Предузетничка оријентација студенткиња просветних професија

Драгана Р. Бјекић, Универзитет у Крагујевцу, Факултет техничких наука у Чачку, Чачак, Србија, имејл: dragana.bjekic@ftn.kg.ac.rs
Лидија Ђ. Златић, Универзитет у Крагујевцу, Педагошки факултет у Ужицу, Ужице, Србија
Благица М. Златковић, Универзитет у Нишу, Педагошки факултет, Врањe, Србија
Иновације у настави, XXXVI, 2023/1, стр. 70–85

| PDF | | Extended summary PDF |
DOI: 10.5937/inovacije2301070B

 

Резиме: Сложени професионални захтеви постављени пред наставнике обухватају и захтев да формативно делују и подстичу развој предузетничких компетенција својих ученика и васпитаника, а посебно развој предузетничке оријентације – динамичке димензије ових компетенција. Развијеност предузетничке оријентације актуелних и будућих наставника, видљива у деловању, важан је модел за ученике. У раду је скалом предузетничке оријентације испитивана ова оријентација студенткиња – будућих васпитачица, учитељица и наставница. Узорак обухвата 237 студенткиња са три факултета. Утврђено је да су студенткиње процениле сопствену предузетничку оријентацију као умерену, мада је релативно висок степен њихове свесне, декларативне предузетничке усмерености. Проактивност је израженија од осталих компоненти, а компетитивност је најслабије изражена. Унутрашњи локус контроле позитивно корелира са спремношћу за преузимање ризика и проактивношћу, али не и са другим компонентама предузетничке оријентације. Структура и степен предузетничке оријентације студенткиња  различитих просветних професија, као и различитих година студија су слични, што указује на хомогеност популације студенткиња просветних професија у погледу ове оријентације, али и да је потребно обогатити универзитетско предузетничко образовање као фактор оснаживања опредељења за предузетничко понашање.

Кључне речи: студенткиње педагошких/просветних професија, предузетничка оријентација, предузетничко понашање жена, модел за предузетничко понашање

 

Summary: The complex professional demands placed on teachers include the demand that they should act formatively and encourage the development of entrepreneurial competencies of their students, especially the development of entrepreneurial orientation – the dynamic dimension of these competencies. The development of the entrepreneurial orientation of the pre-service and in-service teachers, visible in action, is an important model for students. In this paper, the entrepreneurial orientation scale was used to examine this orientation of female students – future preschool and primary school teachers. The sample included 237 female students from three different faculties. It was established that female students assessed their own entrepreneurial orientation as moderate, although the degree of their conscious, declarative entrepreneurial orientation is relatively high. Proactivity is more emphasized than the other components, whereas competitiveness is the least emphasized component. The internal locus of control positively correlates with willingness to take risks and proactivity, but not with other components of entrepreneurial orientation. The structure and degree of entrepreneurial orientation of the female students of different educational professions, as well as of different years of study, are similar, which indicates the homogeneity of the population of the female students of educational professions in terms of this orientation, but also that it is necessary to enrich university entrepreneurial education as a factor of strengthening determination for entrepreneurial behavior.

Кeywords: female students of educational professions, entrepreneurial orientation, entrepreneurial behavior of women, entrepreneurial behavior model

 

