Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.

2%& 2'13

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An Exploratory Study of Entrepreneurial Leadership Development of Polytechnic Students

)ansford *uar+,ne -.urc.ill1/& 0illia+ 1g2odo.u&2 Peter 1r.enful3 3epart+ent of 1ccountanc,& 1ccra Pol,tec.nic& P.# 4o5 6P 571. 1ccra-6.ana. /E+ail8 ransfordc.urc.ill9,a.oo.co.u: Abstract Pol,tec.nic entrepreneurs.ip progra+s pla, funda+ental roles in de;eloping entrepreneurial <ualities of students. =owe;er& little is :nown a2out t.e contri2utions of suc. progra+s in de;eloping students> entrepreneurial leaders.ip capa2ilities. 1 <ualitati;e researc. was conducted to e5plore t.e roles of entrepreneurs.ip progra+s of 1ccra Pol,tec.nic in de;eloping students> entrepreneurial leaders.ip. ?wo student entrepreneurial leaders w.o are acti;el, in;ol;ed in entrepreneurial leaders.ip acti;ities t.roug. .olding t.e leaders.ip positions of t.e Pol,tec.nic entrepreneurs.ip clu2s and also participated in t.e Pol,tec.nic entrepreneurs.ip de;elop+ent courses were purposefull, selected as t.e participants of t.is stud,. ?.e se+istructured inter;iew data anal,sis indicates t.at t.e pol,tec.nic entrepreneurs.ip de;elop+ent progra+s facilitate entrepreneurial leaders.ip de;elop+ent of students in +an, wa,s including e5periential learning& social interaction learning& and opportunit, recognition. @oreo;er& entrepreneurial leaders.ip de;elop+ent occurs in a process of transfor+ing t.e :nowledge ac<uired fro+ e5perience and social interaction to identif, t.e opportunities for personal de;elop+ent and 2usiness creation. I+plication of t.e findings and suggestions for i+pro;ing t.e pol,tec.nic entrepreneurs.ip progra+s are presented in t.e closing section of t.is paper. Keywords8 Entrepreneurs.ip& 3e;elop+ent Progra+s& Entrepreneurial Aeaders.ip& Pol,tec.nic& Education& Students. 1. ntroduction Entrepreneurs.ip researc. .as long in;estigated t.e i+pacts of .ig.er education entrepreneurs.ip progra+s on de;eloping entrepreneurial attitudes& intentions& and capa2ilities of students (Souitaris& Ber2inati C 1l-Aa.a+& 2''7D Ea,olle& 6aill, C Aassas--lerc& 2''7D AiFGn& et al.& 2''5D Segal& 4orgia C Sc.oenfeld& 2''5D 1udet& 2''2D Hrueger& )eill, C -arsrud& 2''' . =owe;er& little we :now a2out t.e association 2etween entrepreneurs.ip progra+s and students> entrepreneurial leaders.ip de;elop+ent (#:udan C )Iasa& 2''7 . In effect& little attention .as 2een directed to offering students entrepreneurs.ip progra+s wit. t.e o2Jecti;e of de;eloping t.eir entrepreneurial leaders.ip& t.e <ualit, t.at students need in different stages of new ;enture creation& growt.& and success (@attare& 2''!D Surie C 1s.le,& 2''!D Hurat:o& 2''7 . ?.is <ualitati;e researc. ai+ed at in;estigating t.e role of t.e pol,tec.nic entrepreneurs.ip progra+s in de;eloping entrepreneurial leaders.ip capa2ilities a+ong students. It contri2utes to our understanding of t.e pol,tec.nic entrepreneurs.ip de;elop+ent progra+s t.roug. de+onstrating t.e specific roles t.at suc. progra+s pla, in de;eloping entrepreneurial leaders.ip capa2ilities of students in order to pro;ide +ore purposeful and effecti;e pol,tec.nic entrepreneurs.ip de;elop+ent progra+s. ?.e re+aining parts of t.is paper discuss t.e de;elop+ent of entrepreneurial leaders.ip as a new paradig+& .ow pol,tec.nic entrepreneurs.ip progra+s facilitate students> entrepreneurial leaders.ip de;elop+ent& and t.e researc. +et.odolog,. It concludes wit. discussing t.e findings and t.e i+plications to i+pro;e .ig.er education entrepreneurs.ip de;elop+ent progra+s. !. Entrepreneurial Leadership" A #ew Paradi$m Interestingl,& entrepreneurs.ip and leaders.ip passed t.e sa+e wa, of .istorical e;olution. 1t t.e ;er, earl, stage& 2ot. disciplines focused on personalit, traits and de+ograp.ic c.aracteristics to differentiate 2etween entrepreneurs and leaders fro+ ot.er people. ?.ereafter& t.e, 2ot. loo:ed at t.e 2e.a;ioural factors t.at entrepreneurs and leaders need to 2e a2le to successfull, +oti;ate a group of followers to ac.ie;e a ;ision. Einall,& conte5tual or situational factors .a;e 2een studied to s.ow t.e effects of en;iron+ental ele+ents in stepping into entrepreneurs.ip and leaders.ip acti;ities. Si+ilarities 2etween t.e two disciplines are so +uc. t.at inspired so+e of t.e sc.olars to define entrepreneurs.ip as a t,pe of leaders.ip& t.oug. in an econo+ic and d,na+ic conte5t (Eernald& Solo+on C ?ara2is.,& 2''5D -ogliser C 4rig.a+& 2''%D $ecc.io& 2''3 . In contrast& ot.er researc.ers called t.is definition as a si+plistic and parsi+onious e5planation of entrepreneurs.ip ($ecc.io& 2''3 . Since& entrepreneurs esta2lis. a fir+ fro+ t.e first scratc. 2ut leaders operate in an e5isting one (6upta& et al.& 2''% . @oreo;er& alt.oug. t.ere +a, 2e so+e co++on features& entrepreneurs are +ore co+ple5 in personalit, traits and s:ills and lead in an e5traordinar, situation (-ogliser C 4rig.a+ 2''% . ?.erefore& entrepreneurial leaders need to de;elop +ore personal and interpersonal a2ilities to 2e a2le to successfull, lead a new ;enture. 3espite all t.e de2ates& t.e critical issue is t.at .ow entrepreneurs.ip can ta:e ad;antage fro+

Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

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leaders.ip to cope wit. t.e ;arious c.allenges of ;enture creation and increase t.e pro2a2ilit, of success in 2usiness world. In turn& .ow leaders.ip can 2enefit fro+ entrepreneurial capa2ilities to deal wit. .ig.l, agitated and co+petiti;e organiIation en;iron+ent (-ogliser C 4rig.a+& 2''% . ?.us& in order to gain 2etter understanding of 2ot. p.eno+ena and utiliIing t.e s,nerg, in sa:e of i+pro;ing t.e two disciplines& sc.olars integrated t.e+ into a new paradig+ as Kentrepreneurial leaders.ip> (Lang& 2''!D 6upta& et al.& 2''% . 4, definition& entrepreneurial leaders.ip is t.e process of creating an entrepreneurial ;ision and inspiring a tea+ to enact t.e ;ision in .ig. ;elocit, and uncertain en;iron+ents. It .as t.ree +ain co+ponents of proacti;eness& inno;ati;eness& and ris: ta:ing (Surie C 1s.el,& 2''!D -.en& 2''7D Hurat:o& 2''7D 6upta& @ac@illan C Surie& 2''% as follows8 Pro-activeness8 is 2eing acti;e to influence and lead t.e future rat.er t.an waiting to 2e influenced 2, it& e5ploit opportunities& and accept t.e responsi2ilit, of failure (Hurat:o& =orns2, C 6olds2,& 2''7 . It is 2eing a2le to anticipate future pro2le+s& needs for c.ange& and i+pro;e+ent (#:udan C )Iasa& 2''7 . 1s a +atter of fact& entrepreneurial leaders.ip is a proacti;e response to en;iron+ental opportunities (Surie C 1s.le,& 2''! . Innovativeness8 is defined as t.e a2ilit, and tendenc, to t.in: creati;el,& de;elop no;el and useful ideas in opportunit, recognition& resource utiliIation& and pro2le+ sol;ing (@attare& 2''!D -.en& 2''7D #:udan C )Iasa& 2''7D 6upta& @ac@illan C Surie& 2''% . It is t.e distincti;e attri2ute t.at differentiates entrepreneurs fro+ t.ose w.o want Just to 2e self- e+plo,ed (#:udan C )Iasa& 2''7D Hurat:o& 2''5D @ueller C ?.o+as& 2''' . Risk taking8 is t.e willingness to a2sor2 uncertaint, and ta:e t.e 2urden of responsi2ilit, for t.e future (-.en& 2''7 . Prudential and calculated ris: ta:ing is one of t.e co++on c.aracteristics of entrepreneurial leaders particularl, in t.e earl, stages of entrepreneurs.ip process ()o2inson& 6ole2, C =osgood& 2''7D B.ao& Sei2ert C =ills& 2''5 . I+portantl,& indi;iduals need to de;elop all t.ese <ualities to 2e a2le to successfull, perfor+ t.e c.allenging tas:s and roles of an entrepreneurial leader (#:udan C )Iasa& 2''7 . % Developin$ Entrepreneurial Leadership &apabilities of Students 'hrou$h 'he Polytechnic Entrepreneurship Pro$rams In spite of t.e increasing de+and on de;eloping entrepreneurial leaders& few of t.e nu+erous nu+2er of entrepreneurs.ip de;elop+ent progra+s offered 2, .ig.er education institutions .a;e 2een dedicated to de;elop students> entrepreneurial leaders.ip capa2ilities. #f all t.e M.S uni;ersities pro;iding entrepreneurs.ip progra+s in 2''%& onl, eig.t uni;ersities conducted entrepreneurial leaders.ip courses wit. t.e focus on :nowledge and s:ill de;elop+ent in 2asic leaders.ip areas& +oti;ation& inno;ation& co++unication s:ills& and tea+ wor:ing (#:udan C )Iasa& 2''7 . ?.roug. a re;iew of 25 undergraduate entrepreneurs.ip progra+s in 2''7& @attare (2''! reported t.at onl, %N of t.e progra+s addressed de;eloping entrepreneurial leaders.ip of students. @oreo;er& t.ere is no infor+ation on t.e distincti;e role t.at t.e progra+s pla, in de;eloping students> entrepreneurial leaders.ip capa2ilities (#:udan C )Iasa& 2''7 .?.is is partiall, due to t.e scarcit, of e+pirical studies on effecti;eness of suc. progra+s in de;eloping students> entrepreneurial leaders.ip (@attare& 2''! and t.e necessit, of entrepreneurial leaders.ip a2ilities in new 2usiness creation& perfor+ance& and success (@urali& Sa+2asi;an& @o.ani& 12dul. C LuIliani& Lusop& In pressD Hurat:o& 2''7 . In fact& after facing t.e .ig. rate of new 2usiness failures t.at sc.olars recogniIed t.e i+portance of entrepreneurial leaders.ip on 2usiness perfor+ance and success (-assar& 2''7 . ?o 2e effecti;e& entrepreneurs.ip education s.ould pro;ide opportunities for students to practice a co+2ination of all t.e entrepreneurial leaders.ip co+ponents (#:udan C )Iasa& 2''7 . 1lt.oug.& pro;iding opportunities for students to e5perience real entrepreneurial ris: ta:ing& creati;it, and inno;ati;eness t.roug. traditional pedagog, is not t.at eas, (=einonen& 2''7 . 1n e;idence for t.is issue is t.at all t.e students participated in #:udan and )Iasa>s (2''7 stud, stated t.at t.e entrepreneurs.ip progra+ was una2le to s.ow t.e+ t.e a+ount of ris: ta:ing t.at entrepreneurs face in t.eir real life. ?.e following sections discuss t.e different aspects of entrepreneurial learning in t.e process of entrepreneurs.ip. (. Entrepreneurial Learnin$ ?.ere is an ongoing de2ate a+ong sc.olars on t.e definition and process of entrepreneurial learning. 3espite all t.e differences& t.e entire proposed entrepreneurial learning definitions s.are a co++on co+ponent w.ic. is e5perience. )ae and -arswell (2''' defined entrepreneurial learning as t.e cogniti;e processes of gaining and structuring :nowledge as well as gi;ing +eaning to t.e e5periences. In slig.tl, different words& )ae (2''7 defined entrepreneurial learning as Oa d,na+ic process of awareness& reflection& association and application t.at in;ol;es transfor+ing e5perience and :nowledge into functional learning outco+esP. 4ased on t.e definitions& entrepreneurial learning is a d,na+ic and constant process of ac<uiring& assi+ilating& and organiIing t.e new

