ࡱ> _bjbj EbbӨ( ( "80TlMbr(*1:d2\20```````$dqgT`)20*122`Zb>>>2`>2`>>\J:_`GG~8]"`b0Mb^g:gD:_:_&g`_D>222``< 222Mb2222g222222222( H:INCREASING COMPETITIVENESS OF UNIVERSITIES BY DEVELOPING STUDENTS ENTREPRENEURIAL BEHAVIOR Ljerka Sedlan KQnig Faculty of Economics, Osijek Gajev trg 7, 31 000 Osijek Phone: ++385 91 2244058; Fax: ++385 31 211604 E-mail: sedlan@efos.hr Key words: competitiveness, entrepreneurial behavior, competences, informal and non- formal education, tertiary education ABSTRACT Entrepreneurship has become a driving force behind national economies and societies. Besides providing benefits at the society level by promoting sustainable growth and development, entrepreneurship offers benefits at the individual level through personal satisfaction and achievement. In todays highly competitive world, in which universities face substantial changes, they have to devote more attention to defining learning outcomes that will contribute to the creation of entrepreneurial society through entrepreneurial literacy. The influence that demographic factors, attributes, attitudes, beliefs and intentions have in the development of entrepreneurial behavior has substantially been documented in the literature. However, the role of education in previous models has been unjustly neglected. An alternative model of entrepreneurship behavior is, therefore, proposed in this paper. Purpose of the empirical research presented in this paper was to define the impact that teaching has on the development of entrepreneurial behavior. In the research, a sample of 324 students of Josip Juraj Strossmayer University in Osijek was surveyed by means of a questionnaire and a structured test. Apart from the descriptive, univariate statistics, a bivariate analysis was also used, as well as a multivariate data analysis. The results indicate that it is possible to stimulate the development of entrepreneurial behavior through teaching at universities, in particular by developing competences. Apart from that, the research highlights the role of experience gathered during informal and non-formal education in influencing entrepreneurial behavior. Thus, in order to increase their competitiveness, universities should apply a number of different strategies to stimulate the development of entrepreneurial competence and acknowledge non-formal and informal learning as important areas for the development of entrepreneurial behavior. 1. INTRODUCTION Information and communication revolution allows the binding of knowledge in a way that was unknown before. The ability to innovate and create new knowledge has always been a prerequisite for development. Competitive advantages are no longer based on possession of natural resources but on possession of specific knowledge and skills (Porter, 1990), and growth today is more a function of accumulation of knowledge than accumulation of capital. Investing in the development of a countrys knowledge base is a fundamental prerequisite for survival on the global market. The World Bank report argues that developing countries need to increase their capacity to use knowledge. Furthermore, the importance of this cannot be overstated (World Bank, 1999). Penetration of knowledge into all aspects of life is a fundamental characteristic of our time, and the ability to use that knowledge a requirement for survival and development. Development and promotion of entrepreneurship has been a strategic objective of the policies of both EU member states and pre-accession counties as entrepreneurship has become a driving force behind national economies and societies. European Commission has identified fostering a stronger culture of entrepreneurship and entrepreneurial mindsets, particularly among young people, as one of the key activities. At the same time, the European Framework for Key Competences for Lifelong Learning (2006) identifies the sense of initiative and entrepreneurship, i.e. an individuals ability to turn ideas into action, (which) includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives as one of the key competences for the new literacy. In recent years the concept of competitive advantage has taken a central place in discussions about business strategy. According to Porter (1990), competitive advantage means having low costs, differentiation advantage, or a successful focus strategy. Similarly, Saloner, Shepard and Podolny (2001) claim that competitive advantage means that either a firm can produce some service or product that its customers value more than those produced by competitors, or that it can produce its services or products at a lower cost than its competitors. In reviewing the use of the term competitive advantage in the strategy literature, the common theme is value creation. In the case of university, competitive advantage grows fundamentally out of the value a university is able to create for its students, and which exceeds the cost, that the university has, of creating it. How can university create extra value for the stakeholders? In todays highly competitive world, countries cannot ensure sustainable growth and progress without adequate higher education. Although universities are very traditional and change-resistant institutions they have to realize the opportunities they have for influencing and developing entrepreneurial competence and behavior, and they have to devote more attention to defining learning outcomes that will contribute to the creation of entrepreneurial society through entrepreneurial literacy. Universities should become an open learning environment and leaders in promoting entrepreneurial competence and behavior. 