Литература

  • Bacigalupo, M., Kampylis, P., Punie, Y. & Van den Brande, G. (2016). Entre Comp: The entrepreneurship competence framework. Luxembourg: Publication Office of the European Union.
  • Bertoncelj, A. & Kovač, D. (2009). Gender difference in the conative component of entrepreneurial orientation. Journal of East European Management Studies. 14 (4), 357–368.
  • Betáková, J. Okręglicka, M. & Havierniková, K. (2021). Entrepreneurial orientation of male and female entrepreneurs in small firms. TEM Journal. 10 (3), 1307–1313. https://doi.org/10.18421/TEM103-38
  • Bilić, I., Prka, A. & Vidović, G. (2011). How does education influence entrepreneurship orientation? Case study of Croatia. Management. 16 (1), 115–128.
  • Bjekić, D. i Zlatić, L. (2021a). Psihologija preduzetništva: nastavnik u fokusu (Psychology of Entrepreneurship: Teacher in the Focus). Užice: Pedagoški fakultet.
  • Bjekić, D., i Zlatić, L. (2021b). Preduzetničke kompetencije i obrazovanje iz ugla psihologije preduzetništva (Entrepreneurship education and competencies from the percpective of Entrepreneurship Psychology). Vaspitanje i obrazovanje. 3, 111–132.
  • Bjekić, D., Đorić, B., Damnjanović, M., i Stojković, M. (2019). Preduzetnička orijentacija maturanata (Entrepreneurial orientation of secondary school graduates). U: Veljović, A. (ur.). Zbornik radova ITOP19 (321–332). Čačak: Fakultet tehničkih nauka.
  • Bjekic, D., Zlatic, L. & Marinkovic, S. (2011). Teachers’ innovation attitudes and innovation Behaviour. In: Glăveanu, V. (Ed.) Conference Hybrid Abstract (11). 12th European Congress of Psychology, 4–8. July. Istanbul, Türkiye.
  • Brush, C. G. (1992). Research on women business owners: Past trends, a new perspective and future directions. Entrepreneurship: Theory and Practice. 16 (4), 5–30.
  • Brush, C. G., De Bruin, A. & Welter, F. (2009). A gender-aware framework for women’s entrepreneurship. International Journal of Gender and Entrepreneurship. (1) 1, 8–24.
  • Carranza, E., Dhokol, L. & Love, I. (2018). Female entrepreneurs; how and why are the different. Job Working Paper, Issue No 20. International Bank Reconstruction and Development I (The World Bank). Retrieved November 20, 2020. from: https://documents1.worldbank.org/curated/en/400121542883319809/pdf/Female-Entrepreneurs-How-and-Why-are-They-Different.pdf.
  • Chaker, H., & Jarraya, H. (2021). Combining teaching “about” and “through” entrepreneurship: A Practice to develop student’s entrepreneurial competencies. Industry and Higher Education. 35 (4). https://doi.org/10.1177/0950422221991005
  • Curth, A. (prep.) (2011). Mapping of teachers’ preparation for entrepreneurship education, Final Report. Brussels: GHK. Retrieved December 20, 2018. from: http://www.ab.gov.tr/files/ardb/evt/1_avrupa_birligi/1_9_politikalar/1_9_4_egitim_politikasi/mapping_en.pdf.
  • Entrialgo, M. & Iglesias, V. (2018). Are the intentions to entrepreneurship of men and women shaped differently? The impact of entrepreneurial role-model exposure and entrepreneurship education. Entrepreneurship Research Journal. 8 (1), 20170013. https://doi.org/10.1515/erj-2017-0013
  • Eurostat (2016). World Teachers Day: Women teachers largely over-represented in primary education in EU. News release 189/2016. Retrieved February 15, 2022. from: https://ec.europa.eu/eurostat/documents/2995521/7672738/3-04102016-BP-EN.pdf/9f0d2d04-211a-487d-87c3-0a5f7d6b22ce
  • Frese, M. & Gielnik, M. M. (2014). The psychology of entrepreneurship. The Annual Review of Organizational Psychology and Organizational Behavior. 1, 413–438. https://doi.org/10.46793/NNU21.263Z
  • Fellnhofer, K., Puumalainen, K. & Sjögrén, H. (2016). Entrepreneurial orientation and performance – are sexes equal? International Journal of Entrepreneurial Behaviour & Research. 22 (3), 346–374. https://doi.org/10.1108/IJEBR-12-2015-0286
  • Genezzy, U., Leonard, K. L. & List, J. A. (2009). Gender differences in competition: Evidence from a matrilineal and a patriarchal society. Econometrics. 77 (5), 1637–1664.
  • Hayat, N. & Riaz, M. T. (2011). The entrepreneurial orientation can enhance the teacher performance in higher education. Revista Romaneasca pentru Educatie Multidimensionala. 3 (8), 85–96.
  • Kakouris, A., Dermatis, Z. & Liargovas, P. (2016). Educating potential entrepreneurs under the perspective of Europe 2020 plan. Business & Entrepreneurship Journal. 5 (1), 7–24.