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

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infor+ation and :nowledge wit. pre-e5isting structures (-ope& 2''5D =arrison C Aeitc.& 2''5D @inniti C 4,gra;e& 2''1D )ae C -arswell& 2''' . Eocusing on t.e nature of t.e e5periences t.at sti+ulate entrepreneurial learning& so+e sc.olars 2elie;e t.at entrepreneurial learning occurs t.roug. e5periencing different c.allenging e;ents suc. as recogniIing t.e opportunities& coping wit. pro2le+s& and perfor+ing different roles of an entrepreneur (Pittawa, C -ope& 2''7D -ope& 2''5D Politis& 2''5D Eri:son& 2''3D @inniti C 4,gra;e& 2''1 . In t.is sense& learning is Oan indispensa2le reaction to t.e new ;enture>s d,na+ic of c.ange and is a central ele+ent of success (or failure in start-up situationP (Ea,olle C 6aill,& 2''! . 4.1 Experiential Learning and Entrepreneurship ?.e i+portance and necessit, of e5perience in learning entrepreneurs.ip is so t.at +an, sc.olars 2elie;e t.ere is no ot.er wa, to learn entrepreneurs.ip t.an personal e5perience (=enr,& et al.& 2''5 . ?.e, also state t.at it is t.roug. t.e e5perience t.at students ac<uire re<uisite :nowledge and s:ills to not onl, c.oose entrepreneurs.ip as t.eir future career pat.& 2ut also to 2e a2le to face t.e c.allenges and cope wit. t.e pro2le+s surrounding t.eir enterprise (@atla,& 2''7D 2''5D S+it.& -ollins C =annon& 2''7 . It is t.roug. e5perience t.at students Ocan generate new +eaning w.ic. conse<uentl, leads to c.ange in t.in:ing and 2e.a;iourP (Ea,olle C 6aill,& 2''!& p. 5!' . @oreo;er& e5perience de;elops students> entrepreneurial self-efficac,& t.e strong 2elief and t.e desire to successfull, perfor+ t.e roles and tas:s of an entrepreneur (B.ao& Sei2ert C =ills& 2''5D Peter+an C Henned,& 2''3 . Eri:son (2''3 .ig.lig.ts e5perience as an influential factor in de;eloping entrepreneurial self- efficac,. =e postulates t.at entrepreneurial self-efficac, de;elops t.roug. t.e Journe, fro+ 2eing co+pletel, ine5perienced to 2eco+ing co+pletel, e5perienced. =owe;er& to 2etter understanding entrepreneurs.ip& +ore in-dept. studies on entrepreneurial learning are needed (-or2ett& 2''5 . #n t.e ot.er .and& t.ere .as 2een a long de2ate a+ong educators on t.e co+2ination of t.eor, and e5perience in entrepreneurs.ip courses. =enr,& =ill and Aeitc. (2''5 postulate t.at e+p.asis on acti;e and e5periential +et.ods of entrepreneurs.ip education s.ould not result in ignorance of t.eor,. Eiet (2''' also ad;ocates including t.eories on entrepreneurs.ip courses to en.ance students> cogniti;e s:ills for 2etter entrepreneurial decision +a:ing. In contrast& co++entators on concentrating +ore on entrepreneurs.ip t.eories propose t.e deficiencies of t.eor,-2ased approac.es to entrepreneurs.ip education in de;eloping creati;e& inno;ati;e& and practical a2ilities of entrepreneurs.ip students (=einonen C Poi::iJo:i& 2''7D ?an C Ng& 2''7 . 1lt.oug.& t.e deficiencies of utiliIing traditional lecture +et.od to teac. entrepreneurs.ip .as 2een e+p.asiIed 2, +an, researc.ers (=einonen C Poi::iJo:i& 2''7 e;en toda, +an, entrepreneurs.ip lecturers are not willing to c.ange t.eir teac.ing +et.od since& s.ifting to new +et.ods is difficult and t.e, feel +ore secure wit. t.e traditional +et.ods (S+it.& -ollins C =annon& 2''7 . 1 ro2ust researc. findings indicate t.at t.e entrepreneurial capa2ilities are learned t.roug. a process in w.ic. students are acti;el, engaged in a c.allenging e5periential learning en;iron+ent (Pittawa, C -ope& 2''7D =annon& 2''7D =einonen C Poi::iJo:i& 2''7 w.ic. raises students> self- awareness of t.eir strengt.s and wea:nesses& increases t.eir readiness to ta:e ris:& and en.ances t.eir creati;it, t.roug. .elping t.e+ to e5ploit t.eir full potential& regard +ista:es as learning opportunities& and encourage critical t.in:ing (Euc.s& 0erner C 0allau& 2''! . -.allenging acti;ities gi;e students t.e opportunit, to e5perience failure& learn fro+ it& and de;elop t.eir capacit, to cope wit. +ore serious c.allenges (Ea,olle C 6aill,& 2''! . Eurt.er+ore& appl,ing traditional and repetiti;e +et.ods of entrepreneurs.ip pedagog, +a:es students to get 2ored and distracted easil,. ?.erefore& t.e, do not acti;el, cooperate and full, engage in t.e acti;ities& since it is not t.e students w.o are t.e +ost engaged in t.e process of learning (Eiet& 2''' . @an, sc.olars 2elie;e t.at creati;it,& inno;ati;eness& and ris: ta:ing as t.e essential co+petencies of entrepreneurs.ip process cannot 2e taug.t t.roug. con;entional +et.ods of entrepreneurs.ip (Plu+l,& et al.& 2''!D =einonen& 2''7D )ae& 2''7 . @an, inno;ati;e and entrepreneurial- directed progra+s .a;e 2een recentl, designed w.ic. can 2e applied to de;elop students> entrepreneurial capa2ilities. K3isco;ering Entrepreneurs.ip> (S+it.& -ollins C =annon& 2''7 D KEntrepreneurial-directed approac.> (=einonen C Poi::iJo:i& 2''7 D and K)eal-life pro2le+ sol;ing> (?an C Ng& 2''7 are so+e e5a+ples of suc. progra+s. 4.2 Social Interaction Learning and Entrepreneurship 0.ile t.ere is an e5tent 2od, of literature on t.e i+pacts of e5periential learning in i+parting entrepreneurial <ualities on students& little attention .as 2een directed to t.e interacti;e aspects of entrepreneurs.ip education& alt.oug. social interaction is crucial in t.e w.ole process of entrepreneurial learning (@an C Lu& 2''7D Pittawa, C -ope& 2''7 . In general& entrepreneurial learning occurs in a process of personal interaction wit. en;iron+ent ()ae& 2''7& 2'''D -ope& 2''5 ai+ing at disco;ering& e;aluating and e5ploiting opportunities (=einonen C Poi::iJo:i& 2''7D -or2ett& 2''5D S.oo:& Priew C @c6ee& 2''3 . In essence& social interactions s.ape and de;elop t.e entrepreneurial perceptions& attitude& and a2ilities ()ae C -arswell& 2''' particularl,& entrepreneurial leaders.ip (=olt& )ut.erford C -lo.ess,& 2''7D 3ess& et al.& 2''3 . It is t.roug. social interactions t.at students> self-awareness of t.eir wea:nesses and strengt.s i+pro;es and t.e, 2eco+e +ature in

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

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networ:ing and co++unication s:ills. Indeed& social interactions .elp students to s.are and c.allenge t.eir different insig.ts and reasoning processesD disco;er wea: points on t.eir reasoning and t.e wa,s to i+pro;e t.e+D correct one anot.erD adJust t.eir understanding on t.e 2asis of ot.ers> understandingD and +ore i+portantl,& appl, t.e ac<uired :nowledge and s:ills to sol;e t.e pro2le+s (Euc.s& 0erner C 0allau& 2''! . 1dditionall,& t.e :nowledge gained as a result of social interaction 2etween people w.o .a;e different e5periences and perspecti;es is in .ig.er le;el t.an t.e learning ac<uired 2, indi;iduals. Eurt.er+ore& t.is s,nergetic learning is +ore in-dept. and lasts longer (@an C Lu& 2''7D S+it.& -ollins C =annon& 2''7 . #n t.e ot.er .and& t.is social interacti;e learning en.ances creati;it, and inno;ati;eness w.ic. are t.e core co+ponents of t.e w.ole entrepreneurs.ip process (Ho C 4utler& 2''7D )ae& 2''7 . 0ort., to +ention t.at 2, 2eing in;ol;ed in ;arious entrepreneurial roles and acti;ities& entrepreneurial leaders learn social interactions t.roug. socialiIation process (Surie C 1s.le,& 2''! . Entrepreneurs.ip education progra+s pro;ide ;arious opportunities for students> social interactions (Peter+an C Henned,& 2''3 w.ic. de;elop t.eir entrepreneurial leaders.ip ($ecc.io& 2''3 . Eirstl,& t.e, pro;ide opportunit, for social interaction wit. teac.er and peers in groups w.ic. is critical for entrepreneurial learning process and i+pro;es students> affection on entrepreneurial acti;ities as well as t.eir percei;ed le;el of entrepreneurial co+petencies (@an C Lu& 2''7 . Secondl,& t.e, facilitate students> access to groups of entrepreneurial +inded students and researc. findings. In addition& t.e progra+s pro;ide opportunities for students to 2e e5posed to ot.er entrepreneurs& in;estors& and lecturers on occasions suc. as training& clu2 +eeting& and 2usiness dealing w.ere t.e, .a;e t.e c.ance to o2ser;e and learn fro+ successful +odels (Souitaris& Ber2inati C 1l-Aa.a+& 2''7D B.ao& Sei2ert C =ills& 2''5 . Einall,& suc. progra+s pro;ide social e5periences t.roug. w.ic. students e5ercise significant responsi2ilities w.ic. affect t.eir desire to step into entrepreneurs.ip (Peter+an C Henned,& 2''3 . ?.erefore& Oit see+s e5tre+el, useful to .a;e students fro+ different 2ac:grounds in order to en.ance social learningP (=einonen& 2''7 . 1ccordingl,& -ollins and )o2ertson (2''3 2elie;e t.at entrepreneurial learning occurs t.roug. social interactions rat.er t.an written word of for+al instructions. 4.3 pportunit! Recognition 0.ile& two pre;ious sections of t.is paper focused +ore on t.e entrepreneurial learning process and .ow entrepreneurial leaders.ip capa2ilities de;elop t.roug. e5perience and social interaction& opportunit, recognition is +ore on appl,ing t.e ac<uired :nowledge to de;elop a new idea or e5plore an e5isting one. Indeed& entrepreneurial learning is .ig.l, associated wit. opportunit, recognition and e5ploitation (Ho C 4utler& 2''7D )ae& 2''7 . =owe;er& t.ere is no stud, w.ic. directl, addresses t.e role t.at t.e process of learning pla,s in identification and e5ploitation of opportunities (-or2ett& 2''5 . #pportunit, recognition in;ol;es not onl, tec.nical s:ills li:e financial anal,sis and +ar:et researc.& 2ut also less tangi2le for+s of creati;it,& tea+ 2uilding& pro2le+ sol;ing and leaders.ip. It can in;ol;e 2ot. t.e recognition of alread, e5isting opportunities 2, i+pro;ing t.e operation of e5isting acti;ities and t.e creation of new opportunities. #pportunit, identification is t,picall, taug.t t.roug. inno;ati;e pro2le+-sol;ing and creati;e-t.in:ing e5ercises and tec.ni<ues rat.er t.an traditional classroo+ acti;ities (Hlein C 4ulloc:& 2''7 . Politis (2''5 argues t.at alt.oug. se;eral aut.ors pointed out t.at so+e of t.e infor+ation and :nowledge can 2e learned t.roug. education& +uc. of t.e necessar, infor+ation for entrepreneurs.ip particularl, for identif,ing and e5ploiting opportunities can onl, 2e learned 2, e5perience. Ero+ t.e ;iew of =einonen and Poi::iJo:i (2''7 in uni;ersit, settings& t.e opportunities are identified t.roug. ac<uiring deeper :nowledge a2out entrepreneurs.ip and its general rele;ance in +odern societ,. ?.e, +a, also 2e introduced to students 2, t.e teac.er as a triggering e;ent. ). *ethodolo$y ?.is stud, e+plo,ed a <ualitati;e researc. design to e5plore t.e contri2utions of pol,tec.nic entrepreneurs.ip de;elop+ent progra+s in de;eloping students> entrepreneurial leaders.ip. Specificall,& it was t.e intention of t.is stud, to in;estigate .ow entrepreneurial leaders.ip capa2ilities of students de;elop t.roug. entrepreneurs.ip acade+ic progra+s and pol,tec.nic entrepreneurs.ip clu2 acti;ities. 3rawing upon SwiercI and A,don>s (2''2 stud, on entrepreneurial leaders.ip& se+i- structured inter;iews were used to a furt.er understanding of .ow students de;elop t.eir entrepreneurial leaders.ip a2ilities. ?.us& two pol,tec.nic students were purposefull, selected as to 2e inter;iewed 2ased on two +ain criteria. Eirst& t.e, were .olding t.e leaders.ip position of entrepreneurs.ip class. ?.is was 2ased on t.e 2elief t.at 2eing acti;e in t.e class and associations .elps students to de;elop t.eir entrepreneurial <ualities (Ea,olle& 6aill, C Aassas- -lerc& 2''7 . Second& t.e, .ad passed or were currentl, ta:ing entrepreneurs.ip course. In t.is sense& t.e, .ad a lot of infor+ation a2out t.e pol,tec.nic entrepreneurs.ip courses. ?.e participants> contact infor+ation was o2tained t.roug. t.e pol,tec.nic student representati;e. 1n appoint+ent was +ade wit. eac. of t.e students for conducting t.e inter;iews. ?.e inter;iews were conducted in Englis. and t.e <uestions ai+ed to elicit t.e students> perceptions of .ow pol,tec.nic entrepreneurial