2. DEFINING ENTREPRENEURIAL COMPETENCE It can be accepted that, as any other kind of behavior, entrepreneurial behavior consists of individuals actions and reactions, which present a response to the external and internal impulses. Based on the definition of entrepreneurship (Bygrave, 1991, p.28; Herron and Robinson, 1993, p. 281; Gibb and Cotton, 1998, p.67) it can be concluded that in case of entrepreneurial behavior, these particular actions and reactions are the ones needed for the creation and recognition of opportunities, introduction of changes and development of organizations whose aim is to make use of these opportunities and manage the increasing levels of uncertainty and complexity in the environment. Integrating the discussion about the factors that influence the development of behavior and the argument about entrepreneurship as a way of thinking and acting, as well as the analysis of teaching and learning process, a model has been developed that emphasizes the role of education, and particularly, competences in the development of entrepreneurial behavior. Although previous research (OGorman et. al., 1997; Gibb and Cotton, 1998) has shown a positive correlation between education and development of entrepreneurial behavior, earlier models of entrepreneurial behavior did not recognize education as a critical element. The proposed model introduces seven elements that determine entrepreneurial behavior: personality (demographic factors and attributes), attitudes and beliefs, intentions, environment, education and competence (See Figure 1). Figure 1. Model of entrepreneurial behavior.  SHAPE \* MERGEFORMAT  Source: Sedlan-KQnig, 2012. The influence that demographic factors, attributes, attitudes, beliefs, intentions and environment have in the development of entrepreneurial behavior has extensively been documented in the literature (Misra and Kumar, 2000; Ajzen, 1991, Krueger and Carsrud, 1993; Barbosa, 2006; Boyd and Vozikis, 1994; Shapero, 1982). Apart from these factors, this model suggests that education, especially through development of entrepreneurial competence, has a substantial influence both on entrepreneurial attitudes and beliefs, and intentions, and subsequently entrepreneurial behavior. It has been shown that interventions in education can affect opportunity recognition, desirability of entrepreneurial behavior together with beliefs about the feasibility of actions, but at the same time reduce the resistance towards entrepreneurial behavior, caused by negative attitudes and social norms. This model explains why entrepreneurship education programs focused on knowledge transfer and entrepreneurial attributes do not produce expected outcomes. With the same or similar attributes and knowledge individuals do not demonstrate similar entrepreneurial behavior because their competence is developed at different levels. This seems to be the critical variable that explains the difference between entrepreneurs. Therefore, the development of entrepreneurial competence should be emphasized as one of the outcomes of entrepreneurship education programs. Competence will affect beliefs about self-efficacy, perception of risk, along with actions that individuals will perform. This presents another reason why in entrepreneurship education programs stress should be put on the development of competences. In addition, acquired competence will consequently increase students propensity towards entrepreneurial behavior (Sedlan- KQnig, 2013). It has to be noted that for the development of competences both knowledge and skills are important, as skills without procedural knowledge remain pure technique with limited potential for development. Besides, literature highlights the crucial role of experience in real life situations in the development of higher levels of competence (Dreyfus and Dreyfus, 1987). 