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The Scottish government launched a nationwide drive to increase entrepreneurial skills, looking to become a "world-leading entrepreneurial and innovative nation". One of the key ambitions of this is to build an education system with entrepreneurship and innovation at its core. Within computing degrees, however, there is traditionally a focus on preparing students for employment within industry, rather than preparing them with an entrepreneurial skillset. This chapter discusses lessons learnt from the design and implementation of an entrepreneurship module taught to Honours-year computing students during the 2016 to 2017 academic year and defines a proposed series of workshops showcasing its future implementation.

With Latvia's education reforms, the demand for transversal skills in the education process has increased. Although there has been a growing call to educate pupils and students in a way that develops entrepreneurial skills, there is no defined methodology for how to do it, and the definitions of entrepreneurial skills and entrepreneurship pedagogy have no common foundation. This study, therefore, compiles research from various scientific publications and offers a theoretical framework for the concepts of entrepreneurial skill and entrepreneurial pedagogy. It also reviews the noble practices of diverse European countries and analyzes Latvia's higher education experience and examples of entrepreneurship development for students. Finally, it looks at entrepreneurial pedagogy to understand if and how it can impact students' entrepreneurial mindset, knowledge, and attitude.

The research aims to determine how the economic and business administration faculties within the European Union member states are contributing to the development of students' entrepreneurial skills. Therefore, a case study strategy is employed which concentrates on the most important business schools from the European Union member states; thus, 267 syllabuses from 21 higher education institutions are identified and analyzed. The results prove that European business schools manage to develop most of the required entrepreneurial skills among their students. Their graduates are both task and people oriented. On the one hand, they value performance, are capable of solving problems and taking calculated risks. On the other hand, they know how to communicate and collaborate within a team. Besides, it may be stated that the analyzed educational programs are combining the "about entrepreneurship" approach with "for entrepreneurship" perspective; they focus on developing cognitive, functional, and behavioral competences by combining lectures with active learning techniques. These actions are influenced by cultural specificity and have an impact on a country's capacity to be a top performer, in terms of entrepreneurship development. These findings have both theoretical and practical implications. On a theoretical level, they extend the literature regarding the development of entrepreneurial skills by providing concrete information about the skills on which the academic curricula focus. On a practical level, they provide valuable insights regarding the skills that the future entrepreneurs will have; these will influence their behavior in a business environment no matter whether they will choose to be the owner of a business or an enterprising employee.

The research aims to determine how the economic and business administration faculties within the European Union member states are contributing to the development of students' entrepreneurial skills. Therefore, a case study strategy is employed which concentrates on the most important business schools from the European Union member states; thus, 267 syllabuses from 21 higher education institutions are identified and analyzed. The results prove that European business schools manage to develop most of the required entrepreneurial skills among their students. Their graduates are both task and people oriented. On the one hand, they value performance, are capable of solving problems and taking calculated risks. On the other hand, they know how to communicate and collaborate within a team. Besides, it may be stated that the analyzed educational programs are combining the "about entrepreneurship" approach with "for entrepreneurship" perspective; they focus on developing cognitive, functional, and behavioral competences by combining lectures with active learning techniques. These actions are influenced by cultural specificity and have an impact on a country's capacity to be a top performer, in terms of entrepreneurship development. These findings have both theoretical and practical implications. On a theoretical level, they extend the literature regarding the development of entrepreneurial skills by providing concrete information about the skills on which the academic curricula focus. On a practical level, they provide valuable insights regarding the skills that the future entrepreneurs will have; these will influence their behavior in a business environment no matter whether they will choose to be the owner of a business or an enterprising employee.

PurposeThe research aims to investigate the changing skills required for international entrepreneurship (IE) and the awareness of these skills among students and professionals in four European countries. The study intends to investigate students' and professionals' perceptions of entrepreneurial skills and the potential for educational programs to improve their awareness of these skills.Design/methodology/approachThis quantitative cross-sectional analysis uses an online questionnaire to collect data from 75 university students and 75 entrepreneurs in four European countries. Several tests validate the data, and Cronbach's alpha succeeded in measuring internal consistency. The results showed differences in the perception of skills between students and entrepreneurs.FindingsEntrepreneurs had developed all competencies except access to finance, while students had lower perceptions of their skills, except for collaboration. Students needed to improve significantly in access to finance, business planning, financial skills, knowledge of the labour market and digital marketing. Practitioners only required significant improvement in access to finance and digital marketing.Practical implicationsEducation programs should fit the needs of different groups: a broader program for students and more specific courses on access to finance and digital marketing for practitioners.Originality/valueThe present research's original feature highlights the need to monitor and adapt to the constantly changing skills for IE and the importance of hard and soft skills. The paper provides insights into the subject's awareness and perceived standard, with reflections for policymakers and practitioners.