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progra+s and acti;ities .elped t.e+ to de;elop t.eir entrepreneurial leaders.ip capa2ilities. Eac. inter;iew 2egan wit. a 2rief e5planation of t.e purpose of t.e stud, and lasted appro5i+atel, an .our. ?.e audio-recorded data were transcri2ed soon after eac. inter;iew. ?.e inter;iew transcriptions were anal,Ied in two +ain p.ases including8 a preli+inar, data anal,sis to e5plore t.e e+erging issues and potential t.e+es co+ing out fro+ t.e data as well as t.e issues needed furt.er in;estigation in ne5t inter;iewD and 2 t.e+atic data anal,sis (6r2ic.& 2''7 to generate t.e t.e+es on t.e role of t.e pol,tec.nic entrepreneurs.ip progra+s on students> entrepreneurial leaders.ip de;elop+ent. 1s illustrated in ta2le 1& t.e first participant of t.e stud, was a 22 ,ear +ale student fro+ t.e Sc.ool of 4usiness and @anage+ent Studies and +aJoring in 1ccountanc,. =e was in fift. se+ester and no one in .is fa+il, was an entrepreneur. ?.e second participant& w.o was a 2' ,ear fe+ale student fro+ t.e Sc.ool of Engineering and alread, in fourt. se+ester& .ad .er fat.er as an entrepreneur. ?.e findings are presented and discussed .ereafter. 'able 1" Demo$raphic Profile of the Participants Ea+il, Na+e 1ge 6ender Eield of Stud, Se+ester Ea+il, +e+2er as an entrepreneur 22 @ale 1ccountanc, 5 No Aboa$ye 2' Ee+ale -i;il % Eat.er Kwarten$ Engineering Source8 1ut.ors -o+putation +. ,indin$s ?.e +ain purpose of t.is <ualitati;e stud, was to e5plore t.e role t.at pol,tec.nic entrepreneurs.ip de;elop+ent progra+s pla, in 2uilding up students> entrepreneurial leaders.ip capa2ilities. Particularl,& t.is researc. ai+ed to in;estigate .ow acade+ic courses and acti;ities in pol,tec.nic entrepreneurs.ip .elp students to de;elop t.eir entrepreneurial leaders.ip. 1lt.oug. t.is is an earl, stud, on entrepreneurs.ip de;elop+ent progra+s pro;ided 2, t.e Pol,tec.nic and includes onl, two students& t.e in-dept. approac. .as ena2led t.e researc.ers to e5plore t.e participants> perceptions on t.e contri2utions of t.e pol,tec.nic entrepreneurs.ip progra+s to t.eir entrepreneurial leaders.ip de;elop+ent. ?.e anal,sis of inter;iew transcripts indicates t.at 2ot. of t.e participants e5plained t.eir entrepreneurial leaders.ip de;elop+ent t.roug. .ow t.e, ac<uired t.e :nowledge and e5perience 2eing in;ol;ed in acade+ic courses. In particular& pol,tec.nic entrepreneurs.ip progra+s pla, t.ree distincti;e roles on de;eloping entrepreneurial leaders.ip of t.e participants t.roug. pro;iding opportunities for e5periential learning& social interaction learning& and opportunit, recognition. 1fter presenting t.e participants> o;erall perceptions of t.e pol,tec.nic entrepreneurs.ip progra+s& eac. of t.e roles is discussed wit. rele;ant <uotations fro+ t.e inter;iews. -. 'he mpacts of Polytechnic Entrepreneurship Pro$rams on Students. Entrepreneurial Leadership Development Pre;ious researc. findings indicate t.at entrepreneurs.ip education s.ould pro;ide opportunities for students to e5perience a 2alance of all t.e entrepreneurial leaders.ip co+ponents (#:udan C )Iasa& 2''7 . 4eing as:ed .ow t.e pol,tec.nic entrepreneurs.ip progra+s contri2ute to ,our entrepreneurial capa2ilities de;elop+ent specificall,& de;eloping a ;ision& 2eing proacti;e& inno;ati;e& and ris: ta:ing t.e participants of t.is stud, asserted t.at8 O1 little 2it& t.e entrepreneurs.ip studies .elped +e to de;elop +, :nowledge a2out leaders.ip& .ow I +anage +,self& little 2it of it& it>s onl, a little 2it& li:e .ow I +anage +,self& or +anage +, ti+e& .ow I can get to :now people& so+et.ing li:e to 2e independent& to 2e strong& to 2e co+petiti;e and .ard wor:erP (12oag,e . OIt is not t.at +uc.& li:e&.. w.at is going in t.at entrepreneurs.ip& w.at is it entrepreneur a2out a 2asic ideas of it and understand t.e process and.. not t.at +uc.P (Hwarteng . In ter+s of de;eloping a ;ision to create and lead t.e future& 12oag,e also e5plained t.at t.e pol,tec.nic entrepreneurs.ip progra+s offered .i+ t.e opportunit, to Oget to :now peopleP and recogniIe t.eir needs and fro+ t.ere .e de;eloped t.e ;ision of esta2lis.ing a +ulti-functional co+pan, w.ic. i+ports and e5ports +an, t.ings wit. t.e .elp of .is friends fro+ different fields of studies. 4ot. participants agreed in t.at Ot.e content of +ost of t.e entrepreneurs.ip progra+s is t.e sa+eP e;en Ot.e lecturersP are t.e sa+e. @ore i+portantl,& t.e, 2elie;e t.at t.e si+ple and +uc. paperwor: assign+ents in entrepreneurs.ip courses are not c.allenging enoug. to de;elop students> inno;ation and creati;it,. @oreo;er& suc. assign+ents do not face students wit. t.e ris: ta:ing or t.e uncertainties and failure in;ol;ed in real life of an entrepreneur. ?.us& students 2eco+e O2ored and discouraged easil,P as 12oag,e asserted. ?o deal wit. t.is pro2le+& t.e, suggested t.at ;ariet, of progra+s s.ould 2e pro;ided for students specificall, so+e courses outside t.e pol,tec.nic. 12oag,e furt.er stated t.at Owe cannot force so+eone to 2eco+e a good leaderP& t.us entrepreneurs.ip education progra+s s.ould8 13

