'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief
- Authors: Basson, Marlize
- Date: 2012-09-05
- Subjects: Entrepreneurship - Study and teaching , Entrepreneurship - Psychological aspects , Entrepreneurship - South Africa , Educational psychology
- Type: Thesis
- Identifier: uj:3579 , http://hdl.handle.net/10210/6961
- Description: D.Ed. , The aim of the study was to determine a strategy to identify and develop entrepreneurship from the point of educational psychology. In this regard, it was necessary to divide the study into two components. The first was to determine a profile of the entrepreneur and secondly how this profile could be developed. In the first part in the literature attributes and skills of the entrepreneur were researched and empirical tested. Two questionnaires were specifically developed to identify attributes and skills of entrepreneurs: firstly a questionnaire, The Entrepreneurial Index Questionnaire, for individuals with a qualification standard six and higher and secondly a projective format questionnaire, The Entrepreneurial Index Projective Format, for semi-skilled and unskilled individuals. In the second part techniques were introduced to developed entrepreneurial attributes and skills: Neurolinguistic Programming and Educational Kinesiology. A specific program to develop entrepreneurship with young adults was also introduced. The programme was completed with a illustration of a young adult that completed the program. The following results were obtained from the empirical investigation: From the anova variance-analysis there is a significant statistical difference on all the entrepreneurial attributes and skills. The Scheffe-pair-variance-analysis show significant statistic differences on the average scores of the entrepreneurial attributes and skills except for: Questionnaire test General knowledge and driving force, responsibility, selfimage and interpersonal relations. Risk and responsibility, self-image and interpersonal relations. Drive force and depression. Adaptation and interpersonal relations. Responsibility and stress, aggression and depression. Stress and interpersonal relations. Self-image and depression. Aggression and interpersonal relations. Depression and interpersonal relations. Projective test Mental alertness in all pairs. Total work attitude and responsibility. Locus of control and responsibility. Locus of control and interpersonal relationships. Adaptation and responsibility. The program for the development of entrepreneurial skills was divided into four phases: what is possible, what is realistic, critical analysing of the business opportunity and lastly the implementation of above mentioned steps. Each phase went through specific steps and NLP and Edu-K was used in each step one to develop and anchor specific attributes and skills of entrepreneurship. The implementation of the program is implemented on five levels. The basic level is the individual environment. The entrepreneur is going to operate in the environment through behaviour. The behaviour is guided by the individual capabilities. These capabilities are organized by the believe systems. Believe systems are organized by the identity of the entrepreneur. The illustration analysis of the individuals that completed the course shows a growth and development in the entrepreneurial attributes and skills that were identified in the first part of the study. It seems possible to identify certain attributes and skills that is part of the successful entrepreneur, and develop it in the young adult to become an entrepreneur.
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- Authors: Basson, Marlize
- Date: 2012-09-05
- Subjects: Entrepreneurship - Study and teaching , Entrepreneurship - Psychological aspects , Entrepreneurship - South Africa , Educational psychology
- Type: Thesis
- Identifier: uj:3579 , http://hdl.handle.net/10210/6961
- Description: D.Ed. , The aim of the study was to determine a strategy to identify and develop entrepreneurship from the point of educational psychology. In this regard, it was necessary to divide the study into two components. The first was to determine a profile of the entrepreneur and secondly how this profile could be developed. In the first part in the literature attributes and skills of the entrepreneur were researched and empirical tested. Two questionnaires were specifically developed to identify attributes and skills of entrepreneurs: firstly a questionnaire, The Entrepreneurial Index Questionnaire, for individuals with a qualification standard six and higher and secondly a projective format questionnaire, The Entrepreneurial Index Projective Format, for semi-skilled and unskilled individuals. In the second part techniques were introduced to developed entrepreneurial attributes and skills: Neurolinguistic Programming and Educational Kinesiology. A specific program to develop entrepreneurship with young adults was also introduced. The programme was completed with a illustration of a young adult that completed the program. The following results were obtained from the empirical investigation: From the anova variance-analysis there is a significant statistical difference on all the entrepreneurial attributes and skills. The Scheffe-pair-variance-analysis show significant statistic differences on the average scores of the entrepreneurial attributes and skills except for: Questionnaire test General knowledge and driving force, responsibility, selfimage and interpersonal relations. Risk and responsibility, self-image and interpersonal relations. Drive force and depression. Adaptation and interpersonal relations. Responsibility and stress, aggression and depression. Stress and interpersonal relations. Self-image and depression. Aggression and interpersonal relations. Depression and interpersonal relations. Projective test Mental alertness in all pairs. Total work attitude and responsibility. Locus of control and responsibility. Locus of control and interpersonal relationships. Adaptation and responsibility. The program for the development of entrepreneurial skills was divided into four phases: what is possible, what is realistic, critical analysing of the business opportunity and lastly the implementation of above mentioned steps. Each phase went through specific steps and NLP and Edu-K was used in each step one to develop and anchor specific attributes and skills of entrepreneurship. The implementation of the program is implemented on five levels. The basic level is the individual environment. The entrepreneur is going to operate in the environment through behaviour. The behaviour is guided by the individual capabilities. These capabilities are organized by the believe systems. Believe systems are organized by the identity of the entrepreneur. The illustration analysis of the individuals that completed the course shows a growth and development in the entrepreneurial attributes and skills that were identified in the first part of the study. It seems possible to identify certain attributes and skills that is part of the successful entrepreneur, and develop it in the young adult to become an entrepreneur.
