Entrepreneurship Education at Hanoi School of Business · 2017-10-31 · 3. Comments and...
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Entrepreneurship Education at Hanoi School of Business APEC Workshop on Embedding Entrepreneurship Hanoi, July 22-23, 2008 Vu Xuan Quang
Transcript of Entrepreneurship Education at Hanoi School of Business · 2017-10-31 · 3. Comments and...
Entrepreneurship Education at Hanoi School of Business
APEC Workshop on Embedding Entrepreneurship
Hanoi, July 22-23, 2008
Vu Xuan Quang
HSB – A first implementer
1. A Brief Introduction about HSB
2. Entrepreneurship Education
3. Comments and Discussions
Hanoi School of Business - HSB (Vietnam National University)
I. Hanoi School of Business
History
– Found in 1995, started MBA in 2002.
– HSB (a HBS in Vietnam)
– First partner: Amos Tuck Business School
– Fast growing international partnerships
Programs
– Full-time MBA, Executive MBA, Joint MBA
– Corporate Training and Consulting
I. Hanoi School of Business
Mission We are educating Vietnam’s current, rising,
and future leaders and entrepreneurs to play a major role in the development of the country’s economy and future position in the world.
Key Concepts
– East meets West
– Modernity and Tradition
What does people say most about Hanoi School of Business?
1. A Leading Business School in Vietnam
2. Leadership & Entrepreneurship Focus
3. Substantial Connections to Business Community
4. Growing Achievements of Graduates
5. Led by a Dean – a well-known CEO
What makes HSB special?
East meets West Modernity and Tradition Business Talents focus (National
Championships)
Innovative Way of Teaching 2C Game Practice-oriented
Leadership Excellence Entrepreneurship Focus Substantial Business Contacts
Many MBA students are Prize Winners and Candidates from National
Championships of Business Talents
II. Entrepreneurship Educationat Hanoi School of Business
Entrepreneurship as a Core Subject
A Business Project as a Group Assignment at the End
Co-taught between HSB lecturers and consultants or foreign lecturers
=> Issues: just a compulsory subject, being far from projects to setting-up.
What is the differentiation?
Selection of Young People with Business Talents and/or Spirits (National Championships)
Adjustment in Education (Company Visits, Industry Studies)
Connections to Business Community
Entrepreneurship Fund
Fostering Entrepreneurship Spirit
Company Visits and International Partnerships
Getting Experience directly from CEOs
Entrepreneurship Fund
Initiated in 2006 by Dean Truong Gia Binh
5 billion VND (~ US$ 300,000 – 350,000)
Target: full-time MBA students
Joint Ventures (max. 70% from the Fund)
Selection Committee (Academia, Business)
Outcome: Applicable, Profitable.
Priority: Innovation (if any)
Some primary figures
Each MBA class has a class business during the study.
About 20% set-up their own business during the study.
Most areas: services, consulting, online-businesses.
Often: groups of several co-founders
Other: keep learning before setting-up
Some Challenges
Formal, classical approach seems unlikely to work well in some cases.
Time constraints for doing both, study and business.
Impatient of certain young entrepreneurs.
Business sensitivity in a growing, emerging economy needed.
HSB receives visits from the Government, foreign diplomatic missions, and international
companies for the school’s achievements(Visit of the President of Vietnam)
III. Comments and Discussions
National and International Context
– Lot of opportunities for educated entrepreneurs
– International business: opportunities and challenges
– Business owners or entrepreneurs (?)
– Catching up opportunities or satisfying business spirits with less EE (?)
How to Approach?
1. Selecting people with business talents and/or entrepreneurship spirits
2. A synthesized approach: teaching, coaching, experience-sharing, joint implementing (venture fund)
3. Innovation driven, if applicable.
4. Sustainable development, if applicable.
5. Vietnamese ways of actions
How can HSB join in the implementation of EE in Vietnam?
A leading implementer/pioneer
An effective partner for pilot projects
A good connector to business community for experience-sharing
HSB: www.hsb.edu.vn
Thank You Very Much for Your Attention.
Entrepreneurship Education at The University of Tarapacá
Arica-Chile
Vesna Karmelic Faculty
Entrepreneurship, Leadership an ICT Area
Background
The incorporation of entrepreneurship education in higher education institutions, has presented an uneven evolution in South America, depending on the country.