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O@a:e proJects t.at students e5perience leaders.ip in a 2usiness proJect doing wit. t.eir friends& so li:e acti;ities regarding entrepreneurs.ip s.ould .a;e t.at acti;ities a2out leaders.ip& it .as to co+e fro+ e5periencesP. 0.ile& Hwateng loo:s at t.e pro2le+ fro+ slig.tl, different angle and suggests8 OI t.in:& we can design so+e 2usiness si+ulations and let students co+pete eac. ot.er>s& and tr, to +a:e it co+petiti;e& +a:e it fun I t.in:& first of all students +ust .a;e t.e c.ance to c.oose w.at t.e, want to do& and do so+et.ing t.at t.e, are interested in& and I will reward students w.o gi;e ;er, 2rilliant ideas&Q +anage Rfor studentsS so+e trips to real 2usiness filed so+et.ing li:e one& two da,s& Ra ;isit toS so+e entrepreneurs sites& w.ere t.e, can reall, o2ser;e real life of an entrepreneurP 3e;eloping entrepreneurial leaders.ip of students t.roug. a proJect-2ased and tea+ wor: approac. .as 2een confir+ed in so+e ot.er studies (#:udan C )Iasa& 2''7 . 6enerall,& entrepreneurial capa2ilities of students can +ore effecti;el, 2e de;eloped t.roug. engaging t.e+ in ;enture creation proJects t.roug. w.ic. t.e, interact wit. and learn fro+ ;ariet, of people suc. as t.eir teac.ers& tea+ +e+2ers& and nascent andTor e5perienced entrepreneurs (Euc.s& 0erner C 0allau& 2''!D Ea,olle C 6aill,& 2''! . ?.e following parts discuss t.e specific roles t.at uni;ersit, entrepreneurs.ip progra+s pla, in pro;iding t.e opportunities for students to learn entrepreneurs.ip and appl, t.e :nowledge to recogniIe t.e opportunities for personal de;elop+ent and ;enture creation. /. Entrepreneurial Leadership Development 'hrou$h Experience ?.e :e, <uestion is t.at if pol,tec.nic entrepreneurs.ip courses currentl, focus +ore on t.eoretical or practical aspects of entrepreneurs.ip and if suc. courses can .elp students to de;elop t.eir entrepreneurial <ualities. Stressing t.at t.e pol,tec.nic entrepreneurs.ip courses focus +uc. on t.eor,& t.e participants of t.is stud, e5plained t.at8 OI can see t.at students are lac: of practical li:e& I +,self& I a+ stud,ing entrepreneurs.ip 2ut t.ere is no practical& it is onl, t.eoretical and ;er, si+ple assign+ents& so +uc. paper wor:s& so actuall, it will not .elp people to 2eco+e an entrepreneur&.... so fro+ t.e 2eginning t.e facult, or t.e depart+ent& t.e, need to focus on entrepreneur Rs.ipS students so t.e, 2eco+e +ore practical t.an Just t.eoreticalP (12oag,e . 4eing as:ed .ow entrepreneurs.ip studies and courses .elped .i+ to de;elop .is leaders.ip s:ills& .e answered8 OJust a 2it& 2ecause I .a;e +an, course li:e& +an, su2Jects& so+e of t.e+ .a;e assign+ents& so+eti+es I 2eco+e t.e leader of t.e group and so on& and fro+ t.ere Just it polis.es up +, leaders.ip s:ills 2ut not so +uc.& not sufficient enoug. to 2eco+e& to 2eco+e t.e leader of a 2usinessP. @oreo;er& t.e e5cerpt 2elow e5plains .ow e5perience in entrepreneurial acti;ities .elped students to recogniIe 2usiness opportunities8 OAet sa,& I t.oug.t of one li:e& I don>t :now it can 2e o2tained or not 2ut li:e as we can see all t.e wo+en li:e to wear Jeweller,& gold 2ut w.en t.e, want to was. it t.e, .a;e to go to t.e s.op and so on& so I t.oug.t of&.. a s.op w.ic. is on a $an or so on wit. t.e ser;ices is cleaning t.e Jewelries&Q2ecause no2od, .as done it 2efore& so I t.oug.t it 2ut in ter+s of securit, I .a;en>t t.oug.t ofP (12oag,e . In addition to entrepreneurial acti;ities& wor:ing as a researc. assistant to do so+e researc.es ga;e .i+ t.e opportunit, to gain t.e e5perience and :nowledge to i+pro;e .is co++unication s:ills and interpersonal efficac, w.ic. .e 2elie;es is i+portant in tea+ 2uilding and ena2ling tea+ +e+2ers to ac.ie;e t.e o2Jecti;es8 O...t.e first se+ester I wor:ed as an enu+erator& an enu+erator&.. t.e people t.at distri2ute <uestionnaire& it was actuall, a .ig.l, paid Jo2&....so fro+ t.ere I gained e5periences for +, co++unication s:ills& I +anaged to co++unicate I .a;e done so +uc. enu+erators& so +uc. researc.es& so t.at I can co++unicate actuall, wit. e;er,2od, to +anagers& .ousewi;es& wor:ers& sc.ool teac.ers and so on& so it +a:es +, leaders.ip wit. +, tea+ 2etterP (12oag,e . Interestingl,& t.e, c.ange t.e ac<uired :nowledge of e5periences fro+ 2eing in;ol;ed in entrepreneurs.ip courses and leaders.ip position of t.e entrepreneurs.ip clu2 t.roug. a process of reflection on t.e failure and transfor+ing t.e :nowledge to sol;e t.e pro2le+s of new situations (Ea,olle C 6aill,& 2''!D -ope& 2''5D Politis& 2''5 . Hwarteng descri2ed learning fro+ +ista:es as a process of Olearning to i+pro;e oneselfP. 12oag,e gi;es +ore e5planation on t.e process8 Ow.en I co+e across failure& I t.in: I will Just& it will not slow +e down 2ut I will t.in: of it again and again to see t.e reasons& li:e I will put effort& it will not stop +e fro+ doing it& for wanting to 2e an entrepreneur& 2ut I will .a;e to slow down& and Just focus on t.e pro2le+& and Just tr, to sol;e it&... and use it againP (12oag,e . 0. Entrepreneurial Leadership Development throu$h Social nteraction #n t.e influence of interaction wit. peers in de;eloping new ideas and recogniIing opportunities& @u.a++ad

