Classification of core entrepreneurship competencies Sample Clauses

Classification of core entrepreneurship competencies. Note. In their EntreComp conceptual model, Xxxxxxxxxx et al. (2016) classified the core competencies of entrepreneurs into three areas. Xxxxxxxxxxx (2013) argues that only a small number of people can act confidently to overcome societal resistance to an idea or product, and these people combine particular abilities to achieve their final goal. For instance, Xxxxxxxx (1984) highlighted perseverance as a critical element of an entrepreneur’s character, emphasizing that entrepreneurs are people “free of intellectual boundaries, particularly academic ideas” (p. 4-5). Moreover, several researchers noted that resource accumulation and management (time, investment, ideas, and personnel) are some of the most relevant issues entrepreneurs need to consider when working on the multiple stages of venture development (Xxxxx & Xxxxxx, 2005). Therefore, in comparison to other fields, entrepreneurship requires practical skills necessary for solving authentic problems. Above mentioned researchers provided dozens of competencies as the main competencies of entrepreneurs; however, Xxxxxx and Xxxxxxx-Xxxxxxxxx’x exploratory research (2015) concluded that only 9 out of 20 competencies from the reviewed literature reached high consensus among experts from the field. The relevant competencies for entrepreneurship are risk assumption, initiative, responsibility, dynamism, problem-solving, search and analysis of information from orientation, change management, and quality of work (Xxxxxx & Xxxxxxx-Xxxxxxxxx, 2015; p.831). In terms of connection to the university disciplines, the researchers found that engineering students had significantly higher scores in creativity, ability to generate business ideas, and presentation skills after completing an entrepreneurship course (Bilán et al., 2005, as cited in Xxxxx, 2019). Xxxxxxxx et al. (2011) proposed that solving the problems of the 21st century will require entrepreneurial thinking “across all fields, and entrepreneurship education will continue to blur lines across disciplines and fields” (p.84). Thus, the previous studies emphasized that entrepreneurship does not belong only to business or engineering schools, and it can be integrated into diverse university programs’ core curriculum (Xxxxx, 2019, Xxxxxxxx et al., 2011). Despite that, the vast majority of research on this topic still belongs to research on students of engineering and business schools.