3. THE ROLE OF UNIVERSITIES IN DEVELOPING ENTREPRENEURIAL BEHAVIOR Education is the foundation for creation, dissemination and application of knowledge, and university is no longer a quiet place to teach and do scholarly work at a measured pace and contemplate the universe as in centuries past. It is a big, complex, demanding, competitive business requiring large-scale ongoing investment (OECD, 2004). The World Bank paper (2002) emphasizes the importance of tertiary education in building societys capacity to accept change and development. In addition, tertiary education plays a central role in societys response to the challenges of globalization. However, it has been reported that countries with lower GDP per capita spend less per student in higher education, and that new EU member countries spend less than is EU25 average (Oberman-Peterka, Peri, Deli, 2012).Following this further, the Lisbon Agenda highlights the importance of universities in the efforts to make European Union the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth with more and better jobs and greater social cohesion (European Commission, 2000). Changing dynamics of environment and the way economies function today have created the imperative for a broader understanding of the role of entrepreneurship education. Besides professional skills and knowledge, entrepreneurship education should foster entrepreneurial competence in every individual, as well as the awareness about the benefits of entrepreneurship for individuals and the society. There is evidence from GEM reports that better educated persons are more likely to establish opportunity as opposed to necessity businesses, and that the former are more likely to grow (Gibb and Hannon, 2006). Therefore, universities, through their programs, have been encouraged to provide a more substantial impact on increasing entrepreneurial knowledge, skills attitudes and beliefs, i.e. competence, which forms the basis of an entrepreneurial mindset. The evidence concerning the contribution of education, and in particular tertiary education, to entrepreneurship is soft (Gibb and Hannon, 2006), and the question in what way tertiary education influences the development of entrepreneurial behavior remains. While there is understanding of entrepreneurship as a key competence, there is a lack of understanding how this key competence can be effectively addressed in the teaching and learning process. There is also a distinct lack of defined learning outcomes of entrepreneurship education programs. Based on the literature review on entrepreneurship education pedagogy it is obvious that entrepreneurship education should take the action-learning or experience oriented learning approach in order to increase the likelihood of effective entrepreneurship outcomes. Furthermore, the main challenge for entrepreneurship educators is to create appropriate learning environment which reflects the life and the world of entrepreneurs. Therefore, teachers in entrepreneurship education are encouraged to adopt experiential approaches (Gibb, 1993, 1996). Learning through experience, that combines experience, perceptions, cognitions and behaviors, and emphasizes the central role that experience plays in the learning process (Rae and Carswell, 2000), is seen as an alternative to traditional teaching. It seems necessary to focus on universities as the units of change in order to achieve strategic and sustainable development of lifelong entrepreneurial learning. Universities should become an open learning environment and leaders in promoting entrepreneurial competence and behavior. At the same time, educating individuals who are able to think and act entrepreneurially and turn ideas into action has become a compulsory prerequisite if universities aspire to become more competitive on the global market. But, there is the question whether it is possible to educate entrepreneurial individuals if their teachers and institution are not entrepreneurial themselves. Entrepreneurial university refers to the university which is able to survive and adapt in highly complex and uncertain conditions of the environment in which it operates (Clark, 2001). Another question also exists: If university is not proactive, innovative, does not have the capacity to assume risk and cannot manage change, can it be competitive in todays global market and participate actively in the development of the society in which knowledge becomes a right and an obligation for all? Survival and the development of the university depend on the extent to which a university incorporates the principles of efficiency (internal performance) and effectiveness (external performance) into its functioning. Universities too often use the efficiency as a measure of quality of their activities, without taking into account the effectiveness (for example, their contribution to the process of change for the better in the society, and reduction of unemployment). This creates a gap between the development needs of the society and the universitys ability to respond to these demands (Singer, 1996). Obviously, Croatian universities must redefine their mission, vision and activities, and replace the traditional approach with a new, entrepreneurial approach if they want to survive in the long-run. A competitive university needs to provide entrepreneurship education that will foster an entrepreneurial mindset among students and provide them with entrepreneurial skills, and thus encourage entrepreneurial behavior. This will have a positive impact on future economic growth, job creation, innovation and wealth generation (Survey of Entrepreneurship in Higher Education in Europe, 2008). 