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Enhancing competitiveness and enterprise development needs through entrepreneurial skills training for SMEs in the South African Motor Body Repair sector
- Muyengwa, G., Battle, K., Mbohwa, Charles
- Authors: Muyengwa, G. , Battle, K. , Mbohwa, Charles
- Date: 2011-11-20
- Subjects: Entrepreneurship - Study and teaching , Auto-body repair shops , Competitiveness
- Identifier: uj:5190 , ISBN 978-0-620-52121-5 , http://hdl.handle.net/10210/14433
- Description: The aim of this paper is to explore the potential of entrepreneurship education as a leverage tool in enhancing both competitiveness and enterprise development within small and medium enterprises (SMEs) operating in the Motor Body Repair (MBR) sector of the South African automotive industry. An exploratory survey was carried out to ascertain enterprise development needs and competitiveness requirements of these SMEs. The research established that curricula followed in auto body repair training do not consider entrepreneurship education as an important aspect. Major focus of auto body repair training is on repair and replacing of motor vehicle bodywork that would have been damaged in an accident or have suffered from vandalism. The research in addition, established that enterprise development is affected by poor infrastructure, lack of funding, use of poor and old equipment and limited access to markets. Competitive requirements noted were the need for certified multi-skilling training offered by Original Equipment Manufacturers (OEMs) on new vehicle maintenance technologies, acquisition of recommended repair equipment from Original Equipment Suppliers (OES) and the need to integrate entrepreneurship education in the auto body repair curricula. The implications of entrepreneurship education in the auto body repair curriculum would enhance efficient business and financial management, creativity, innovativeness, marketing and job creation opportunities in the MBR sector. For educators’ entrepreneurship education in engineering would prepare students for the ever changing labour markets and encourage them to create new enterprises of their own rather than being perpetual job seekers.
- Full Text:
- Authors: Muyengwa, G. , Battle, K. , Mbohwa, Charles
- Date: 2011-11-20
- Subjects: Entrepreneurship - Study and teaching , Auto-body repair shops , Competitiveness
- Identifier: uj:5190 , ISBN 978-0-620-52121-5 , http://hdl.handle.net/10210/14433
- Description: The aim of this paper is to explore the potential of entrepreneurship education as a leverage tool in enhancing both competitiveness and enterprise development within small and medium enterprises (SMEs) operating in the Motor Body Repair (MBR) sector of the South African automotive industry. An exploratory survey was carried out to ascertain enterprise development needs and competitiveness requirements of these SMEs. The research established that curricula followed in auto body repair training do not consider entrepreneurship education as an important aspect. Major focus of auto body repair training is on repair and replacing of motor vehicle bodywork that would have been damaged in an accident or have suffered from vandalism. The research in addition, established that enterprise development is affected by poor infrastructure, lack of funding, use of poor and old equipment and limited access to markets. Competitive requirements noted were the need for certified multi-skilling training offered by Original Equipment Manufacturers (OEMs) on new vehicle maintenance technologies, acquisition of recommended repair equipment from Original Equipment Suppliers (OES) and the need to integrate entrepreneurship education in the auto body repair curricula. The implications of entrepreneurship education in the auto body repair curriculum would enhance efficient business and financial management, creativity, innovativeness, marketing and job creation opportunities in the MBR sector. For educators’ entrepreneurship education in engineering would prepare students for the ever changing labour markets and encourage them to create new enterprises of their own rather than being perpetual job seekers.
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Entrepreneurial education and entrepreneurial role models' influence on career choice
- Authors: Muofhe, Nnditsheni John
- Date: 2012-06-04
- Subjects: Entrepreneurship - Study and teaching , Vocational guidance , Industrial psychology
- Type: Thesis
- Identifier: uj:2352 , http://hdl.handle.net/10210/4808
- Description: M.Comm. , A point of departure is that most of the universities in South Africa and Africa at large have realised that it is important to introduce entrepreneurship as either a minor or major course in their curricula. The reality is that the countries in Africa are characterized by poverty, high levels of unemployment, and slow economic growth. South Africa is no exception. It is assumed that the teaching of entrepreneurship education to the youth at institutions of higher learning can help address these problems as more people would be encouraged to develop a more positive attitude towards the creation of businesses. This can be achieved if students are taught not just about entrepreneurship, but also how to act entrepreneurially. Furthermore, good and ef-fective entrepreneurship education programmes must be developed, designed, and implemented. The exposure of students to entrepreneurial role models would also yield positive results in terms of stimulating entrepreneurial intentions to start businesses.
- Full Text:
- Authors: Muofhe, Nnditsheni John
- Date: 2012-06-04
- Subjects: Entrepreneurship - Study and teaching , Vocational guidance , Industrial psychology
- Type: Thesis
- Identifier: uj:2352 , http://hdl.handle.net/10210/4808
- Description: M.Comm. , A point of departure is that most of the universities in South Africa and Africa at large have realised that it is important to introduce entrepreneurship as either a minor or major course in their curricula. The reality is that the countries in Africa are characterized by poverty, high levels of unemployment, and slow economic growth. South Africa is no exception. It is assumed that the teaching of entrepreneurship education to the youth at institutions of higher learning can help address these problems as more people would be encouraged to develop a more positive attitude towards the creation of businesses. This can be achieved if students are taught not just about entrepreneurship, but also how to act entrepreneurially. Furthermore, good and ef-fective entrepreneurship education programmes must be developed, designed, and implemented. The exposure of students to entrepreneurial role models would also yield positive results in terms of stimulating entrepreneurial intentions to start businesses.
- Full Text:
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