The Malaysian government is promoting entrepreneurship development skills amongst farmers through informal courses. These courses will concentrate on teaching managerial skills as inevitable means for small farms to succeed by making farmers more creative and innovative. Therefore it is important to assess the effect of informal agri-entrepreneurial training in developing entrepreneurship among the farmers in Malaysia. Seven hundred and ninety six farmers (796) farmers were interviewed via structured questionnaire to define their opinion on whether the current informal educational and training establishments are sufficient to teach and develop entrepreneurial skills. Factor analysis and logic regression analysis were used to determine the motivating factors and predict their impact on the development of entrepreneurial skills. The result from the factor analysis led us to investigate the association between these factors and farmers- opinions about the development of entrepreneurial skills and traits through participating in informal entrepreneurship training or education. The outcome has shown us that the importance of informal training to promote entrepreneurship among farmers is crucial. The training should be intensified to encourage farmers to not only focus on the modern technologies but also on the fundamental changes in their attitude towards agriculture as a business. DOA: KMO: Kaiser- Meyer- Olkin Test MOA: Ministry of Agriculture NMP: Ninth Malaysia Plan NAP: Third National Agricultural Policy (2000-2010)

Purpose - Entrepreneurship is currently at the focus of much theoretical, practical and political interest. In Europe, agriculture has faced dramatic pressures for restructuring, and facilitation of the entrepreneurial skills of farmers and stronger entrepreneurial orientation in the rural areas have been hailed as possible solutions for the emerging problems. The aim of this paper is to use this nexus of agriculture and entrepreneurship as an illustrative example, through which the nature of entrepreneurial skills and the elements underpinning their adoption can be examined. Design/methodology/approach - The task is carried out by reflecting theoretically on the concept of entrepreneurial skills and on their embedded nature, before demonstrating the usefulness of the concept as a tool in understanding the case of an enterprising Finnish farmer, active both in conventional farming and in diversified business. Findings - The theoretical and case study analyses reveal that the concept of entrepreneurial skills is far from an unambiguous one, as well as is the aim to develop them through teaching. If proper care is taken to distinguish the concept from, and relate it to, the elements in which it is embedded, the notion is a useful tool for empirical investigation. By applying such a procedure, it is shown that the contexts of conventional farming and business diversification call for clearly different entrepreneurial skills, some of which are more amenable to teaching than others. Originality/value - This paper shows how one can develop a fuller understanding of the skills that farmers need to become entrepreneurial by diversification.

Drug abuse and illicit trafficking is a complex problem, both causative and related factors. The countermeasures require a multidisciplinary approach, as well as integration across government sectors, as well as the integration of all parties, as well as the role of commitment and the entire community. In this regard, to determine the extent of public understanding and understanding of drugs, there is a positive relationship between improving the quality of human life and its maintenance. Society as a whole and the interaction between the two, it is necessary to empower the community through improving the quality and capacity of human resources in the context of preventing and overcoming drug trafficking. There are many creative ways to invite people to preventing drugs. One of the things that can be maximized is creativity and local wisdom such as urban farming as a medium for drug prevention. The Participants knowledge before socialization can be identified from the pre-test activities, most of which 60% have less knowledge about drugs and 70 % have less knowledge about urban farming. while after socialization the post-test results are mostly good 90% regarding the types of drugs and the impact of drug abuse compared to those with good knowledge regarding urban farming 95% The results of the activity showed that the youth organization had understood the dangers of drugs abuse for their character building. In addition, they were eager to be entrepreneur regarding urban agriculture. The Education Institution such as Universitas Mercubuana together with the local government seeks to empower the community, especially in areas prone to illicit drug trafficking, so as not to fall into the illicit business by providing training and entrepreneurial skills so that people in the area are able to live independently and have a stable economy.

2.2 Working in the Offline Labour Market2.3 The Rising Sharing Economy; 2.4 The Labour Market in the Sharing Economy; 2.5 Expectations vs. Reality Check in the Sharing Economy; 2.6 Legal Status of and within the Sharing Economy; 2.6 Legal Status of and within the Sharing Economy; 2.7 The 'New' Micro-Entrepreneur; 2.8 Conclusions; 3 Social Entrepreneurship: The Challenge of Hybridity; 3.1 Why Social Entrepreneurship Matters; 3.2 Social Enterprise vs. Social Entrepreneurship; 3.2.2 Social Entrepreneurship -- 'The Social Innovation School ofThought'; 3.3 Methodology