管理教育的未来创业教育外文文献翻译中英文文档格式.docx

管理教育的未来创业教育外文文献翻译中英文文档格式.docx

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Keywords:

Managementeducation,Entrepreneurialeducation,Entrepreneurialintention,Juniorenterprises,Futureskills,Practicaleducation

Introduction

Inanincreasinglyglobalised,fast-changinganduncertainenvironment,organizationsmustbeabletomakedecisionsquicklytoadaptconstantlytonewmarketrealities.Tofacethesechallenges,theroleofmanagersiscrucialduetotheirstronginfluenceonorganizations'

lifeandstrategy（Anderson,Hibbert,Mason,&

Rivers,2018）.Therefore,managershavetohaveasetofskillsandknowledgetobecapableofansweringnotonlytoorganizations'

needs,butalsotocontributeeffectivelytosociety'

stransformationthroughtheirbusinesspractices（Hillmann,Duchek,Meyr,&

Guenther,2018;

Warwick,Wyness,&

Conway,2017）.

Managementeducation（ME）iscriticalforprovidingthissetofskillsandknowledge,notonlytocurrentmanagers,throughlifelonglearninginitiatives,but,moreimportantly,tofuturemanagerssothattheycanbebetterequippedtodealwithupcomingchallenges（PinaeCunha,VieiradaCunha,&

Cabral-Cardoso,2004;

Sharma,2017）.However,MEhasbeencriticizedforfocusingtoomuchontheoreticalcontentandnotpromotingthedevelopmentofstudents'

skillsandcompetencies（Hillmannetal.,2018）,orforbeingtoosimplisticintheapproachwhencomparedtotherealityofcompanies’context（PinaeCunhaetal.,2004）.Therefore,abroaderunderstandingofconcepts,combinedwithcollaborativeandpracticalteachingmethodologies,isessentialfordevelopingamoreeffectiveMEthatcanrespondtotheneedsofthefuturemanagersandtothesocietalchallengesthataffectthelifeoffirms（Andersonetal.,2018）.

Someoftheskillsneededbyfuturemanagersincludealertness,opportunityrecognition,creativeproblemsolving,pro-activityandresilience（Gebauer,2013;

Hillmannetal.,2018）whichareskillsassociatedtoentrepreneurialbehaviour,suggestingthatacloserintegrationbetweenthedevelopmentofentrepreneurialskillsandMEmaycontributeforimprovingMElearningoutcomes.

Theimportanceofentrepreneurshipeducation（EE）hasbeenrecognizedbybothresearchers（Gibb,1987;

Kuratko,2005;

Pittaway,Hannon,Gibb,&

Thompson,2009;

Vazquez,Lanero,Gutierrez,&

Garcia,2011）andpolicymakers（EuropeanCommission,2012, 

2006;

Wilson,2008）.Despitetheextensiveresearchonthistopic,therearestilldoubtsregardingwhichapproaches,contents,andmethodsaremoreeffectivefordevelopingstudents’entrepreneurialskillsandbehaviours（Blenker,Korsgaard,&

Neergaard,2011;

Egerová

Eger,&

Mičí

k,2018;

Fayolle,2005）.ManyauthorssuggesttheuseofnewteachingmethodologiesinEEcourses（Daniel,2016;

EuropeanCommission,2008）,beingthelearning-by-doingorexperience-basedlearningtwoofthemorerelevantmethodologiesexplored（Gonzá

lez,Castro,Gonzá

lez,&

Cendó

n,2016;

Thompson,Scott,&

Gibson,2010）.Extra-curricularactivities,suchasjuniorenterprises（JEs）,canprovidetheadequatecontextforimplementingthesemethodologies（EuropeanCommission,2012;

Pittaway,Rodriguez-Falcon,&

King,2011;

Thompsonetal.,2010）.JEsarenon-profitorganizations,whichareimplementedandmanagedexclusivelybyhighereducationstudentsandthataimatprovidingservicestoexternalstakeholders.Bydoingso,thoseorganizationsupportlearning-by-doingexperienceswhichenabletheconsolidationoftheoreticalknowledge,fosteringanentrepreneurialspiritandenhancingtheemployabilityoftheirmembers（JADE,2017）.

Ourcontributiontothisdebateistoprovideshredsofevidenceregardingtheroleofformalandinformalentrepreneuriallearninginitiatives,suchasentrepreneurshipeducationandtheparticipationinJEs,inthedevelopmentofanentrepreneurialbehaviouramongMEstudents,throughassessingstudents’entrepreneurialintention（EI）anditsantecedents.ManystudiesshowthatEI,anditsconsequententrepreneurialbehaviour,canbeenhancedthroughtheexposuretoEEorinacontextwherestudentsexperienceentrepreneurialactivities,suchasinthecaseofJEs（Morris,Webb,Fu,&

Singhal,2013;

Schelfhout,Bruggeman,&

Maeyer,2016）.Therefore,itisrelevanttounderstandhowEEcoursesandparticipationinextra-curricularactivities,suchasJEs,canimproveentrepreneurialskillsandbehaviour（Binks,Starkey,&

Mahon,2006）.