4. METHODOLOGY The objective of the empirical research that was conducted on the convenient sample of 324 students of Josip Juraj Strossmayer University in Osijek was to explore the impact that university teaching has on the development of entrepreneurial behavior. The sample consisting of students of all three years of graduate studies and all university programs was put into three subsamples: students who regularly do sports, secondly, students who are members of students associations and finally, the control group, students who neither do sports nor are members of students associations. The detailed characteristics of the sample can be seen in Table 1. Table 1 Characteristics of the sample in percentage VariableModality of answerSportsmenMembers of associationsControl groupGenderMale69,241,541,9Female30,858,558,1Year of studyingFirst30,824,629,5Second26,913,827,9Third42,361,542,6FacultyEconomics53,184,652,7Philosophy1,510,81,6Civil engineering3,84,7Medicine2,32,3Agriculture1,50,8Food technology1,51,6Law28,51,528,7Education2,33,12,3Other5,45,4Sport Am. football3,1Athletics2,3Kick boxing1,5Basketball10,8Soccer32,3Volleyball15,4Swimming3,8handball14,6Table tennis6,9Tai boxing0,8Tennis1,5Water polo6,9AssociationAIESEC44,6EWOB35,4LEO KLUB 20Years of training/membership One3,8 27,7Two2,367,7 Three1,5 4,6Four or more92,3 0Intensity of training/meetings (times a week) Once029,2Twice5,412,3Three times20,827,7Four or more times 73,830,8Source: Sedlan-KQnig, 2012. The instrument used in this quantitative research was a questionnaire consisting of three parts. The first part includes eight closed questions related to the demographics of the respondents, their propensity for entrepreneurial behavior and the estimated probability of starting their own business. In the second part of the questionnaire, respondents were asked to estimate their efficiency in the following categories: market opportunity recognition, collecting, analysis and understanding of data, persuasion and negotiation, use of information technology, managing interpersonal relationships, managing finances, sales and marketing, managing stress, managing uncertainty, planning and dealing with changes in the environment. Likert scale was used for the answers. Students also had to evaluate the influence that university teaching, membership in sports clubs and students associations and firsthand experience have on the acquisition of this competence. Finally, students were asked to complete the General Enterprising Tendency (GET) Test (Caird, 1991). In this test, respondents express their agreement or disagreement with the 54 statements that cover the following entrepreneurial attributes: need for achievement, need for autonomy, creative ability, risk taking propensity, motivation and determination. The analysis of the results included nonparametric and parametric descriptive statistics. Besides univariate statistics, bivariate analysis and multivariate data analysis were used. A univariate analysis of variance (ANOVA) was used for the comparison of means of several groups for both dependent and independent variables. A multivariate analysis of variance (MANOVA), on the other hand, was employed for the testing of effects and interactions of several independent variables on more dependent variables. For the purpose of this research the following hypotheses were tested: H1: Teaching at Croatian universities does not contribute significantly to students perception of acquired entrepreneurial competence. H2: Doing sports and taking part in students associations, as well as firsthand experience contribute more to students perception of acquired entrepreneurial competence than university teaching. H3: Students who are members of students association or do sports demonstrate stronger propensity for entrepreneurial behavior than students who do not have that experience. H4: Students who are members of students association or do sports demonstrate a higher probability of starting their own business than students who do not take part in such activities. 4.1. Results The research was designed to investigate the difference in perceptions of acquired entrepreneurial competence between students who regularly do sports or are members of students associations over an extended period of time on one side and students who do not share that experience on the other, because it was expected that teaching at universities, which includes mostly lectures and knowledge transfer does not contribute sufficiently to the acquisition of entrepreneurial competence. As the acquisition of both knowledge and skills, as well as experience in real life situations are required for the development of competence, it was presumed that students-sportsmen and students-members of students associations would demonstrate stronger propensity towards entrepreneurial behavior primarily because of their experience in informal or non-formal education, as it incorporates