N-T-R-E-P-R-E-N-E-U-R By Marsha Masters, Economics Arkansas Lesson Description What does it take to become an entrepreneur? This project based learning project allows students to enter the minds of local and nationally known entrepreneurs to identify the “secrets of their success- es.” A rubric provides students a roadmap to guide their research. Poster sessions for students, fami- lies, and community leaders will enlighten everyone. Grades 3-4 Concepts • Benefit: Monetary or non-monetary gain received because of an action taken or a decision made. • Cost: An amount that must be paid or spent to buy or obtain something. The effort, loss or sacri- fice necessary to achieve or obtain something. • Entrepreneur: One who draws upon his or her skills and initiative to launch a new business ven- ture with the aim of making a profit. Often a risk-taker, inclined to see opportunity when others do not. • Expenses: Amounts paid for resources (land, labor, capital and entrepreneurship) used to produce goods and services. • Incentives: Any reward or benefit, such as money, advantage or good feeling, that motivates peo- ple to do something. • Profit: Income received for entrepreneurial skills and risk-taking, calculated by subtracting all of a firm’s explicit and implicit costs from its total revenues. • Productive Resources: Natural resources, human resources, capital resources and entrepreneur- ship used to make goods and services. • Revenues: The money a business receives from customers who buy its goods and services. Not to be confused with profit. Standards Arkansas Economic Standards • E.5.3.2: Articulate ways entrepreneurs and businesses organize human, natural, and capital re- sources to produce goods and services in Arkansas D2.Eco.4, 7.3-5 • E.5.4.2: Articulate ways entrepreneurs and businesses in Arkansas and the United States organize human, natural, and capital resources to produce goods and services D2.Eco.4, 7.3-5 Arkansas English Language Arts Standards Grade 3 • W.3.7 Conduct short research projects that build knowledge about a topic. -
SMITH 2008 Being Differently Abled.Pdf
OpenAIR@RGU The Open Access Institutional Repository at Robert Gordon University http://openair.rgu.ac.uk This is an author produced version of a paper published in Entrepreneurial learning: conceptual frameworks and applications. (ISBN 9780415394161) This version may not include final proof corrections and does not include published layout or pagination. Citation Details Citation for the version of the work held in ‘OpenAIR@RGU’: SMITH, R., 2008. Being differently abled: learning lessons from dyslexic entrepreneurs. Available from OpenAIR@RGU. [online]. Available from: http://openair.rgu.ac.uk Citation for the publisher’s version: SMITH, R., 2008. Being differently abled: learning lessons from dyslexic entrepreneurs. In: R. T. HARRISON and C. M. LEITCH, eds. Entrepreneurial learning: conceptual frameworks and applications. Abingdon: Routledge. Pp. 291-312 Copyright Items in ‘OpenAIR@RGU’, Robert Gordon University Open Access Institutional Repository, are protected by copyright and intellectual property law. If you believe that any material held in ‘OpenAIR@RGU’ infringes copyright, please contact [email protected] with details. The item will be removed from the repository while the claim is investigated. BEING DIFFERENTLY ABLED: LEARNING LESSONS FROM DYSLEXIC ENTREPRENEURS. Robert Smith INTRODUCTION Learning plays a crucial part in the development of entrepreneurial propensity and is inextricably linked to communication. An appreciation of the role of communication in entrepreneurial studies is increasing, albeit slowly, and in particular the pervasiveness of entrepreneurial narrative as a learning mechanism. For example, our knowledge of entrepreneurship is often grounded in cherished stories. These stories are built around accepted myths. One such myth of the ‘poor-boy’ struggling to overcome communicational difficulties has long had anecdotal credence in entrepreneurial narrative. -
The Role of Disruptive Innovation, Personality Characteristics, and Business Models on Entrepreneurial Success Will Shannon Claremont Mckenna College
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2016 The Role of Disruptive Innovation, Personality Characteristics, and Business Models on Entrepreneurial Success Will Shannon Claremont McKenna College Recommended Citation Shannon, Will, "The Role of Disruptive Innovation, Personality Characteristics, and Business Models on Entrepreneurial Success" (2016). CMC Senior Theses. Paper 1232. http://scholarship.claremont.edu/cmc_theses/1232 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. Claremont McKenna College The Role of Disruptive Innovation, Personality Characteristics, and Business Models on Entrepreneurial Success submitted to Jay Conger and Dean Peter Uvin by William Shannon for Senior Thesis Fall 2015 November 30th, 2015 2 3 TABLE OF CONTENTS Title Page………………………………………………………………………….1 Abstract……………………………………………………………………………4 Introduction………………………………………………………………………..5 Clayton Christensen: Disruptive Leadership……………………………………...6 Chapter 2: The Formative Years…………………………………………………13 Chapter 3: Ideation & Marketplace Dynamics…………………………………..43 Chapter 4: Business Models……………………………………………………...64 Chapter 5: Institutionalization……………………………………………………91 Conclusion……………………………………………………………………….98 Figures…………………………………………………………………………..100 Works Cited…………………………………………………………………….101 4 ABSTRACT Disruptive Innovation, according to the term’s founder