The experiences in the field of Entrepreneurship Education in Chile carried a development of about one decade, being private universities and organizations the initial developers.
Over the past five years, this issue has been taken up with increasing force in public universities.
Significant milestones in Chile:
2002 : it is installed in the country a strategy for development for innovation and new business practices.
Ministry of Economy proposed creating a body of work, formed by the public sector, private sector and the academic world, aimed to work to boost shares in favor of development and promotion of entrepreneurship.
That was a relevant sign of the role given to entrepreneurship in the country's growth.
Background
2004 APEC summit: Entrepreneurship is defined as the central theme, for it´s proactive undertaking and creative role in modern societies.
To establish an entrepreneurial culture in the country, it should be developed both in the environment, as in the personnel area, covering all levels of education. The entrepreneurship education should be a relevant engine of development.
This means putting the issue of entrepreneurship as a central element in the production strategy of the country, closely linking the entrerprise with education.
Background
It is within this context that the Ministry of Education creates a program for development of entrepreneurshipthat contributes to the generation of effective space for interaction between the world of education and production.
This project, which is in its initial phase of design now, provides the implementation of a program of joint actions between the Ministry of Education and the Ministry of Economy, oriented to promote the culture of entrepreneurship in Chilean society, focusing on the educational system and its linkage with the productive sector.
Description of Project´s Action Lines
Proposed design
The strategy to strengthen the environment for entrepreneurship is
divided in:
1. Insert the theme of entrepreneurship in the educational agenda: sensitizing the community about entrepreneurship, delivering items to understand the importance of the subject to Chilean society today. ( through seminars, competitions, etc.)
2. Teaching entrepreneurship in the classroom: seize the space curriculum that offers the subject of technology education in general training module, and the Small Business Management subject at the Technical Vocational education.
3. Teacher Training: to develop a training program for teachers in order to achieve acquire professional skills to train students in the skills required by an entrepreneur. This line will be supported by relevant teaching materials on entrepreneurship. Also it considers to train teachers as entrepreneurs.
The experience of Entrepreneurship
Education at the University of
Tarapacá
ARICA
The experience of Entrepreneurship
Education at the University of Tarapacá
Public and regional university.
Arica is located in the far-northern Chile, on the border with Peru. By its location, serves the educational needs of a region and population with very particular characteristics
For several decades presented an economic and productive development decline.
The economic situation of disadvantage of Arica and their status as relative isolation -the nearest city of Chile is 300 kms far), causes young people to prefer leaving to study or start their working lives outside the city.
The experience of Entrepreneurship
Education at the University of Tarapacá
The profile of our student features the presence of deficit in the development of relevant skills required to face college life and work.
In addition to this academic disadvantage, a high percentage of our students presents a situation of economic disadvantage,reflected in the foregoing that 75% of students entering first year seek college credit or other similar benefits
This makes it essential to bring the university not only to social changes and new requirements posed by the current environment to future professionals, but also the characteristics of our students and the challenges of local and regional levels.
University of Tarapacá
The training of graduates who are
distinguished by their skills in
entrepreneurship, is one of the
university´s strategic emphasis, which is
reflected in both the vision and in its
institutional education project.
This means critically review and expand the traditionalfocus of action and encourage students in developingskills that enable them to a successful integration into theworld of work and / or self gestation their developmentwork.
To Unesco (1999), innovation, creation, communicationand critical skills are needed to act as a responsiblecitizen and face the reality of the twenty-first century.
Consequently, is the need to make further efforts to develop broad spectrum general skills, also called key or core competences related to personal development and social environment.
The experience of Entrepreneurship Education at the
University of Tarapacá
To develop entrepreneurship, as part of a strategic academic initiative, involves the training of professionals with skills and central attitudes to their personal and professional lives, enabling them to successfully face the challenges of permanent life changes.
This involves developing a way of thinking and actingcharacterized by: a systemic view, the constant search of opportunities, self-reliance, autonomy and personal responsibility, creativity and flexibility, together with communication skills, leadership and teamwork, to facilitate the students's ability to raise and develop solutions to real problems of their personal, social or professional environment, with the aim of generating positive change and create value for themselves and for others.