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e5plained t.at O+, ideas +ost of t.e+ co+e fro+ li:e& w.en I tal: wit. +, friends and so on we li:e to t.in: of craI, ideasP. In addition& t.e pol,tec.nic pro;ides t.e c.ance for students to s.are t.eir :nowledge and fro+ t.ere t.e, find t.e opportunities to de;elop t.eir entrepreneurial :nowledge and a2ilities as t.e, e5plained8 O1ctuall,& t.e pol,tec.nic is all a li:e a 2eginning platfor+ li:e& in pol,tec.nic ,ou +i5 around wit. +an, people& and we get to :now new people& and let sa, +, friend& .e wants to 2e an entrepreneur& 2ut .e doesn>t :now t.e wa,& so w.en .e +i5 wit. +e li:e +, friend w.o is an entrepreneur& so .e gets t.e new :nowledge& .e can test new t.ings& .e can learn to 2e a ;er, good entrepreneur& and so on& so actuall, t.e uni;ersit, a 2asic platfor+P (12oag,e . Eurt.er+ore& Hwarteng 2elie;es t.at t.roug. +eeting friends in social occasions t.e, learn .ow to Osort out t.e pro2le+s and tr, to .elp t.e+& support t.e+P. In respond to t.e <uestion of .ow entrepreneurs.ip clu2 facilitates entrepreneurial leaders.ip de;elop+ent of students& 12oag,e stated t.at 2eing in;ol;ed in entrepreneurs.ip clu2 .elped .i+ to +eet successful entrepreneurs w.o can support .i+ to de;elop new ideas for 2usiness8 Oto get to :now people 2ecause w.en ,ou are dealing wit. t.e entrepreneurs.ip clu2 ,ou +eet all t.e successful entrepreneurs& so fro+ t.ere& w.en ,ou .a;e relations.ip wit. t.e+& w.en ,ou get to :now t.e+& t.e, will .elp ,ou to get +ore 2usiness.... fro+ t.e 2usiness courses t.at I .a;e attended and facilitated& I get to :now people& well 2ecause e;er, new course in t.e clu2& e;en if it is t.e sa+e course& different lecturers& different successful entrepreneurs are in;ol;ed& so fro+ t.ere& I get to :now people& I get to s.are our :nowledge& and widens up +, 2usiness li:e recentl, I +et +, friend& .e is in printing 2usiness& 2ut .e .as no access in t.e Pol,tec.nic& and I .a;e t.e access& so I can get t.e opportunit, P. 11. Applyin$ the Knowled$e to dentify 2pportunities 4eing acti;e in +an, pol,tec.nic entrepreneurial progra+s and acti;ities +a:es t.e participant of t.is stud, capa2le to utiliIe .is ac<uired :nowledge fro+ .is e5periences and social interactions to identif, new opportunities for 2usiness. So+e of t.e e5a+ples of w.ic. are as followings8 O1ctuall,& I was one of t.e +ain suppliers of stationeries and stuff for t.e offices fro+ t.ere currentl, I a+ into stationar, 2usiness& +ost of t.e i+porters of stationeries and office e<uip+ent& are fro+ t.e -.inese& Q fro+ t.e -.inese&.. tal:ing to t.e officers& I a+ planning to i+port +,self stationeries fro+ c.inaP (12oag,e . O@, ;ision is to 2uild up a :ind of co+pan, t.at can do e;er,t.ing& let sa, 2ecause I wor: wit. +, friends& I a+ +ore to trading& so+e of +, friends are ci;il engineers& so+e of t.e+ electrical& co+puter science and so on& so we want to for+.... a ;er, 2ig co+pan,& t.at can do an,t.ing& li:e we will loo: li:e&... we can support li:e t.e air cons t.e ta2les& e;er,t.ing& so Just fro+ one co+pan,&...P (12oag,e . I+portantl,& peers are not onl, t.e source of opportunit, identification& 2ut also opportunit, creation w.en t.e, s.are t.eir :nowledge and t.in: creati;el, a2out OcraI, ideasP w.ic. +a, 2eco+e t.e initiation of ;er, inno;ati;e ones. Peers also .elp eac. ot.er to identif, t.e opportunities for de;eloping t.eir entrepreneurial :nowledge and s:ills t.roug. :nowledge s.aring and s,nergic learning as well as e5c.anging t.e infor+ation a2out entrepreneurs.ip progra+s& e;ents& and resources of learning w.en t.e, participate in +eetings and associations in and across t.e pol,tec.nics. ?.is necessitates pro;iding opportunities for students to .a;e social interactions wit. t.eir peers fro+ different 2ac:grounds and entrepreneurs in ;arious occasions (S+it.& -ollins C =annon& 2''7D B.ao& Sei2ert C =ills& 2''5 . @oreo;er& entrepreneurs are t.e ot.er sources of infor+ation& support& and opportunit, identification& in addition to 2eing t.eir role +odels (B.ao& Sei2ert C =ills& 2''5 . ?.e concluding part of t.is paper discusses t.e i+plications of researc. findings for designing +ore effecti;e uni;ersit, entrepreneurs.ip progra+s. 11. &onclusion ?.e +ain purpose of t.is <ualitati;e stud, was to in;estigate .ow t.e pol,tec.nic entrepreneurs.ip de;elop+ent progra+s facilitate entrepreneurial leaders.ip de;elop+ent a+ong students. 1lt.oug. t.is stud, is an earl, anal,sis of t.e role t.at 1ccra Pol,tec.nic entrepreneurs.ip de;elop+ent progra+s pla, in de;eloping entrepreneurial leaders.ip of students& and onl, two students were selected as t.e participants& t.e in-dept. researc. +et.odolog, ena2led researc.ers to gain a furt.er understanding of .ow uni;ersit, entrepreneurs.ip progra+s facilitate t.e students> entrepreneurial leaders.ip de;elop+ent. ?.e findings e+p.asiIed necessit, of including entrepreneurial leaders.ip co+ponents in t.e pol,tec.nic entrepreneurs.ip de;elop+ent progra+s. @oreo;er& a+ong ot.ers& t.e pol,tec.nic entrepreneurs.ip de;elop+ent progra+s pla, t.ree distincti;e roles on de;eloping entrepreneurial leaders.ip of t.e participants t.roug. pro;iding opportunities for e5periential learning& social interaction learning& and opportunit, recognition. ?.e findings contri2ute to our :nowledge a2out entrepreneurial leaders.ip de;elop+ent in t.at learning entrepreneurial leaders.ip capa2ilities occurs in a process of e5perience and social interaction t.roug. w.ic. students recogniIe t.e opportunities for t.eir personal

