Search Results (95)

In higher education, the employability and entrepreneurship services play an essential role in the labor market insertion of graduates. The management of public relations promotes institutional projection, the creation of networks with companies, and the dissemination of initiatives to strengthen professional skills. This research analyzes how the communication strategies of Andalusian public universities improve employability and encourage entrepreneurship. A methodological triangulation is used: literature review, analysis of social networks with Fanpage Karma, and study of corporate websites. The results show a focus on counseling, training, workshops, job fairs, and networking events, strengthening the brand of universities and their commitment to the professional development of students. Full article

Against the backdrop of evolving innovation and entrepreneurship education, this study investigates the multifaceted factors influencing college students’ innovation and entrepreneurship in China. By analyzing 98 cases of student-led ventures and applying principal component analysis (PCA) via SPSS 19.0, the research identifies key determinants across individual, institutional, and societal dimensions. The empirical results reveal strong correlations between entrepreneurial risk levels and practical experience (r = 0.82), pre-market research (r = 0.84), participation in entrepreneurship courses (r = 0.72), university innovation platform utilization (r = 0.75), social financing intensity (r = 0.68), and regional economic development (r = 0.53). Individual-level factors demonstrate the most profound influence, with institutional and societal resources providing complementary support. Based on these findings, the study proposes targeted recommendations to enhance student engagement in practical training, optimize university–platform integration, and improve policy-backed financing ecosystems, thereby fostering the sustainable development of college students’ innovation and entrepreneurship capabilities. Full article

Around the world, many post-conflict societies face the pressing challenge of reintegrating former combatants, especially women, into community life in ways that promote peace and sustainable development. Educational strategies that foster Social Innovation, Entrepreneurship, and Complex Thinking are increasingly recognized as essential tools in this process, helping to rebuild social cohesion and empower local leadership. This study evaluates the impact of the SEL4C methodology on strengthening key competencies in Social Entrepreneurship, Innovation, and Complex Thinking among 49 women signatories of the Peace Agreement in Colombia, who currently live in the Mariana Páez Territorial Training and Reincorporation Space (ETCR). Through a pre- and post-intervention design using validated instruments and statistical analyses (paired t-tests and effect size calculations), the study found significant improvements in areas such as Social Awareness, Social Innovation, and Scientific Thinking. Although the gains in Complex Thinking were moderate, the results show that the methodology effectively enhanced leadership skills and the ability to address systemic challenges—both crucial for successful reintegration. In practical terms, the findings support the use of SEL4C by organizations working in peacebuilding, educational institutions, and public programs that seek to empower women in vulnerable contexts. The methodology’s adaptability and evidence-based structure make it a valuable resource for designing participatory training processes focused on innovation, sustainability, and community transformation. Full article

This paper analyses the perceived training needs of managers and technicians in social enterprises, as well as the factors that condition this perception. The analysis is based on qualitative and quantitative research carried out with managers and technicians of social enterprises in Finland, Italy, Greece, and Spain. The results show that the different attitudes towards the uniqueness of social enterprises are a fundamental determining factor in explaining the perception of training needs and the tensions generated by the dual mission of this type of organisation. Interviews and surveys have also shown that social competences are perceived as more important and more difficult to find in the labour market, compared to technical competences linked to business management. Full article

This article reflects on a capacity-building project co-designed with two universities in northern Mozambique to strengthen partnerships in the educational sector in addressing local issues of youth unemployment and food insecurity. The project focused on building communities of practice (CoPs) around the three secondary-level schools delivering agricultural education and training with the participation of universities’ lecturers from agricultural universities as well as students and rural communities. These three CoPs became collaborative networks foregrounded in participatory action research that allowed for a joint production of knowledge. Because of this, we propose to frame these CoPs as microcosms of an expanded skills ecosystem that exists on a territorial level and encompasses diverse forms of knowledge. Despite the impacts of the COVID-19 pandemic, CoPs created opportunities for students to do practical work that is often lacking in training and, especially, to encounter entrepreneurship possibilities that can facilitate education–work transitions. With this experience in mind, we ask ourselves, how can CoPs harness skills development towards the education–work transition for youth in agriculture? Our insights into this question are based on three years of project implementation (2021–2023) and, hopefully, will contribute to better understand the role of vocationally trained youth for Mozambique’s agricultural development. Full article

This study investigated the key determinants of entrepreneurship in Ambato, Ecuador, through the application of predictive statistical models. The primary objective was to identify critical variables that influence the success and sustainability of entrepreneurial ventures in the region. A quantitative research design was employed, utilizing multivariate statistical techniques, including decision trees, random forest, and Principal Component Analysis (PCA). Data were collected through structured surveys administered to local entrepreneurs, addressing variables including demographics, education, initial investment, and business operations. The analysis revealed that factors such as geographic location, the entrepreneur’s educational attainment, business tenure, and operational characteristics have a significant influence on entrepreneurial viability. On the basis of these findings, the study proposes a predictive model to assist both policymakers and entrepreneurs in evaluating and enhancing business development strategies. The insights gained offer practical implications: entrepreneurs can refine their strategies for greater effectiveness, while local authorities can craft supportive policies, such as training programs and improved access to financing. The study highlights the importance of entrepreneurship education and targeted support for underdeveloped areas, thereby contributing to broader economic inclusion and enhanced employment opportunities in the region. Full article