The experience of Entrepreneurship Education at
the University of Tarapacá
Achieving this goal requires the creation of
instructional strategies that, from
interdisciplinary perspective, cross-promote the
development of these competences in students
and teachers at the University of Tarapacá.
Our proposal includes conducting training
“anchor courses ", which explicitly seeks to
develop in students the characteristics that
define a good leader and entrepreneur
The experience of Entrepreneurship Education at
the University of Tarapacá
The objective of the training program is
to develop skills of entrepreneurship in
the undergraduate students at the
University of Tarapacá
Entrepreneurship Training Program at the
University of Tarapacá
The program is composed of three axes:
An initial axis consisting of two basic courses, aimed at developing basic skills and attitudes of entrepreneurship.
A shaft deepening, of optional nature, consisting of elective courses or academies.
A shaft of training of trainers in entrepreneurship, oriented to develop in university faculty, teaching skills to stimulate entrepreneurship in students.
Entrepreneurship Training Program at the
University of Tarapacá
Pillar I: “Entrepreneurial Attitude”
Competences: Self-Awareness and Self-
Confidence
Personal responsibility
Problem-solving skills
Skills to listen and empathy
Verbal and Non verbal expression
capacities
Capacity for effective commitments
coordination with other (request,
offer, promise, anticipate, negotiate,
evaluate).
Creativity
Flexibility and adaptability
Frustration an failure tolerance
Orientation to opportunity
Pro-activity and Persistence
The aim of this course is to support
the comprehensive education
of students through the
development of basic
entrepreneurial skills
The work methodology is active and
students centered.
Emphasis on the importance of
interpersonal skills and
generating collaborative networks.
The evaluation of the course
has three components:
teacher assessment, self-evaluation
and evaluation by peers.
Pillar I: Entrepreneurship Project Development
Course Goals:
• The aim of this course is to
encourage students in the
integration of knowledge and
stimulate the development of
team work and leadership
skills, planning and project
management, through the
experience of carrying out an
small entrepreneurship project
in the social, Cultural,
educational, or productive
field.
Based on the methodology of
Project-based learning,
Students formed into teams in the
planning and implementation of a
proposed project,
under the accompaniment of tutoring
teachers or local entrepreneurs.
Instructional strategies: case studies,
Internet resources, workshop sessions,
outings to ground, oral presentations,
exchange with invited experts and
entrepreneurs
The assessment includes :
-Team work and process
-The Project quality
-Final oral presentation to a jury
-Co-peer evaluation and -self assesment
PROJECT
Pillar II: Deepening EntrepreneurshipTraining
Among these subjects, may be taken:
Design career and professional life
Creativity and systemic thinking
Leadership
Communication, Negotiation and Conflict Resolution
Business Plan for entrepreneurs.
Finances for Entrepreneurs
Tax and legal Notions for entrepreneurs.
Funding for entrepreneurs.
Principles of Marketing for Entrepreneurs
The proposal envisages a set of
subjects in nature, oriented to
develop competences in specific
fields of endeavor, which may be
validated as an elective vocational
training or elective general
training, according to the
requirements of the various
faculties and schools
Pillar III: Training of trainers in entrepreneurship
Need for strong stimulus to seduce faculty to get involved in entrepreneurship education
Different working style often generates resistance.
Succesful experiences with younger people
Objective: Generate abilities in
University of Tarapacá faculty,
to encourage and develop
entrepreneurship in their students,
Global Efvaluation
The implementation of this program, which began in 2006, has been
variable depending on the disciplines and university faculties.
•In some cases, the initial courses had been incorporated as compulsory
subjects in the first or second year of university.
In other cases, as in the engineering, economics and administration
Departments, at least three subjects are being incorporated on a
compulsory curriculum in the average and superior levels
Voluntary courses
The annual coverage of students attending these courses and workshops
is approximately 400 students.