action learning and learning through experience which combine perceptions, cognition, experience and behavior. Hypothesis 1: Teaching at Croatian universities does not contribute significantly to students perception of acquired entrepreneurial competence was tested with the correlation analysis for particular segments, and for the general perception of self-efficacy. As it can be seen in Table 2, the lowest correlation exists for the impact of university teaching on efficacy in persuasion and negotiation, and the highest for efficacy in sales and marketing. The results suggest that it is possible to influence the development of entrepreneurial competence at the university, but a concern is voiced because the estimation of the general impact of university teaching on efficacy shows only a medium positive correlation. Table 2. Pearsons coefficients of correlation between different aspects of self-efficacy and estimation of influence of university teaching. General perception of efficacy in.35a) detection of market opportunities.31b) collection of, analysis and understanding of data .42c) persuasion and negotiation .21d) usage of IT .34e)development of interpersonal relations .25f) management of financial resources .44g) sales and marketing .54h) work under stress .38i) dealing with uncertainty .28j) planning .34k) managing changes in the environment .27Source: Sedlan-KQnig, 2012. The results of the testing for the Hypothesis 2: Doing sports and taking part in students associations, as well as firsthand experience contribute more to students perception of acquired entrepreneurial competence than university teaching are shown in Table 3. Table 3. Pearsons coefficients of correlation between perception of competence and estimation of influence of university teaching. 12341. Perception of competence1.000.398**.603**.347**2. Estimation of sports clubs/associations influence .398**1.000.381**.421**3. Estimation of influence of firsthand experience.603**.381**1.000.314**4. Estimation of university teaching influence.347**.421**.314**1.000** positive correlation , p<0.01Source: Sedlan-KQnig, 2012. It is evident that the correlation between general impact of university and perception of acquired competence is lower (0.347) than general impact of firsthand experience (0.603) and membership in students associations and sports clubs (0.398). Hence, they contribute stronger to perception of acquired competence. Therefore, the Hypothesis 2 is also confirmed. The results of the testing for the Hypothesis 3: Students who are members of students association or do sports demonstrate stronger propensity for entrepreneurial behavior than students who do not have that experience and Hypothesis 4: Students who are members of students association or do sports demonstrate a higher probability of starting their own business than students who do not take part in such activities are shown in Table 4. Table 4. Descriptive statistics for the variables: Propensity for entrepreneurial behavior and Probability of starting own business. VariableCategoryMeanStd. dev.NPropensity for entrepreneurial behaviorcontrol3.691.117129sportsmen3.741.111130associations4.021.12565Total3.771.119324Probability of starting own businesscontrol3.001.132129sportsmen3.22.990130associations3.491.06265Total3.191.075324Source: Sedlan-KQnig, 2012. Differences in means for propensity for entrepreneurial behavior and probability of starting own business (student self-assessment) can be observed, although a statistically significant difference was observed only in propensity for entrepreneurial behavior. Also, there is no clear evidence whether the students show stronger propensity for entrepreneurial behavior only because of their experience in informal or non-formal educational interventions or because of some other factors. Thus, the Hypotheses 3 and 4 need to be further tested. The above results show that students who are not members of sports clubs or students associations (the control group) demonstrate weaker propensity for entrepreneurial behavior (mean 3,69) and lower probability of starting own business (mean 3,00) than students with considerable experience in informal and/or non-formal learning. On the other hand, no significant difference was observed between students involved in informal learning and those participating in a form of non-formal learning regarding these matters. Interestingly, members of students associations (non-formal learning) on average, show the strongest propensity for entrepreneurial behavior. They also assess the probability of starting own business as the highest (Graph 1). Graph 1. Means for variables: Propensity for entrepreneurial behavior and Probability of starting own business with subsamples.  