As the European Union advances its bioeconomy strategy, the agricultural sector emerges as a key domain requiring targeted upskilling in digital and entrepreneurial competencies. This study examines how agricultural professionals perceive the importance of these competencies and identifies related training needs, drawing on the European Commission’s Digital Competence Framework (DigComp) and Entrepreneurship Competence Framework (EntreComp). Using a quantitative survey methodology, data were collected from 140 respondents, including farmers, agronomists, consultants, entrepreneurs, and policymakers, in four European countries: Greece, Italy, Portugal, and Sweden. Descriptive and non-parametric analyses (Mann–Whitney U and Kruskal–Wallis tests) revealed strong recognition of digital competencies across all groups, with significant variation by country, while perceptions of entrepreneurial competencies differed mainly by professional role. Moreover, a significant lack of formal bioeconomy-related education was identified. The findings underscore the need for targeted, competence-based education and policy interventions to equip professionals with the skills required for a sustainable and innovation-driven agricultural sector. Full article

This study aims to implement the concept of education for sustainable development by 2030, which can be applied in the context of hospitality education in the Asia–Pacific region. Specifically, this study focuses on achieving Sustainable Development Goal 12, which pertains to responsible consumption and production, particularly in relation to food. A case study was conducted using a learner-centered approach, wherein students, as active agents, can solve problems using professional skills such as cooking, baking, and beverage preparation. Through participant observations, students learn about sustainability, starting from natural farming and extending to banquet planning and entrepreneurship simulation in a green restaurant. The program was designed as a farm-to-table process for sustainability learning. A conceptual framework of a hospitality–health supply chain was constructed to understand how the program supports the goal of education for sustainable development for 2030—societal transformation. The study has several important implications. Students are trained to be responsible producers in a green dining setting, starting from practical classroom experiences in the kitchen of a green restaurant, which will enhance their becoming the critical human resources in the hospitality industry. This program offers a successful vocational education opportunity, teaching students how to responsibly run an enterprise with low-carbon products and services. Full article

Teacher entrepreneurship is a fundamental aspect of today’s education. Entrepreneurial Competence (EC), as established in Organic Law 3/2020, which amends Organic Law 2/2006, on Education, and reinforced by Law 14/2013, on Support for Entrepreneurs and Their Internationalization, is key to preparing students for the challenges of the 21st century. This study follows a quantitative observational design, with data collected through a questionnaire administered to over 600 education professionals, structured into three blocks and fourteen dimensions. The research is divided into three parts, corresponding to the three blocks of the questionnaire. This article focuses on the first block, which aims to evaluate teachers’ assessment of EC and to analyse their perception of the most accessible and effective options for adequately developing this competence in educational centres. Results show that all participant groups generally rated EC highly, but perceptions differ based on gender, age, and training. Teachers with EC training express greater confidence, while those without training report more challenges. School leaders rate EC more favourably, likely due to their involvement in institutional policies. The main obstacles identified are insufficient teacher training and inadequate resources. The study emphasises the importance of enhancing teacher training and adopting active methodologies to integrate entrepreneurship into education. It also underscores practical implications for educational policy, emphasising curriculum reforms, resource allocation, and stronger school–business collaboration to foster an entrepreneurial mindset. Full article

Entrepreneurial competence is a key element in education for fostering innovative and sustainable learning, enabling teachers and students to address 21st-century challenges. Through a validated questionnaire, this quantitative observational study examines the perceptions of 623 education professionals regarding their abilities and attitudes to develop entrepreneurial competence across key dimensions, such as organizing, leadership, communication, evaluation, team coordination, initiative, independence, and motivation. The results show that women (compared to men), professionals with managerial roles (compared to classroom teachers), and older teachers with more experience (compared to younger teachers with less experience) perceive themselves as being more competent in the skills that make up entrepreneurial competence. However, this study also identifies a widespread lack of entrepreneurial training across all demographic and professional groups, highlighting a systemic gap in teacher training for entrepreneurial education. These findings highlight the urgent need to design and implement teacher training programs that address entrepreneurship as a key competence closely linked to sustainable education. This study also recommends promoting educational policies that foster interdisciplinary collaboration and innovation among teachers to create more inclusive, transformative, and sustainable learning environments. Full article

The role of leadership and entrepreneurship in teaching is key to the management of sustainable educational environments, promoting inclusive and innovative teaching. This quantitative, cross-sectional study seeks to explore education professionals’ perceptions of their leadership, entrepreneurship, and empowerment capacities in education based on a validated questionnaire applied to 623 education professionals. The results reveal that women, teachers in management positions, and those who are older and more and experienced perceive their skills in these areas to be better than those of men, classroom teachers, and those with less professional experience. However, gaps in teacher training in leadership and entrepreneurship have been identified, which hinders the implementation of effective strategies for educational transformation. In conclusion, there is a need to strengthen teacher training in entrepreneurship, leadership, and empowerment and establish educational policies that favor innovation, collaborative work, and the consolidation of inclusive and sustainable pedagogical practices. Full article