Entrepreneurship Education in China’s
Colleges & Universities
July 23rd, 2008
Contents
Status Quo
Our Focus on Entrepreneurship Education
What We Do
Cases
Status Quo
Beginning with Entrepreneurship Planning Contest of Tsinghua University
In 1999, the national contest – University Students of entrepreneurship
In 2002, nine universities designated as national pilot universities of entrepreneurship education.
still much to be done
Our Focus on Entrepreneurship Education
Development of
entrepreneurship spirit
Two Connotations
Development of the ability
of doing pioneering work
External courses
Curricula
Internal courses
What We Do
Transformation of Educational Ideology
elite education mass education
exam-oriented all-around development
closeness pedagogy open education
employment-aimed entrepreneurship-aimed
integration of innovation development and entrepreneurship education
What We Do
Planned economy Market economy Knowledge economy
Job assignment Autonomous
employmentSelf-employment
Transformation of Educational Ideology
Precisely divided specialties
with emphasis
on professional education
General education consisting of
science curricula and liberal
arts curricula
What We Do
Construction of Educational Pattern
Classroom-basedentrepreneurship education
Practice-based entrepreneurship education
Comprehensive entrepreneurship education
Different entrepreneurship
educational patterns have
come into being in China
What We Do
Organization of Entrepreneurship Practices
Social Practices
Combination of industry, education and research
Extracurricular contests in technology
What We Do
Good Atmosphere for Entrepreneurs
MOE: new policy
Shanghai: preferential policy of registration and taxation
Guang Dong Province: system for self-employed college students
Tsinghua University and Wuhan University: permission of dropout for
starting a business; funds for entrepreneurship; base to foster high-tech
enterprises
Cases
CASE 1: Entrepreneur Incubator Program in the City College of Zhejiang University
1
Students:
undergraduate
students of
different majors
from the Business
College
2
Target: to be the
incubator of the
future
entrepreneur,
explore students’
potential in
starting a
business to the
utmost extent
3
Ideas: practice in
learning and
learning in
practice
4
Operation:
company
operation
5
Teachers:
successful
entrepreneurs or
businessmen
Cases
Content of Courses
Entrepreneur Quality training
Entrepreneurship Skills training
Introduction to the experiences and lessons of starting a business
Entrepreneurship Practice
Cases
Achievements
Simulative companies on campus
Self-employed companies
CASE 2: The curriculum reform of Tourism Vocational AttainmentEntrepreneurship education in China’s higher vocational colleges
Tasks and requirements
Patterns of conducting activities
Learning resources
Teaching effects &
monitoring indexes
Modules
Cases
Cases
modulesPotential developing
training
Society adaptation training
Inter-personal
communication training
Training on pressure
management
and setback handling
Charisma training
Summary and improvement
Preparatory activity
to get into learning
Learning thinking tools
Self-recognition training
Emotion controlling training
Teamwork enhancement
11 Modules of Tourism Vocational Attainment
Tourist Vocational Attainment – A Close Look
Module 5: Inter-personal communication training
Forms of
Learning
Student
acquirement
results
Teaching activities
Teaching task
Cases
Teaching Task
To learn the basic theory, psychological and behavior patterns of inter-personal
communications
To learn one’s own social communication status through aptitude tests of inter-
personal communication and philosophy of life
To train the techniques of inter-personal communications through activities in the
training base of partner corporations (positive attitude, confidence and belief,
appreciation and admiration, thinking in other perspective, effective communication,
and handling of conflicts)
To learn to communicate with oneself, family, friends and opposite sex
Cases
Teaching Activities
Story-sharing: to describe related stories
Brain-storm: to think what can be learned from the stories
In-group discussion, and sharing with the whole class: how to apply what have been
learned from the activities to the future job as a tourist guide
List your confusions, and discuss them with group members and your teacher
Listen to comments from group members and your teacher, and take suggestions
Conduct experiential learning activities
Cases
Forms of Learning
Group Discussion
Case Study
Individual Test
Learning Reflection
Student acquirement results
To write reviews on their
participation in these activities
Learning log
Cases
Reflection
Cases
By carrying out teaching modules, the teaching design can
achieve the following objectives:
(1) Ideological training
(2) Professional training
(3) Behavior training
Cases
By carrying out teaching modules, the features of this
curriculum are reflected in the following ways:
(1) Student-oriented
(2) Corporation-oriented
(3) Teaching contents in detail
(4) Objective evaluation system
(5) Rich curricular resources
Cases
Proper teaching strategies and methods increase the effect of
teaching. The following methods prove to be useful:
(1) Brain storming
(2) Task-driven teaching
(3) Experiential learning
(4) Interactive learning
(5) Cooperative learning
(6) Case study
CASE 3: A simulative garbage recycling companyEntrepreneur practice of the e-business majored students in higher vocational colleges
Cases
With the instructions of their teacher, the students have mainly conducted
the activity in the following 8 aspects:
Executio
n
outline
Analyzin
g the
curren
t
situati
on of
the
indust
ry
Market
survey
Compan
y
descripti
on
Compan
y
strategy
Operation
model
Financin
g
channel
Operatio
n
manage
ment
Cases
THANKS
Introduction
notion function and role spirit and attitude
capital scope
Characteristics and features of entrepreneurship
Characteristics
general features
Values
behaviour
Ways to establish business
the way to start business
business field
kinds of business firms
license of business
Evaluating business needs and capitalization sources
business needs
business cost
notions, kinds, and sources
of capital
Ways to get credits
notions, kinds, procedures to receive credits
purchases of syariah bank.