Source: Sedlan-KQnig, 2012. These results suggest that a considerable pattern exists in the means for the observed variables. However, a difference between examples of informal and non-formal education regarding their influence on the development of entrepreneurial behavior can be observed. In order to discuss the Hypothesis 3 (Students who are members of students association or do sports demonstrate stronger propensity for entrepreneurial behavior than students who do not do sports) and Hypothesis 4 (Students who are members of students association or do sports demonstrate a higher probability of starting their own business than students who do not take part in such activities) in more detail, a further analysis of the results of GET test was performed (Table 5). Table 5. Descriptive statistics of the results of GET test according to subsample. NMeanStd. deviationMaximumGET totalcontrol12928.86056.1678943.00sportsmen13032.00005.4941844.00associations6534.20006.2704750.00Total32431.19146.2591450.00Source: Sedlan-KQnig, 2012. A detailed analysis confirms that both, students who do sports and students members of students associations display a stronger propensity for entrepreneurial behavior than students non-members. Almost in all aspects, students who are members of students associations display the highest results of all. Therefore, both Hypotheses 3 and 4 are confirmed. 4.2. Discussion The research sought to explore the way in which university teaching impacts on the development of entrepreneurial behavior. Although the results can only be indicative, certain conclusion can be made. Based on the perception of students, it can be seen that university teaching contributes only slightly to the development of entrepreneurial competence. According to the results of this research, informal and non-formal education have a more significant role in that. As it was elaborated earlier, firsthand experience has the most powerful influence on the students perception of acquired entrepreneurial competence and behavior. Therefore, in order to increase their competitiveness, it seems necessary that universities encourage more often use of experiential teaching methods and practical activities in formal education at the university with the aim of exercising a stronger influence on the development of entrepreneurial competence. Based on the research results, the following proposals can be made. It is necessary to consider ways of using the potential of firsthand experience for the development of entrepreneurial competence through supplementing university courses with some form of informal and non-formal learning. In addition, universities need to embed entrepreneurship in the overall strategy and structure the institutions in the way that will support entrepreneurship education. Not only must entrepreneurship courses be made available to all students of the university (because entrepreneurs can exist in all walks of life and all professions), but universities also need to offer a wide range of different learning opportunities to their students. Competence needs to be defined as an important outcome of all entrepreneurship programs in tertiary education and sustainability of entrepreneurship education has to be ensured. Finally, competitive universities need to communicate with the wider community in order to offer students practical experience through various extracurricular activities. Moreover, students who do sports, along with those who are members of students associations, in other words, students who gather considerable experience through informal and/or non-formal learning, demonstrate a stronger propensity for entrepreneurial behavior and a higher probability of starting their own business than students who lack such experience. Hence, it seems that informal and non-formal learning have a positive influence on propensity for entrepreneurial behavior and probability of starting own business. These educational processes also ensure networking and contacts with the life in society. In informal and non-formal educational projects students are encouraged to share ideas, learn the new ways of doing things and get an overview of what the world and life of entrepreneurs is really like. Apart from that, informal and non-formal learning opportunities influence students personal and social development and empower them to gain experience applying academic knowledge in practice, which leads to better understanding of the real life. In other words, informal and non-formal instruction prepare students in a better way for professional life and careers, and this helps them to actively participate and contribute to the development of the environment in which they operate. Thus, in entrepreneurial education where the expected outcome is the development of entrepreneurial competence and consequently behavior, it seems essential to encourage students to participate in various informal and/or non-formal learning projects. Furthermore, universities should put additional effort into creating closer links with businesses in the search for more effective ways of teaching and opening the learning environment, as well as in order to reduce the gap that exists between what tertiary education provides and what the economy demands and needs. 