A lesson about how entrepreneurs identify sources for new business ideas, recognize different business opportunities and identify their own personal goals for starting a business.
Entrepreneurship and Innovation Toolkit (Swanson, 2020) – LibreTexts (CC BY-SA) This textbook is designed for upper-year undergraduate students and graduate students studying fundamental entrepreneurship concepts. It has ten chapters covering key topics of entrepreneurship such as opportunity recognition, business model, financing, and innovation. Available in pdf, online, eReader, and common cartridge
Are you an entrepreneur, or do you have a passion for building your own technology startup? This course will help and encourage you to start a successful technology-based venture.
If you always wanted to become an entrepreneur, or if you are simply interested in putting a new technology to innovative use, this course is for you.
This course helps you understand the process of entrepreneurship from a technology-oriented background.
The course is made up of modules that are presented by experts in the field of entrepreneurship and technology. Modules include:
Team Building
Opportunity Recognition
Financing
Customer Acquisition
This course will introduce you to entrepreneurship for global challenges in emerging markets. You will get to know other like-minded entrepreneurs around you, and discover how institutions in your target region are working on innovation and entrepreneurship.
As an entrepreneur in an emerging market, you may be faced with many challenges that need to be solved. These might include scarcity of fossil fuels, climate change or water, food and health security. This Delft University of Technology course will provide you with examples from partner universities and affiliated entrepreneurs in emerging markets which explain the opportunities and obstacles that they faced as they established themselves and created value.
You will acquire a set of practical tools which will enable you to discover the opportunities in your own environment and how these can be used to make an actual change! You will learn how to rethink your value proposition with your own case study, or with one we provide.
After the course, you will be able to develop your value proposition more quickly by getting to know your customers and partners better and understand local values and institutions.
Erasmus+ Strategic Partnership project called "Food & Agroindustrial Schools Toward Entrepreneurship by Storytelling & digital Technology" (Project No. 2015-1-IT01-KA202-004608), about developing entrepreneurship in VET agrifood students through digital storytelling techniques
Aim of the project is to develop in VET teachers functional skills to integrate systematically in the curricula entrepreneurship education to develop active citizenship and employability, supporting person-centered and experiential learning, through the creation of OER of “Digital storytelling “.
Context: the project aims to involve multi-disciplinary teams of teachers, as “agents of change”, and students, as a new generation of potential entrepreneurs but also as workers with an “entrepreneurial approach”, of VET schools of secondary level of IT, PT, RO and BG, similar among themselves because of the lack of a systematic training-for-trainers in relation to entrepreneurship, with consequences of absence of entrepreneurship as a field of learning in the regular curricula. The focus is on schools and companies related to the agro-industrial sector, in all countries, that needs an injection of new businesses to emerge from a state of heightened shortage of skilled professionals and young people in working cohorts.
Activities and methodology: creation of 1) action-research that prefigures: terms of educational value of storytelling for the development of an entrepreneurial mind-set; didactical sustainability of practices of digital manipulation in the development of educational programs for the development of entrepreneurial skills; new skills required by teachers for the effective use of the methodology to support the acquisition of entrepreneurial skills; 2) multilingual hypervideos (pupil-led experimentations); 3) Training Programmes for the blended use of hypervideos revised by teachers (teacher-led experimentations); 4) Methodological guidelines for the effective use of digital storytelling for learning entrepreneurial skills in school context – systematization of experimentations for their release as OERs.
Number and profile of participants: they will be directly involved in the project activities: 12 teachers/school principals – in interdisciplinary teams and transnational learning/teaching/training activities; 12 ICT experts and 16 representatives of business sector for O1; 40 teachers in 8 focus groups for O1; min. 8 entrepreneurs of FDMP sector for O2; 160 students for O2 and other 160 students for O3; at least 160 “local participants” in the 4 multiplier events.
In terms of expected results, the use of hypervideos as OERs will allow direct knowledge of the related production chain; their creation will enable a “learning by doing”, with a direct experience of the entrepreneurial skills necessary for the realization of a complex project (experimental meta-learning). It is expected an increase of the dialogue between schools and businesses, able to prevent, in the long term, any gap in the professional knowledge necessary to the efforts of innovation required in an evolving industrial sector.