Determining business location and layout
notions
decision consideration
Managing the business
the ways to manage:
marketing
Finance
property
Small business and profitable firms
proposal of the small business properness:
• notions
• objectives
• analysis
Analysis of business competition
competitors:
notions
identification
analysis of strength and weakness, and strategies
Study of the business properness
proposal of the small business properness:
notions
objectives
analysis of the business properness
Business ethics
the nuances of business ethics:
covering notions of business ethics
principles of ethics and business behaviour
business ethics in perspectives of Islam
CHALLENGES AND ALTERNATIVE SOLUTIONS
The contents of curriculum, syllabuses, etc. and job markets
The international languages and the adaptation of technology
The selected disciplines by inputs (new students)
The curriculum, syllabuses, etc. in the processes (instructional program)
The tools of thoughts possessed by outputs (outcomes/alumni)
The thought patterns by society
THANKS
That’s all for this presentation.
Thank you.
Entrepreneurship in Bogor Agricultural University (IPB)
C. Hanny Wijaya
Indonesia
Introduction
The importance for having entrepreneurship spirit has been recognized by almost university officers in Indonesia nowadays.
University vision or mission :
In 2020 to become “ A World Class Knowledge Institution…..In continuous pursuit of Innovation and Enterprise”.
Trend
Creating young entrepreneurs seem to be the priority policy of the university to pursue their education system
The enthusiasm of entrepreneurship became more obvious through the policies made by the university.
Entrepreneurship Echo in Bogor Agricultural University
Started at 1980s
University is running business sectors as well
Newly established faculties with
entrepreneurship backbones--- such as
faculty of economic and management
Shown in the curriculum and non-curriculum
activities
Entrepreneurship in Campus Life
Entrepreneurship life has been introduced to
students since their freshmen period as a material of
study orientation.
Non-formal entrepreneurship exposure at the higher
level through students’ activity programs.
Entrepreneurship briefing is not only given to
students but also to the lecturers. Younger lecturers
receive entrepreneurship trainings.
Entrepreneurship workshops: IPB with RAMP-IPB
Coop entrepreneurship
Entrepreneurship Programs by Higher Education-Department of National Education (entrepreneurial internship, entrepreneurship courses, business and career development consultation, voucher multi-years, etc).
Student entrepreneurship creativity program
Rolled over investment grant “Voucher” research
Young business incubator
Developing income generating sectors, etc
Entrepreneurial activities
Supporting units
Agribusiness Incubator Center
“Technopark”
SEAFAST, and
Alumni Career Development Center
Patents and intellectual properties office
There is also a “New Associate Rector” that
specialized in handling entrepreneurial activities
Entrepreneurship in Curriculum
Compulsory Entrepreneurship Course for all student at first grade
In addition to that, entrepreneurship nuanced course is also disseminated on the curriculum of all study programs although with different intensities and form of courses or different activities. Some examples of courses loaded with entrepreneurships comprise:
– Finding and Developing Entrepreneurial Ideas
– Entrepreneurs Characteristics
– Creativity and Entrepreneurship
– Business Management
– Marketing: Management and Marketing Strategy
– Finance Institution and Entrepreneur Credit Program
New approached in curriculum
Integrated practical work in Food Science
and Technology program
– Food technology aspects: materials knowledge,
food analysis (physic, chemical, sensory
evaluation), processing, packaging
– Entrepreneurship managerial aspect: staffing,
business plan (feasibility analysis study),
marketing
Conduct as group of students in producing one food
product
Budget supported by the study program office
Challenges
To enhance the entrepreneurship skills for
the students vs punctual study period
Keeping the social aspects of education role
in entrepreneurship atmosphere in university
Warning !!!