5. CONCLUSION Modern university does not have the role, which it once used to have, of enlightening the society, producing students and publishing research. It is becoming a place for communicating knowledge in a society (Delanty, 2001). Despite limitations of this research (preliminary findings, data collected at one university and at one point in time), certain recommendations can be made. To enhance the competitiveness of the university an increased level of awareness and understanding among higher education establishments about the importance of entrepreneurial learning needs to be built. The findings of the presented study provide evidence that the university environment gives weak encouragement and support to the development of entrepreneurial competence. University programs in Croatia, in general, are traditionally un-entrepreneurial, and oriented toward supplying knowledge about entrepreneurship, not for entrepreneurship. The focus and process of much entrepreneurship education at Croatian universities is too mechanic, and may actually work against promoting entrepreneurial behavior. Therefore, considerable challenge faces educators to derive programs which present a preparation for learning in the real world. It is important that universities apply a number of different strategies to stimulate the development of entrepreneurial competence, and acknowledge informal learning as an important area for development of entrepreneurial behavior. One of the ways is by employing informal and non-formal learning projects in formal education as a supplement to traditional teaching practices, as well as by involving entrepreneurs into teaching entrepreneurship. Studying in such a way will create an improved awareness of the reality of working and provide students with the awareness, interest and preparation for self-employment as a career alternative. A competitive university operates as a center of education, research and innovation, monitors what is happening in the environment and responds to changes and signals from the environment, and thus acts as a frontrunner of sustainable growth and development. Such universities create a good image which brings in more students and more attractive projects and consequently more income which is vital for the development of the university. Universities must not ignore the enormous potential that entrepreneurial education has. Universities have to recognize the incredible opportunity they have of becoming the centers of entrepreneurial thought and take the responsibility to improve their competitiveness by offering the possibility of developing entrepreneurial behavior as an integrated topic to all students in all academic disciplines. Universities take time to implement the change, and although it is unlikely that the changes in the system will come without considerable influence from above, the bottom-up approach through faculties (even chairs) seem more feasible, as it allows for maximum flexibility and minimum difficulty in its implementation. Consequently, this change will also include more flexible approaches, development of more multi-disciplinary approaches, the change of traditional attitude to timing and subject content, greater involvement with businesses, and the training of staff, as well as the readiness of the faculty to allocate time and resources to ensure that this alternative approach to learning and teaching is evident in the institution. In order to research the way in which teaching at the university contributes to the development of entrepreneurial competences and behavior it would be interesting to undertake a longitudinal evaluation of a selective intervention for raising students entrepreneurial competence. 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Krueger, N.F., Jr., and Carsrud, A., (1993): Entrepreneurial intentions: Applying the theory of planned behavior, Entrepreneurship & Regional Development, 5 (4): 315-330 Lave, J., and Wenger, E., (1991): Legitimate peripheral participation, Cambridge: University of Cambridge Press Lisbon European Council (2000) Presidency conclusions,  HYPERLINK "http://www.europarl.europa.eu/summits/lis1_en.htm" www.europarl.europa.eu/summits/lis1_en.htm [Accessed 9.01.2013] Misra, S., and Kumar, S.E., (2000) Resourcefulness: A Proximal Conceptualisation of Entrepreneurial Behaviour, HYPERLINK "http://joe.sagepub.com/cgi/content/abstract/9/2/135"http://joe.sagepub.com/cgi/content/abstract/9/2/135 [Accessed 27.04.2012] Oberman-Peterka, S., Peri, J., and Deli, A., (2012): Role of Student Association in Changing the Old Educational Paradigm, From Old Industries to a New Entrepreneurial Development Structure  Reality and Challenges for Pforzheim and Osijek, 32nd Scientific Symp 6 R r s t | } ~  &'(ʺʱʡyrnrjcYRY hiyhVhVhV5\ h5\hiyh{ hqWhVh CJmH sH hVhV5hVhVCJ aJ h 5\mHsHh8`5\mH sH  hV6hV6mH sH h~hV5h3hV h.EhVh.EhV5hh5\mH sH hh8`5\mH sH hVhVCJaJ T E s t ~  'gd$a$gdV$a$gd $a$`gdVgdV$a$gdV$a$gdV'(#$!!'