ThemainobjectiveofthispaperistocontributetothedesignoffutureMEprogramsthatbetterequipstudentswiththeskillsneededtodealwithfuturebusinesschallenges,throughunderstandingtherelevanceofentrepreneurialteachinginitiativesforthedevelopmentofMEstudents’entrepreneurialintentionandbehaviour.Thus,thispaperaimstoanswerthefollowingresearchquestion:

Istheparticipationinentrepreneurshiptrainingcoursesand/orinJEsimportantforthedevelopmentofentrepreneurialbehaviourofmanagementstudents?

Thefutureofskills:

thecaseoffuturemanagers

Challengesrelatedwiththeincreasingglobalisation,demographicandtechnologicalchanges,aswellaspoliticalandeconomicuncertainty,andenvironmentalsustainabilityaresurelyshapingthefutureofoursociety（Bakhshi,Downing,Osborne,&

Schneider,2017）.Toovercomethosechallengesitwillbenecessary,ontheonehand,aconstantadaptationandresilienceofcitizens,whichreflectstheneedfordevelopingnewskillsandknowledge,especiallyamongyoungpeoplethatsoonwillenterthelabourmarket（Volkmannetal.,2009）.Infact,asmentionedinthereport 

TheFutureofSkills:

Employmentin2030,futurelabourforceshouldbeequippedwithasetofnewskills,suchasinnovativeproblem-solvingpractices,aswellasthecapacitytocreatenewalternatives,andtodetectchangesornewopportunitiesintheenvironment（Bakhshietal.,2017）.Also,competencieslikelong-termvisioning,criticalthinking,andinterpersonalskillsareconsideredcrucialrequirementstofuturejobperformance（Hillmannetal.,2018;

Schumacher&

Mayer,2018）.Ontheotherhand,organizationsneedtobecomeincreasinglyflexibletoanticipate,adaptto,and/orrapidlyrecoveringfromnegativeeventsthatmayoccur（Lengnick-Hall,Beck,&

Lengnick-Hall,2011）,aswellastotakeadvantageofmarketopportunitiesthatmayarise.Inthiscase,managerswillhaveagreaterresponsibilityduetotheirstronginfluenceonorganizations'

strategy（Andersonetal.,2018）.Managersarekeyactorsinpromotingtheorganization'

sstrategicorientation（Adner&

Helfat,2003;

Carmeli,Friedman,&

Tishler,2013）,resilience（Gebauer,2013;

Hillmannetal.,2018;

Shin,Taylor,&

Seo,2012）andinnovation（Kearney,Harrington,&

Kelliher,2018）,sincetheypossesstosomeextentdynamicmanagerialcapabilitieswhichenablethemtocreateormodifythefirm'

sresourcebaseandcompetencies（Helfat&

Martin,2015）.Severalstudieshaverelatedmanagers'

dynamicmanagerialcapabilitieswiththeabilityoffirmstoadaptandstriveunderconditionsofchange（e.g. 

Boyd,Haynes,Hitt,&

Ketchen,2012;

Peteraf&

Reed,2007）.Astudyconductedby 

Buil-Fabregà

Alonso-Almeida,andBagur-Femení

as（2017） 

showthatmanagers'

individualdynamiccapabilitieshelpthemtodetectchangesinthemarketearlierandtopromotebusinesssustainability.Thus,firmswithstrongdynamiccapabilitiesareintenselyentrepreneurial,whichmeansthat“theynotonlyadapttobusinessecosystems,butalsoshapethemthroughinnovationandthroughcollaborationwithotherenterprises,entities,andinstitutions”（Teece,2007,p.1319）.

Accordingto 

AdnerandHelfat（2003）,dynamicmanagerialcapabilitiesarerootedinthreeunderlyingfactors:

managerialcognition,managerialsocialcapital,andmanagerialhumancapital.Thefirstfactor,managerialcognition,isrelatedtomanagerialbeliefsandmentalmodelsthatserveasabasisfordecisionmaking（Walsh,1995）.Inturn,managerialsocialcapitalresultsfromsocialrelationshipsandcanconferinfluence,control,andpower（Adler&

Kwon,2002）.Finally,managerialhumancapitalreferstoskillsacquiredthrougheducationandtraining,aswellaspriorworkexperience（Khanna,Jones,&

Boivie,2014）.Thesefactorsmayactcombinedorseparatelytoinfluencethestrategicandoperationaldecisionsofmanagers.Forinstance,education,training,andworkexperienceaffectalsomanagerialcognition（Corrê

a,Bueno,Kato,&

Silva,2018）,andmanagerialsocialcapital.Thus,managementeducation（ME）playsacentralroleinequippin