What is listed in this presentation is only a part of the whole information. You should learn more and develop your curiosity like this cat.
EMBEDDING ENTREPRENEURSHIP SKILLS IN
UNIVERSITY CURRICULUM: MALAYSIA
SHAFIZ AFFENDI MOHD YUSOF, PhD
HAYATI HASHIM
HANOI, VIETNAM 22 – 23 JULY 2008
Why Bill Gates decided to sell Microsoft?Letter from Sardar Banta Singh of Punjab to Mr. Bill Gates of Microsoft Subject: Problems with my new computerDear Mr. Bill Gates, We have bought a computer for our home and we have found some problems, which I want to bring to your notice:
There is 'Find' button but it is not working properly. My wife lost the door key and we tried a lot to trace the key with this ' find' button, but was unable to trace. Please rectify this problem.
My child learnt 'Microsoft word' now he wants to learn 'Microsoft sentence', so when you will provide that?
I bought computer, CPU, mouse and keyboard, but there is only one icon which shows 'MY Computer': when you will provide the remaining items?
It is surprising that windows says 'MY Pictures' but there is not even a single photo of mine. So when will you keep my photo in that.
There is 'MICROSOFT OFFICE' what about 'MICROSOFT HOME' since I use the PC at home only.
You provided 'My Recent Documents'. When you will provide 'My Past Documents’? You provide 'My Network Places'. For God sake please do not provide 'My Secret
Places'. I do not want to let my wife Bebbo to know where I go after my office hours.Regards, Banta
Last one to Mr Bill Gates : Sir, how is it that your name is Gates but u are selling WINDOWS?
Introduction to Universiti Utara Malaysia (UUM) Bachelor in Entreneurship
Masters in Technopreneurship
Introduction to the Entrepreneurship Development Institute (IPK)
Council of Trust for Bumiputera (MARA)
PRESENTATION OUTLINE
UNIVERSITI UTARA MALAYSIA[UUM]
www.uum.edu.my
Universiti Utara Malaysia was formally incorporated on
16th February 1984
Mission to provide academic excellence in the areas of
business management education, IT and quality
management
Academic niche areas are focused on such disciplines
as management, accountancy, economics, information
technology, tourism management, banking and finance,
social development, human resources development,
international affairs management and entrepreneurial
development.
BACKGROUND
Huge campus, which cost RM 580 million, started operation on 15 September 1990.
It comprises 15 residential colleges which can accommodate 20,000 students in total.
Many of these colleges are named after multinational and public listed companies, namely MAS, TENAGA NATIONAL, TM, PROTON, PETRONAS, TRADEWINDS, EON, GUTHRIE, MISC, PERWAJA, MAYBANK, BANK MUAMALAT, YAYASAN AL-BUKHARY, BUKIT KACHI 1 and 2.
UUM is one of the very few universities that offer full accommodation to its students.
BACKGROUND (cont.)
Vision:
To turn the University into a distinguished
Management University.
Mission Statement:
To actualise the University's charter and
philosophy as a centre of academic excellence
that produces human resources who are
competent and committed in developing the
nation and humanity at large.
VISION & MISSION
UUM acts as a catalyst for development in the
northern region of Peninsular Malaysia.
The objectives:
To be the centre of excellence for management.
To be the reference centre in all aspects of
management.
To be the premier resource centre in the field of
management.
THE OBJECTIVES
Three (3) colleges:
College of Law, Government and
International Studies (COLGIS)
Law, Public Management, Development,
International Affairs
ACADEMIC PROGRAMMES
College of Business (COB)
Accounting, Banking, Finance, Business,
Technology Management, etc.
Bachelor of Entrepreneurship
ACADEMIC PROGRAMMES
College of Arts and Sciences (CAS)
IT, Decision Sciences, Education,
Communication, Tourism, Counseling,
Economics, Social Work, Media Technology,
etc.