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de;elop+ent as well as 2usiness creation. @oreo;er& t.e :nowledge ac<uired fro+ e5perience and social interaction is transfor+ed t.roug. a process of reflection& particularl, on failures& to adopt entrepreneurial 2e.a;iours ()ae C -arswell and sol;e t.e pro2le+s of new situations (Ea,olle C 6aill,& 2''!D -ope& 2''5D Politis& 2''5 . 4ased on t.e findings& entrepreneurs.ip education in t.e pol,tec.nic can de;elop students> a2ilities in learning fro+ e5periences and social interactions t.roug. de;eloping t.eir reflecti;e learning and creati;e t.in:ing (Pittawa,& =annon& C ?.o+pson& 2''( . @oreo;er& students s.ould learn .ow to recogniIe ;arious opportunities for learning entrepreneurs.ipD .ow to dri;e +eaning fro+ different learning opportunities ()ae C -arswell& 2''' D and .ow to learn t.roug. t.e w.ole process of entrepreneurs.ip (-or2ett& 2''5 . ?o do so& entrepreneurs.ip educators can pro;ide ;arious colla2orati;e and cooperati;e occasions and e;ents for students to learn entrepreneurs.ip t.roug. e5perience and social interactions (Euc.s& 0erner C 0allau& 2''!D S+it.& -ollins C =annon& 2''7D B.ao& Sei2ert C =ills& 2''5D Peter+an C Henned,& 2''3 particularl,& across uni;ersities. @ore i+portantl,& to e5perience t.e c.allenges and responsi2ilities of an entrepreneurial leader& students Os.ould 2e gi;en t.e opportunit, to acti;el, participate in t.e decision +a:ing process w.ene;er possi2leP (Euc.s& 0erner C 0allau& 2''! . #n t.e ot.er .and& t.e pol,tec.nic entrepreneurs.ip progra+s s.ould de;elop students> co++unication and interaction s:ills to 2e effecti;e in t.e acti;ities of entrepreneurs.ip progra+s and de;elop t.eir a2ilities to transfor+ t.e ac<uired :nowledge fro+ e5periential and social learning to opportunit, recognition and pro2le+ sol;ing. ?.erefore& it is Olearning to learnP t.at s.ould 2e +ore e+p.asiIed rat.er t.an t.eoretical aspects of entrepreneurs.ip (B.ao& Sei2ert C =ills& 2''5D Eiet& 2''' . ?.e two participants of t.is stud, percei;ed t.e o;erall role of pol,tec.nic entrepreneurs.ip progra+s on t.eir entrepreneurial leaders.ip de;elop+ent Oa little 2itP 2ecause of focusing +uc. on t.eor,& ignoring practical aspects of entrepreneurial 2e.a;iour de;elop+ent& and not 2eing c.allenging enoug. to de;elop students> creati;it,& inno;ati;eness& and ris: ta:ing. ?.is spells out t.e necessit, of integrating interpersonal and leaders.ip s:ills into t.e uni;ersit, entrepreneurs.ip education (@attare& 2''! and stresses t.e need for re;iewing and lin:ing t.e o2Jecti;es& content& and pedagogical +et.ods of uni;ersit, entrepreneurs.ip progra+s as suggested 2, Ea,olle and 6aill, (2''! . Eurt.er+ore& t.is necessitates e+plo,ing inno;ati;e and proJect2ased approac.es to entrepreneurial entrepreneurs.ip education (#:udan C )Iasa& 2''7 . It is t.roug. suc. progra+s t.at eac. and e;er, student .as t.e c.ance to lead an entrepreneurs.ip proJect and e5perience t.e responsi2ilities and c.allenges of perfor+ing t.e tas:s and roles of an entrepreneurial leader. =owe;er& t.is is an earl, stud, 2ased on entrepreneurs.ip de;elop+ent progra+s at 1ccra Pol,tec.nic and perceptions of onl, two participants w.ic. needs +ore in;estigations specificall,& wit. a +ore di;erse sa+ple of pol,tec.nic students. 3eferences 1udet& J. 1. longitudinal stud! o" the entrepreneurial intentions o" universit! students& Paper presented at t.e annual +eeting of t.e 4a2son Hauf+ann Entrepreneurs.ip )esearc. -onference& 4oulder& -# (June 2''2 . -assar& 6.& 2''7. Entrepreneur opportunit, and intended ;enture growt.. #ournal o" $usiness %enturing 21 &'() pp. 71'U732. -.en& @ing-=uei.& 2''7. Entrepreneurial Aeaders.ip and new ;entures8 *reativit! in Entrepreneurial +ea,s. *reativit! and Innovation -anage,ent 1.&3() pp. 23(-2%(. -ollins& 1. C )o2ertson& @.& 2''3. ?.e entrepreneurial su++er sc.ool as a successful +odel for teac.ing. Education / +raining 4'&.() pp. 32%-33'. -ogliser& -. -.& C 4rig.a+& H. =.& 2''%. ?.e intersection of leaders.ip and entrepreneurs.ip8 @utual lessons to 2e learned. Leadership 0uarterl! 1'& pp. 771U7((. -ope& J.& 2''5. ?oward a d,na+ic learning perspecti;e of entrepreneurs.ip. Entrepreneurship +heor! 1 Practice 22&4() pp. 373U3(7. Eri:son& ?.& 2''3. ?owards a ta5ono+, of entrepreneurial learning e5periences a+ong potential entrepreneurs. #ournal o" S,all $usiness and Enterprise 3evelop,ent 1'(1 & pp. 1'7- 112. Ea,olle 1. C 6aill,& 4.& 2''!. Ero+ craft to science& ?eac.ing +odels and learning processes in entrepreneurs.ip education. #ournal o" European Industrial +raining 32(7 & pp. 57(-5(3. Ea,olle& 1.& 6aill,& 4. C Aassas--lerc& N.& 2''7. 1ssessing t.e i+pact of entrepreneurs.ip education progra++es8 a new +et.odolog,. #ournal o" European Industrial +raining 3'(( & pp. 7'1-72'. Eernald& A. 0 Jr. Solo+on& 6. ?. C ?ara2is.,& 1.& 2''5. 1 new paradig+8 Entrepreneurial leaders.ip. Southern $usiness Revie4 3'(2 & pp. 1-1'. Eiet& J. #.& 2'''. ?.e pedagogical side of entrepreneurs.ip t.eor,. #ournal o" $usiness %enturing 17& pp. 1'1117. Euc.s& H.& 0erner& 1. C 0allau& E.& 2''!. Entrepreneurs.ip education in 6er+an, and Sweden8 w.at role do different sc.ool s,ste+s pla,V #ournal o" S,all $usiness and Enterprise 3evelop,ent 15 (2 & pp. 375-3!1.