%(%V%W%t%(&*&gd9$d^a$gdv;$d^a$gdV$a$gdiy$d^a$gd$a$$a$gdVgdV`|KM1Y]A`bu5@ACD`b}"#öhfhV5CJ OJQJaJ hVhV5CJOJQJaJh5CJOJQJaJh^5\mH sH jhV0JU h,hV h,hV hqWhV h.EhVh{hVh\\6#$\t ! f !:!!""o#p#$$'%(%0%1%S%T%V%W%X%o%p%q%s%t%Զԧԛ~~nnTn2jhv;CJOJQJUaJmHnHsHtHujhv;CJOJQJUaJh96CJOJQJaJh9hv;6CJOJQJaJhv;CJOJQJaJh.EhVCJOJQJaJhIhVCJOJQJaJh^HhVCJOJQJaJhVCJOJQJaJhbhVCJOJQJaJhiyhV5CJOJQJaJt%&&(&*&4&z&&&&&&`'r''8)W)00000S1T122J3T3H4t4X6^6a6ؽخrfZZrh\\CJOJQJaJhnt{CJOJQJaJhPDzhVCJOJQJaJhiyhV5CJOJQJaJhnt{hV5CJOJQJaJh5CJOJQJaJhbhVCJOJQJaJh{CJOJQJaJh.EhVCJOJQJaJhVCJOJQJaJh$MhV6CJOJQJaJhVh9CJaJ*&**0,1,..0000_6`699;;??^B_BEEJHKH$a$gdV$a$gdiy$^`a$gdiy$d^a$gdVa66 7X7w7777778888889929=9?9^9h9i9l9999999::<,<:<t=|====== > >+>g>k>>>????;;٠ِhVhnt{CJOJQJaJhchVCJOJQJaJhqIjhVCJOJQJaJh"]h\\CJOJQJaJh\\CJOJQJaJhVCJOJQJaJh{CJOJQJaJh"]hVCJOJQJaJ5????^B_BEEJHKHNHZH[HI!ITIUIaIIII8J9JJJJJKxl_Oh]h]6CJaJnHtHhS6CJaJnHtHhCJOJQJaJ)jhbhV0JCJOJQJUaJhlCJOJQJaJh]CJOJQJaJhVCJOJQJaJhbhVCJOJQJaJhbhV5CJOJQJaJhnt{hV5CJOJQJaJh5CJOJQJaJhnt{hVjhV0JUKHZH[HJJK%K8KBKZKhK $$Ifa$gd] $$Ifa$gddgd$d^a$gdV $da$gdiy $^a$gd KK$K%K7K8K=KAKBKYKZKgKhKiKoKpKqKtKKKKKKKKKKKKKKKKKKKKKK~oco~co~co~co~oco~h]B*CJaJphhhB*CJaJph hhB*CJ\aJphh]B*CJ\aJphhh]CJaJmHsHh]CJ\aJh]h]CJ\aJhhCJ\aJ hhB*CJ]aJph h]h]B*CJ]aJphh]h6CJaJnHtH&hKiKpKuK2)) $Ifgdkd$$Iflgr99MhQ  t2644 la]p2ytlHuKzKKKKK<3 $Ifgdkd$$Ifl4,r99M&h&&&Q  t 644 la]p2ytlH $$Ifa$gdKKKKKK3kd$$Ifl4,r99M&h&&&Q  t 644 la]p2ytlH $$Ifa$gd $IfgdKKKKKK $$Ifa$gd $IfgdKKKKKKH??33 $$Ifa$gd $Ifgdkd$$Ifl4,r99M&h&&&Q  t 644 la]p2ytlHKKKKKK<33 $Ifgdkd$$Ifl4,r99M&h&&&Q  t 644 la]p2ytlH $$Ifa$gdKKKKKL<33 $Ifgdkd$$Ifl4,r99M&h&&&Q  t 644 la]p2ytlH $$Ifa$gdKKKKLLLL L.L/L0LALLLMLNLSLVLaLbLcLnLyLzL{LLLLLLLLLLLLLLLLLLLLLLLLMMMM MMMMMҷҷҷҷҷҷҷҷҷҷᜫҷҫҐҷhxB*CJaJphhhSB*CJaJphhSB*CJaJphhh]CJaJmHsHh]B*CJaJphhhB*CJaJph hhB*CJ\aJphh]B*CJ\aJph8L LLLLL<3 $Ifgdkd$$Ifl4,r99M&h&&&Q  t 644 la]p2ytlH $$Ifa$gdL!L%L*L.L/L3kd $$Ifl4,r99M&h&&&Q  t 644 la]p2ytlH $$Ifa$gd $Ifgd/L0LBLFLHLLL $$Ifa$gd $IfgdLLMLNLWL[L]LH??3? 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Organisation for Economic Co-Operation and Development, Programme on Institutional management in higher education, and  HYPERLINK "http://www.allbookstores.com/Higher-Education-Funding-Council-for-England/author" Higher Education Funding Council for England, (2004): On the Edge: Securing a Sustainable Future for Higher Education, Report of the OECD/IMHE HEFCE project on financial management and governance of higher education institutions, OECD Porter, M.E., (1990): The Competitive Advantage of Nations, New York: Free Press Rae, D., and Carswell, M., (2000): Using a life-story approach in researching entrepreneurial learning: The development of a conceptual model and its implications in the design of learning experiences, Education and Training, 42 (4/5): 220-228 Salmi, J., (2002): Constructing Knowledge Societies: New Challenges for Tertiary Education, Washington, D.C.: The World Bank Saloner, G., Shepard, A., and Podolny, J., (2001): Strategic Management, New York: John Wiley & Sons Sedlan-KQnig, Lj., (2012). Higher education pedagogy in the development of entrepreneurial behavior (Doctoral thesis) Osijek: [Lj. Sedlan-KQnig]. Shane, S., and Venkataraman, S., (2000): The Promise of Entrepreneurship as a Field of Research, Academy of Management Review, 2 (1): 217-226 Shapero, A., (1982): Some Social Dimensions of Entrepreneurship in C. Kent, D. Sexton and K. Vesper, eds.: The encyclopedia of entrepreneurship, Englewood Cliffs, NJ: Prentice Hall. Singer, S., (1996): Transformation of CEE countries and unemployment is the university a missing link in making transformation faster and unemployment lower?, in: EAEPE Conference Antwerp, Belgium, November 7-9, 1996 World Bank, (1999): World Development Report: Knowledge for Development 1998/1999., New York: Oxford University Press  European commision (2007), Schools for the 21st century  Entrepreneurial learning is defined as all forms of education and training, both formal and non-formal, which contribute to entrepreneurial spirit and activity with or without commercial objective (Gribben, 2006).  European commission (2007), Schools for the 21st century  Membership in sports clubs has in this research was taken as an example of informal education because it takes place outside of a formal educational setting and represents projects that students undertake for themselves. Taking part in students' associations is in this research an example of non-formal education because it occurs in a formal learning environment, but is not formally recognized within a curriculum or syllabus framework.  These are the aspects of competence that have been identified by several authors as fundamental for entrepreneurial success.     Session Name (Please DO NOT CHANGE THIS TEXT) The Tenth International Conference:Challenges of Europe: In Quest for New Competitiveness PAGE 10 PAGE 11 Environment Entrepreneurial attitudes and beliefs Intentions Entrepreneurial behavior Demografic factors Entrepreneurial competence Education Attributes Sportsman Memb. of st. assoc. 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