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• W2603446900 abstract "1. IntroductionEurope's new companies alone, particularly small businesses, generate more than four million new jobs every year (European Commission, 2013). In response to the growing importance of these companies, the European Commission is taking action on enhancing in Europe. According to the European Commission, entrepreneurship refers to an individual's ability to turn ideas into action. It includes creativity, innovation and risk taking, as well as the ability to plan and manage projects in order to achieve objectives. (European Commission, 2005, p. 17, 2006, p. 4). Education should therefore develop awareness of from primary school to university. Introducing young people to triggers their initiative and helps to be more creative and selfconfident (European Commission, 2006).When considering the requirements of modern education the question remains whether universities are the best choice for implementation. They are often inflexible institutions characterised by bureaucratic structures, laborious decision processes and highly regulated procedures. In other words, although these institutions should teach and creativity, they are often caught up in bureaucracy and stagnancy themselves.The aim of this paper is twofold. Firstly, we examine the main characteristics of education at universities. For this purpose, we present a short overview of relevant literature and structure the findings to elaborate the main aspects. Secondly, we analyse the situation at the investigated university and show how education and teaching for creativity was implemented in a bureaucratic environment. In this section, we examine the most important factors regarding structure, integration and content.2. Entrepreneurship education and creativityThe relevance of education has been growing ever since the first class was held in 1947 in the USA, and especially from the 1980s on, when Drucker's Innovation and Entrepreneurship was published (Drucker, 1985; Katz, 2003). In literature, there is a consensus that can be taught and there is evidence that entrepreneurial attributes can be positively influenced by education (Gorman, Hanlon, and King, 1997). It impacts students' awareness of as an alternative career path to employment and provides with skills needed to start and successfully run their businesses (Gorman et al., 1997; Slavtchev, Laspita, and Patzelt, 2012). In contrast, there is also some research indicating that education does not have the intended effects. For example, Oosterbeek, van Praag, and Ijsselstein (2010) discovered that the intention to become an entrepreneur could even be negative. They argue that this could be due to the more realistic self-perception of students and the following decrease in optimism that they can start a successful business on their own.Bae, Qian, Miao, and Fiet (2014) define education as education for entrepreneurial attitudes and skills and entrepreneurial intentions as a desire to own or start a business. In accordance, Jones and English (2004) describe entrepreneurial education as the process of providing individuals with the ability to recognise commercial opportunities and the insight, self-esteem, knowledge and skills to act on them (p. 416). Literature emphasises different key aspects in education. Based on our literature review, education should imply the following four parts:Professional skills. Entrepreneurship education should provide (theoretical) management and knowledge. Students should be able to manage a company, therefore it is necessary to teach basic skills in traditional business disciplines, e.g. management, marketing, controlling, finance and accounting (Jones and English, 2004). …" @default.
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• W2603446900 date "2015-09-30" @default.
• W2603446900 modified "2023-10-06" @default.
• W2603446900 title "HOW TO INTEGRATE ENTREPRENEURSHIP EDUCATION AND CREATIVITY INTO A BUREAUCRATIC ENVIRONMENT (CASE STUDY)" @default.
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