Masters in Technopreneurship
ACADEMIC PROGRAMMES
The first ever programme offered in Malaysia.
Entrepreneurship will become the catalyst to spur the economic growth of the country.
This programme is also concerned with the government policies such as the New Economic Policy and the National Development Policy that emphasize -- the importance of entrepreneurs’ role in shaping the Bumiputra Industrial and Business Society (MPPB) to achieve the objectives of national development.
BACHELOR OF ENTREPRENEURSHIP
Entrepreneurship could also help to check the
country’s unemployment problems by creating
more jobs.
This programme is hoped to successfully
produce more graduates with strong
entrepreneurial culture who are more
knowledgeable, proactive and creative.
BACHELOR OF ENTREPRENEURSHIP
OBJECTIVES of the Program:
To produce high calibre graduates with suitable attitudes and skills in entrepreneurship so that they could become successful entrepreneurs.
To produce entrepreneurs through education and training.
To produce graduates who are be able to consult, guide and advice the prospective entrepreneur.
To produce graduates who are able to work as managers in financial institutions, governmental and non-governmental departments.
To produce skilled entrepreneurs and trainers who are capable of providing entrepreneurial training to educational organizations.
BACHELOR OF ENTREPRENEURSHIP
DURATION OF STUDY - 4 YEARS
SUMMARY OF PROGRAM'S NEEDS
Component Credit Hours
A. University Core 22
B. Programme Core 105
C. Electives Programme 3
Total 130
BACHELOR OF ENTREPRENEURSHIP
MASTERS OF TECHNOPRENEURSHIP
Background:
MARA-UUM MOU was signed on 5 May
2005 in Bangi, Selangor.
MOU commenced from November 2004
until November 2007 (3 years)
May be extended on mutual agreement
MASTERS OF TECHNOPRENEURSHIP
Objectives:
To produce educated, knowledgeable, skilled, determined and resolute technopreneurs in world-class IT business.
To generate intelligent, creative, innovative and progressive technopreneurs in IT business management in line with the 8th Premier Application and the production of the human capital in the Ninth Malaysia Plan (MP9).
MASTERS OF TECHNOPRENEURSHIP
Mission:
To produce local technopreneurs who are
able to master knowledge and generate
wealth through the capabilities IT
technologies.
MSc (Techno) by Coursework – minimum requirement: 42 credit hrs
Programme Structure:
Core Courses (21 credits)
• Project Management for IT Professional• System Integration Environment• Seminar in IT• Aspects of Law in Entrepreneurship• Entrepreneur and Business Finance• New Venture Creation• Marketing Development
Electives Courses (3 credits)• IT Service and Consultation• Creative Content
Master Project (18 credits)• Project Proposal and IT Business Planning• Entrepreneurial Internship• Project Development
MASTERS OF TECHNOPRENEURSHIP
Students in this program will be given:
Academic Mentor and Industrial Mentor
MASTERS OF TECHNOPRENEURSHIP
A. Study Loan from MARA
B. An Incubator at UUM for Research
C. Books and a notebook
D. Field Trips to Industries and businesses
E. Monthly Allowances of RM500 (20
months)
Introduction to Universiti Utara Malaysia (UUM) Bachelor in Entreneurship
Masters in Technopreneur
Introduction to the Entrepreneurship Development Institute (IPK)
Council of Trust for Bumiputera (MARA)
PRESENTATION OUTLINE
the ENTREPRENEURSHIP DEVELOPMENT INSTITUTE
Universiti Utara Malaysia PK
background
PK
The institute was formerly known as
‘Business and Entrepreneur Development
Centre’.
Started operations on 1st March 1990
Became an institute on 1st Nov 1993
Due to expanding activities and the
increasing demand of entrepreneurship
development in Malaysia
It is known by its Malay acronym ‘IPK’
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Mission & VISION
Our Mission:
To nurture, cultivate, develop
and groom Malaysian
entrepreneurs.
Our Vision:
To serve as the hub of
entrepreneurship
development in Malaysia.
