Entrepreneurship Education: A Comparison of Canada and Sweden from the 1980’s to Present Day

Indigenous Entrepreneurship: Case Study of the Osoyoos Indian Band). What sets them apart from other First Nations, however, is their leader, who has a strong drive for economic development and self-reliance.

Canadian Tire, Pizza Pizza, Loblaws, Sears, Tim Hortons and a lemonade stand. These are a few of over thousands of businesses that are providing Canadians with goods that are needed in their everyday lives. There are many responsibilities that businesses have to take care of besides making money. For instance, entrepreneurs rely on the labour market in order to make ends meet. However, Canadian’s ability to succeed through obtaining employment income manifests in an unequal manner. Specifically, Canadians involved in entrepreneurship have difficulty succeeding in the market. While entrepreneurship adds great value to the Canadian economy, entrepreneurs experience multiple challenges including government

Global Entrepreneurship Monitor (GEM), which provides an annual assessment of the national level of entrepreneurial activity (including research data from over sixty-nine countries), posits that one-third of the differences in economic growth among nations may be due to differences in entrepreneurial activity. Governmental units, society, and educational institutions worldwide have documented that the individual entrepreneur is critical in the development of new business ventures (Hisrich, Langan-Fox & Grant 2007). In contemporary times, uncertainty about economic stability is rising. As a result, students are “now faced with a wider variety of employment options, the probability of ending up with a diversity of jobs, more responsibility at work and more stress” (Henry, Hill & Leitch 2005) making entrepreneurship a more appealing options for future graduates. Entrepreneurship skills provide students with more flexibility in their career. They know that starting their own business at any point in their life is still an option due to economic crisis, downsizing or other events. This is also confirmed by the literature on Youth Entrepreneurship, to which Student Entrepreneurship belongs. As Henderson and Robertson put it, “young people are likely to experience a portfolio career consisting of periods of paid employment, non-work, and self-employment (2000). Additionally, according to the latest report from the Kauffman Foundation (2013) it is a global phenomenon: “Among young

Although Canada currently ranks within the top 5 countries for the number of start-up businesses, there are a number different actions Canadian policymakers can take in order to stimulate entrepreneurial activity and productivity. Canada’s global rank in terms of entrepreneurial does not take into account the lifespan of each venture. As of 2006, only 51% of new business ventures make it past five years (Parsley & Djukic, 2010). With this in mind, it is important that any new policies and incentive programs must address not only the short-term needs of entrepreneurs, but their long-term needs as well. In order to improve these two factors simultaneously, Canada must implement more effective financing and grant funding programs, a strategic tax deferral system for small businesses, and a focus on entrepreneurial educational programs at the secondary and post secondary levels.

The role of entrepreneurship in the economy of a country is to inspire new business ventures that support wealth

Entrepreneurship is related with the capability of recognition and evaluation of opportunities, allocation of resources and growth. Moreover, entrepreneurship has been taken as an organisational notion that contains three magnitudes: Modernisation, Bear risks and Practical alignment. It has been confirmed that the companies that were engaged in entrepreneurial activities are now most successful and efficient.

FIX THIS According to stats Canada between 2002 and 2007 around 104,000 small businesses were created in Canada each year. Entrepreneurship, a new field of study and increasingly growing more and more popular, individuals are starting to look into becoming entrepreneurs. This essay will be addressing three main topics; ‘Is it worth the time and money to major in Entrepreneurship?’, ‘Do you need to be born and entrepreneur?’ As well as, ‘Are entrepreneurs and small business owners the same thing?’

In Australia, more adults are engaged in the process of establishing a business than in Sweden, a key indicator of entrepreneurship.

[citing Commonwealth of Australia, 2001, 2004 (Chan 2005)] and a National Innovation Summit called in 2000 for greater amalgamation of entrepreneurial skills development into the education system (Russell, Atchisona et al. 2008).

Over the years, especially around the year 2000 till date, entrepreneurial education has taken different approaches in ensuring the effectiveness of the education system (Gibb & Price, 2014). These different approaches taken is to ensure the effectiveness and efficiencies of the outcome of entrepreneurial education in achieving its argued importance (Fayolle, 2007). Over time, continuous arguments had arisen among scholars pertaining to the contribution of entrepreneurial education towards influencing students to become entrepreneurs. For instance, the studies of Adelaja (2015), Lourenço, Jones, and Jayawarna (2015) and Elmuti, Khoury and Omran (2012) conclude positive influence of entrepreneurial education on intention to become entrepreneurs among students. While the conclusions from studies such as and St-Jean and Mathieu (2015), Bilić, et al. (2011) and Lorz (2011) conclude that entrepreneurial education has no significant relationship with the intention of students to become entrepreneurs.

The business environment, which the entrepreneur operates in, has varying impact on business performance (Ahmad et al 2010). Social norms are known to be one of the most significant factors within the business environment (Hong and Kacperczyk 2009). Owing to the fact that social norms differ across nations and cities, the level of entrepreneurial competencies influenced by culture can be assumed to be different. Therefore, a country comparison between the two countries, UK and Singapore, will be conducted using the Global Entrepreneurship Monitor (GEM).

It is a process of establishing a business organization for provision of goods and services, creation of jobs, and contribution to economic development ( Bilic, Prka, and Vidovic, 2010). Sata (2013) stated that entrepreneurship creates a significant opportunity for individuals to achieve financial independence and benefit the economy by contributing to job creation, innovation, and economic growth. Ma and Tan (2006), defined entrepreneurship as a generator of national prosperity and competitiveness. Entrepreneurship intention is the state of mind of an individual to foster creativity in a business venture (Rasli, Khan, Malekitfar, and Jabeen, 2013). Developing entrepreneurial mind among school students enable them to easily fit into the world of work after graduation. The increasing human population of many nations has continued to create a serious challenge to government and employers of labour. Most industries have resorted to employing the best among numerous applicants as they are interested in people with a high-level of skills. Many industries pay serious attention to workers who can apply their entrepreneurial skills for the growth and development of their industry. In many developing countries, thousands of people apply for jobs that are meant to take, but a few persons. This has resulted in many graduates roaming about the street with no hope of any meaningful means of livelihood. Graduates of technical

In the regions of British and Spain investigated by Linan, Nabi and Krueger (2013) that enhancing the level of knowledge and awareness about entrepreneurship would increase self-efficacy perceptions and hence entrepreneurial intentions. No significant relationship between entrepreneurial intention and self-efficacy was noticed by (Owoseni and Olakitan, 2014). Likewise, motivation, achievement and entrepreneurial intentions were found positively and significantly related. Vajihe and Mehdi (2014) demonstrate that there is a significant dissimilarity in the entrepreneurial intention of students who have got entrepreneurial education and who have not got the entrepreneurial education. Similarly, more recently, among the Malaysian respondents entrepreneurial intentions are positively related to their social learning (family up brings and knowledge

element for each country that aim to be competitive and developed within knowledge-based world economy. According to “Green Paper on Entrepreneurship in Europe” (2003) it defines entrepreneurship as “the mindset and process to create and develop economic activity by blending risk-taking, creativity and/ or innovation with sound management within a new or an existing organization”.

To investigate and compare the role of entrepreneurial education between public and private universities students