Impacts for VET: spread / enhance different learning styles (innovative teaching); expand the provision of curricular training; increase motivation among the “digital generation”; open to contributions from experts in the business sector; create a more fluid and productive dialogue between formal and informal knowledge – take informal knowledge and transform it into digital resources. Benefits: the VET system will increase its attractiveness, expand its training offer and modernize its teaching approaches, reduce cases of ESL, qualify its staff members (refer to either digital and entrepreneurial skills), root further in the territory by consolidating relations with the socio-economic context.
Impacts for learners: increase of entrepreneurial skills applied in life and school paths; increase of motivation for further education; stimulus to entrepreneurship as a realistic professional opportunity after school; increase of digital skills through the “generative” choice to produce Learning Objects (benefits: spread of technical-scientific culture and reducing of digital divide).
Impacts for business/FDMP sector: connecting with local educational institutions and new generations of workers (role of “virtual business angel”); reflection on entrepreneurial mind-set skills on a personal and a corporate level; study of the potential of digital storytelling to tell / sell a company, for information, marketing or training purposes. Benefits: increased level of entrepreneurship / entrepreneurial spirit in FDMP.
Please download all the Intellectual Outputs from
http://www.cisita.parma.it/cisita/progetti-internazionali/progetto-erasmus-ka2-fastest/
www.fastesteu.com
Intellectual Output 1: Research Action about the current state of exploitation of storytelling and digital storytelling for didactic purposes in the participating EU countries (Italy, Bulgaria, Romania, Portugal)
Intellectual Output 2: Creation of 8 hypervideos about stories of success and interviews to local entrepreneurs from the agroindustrial sector (Tomato industry, cheese industry, meat industry, bakery industry, wine industry). Videos are made by made by students at school with teachers' supervision and guidance about gaining knowledge and meaning out of the experience. Videos are then turned into hypervideos by students themselves, adding further hypermedia contents from the web about entrepreneurship and /or sector-related information
Intellectual Output 3: Exploitation and testing of the hypervideos as didactic and teaching tools on students who did not take part in the video-making experience. Elaboration of 4 teaching programs (one for each of the 4 participating countries Italy, Bulgaria, Romania and Portugal) about entrepreneurship using hypervideos to create a blended learning experience
Intellectual Output 4: Methodological guidelines for future users or makers of new hypervideos. How to use the project's Output for educational purposes and how to make brand new hypervides from scratch. Technical guide about how to deal with a videomaking & editing process.
The second episode of our podcast series, The Economic Lowdown, discusses the building blocks of the economy, the factors of production.
This book addresses all aspects of small business entrepreneurship in the food industry. Also contains specific information about resources available to students at the College of DuPage.
This resource will be updated as needed. For the most recent version, visit: https://cod.pressbooks.pub/foodtrepreneurship/
Economists traditionally divide the factors of production into four categories: land, labor, capital, and entrepreneurship. Land refers to natural resources, labor refers to work effort, and capital is anything made that is used to make something else. The last resource, entrepreneurship, refers to the ability to put the other three resources together to create value. In this video, we define each of the four factors of production and provide examples of each.
In her final semester as a business major, Jade Trinh was uninspired by the obvious career paths open to her. In her 2011 BIF Talk, Trinh recounts her story of stumbling into an entrepreneurship course that revealed an unexpected and exciting new path. She argues that students crave the kinds of real-world, experiential learning environments she was fortunate enough to encounter and urges that experiences like hers should not be the exception, but the rule.
This book is intended to serve as a no-cost, faculty customizable primary text for one-semester undergraduate introductory business courses. It covers the following topics in business: Teamwork; economics; ethics; entrepreneurship; business ownership, management, and leadership; organizational structures and operations management; human resources and motivating employees; managing in labor union contexts; marketing and pricing strategy; hospitality and tourism, accounting and finance, and personal finances.
An introductory textbook in business that covers a variety of topics: The Foundations of Business, Economics and Business, Ethics and Social Responsibility, Business in a Global Environment, Forms of Business Ownership, Entrepreneurship: Starting a Business, Management and Leadership, Structuring Organizations, Operations Management, Motivating Employees, Managing Human Resources, Union/Management Issues, Marketing: Providing Value, Accounting and Financial Information, and Personal Finances.