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Our OBJEctive
To develop knowledge and skill
entrepreneurs through:
Training
Research
Consultancy
Information dissemination
Special projects
Main activities …
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Research Consultancy
Information
Dissemination
Training
Special
Projects
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Training
IPK provides entrepreneurship and business
trainings, programme, workshops, seminars,
colloquiums and other entrepreneurship and
business activities.
For students and external agencies/general
public
Among some of the training offered:
Organizational Management
Motivation
Information Technology
Marketing
Accounting/Finance …
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Research
IPK actively carries out research in SMI business and
entrepreneurship within Malaysia and the northern
region. Among researches that have been successfully
carried out by the institute are:
Bumiputera Commercial and Industrial Community
(BCIC)
Survey evaluating MPPB Development Programs in all
states to enhance the development of action plan in
selective sectors
Role of supporting Agency to Small and Medium
Industry (SMI)
Surveying the need of Human Resource Development
(HRD) at selected manufacturing sectors
'Zakat' Information System
Entrepreneur Data Model And Prototype With
Kedah/Perlis Malay Chamber Councils
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Consultation3
EDI provides consultancy and training
programmes to Small and Medium Enterprise
(SME) businesses and outside agencies. EDI
has a pool of panel consultants who are
expert in their respective business and
entrepreneurial fields.
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4 Special Projects
IPK coordinates and manage the entrepreneurship
development programmes at the University and
School levels.
IPK manage the special projects with
government agencies and relevant corporate
organizations from time to time.
The special projects are as follows:
Technopreneurs Programme
Siswaniaga Kiosk
Junior Consultants Programme (KUM)
Smart Teenager Entrepreneurship Programme
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Information Dissemination
IPK is involved in developing entrepreneurs
database for those involved with the institutes.
The relevant information is expected to assist
IPK's clients.
IPK disseminates entrepreneurship information
through:
exhibitions,
bulletins,
seminar and conferences,
EDI's website,
booklets, pamphlets, and brochures.
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BUSINESS PREMISES IN CAMPUS
Kiosk Stall
Mall
Introduction to Universiti Utara Malaysia (UUM) Bachelor in Entreneurship
Masters in Technopreneur
Introduction to the Entrepreneurship Development Institute (IPK)
Council of Trust for Bumiputera(MARA)
PRESENTATION OUTLINE
HAYATI HASHIMMARA
Council of Trust for Bumiputera
MINISTRY OF ENTREPRENEUR & COOPERATIVE DEVELOPMENT (MeCD)
‘…provides a conducive environment for the development of genuine entrepreneurs who are innovative and progressive; possess the quality, resilience and competitiveness in all sectors; and to incalculate an entrepreneurial and co-operative culture amongst Malaysian citizens’
‘Entrepreneurship, the career of choice’
MINISTRY OF ENTREPRENEUR & COOPERATIVE DEVELOPMENT (MeCD)
Agencies :
Development Bank of Malaysia
Cooperative College of Malaysia
Credit Gurantantee Corporation
Council of Trust for Bumiputra (MARA)
Contractor Services Centre
Perbadanan Nasional Berhad (PNS)
COUNCIL OF TRUST FOR BUMIPUTRA (INDIGENIOUS GROUP)MAJLIS AMANAH RAKYAT- MARA
Objective:
To motivate, guide, train and assist bumiputras to participate actively and progressively in commercial and industrial enterprises, towards creating a strong and viable businesses
MARA HIGHER EDUCATION INSTITUTIONS
MARA COLLEGES
MARA PROFESIONAL COLLEGES
MARA VOCATIONAL INSTITUTES
MARA HIGHER VOCATIONAL INSTITUTES
EMBEDDING ENTREPRENEURSHIP SKILLSThrough offering:
a course/subject on Entrepreneurship across all programmes offered by the colleges (except MARA colleges). Compulsory for all students.
a 3-year Diploma in Entrepreneurship in MARA Profesional College
a co-curriculum – Students Entrepreneurship Programme for those who are interested.
Entrepreneurial soft skills embedded in all of the programmes
SUPPORT AND GUIDANCE
Students get support and guidance from:
Bumiputra entrepreneurs Entrepreneurial Development Division Workshops and seminars organized by MARA
and/or colleges Ministry of Entrepreneur and Cooperative
Development Financial aid and advice from eg Development Bank
Thank you
TERIMA KASIH