This study explores the marketing challenges perceived by aspiring entrepreneurs, focusing on undergraduate business students’ perspectives. Drawing on an empirical qualitative approach, this research utilizes data from semi-structured interviews with 31 students at a midwestern U.S. university to examine key barriers that hinder business development and growth. The research identifies five key themes: budget constraints, customer identification and engagement, branding and market differentiation, digital marketing barriers, and the role of education. The findings reveal that financial limitations and resource constraints hinder students’ ability to implement effective marketing strategies, while limited practical experience complicates customer engagement and market research efforts. Additionally, participants emphasized challenges in establishing distinct brand identities and adapting to rapidly evolving digital marketing tools. These insights align with existing entrepreneurial marketing theories, reinforcing the role of adaptability and resourcefulness in early-stage business ventures. Education emerged as both a strength and an area for improvement, with students valuing theoretical foundations but identifying gaps in hands-on, experiential learning opportunities. This study contributes to entrepreneurial marketing literature by highlighting the interplay between resource constraints, creativity, and adaptability in understanding marketing challenges. It further underscores the importance of integrating digital marketing competencies and alternative financing strategies, such as crowdfunding and fintech solutions, into entrepreneurship education. It also emphasizes the need for educational reforms that integrate practical applications, mentorship, and digital marketing training to prepare students for real-world entrepreneurial endeavors. By addressing these gaps, the findings offer actionable insights for educators, policymakers, and entrepreneurial support systems to better equip aspiring entrepreneurs for sustainable success. Full article

This publication highlights the strategic combination of the preservation of heritage and innovation for supporting the sustainability of traditional crafts in Europe. Demonstrating both challenges and opportunities faced by artisans, there is a need to balance cultural authenticity and the pressures of current markets and environmental imperatives. The research has explored interventions at three levels of craft practice, education, and training and recommends practical directions on short- and long-term bases. Key findings include new materials and technologies to revitalize crafts, the integration of digital tools in education, and cross-border collaboration, which are considered vital for enhancing the visibility and viability of traditional crafts. The circular economy principles and eco-certifications emerge as key to aligning traditional crafts with global sustainability goals. The analysis also highlights cultural policies and funding mechanisms as a means of encouraging innovation and promoting the resilience of the craft sector. The publication, by weaving together case studies, policy analysis, and strategic recommendations, provides a comprehensive roadmap for stakeholders—from artisans and educators to policymakers and researchers—to ensure that the legacy and relevance of Europe’s rich craft heritage continue. Full article

Business schools play a pivotal role in training future leaders equipped to tackle complex challenges in sustainable development. This study investigates the effects of integrating playful learning methodologies into sustainable entrepreneurship education, aligning with the goals of education for sustainable development and Sustainable Development Goals. The research involved a quantitative approach, utilizing pre- and post-intervention surveys targeting 50 business school students to assess changes in their knowledge of sustainable entrepreneurship, entrepreneurial skills, and engagement levels. Results from descriptive statistics and paired t-tests revealed significant enhancements; knowledge scores increased from an average of 3.01 to 3.70 (t(49) = −23.04, p < 0.001), skills scores from 3.19 to 3.90 (t(49) = −20.88, p < 0.001), and engagement scores from 3.40 to 4.00 (t(49) = −16.28, p < 0.001), indicating statistically significant improvements across all measured domains. These findings suggest that playful learning methodologies can profoundly enrich the educational experience, making it more dynamic and impactful. The study underscores the potential of such pedagogical strategies in fostering a comprehensive understanding of sustainability and cultivating essential competencies among future business leaders. This research has significant implications for curriculum design, advocating for the inclusion of interactive and experiential learning methods to improve educational outcomes and better prepare students for the complex challenges of sustainable development. Full article

This study introduces a methodology for labor market foresight through alternative futures. It discusses three alternative scenarios for managerial roles, each exploring varying levels of technological advancement and economic growth, to provide insights into the evolving demands for managerial roles. By drafting a diversified skill portfolio, it is argued that employability skills for managers concern providing education in a combination of areas, such as new technologies, trend analysis, and strategic foresight based on the sector in which the firm operates, negotiation skills and human resources management, contemporary sales techniques, entrepreneurship, and personal growth, including time management, creativity, public speaking skills, and foresight skills. Utilizing responses obtained through an online survey administered in Greece during 2024 to managers and employing principal component analysis (PCA), we establish correlations between skill portfolio composition preferences, foresight analysis, and design of diversified skill portfolios. Diversified skill portfolios are a holistic approach to training, reskilling, and upskilling, including an optimum combination of foundational, complex, digital, green, and always case-fit per occupation or sector of economic activity. Consequently, the insights derived from this study offer a microeconomic perspective regarding the optimal combination of skills for managerial occupations and a macroeconomic perspective concerning the formulation of future training policies for human capital development. Full article