An introductory textbook in business that covers a variety of topics: The Foundation of Business, Economics and Business, Ethics and Social Responsibility, Business in a Global Environment, Forms of Business Ownership, Entrepreneurship: Starting a Business, Management and Leadership, Structuring Organizations, Operations Management, Motivating Employees, Management Human Resources, Union/Management Issues, Marketing: Providing Value, Accounting and Financial Information, and Personal Finances.
An introductory textbook in business that covers a variety of topics: The Foundation of Business, Ethics and Social Responsibility, Business in a Global Environment, Forms of Business Ownership, Entrepreneurship: Starting a Business, Management and Leadership, Structuring Organizations, Operations Management, Management Human Resources.
Fundamentals of Business, Second Edition (2018) is an 372-page open education resource intended to serve as a no-cost, faculty customizable primary text for one-semester undergraduate introductory business courses. It covers the following topics in business: Teamwork; economics; ethics; entrepreneurship; business ownership, management, and leadership; organizational structures and operations management; human resources and motivating employees; managing in labor union contexts; marketing and pricing strategy; hospitality and tourism, accounting and finance, and personal finances. The textbook was designed for use in Virginia Tech’s Pamplin College of Business introductory level business course, MGT1104 Foundations of Business and is shared under a Creative Commons Non-Commercial ShareAlike 4.0 license.
2018 version formats include: PDF, Accessible "screen reader friendly" PDF, ePub, Mobi, XML/Pressbooks (editable), and open document format.
The Pressbooks online version (HTML) is available at: https://doi.org/10.21061/fundamentals-of-business
The 2016 version of this book includes editable MSWord files.
If you are an instructor reviewing, adopting, or adapting this textbook, please help us understand your use by filling out this form http://bit.ly/business-interest
Instructor resource sharing portal: https://www.oercommons.org/groups/fundamentals-of-business-user-group/1379
This course on "Future Internet Opportunities" consists of 10 modules, which are related to the subject from technical, social and business perspectives.
Each module is available at introductory, basic and advanced levels.
The material is developed as part of an Erasmus+ Strategic Partnership, and available for everyone to use, exploit and modify. The materials consist of a wide variety of materials: From Powerpoint slides, to interactive materials with videos and quizzes, assignments, and peer learning activities.
Game theory enables rational insight into the basic principles of social interaction and has therefore become indispensable for economic and social sciences. Whether in politics, sports or medicine, modelling problems as a strategic game helps in decision-making in a variety of fields. With lecture snippets of Reinhard Selten, Robert Aumann and Alvin Roth, this Mini Lecture introduces to the mathematical beginnings of game theory, its socioscientific development and entrepreneurial integration.
Garment production is an area of skill under high demand. Saint Lucia is known for its artistry in costume making for carnival and creative garment designs for the event ‘Hot Couture’. Garment production is a viable field because clothing is a commodity that is needed by everyone year round. However, there is need for fashion designers to be more innovative in their designs. A course in garment production has the potential to foster designers’ creativity by augmenting designs that already exist or crafting new ones. Upcoming designers will be given the opportunity to be trained and certified which are added boosts to their competencies and chances for employment and entrepreneurship.
The Green Design Challenge is to brainstorm, prototype and present a design idea for a social entrepreneurship project focusing on green design that meets the design principles. Photo examples from ISKME's Teacher Innovation Workshop are included.
It is a brochure containing guidelines on the Industry 4.0 and Drone Entrepreneurship applied to vocational education and training (VET) students, providing essential information for those who want to start a new business in the fields of Industry 4.0 and/or Drone Industry. It presents Industry 4.0 and drone based business ideas and opportunities and covers important topics like technology, legislation, applications, etc. in order to help VET students and VET graduates to identify opportunities and to start their own business taking advantage of drone technology.
The document is available in 5 languages (EN, RO, PL, GR, IT) and it’s issued with ISBN. All language versions are available for download on www.edudrone-project.eu
This nonfiction piece tells about Barbara del Colorado, a village in Costa Rica. People needed a way to make money; a scientist suggested that they grow butterflies. The town now sells 250 pupae a month, making enough money to buy what they need.