  • Katsarova, I. (2020). Teaching: A womans world. EPRS. European Parliamentary Research Service.
  • Kurniavan, J. E., Suhariadi, F. & Hadi, C. (2017). The impact of school’s corporate cultures on teacher’s entrepreneurial orientation: The mediating role of readiness for change. Expert Journal of Business and Management. 5 (1), 22–31.
  • Lumpkin, G. T. & Dess, G. G. (1996). Clarifying the entrepreneurial orientation construct and linking it to performance. The Academy of Management Review. 21 (1), 135–172.
  • Marić, M. R., Branković, N. P. i Lukić, V. N. R. (2018). Budući učitelji i vaspitači između tendencije ka prilagođavanju i sklonosti prema inoviranju (Future Primary and Preschool Teachers between a Tendency to Adjust and a Tendency to Innovate). Inovacije u nastavi. 31 (3), 61–73. https://doi.org/10.5937/inovacije1803061M
  • OECD (2017). Percentage of female teachers, by age group and level of education. Retrieved June 10, 2022. from: https://www.oecd-ilibrary.org/sites/145d9f68-en/index.html?itemId=/content/component/145d9f68-en.
  • Penaluna, A. & Penaluna, K. (2015). Entrepreneurial education in practice, Part 2 – Building motivation and competencies. Entrepreneurship 360 Thematic paper. Retrieved June 20, 2018. from: http://www.oecd.org/cfe/leed/Entrepreneurial-Education-Practice-pt2.pdf .
  • Rajković, J., Poštin, J., Konjikušić, M., Jagodić Rusić, A., Stojković, H. S. & Nikolić, M. (2021). The entreprise potencial, individual entrepreneurial orientation and entrepreneurial intentions of students in Serbia. The European Journal of Applied Economics. 18 (1), 106–125. https://doi.org/10.5937/EJAE18-27707
  • Republički zavod za statistiku (2020). Statistički godišnjak (Statistical Yearbook). Beograd: RZS. Retrieved February 28, 2022. from: https://publikacije.stat.gov.rs/G2020/pdf/G20202053.pdf.
  • Republički zavod za statistiku (2022). STAT baza. Obrazovanje (STAT basis. Education). Beograd: RZS. Retrieved August 1, 2022. from: https://www.stat.gov.rs/oblasti/obrazovanje/.
  • Saha, K., Kumar, R., Kumar Dutta, S. & Dutta, T. (2017). A content adequate five-dimensional Entrepreneurial Orientation scale. Journal of Business Venturing Insights. 8, 41–49. https://doi.org/10.1016/j.jbvi.2017.05.006
  • Schillo, S. (2011). Entrepreneurial orientation and company performance: Can the academic literature guide managers? Technology Innovation Management Review. 20–25. The World Bank (2021). Primary education, teachers (% female). European Union. UNESCO Institute for Statistics. Retrieved February 28, 2022. from https://data.worldbank.org/indicator/SE.PRM.TCHR.
    FE.ZS?locations=EU
  • Vogelsang, L. (2015). Individual entrepreneurial orientation: An assessment of students. Arcata, California: Humboldt State University. Retrieved December 20, 2018. from: http://humboldt-dspace.calstate.edu/bitstream/handle/10211.3/150384/vogelsang_laura_a_Summer2015.pdf.
  • Wu, Y. (2009). Entrepreneurial Orientation, Entrepreneurial Intent and New Venture Creation: Test of Framework in a Chinese Context. PhD Dissertation. Blackburs, Virginia: Faculty of Virginia Polytechnic Institute and State Institute. Retrieved April 30, 2018. from: https://vtechworks.lib.vt.edu./bitstream/handle/10919/29298/JinpelWu.pdf.

 

 

 

Избор језика
Open Access Statement
345 Open access declaration can be found on this page

Information about copyright 345 Teaching Innovations are licensed with Creative Commons Attribution License (CC BY 4.0). Information about copyright can be found on this page.
Open Access Journal
345
Индексирано у
345   This journal was approved on 2018-01-22 according to ERIH PLUS criteria for inclusion. Download current list of ERIH PLUS approved journals.
Индексирано у
345 University of Belgrade, Teacher Education Faculty has entered into an electronic licensing relationship with EBSCO Information Services, the world's most prolific aggregator of full text journals, magazines and other sources. The full text of Teaching Innovations / Inovacije u nastavi is available now on EBSCO's international research databases.
Индексирано у
345
Ethics statement
345 Publication ethics and publication malpractice statement can be found on this page.
Пратите Иновације у настави
345   345   345