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

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6r2ic.& -arol.& 2''7. 0ualitative 3ata 5nal!sis6 5n Introduction. Aondon& ?.ousand #a:s& New 3el.i8 Sage Pu2lications& Inc. 6upta& $.& @ac@illan& I. -.& C Surie& 6.& 2''%. Entrepreneurial leaders.ip8 de;eloping and +easuring a crosscultural construct. #ournal o" $usiness %enturing 1(& pp. 2%1U27'. =arrison& ). ?. C Aeitc.& -. @.& 2''5. Entrepreneurial learning8 researc.ing t.e interface 2etween learning and t.e entrepreneurial conte5t. Entrepreneurship +heor! 1 Practice 2((% & pp. 351-371. =einonen& J.& 2''7. 1n entrepreneurial-directed approac. to teac.ing corporate entrepreneurs.ip at uni;ersit, le;el. Education / +raining %((% & pp. 31'-32%. =einonen& J. C Poi::iJo:i& Sari-1nne.& 2''7. 1n entrepreneurial-directed approac. to entrepreneurs.ip education8 +ission i+possi2leV #ournal o" -anage,ent 3evelop,ent 25(1 & pp. !'-(%. =enr,& -.& =ill& E.& C Aeitc.& -.& 2''5. Entrepreneurs.ip education and training8 can entrepreneurs.ip 2e taug.tV Education / +raining %7(2 & pp. (!-111. =olt& 3. ?.& )ut.erford& @. 0. C -lo.ess,& 6. ).& 2''7. -orporate entrepreneurs.ip8 an e+pirical loo: at indi;idual c.aracteristics& conte5t& and process. #ournal o" Leadership and rgani7ational Studies 13(% & pp. %'5%. Hlein& P. 6. C 4ulloc:& J. 4.& 2''7. -an Entrepreneurs.ip 4e ?aug.tV #ournal o" 5gricultural and 5pplied Econo,ics 3!(2 & pp. %2(-%3(. Ho& S. C 4utler& J. E.& 2''7. -reati;it,8 1 :e, lin: to entrepreneurial 2e.a;iour. $usiness 8ori7ons 5'& pp. 375U 372. Hrueger& N. E.& )eill,& @. 3.& C -arsrud& 1. A.& 2'''. -o+peting +odels of entrepreneurial intentions. #ournal o" $usiness %enturing 15& pp. %11U%32. Hurat:o& 3. E.& 2''7. Entrepreneurial leaders.ip in t.e 21st centur,. #ournal o" Leadership 1 rgani7ational Studies. 13(% & pp. 1-11. Hurat:o& 3. E.& =orns2,& J. S. C 6olds2,& @. 6.& 2''7. ?.e )elations.ip of Sta:e.older Salience& #rganiIational Posture& and Entrepreneurial Intensit, to -orporate Entrepreneurs.ip. #ournal o" Leadership and rgani7ational Studies 13(% & pp. 57-72. Hurat:o& 3. E.& 2''5. ?.e e+ergence of entrepreneurs.ip education8 de;elop+ent& trends& and c.allenges. Entrepreneurship +heor! 1 Practice 2( (5 & pp. 577-5(7. AiFGn& E.& )odrWgueI& J. -.& C )ueda--antuc.e& J. @. Eactors affecting entrepreneurial intention le;els. %5t. -ongress of t.e European )egional Science 1ssociation& 1+sterda+& 23- 27 1ugust 2''5. @an& ?. 0. L. C Lu& -. 0. @.& 2''7. Social interaction and adolescent>s learning in enterprise education8 1n e+pirical stud,. Education X ?raining %((!T( & pp. 72'-733. @atla,& =.& 2''7. )esearc.ing entrepreneurs.ip and education Part 28 w.at is entrepreneurs.ip education and does it +atterV Education X ?raining %!(!T( & pp. 7'%-71!. @atla,& =.& 2''5. )esearc.ing entrepreneurs.ip and education part 18 w.at is entrepreneurs.ip and does it +atterV Education X ?raining %7(!T( & pp. 775-777. @attare& @.& (2''! . ?eac.ing entrepreneurs.ip8 ?.e case for an entrepreneurial leaders.ip course. MS1S4E Proceedings& pp. 7!-(3. @c6rat.& ).6.& and I. @ac@illan.& 2'''. +he Entrepreneurial -indset. -a+2ridge& @ass.8 =ar;ard 4usiness Sc.ool Press. @inniti& @. C 4,gra;e& 0.& 2''1. 1 d,na+ic @odel of Entrepreneurial learning. Entrepreneurship +heor! and Practice 25 (3 & pp. 5-17. @ueller& S. A. C ?.o+as& 1. S.& 2'''. -ulture and entrepreneurial potential8 1 nine countr, stud, of locus of control and inno;ati;eness. #ournal o" $usiness %enturing 17& pp. 51U75. @urali& Sa+2asi;an.& @o.ani& 12dul. C LuIliani& Lusop.& (In press . I+pact of personal <ualities and +anage+ent s:ills of entrepreneurs on ;enture perfor+ance in @ala,sia8 #pportunit, recognition s:ills as a +ediating factor. ?ec.no;ation. #:udan& 6. E. C )Iasa& S. E.& 2''7. 1 proJect-2ased approac. to entrepreneurial leaders.ip education. ?ec.no;ation 27& pp. 1(5-21'. Peter+an& N. E. C Henned,& J.& 2''3. Enterprise Education8 influencing students> perceptions of entrepreneurs.ip. Entrepreneurship6 +heor! 1 Practice 2!(2 & pp. 12(-1%5. Pittawa,& A& =annon& P. 6i22& 1. ?.o+pson& J.& 2''(. 1ssess+ent practice in enterprise education. International #ournal o" Entrepreneurial $ehaviour 1 Research 15 (1 & pp. 71-(3. Pittawa,& A. C -ope& J.& 2''7. Si+ulating entrepreneurial learning8 Integrating e5periential and colla2orati;e approac.es to learning. -anage,ent Learning 3!(2 & pp. 211U233. Plasc.:a& 6. ). C 0elsc.& =. P.& 1(('. E+erging structures in entrepreneurs.ip education8 -urricular designs and strategies. Entrepreneurship +heor! and Practice 1%(3 & pp. 55-7'. Plu+l,& A. 0.& @ars.all& A. A.& East+an& J.& I,er& Stanle,& H. A.& 4oatwrig.t& J.& (2''! . 3e;eloping

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Journal of Education and Practice ISSN 2222-1735 (Paper ISSN 2222-2!!" (#nline $ol.%& No.2%& 2'13

www.iiste.org

entrepreneurial co+petencies8 1 student 2usiness. #ournal o" Entrepreneurship Education 11& pp. 17-2!. Politis& 3.& 2''5. ?.e process of entrepreneurial learning8 1 conceptual fra+ewor:. Entrepreneurship +heor! 1 Practice 2( (3 & pp. 3((-%2%. )ae& 3.& 2''7. -onnecting enterprise and graduate e+plo,a2ilit,8 -.allenges to t.e .ig.er education culture and curriculu+V Education / +raining %((!T( & pp. 7'5-71(. )ae& 3.& 2''7. Entrepreneurial learning8 1 conceptual fra+ewor: for tec.nolog,-2ased enterprise. +echnolog! 5nal!sis 1 strategic -anage,ent 1!(1 & pp. 3(-57. )ae& 3.& 2'''. Mnderstanding entrepreneurial learning8 1 <uestion of .owV International #ournal o" Entrepreneurial $ehaviour and Research 7(3 & pp. 1%5U15(. )ae& 3. C -arswell& @.& 2'''. Msing a life-stor, approac. in entrepreneurial learning8 t.e de;elop+ent of a conceptual +odel and its i+plications in t.e design of learning e5periences. Education / +raining %2(%T5 & pp. 22'-7. )o2inson& 3. 1.& 6ole2,& @. C =osgood& N.& 2''7. Entrepreneurs.ip as a $alues and Aeaders.ip Paradig+. 1;aila2le at8 .ttp8TTepu2lications.2ond.edu.auT2usiness pu2sT1'. Segal& 6.& 4orgia& 3.& C Sc.oenfeld& J.& 2''5. ?.e +oti;ation to 2eco+e an entrepreneur. International #ournal o" Entrepreneurial $ehaviour 1 Research 11(1 & pp. %2-57. S.oo:& -.A. Priew& ).l. @c6ee& J.E.& 2''3. $enture creation and t.e enterprising indi;iduals8 a re;iew and s,nt.esis. #ournal o" -anage,ent 23(3 & pp. 37(-3((. S+it.& 1.J.& -ollins& A.1. C =annon& P. 3.& 2''7. E+2edding new entrepreneurs.ip progra++es in MH .ig.er education institutions& c.allenges and considerations. Education / +raining %!(!T( & pp. 555-577. Souitaris& $angelis.& Ber2inati& Stefania.& C 1l-Aa.a+& 1ndreas.& 2''7. 3o entrepreneurs.ip progra++es raise entrepreneurial intention of science and engineering studentsV ?.e effect of learning& inspiration and resources. #ournal o" $usiness %enturing 22& pp. 577U5(1. Surie& 6. C 1s.le,& 1.& 2''!. Integrating prag+atis+ and et.ics in entrepreneurial leaders.ip for sustaina2le ;alue creation. #ournal o" $usiness Ethics !1& pp. 235U2%7. SwiercI& P. @. C A,don& S. ).& 2''2. Entrepreneurial leaders.ip in .ig.-tec. fir+s8 a field stud,. Leadership 1 rgani7ation 3evelop,ent #ournal 23(7 & pp. 3!'-3!7. ?an& Sio:& San C Eran: Ng& -. H.& 2''7. 1 pro2le+-2ased learning approac. to entrepreneurs.ip education. Education / +raining %!(7 & pp. %17-%2!. Lang& -.ung-0en.& 2''!. ?.e relations.ips a+ong leaders.ip st,les& entrepreneurial orientation& and 2usiness perfor+ance. -anaging 9lo:al +ransitions 7(3 & pp. 257U275. $ecc.io. ). P.& 2''3. Entrepreneurs.ip and leaders.ip8 co++on trends and co++on t.reads. 8u,an Resource -anage,ent Revie4 13& pp. 3'3U327. B.ao& =.& Sei2ert S. E. C =ills& 6. E.& 2''5. ?.e +ediating role of self-efficac, in t.e de;elop+ent of entrepreneurial intentions. #ournal o" 5pplied Ps!cholog! ('(7 & pp. 1275U1272

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