The role of business education in entrepreneurial skills development

Entrepreneurship is responsible for the development of many economies around the globe. Entrepreneurs have been credited with coming up with innovative products that meet the needs of customers and changing trends in the society. The success of some entrepreneurs has prompted some students to enroll in business courses with the aim of gaining entrepreneurial skills that will enable them to land corporate jobs or start their business ventures (Neck & Greene, 2011). Scholars are still grappling with establishing the role of business education in the development of entrepreneurial skills. There is no a clear-cut link that has been established between a business education background and entrepreneurial skills’ development. Some of the shrewd entrepreneurs have not stepped in a business class. However, business courses or educational background can help an individual develop important business skills (Raposo & Do Paço, 2011).  This project seeks to establish any relationship that exists between business education in learning institutions and development of entrepreneurial skills. Both primary and secondary research and sources will be used in collected data, interpreting data and writing the final report to be presented to stakeholders. The secondary data will be important in providing a clear background to the research proposal that expounds s on the issue under investigation. Primary research will be used to gather data will help in determining the connection between business education and entrepreneurial skills’ development. The goals of this project are: (a) to reinforce the importance of business education in the school curriculum, (b) determine any link between entrepreneurship and business education, and (c) define the role of entrepreneurship in determining the scope of business education.

The objectives of the project will be: (a) to demonstrate the importance of business education in development of entrepreneurial skills, (b) to determine how entrepreneurship has affected the teaching of business education in learning institutions, and (c) to establish whether entrepreneurial skills can talk through examining the experiences and success of various entrepreneurs in the country. Key customers of this project will include private learning institutions offering businesses courses, the ministry of educations, curriculum developers, and private business coaching institutions. Stakeholders in the project include the ministry education, private learning institutions offering business courses and parents in guiding their children in career choices.

Three milestones and deliverables for this project are (1) providing a clear guideline for those pursuing business courses with the intentions of developing entrepreneurial skills, (2) guide curriculum developers on the importance of education in entrepreneurship skills development and, (3) demystify the myths about entrepreneurship. The research is estimated to last over a period of seven months from the preparation of research design to the presentation of the report to stakeholders. Various activities will be performed in the course of the project to gather relevant data that will help in answering the research question. Some of the activities will be carried out concurrently while others will need special attention to avoid confusion.

Key tasks timeline

March April May June July Aug Sep
Formulating research design & secondary research
Designing questionnaires
Training research assistants
Pilot study and testing questionnaires
Emailing questionnaires
Telephone interviews
Online surveys
Collecting data
Data analysis and presentation
Writing report
Presenting report to stakeholders

 

This project will require funding for human resources as well as non-staffing resources. A lot will be needed in financing the various activities performed in collecting data from respondents. The project will require about $100,000 to cater for all expenses including the acquisitions of equipment and tools, staff remuneration, traveling expenses, communication, stationery, food, and accommodation. Proper use of time planned for the research will be important to make sure there is no delay in providing the findings of the research to various stakeholders interested in the project. Cooperation with various stakeholders will be important for this project to be a success and contribute to research on education curriculum development.

The project is bound to be faced with limitations or challenges that need to be overcome or their influence reduced to obtain relevant data. The accuracy of tools and equipment has to be tested before the research to ensure the reliability of data being gathered. Some of the challenges that can be faced during this project include research assistants’ bias, but this can be addressed through proper training and encouraging of professionalism throughout the research. Research assistants will be advised against asking leading questions that may not properly reflect the honest views of the respondents. The Bias in the questionnaires will be detected during questionnaire testing and pilot study and appropriately corrected (Saunders, 2011).  The project will face the challenge of entrepreneurs not wanting to disclose personal information. This challenge can be overcome through assurance of confidentiality and privacy throughout the research and reporting; and only disclosing information with the permission of the respondent (Taylor Bogdan & DeVault, 2015). The challenge of miscommunication and language barriers will be overcome through thorough familiarizing with the environment of the research and getting to learn the culture and traditions of the people.

 

References

Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: known worlds and new frontiers. Journal of Small Business Management49(1), 55-70.

Raposo, M., & Do Paço, A. (2011). Entrepreneurship education: Relationship between education and entrepreneurial activity. Psicothema23(3), 453-457.

Saunders, M. N. (2011). Research methods for business students, 5/e. Pearson Education India.

Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. John Wiley & Sons.