REPORT – Employers’ opinion about the needful entrepreneurship competence of employees taking into account macro-level changes

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An increased focus on globalisation requires students and employees in companies to effectively navigate across cultures and borders and highlights the importance of developing a global mind-set (Sorrell, 2016), capabilities of working in multicultural teams and to succeed in globally competitive labour market (students, employees, entrepreneurs). Technological innovations towards digitalisation, artificial intelligence and robotics are shaping the nature of work (McKinsey, 2017), which requires also new professional skills as well as technological innovation in education. A paradigm shift in the workforce demographics with continued influx of generation Y employees (Naim & Lenka, 2017) and entrepreneurs shows a demand for different from previous generation X work values, ethics and working style. This creates a need for designing a new type interventions in HEIs, e.g. goal- and achievement oriented with a strong sense of self-worth and confidence in learners’ abilities (Twenge, 2010). To support the developmental needs of above mentioned target groups in the context of macro-changes requires the development of relevant competencies from educators. Educational institutions need to ensure that graduates are capable of acting in an enterprising manner in the workplace either as an entrepreneur or as an intrapreneur in paid employment and having global employability skills i.e. mind-set and knowledge competencies needful in global market.

The project investigates a needful entrepreneurship competence[1] for potential employees and SME managers in relation to macro-level changes. The first interviews with employers (large and small, 5-10 per country) were carried out to understand the changes in business environmant and the requirements of entrepreneurship competence (EC) of employees.

[1] [1] We define the term „entrepreneurship competence“ (EC, singular) as one among the eight competences (e.g. digital, mathematical) of life-long learning (European Commission, 2018) which constitute a comprehensive set of knowledge, skills and attitudes (i.e. sub-competencies) necessary for value creation during the implementation of ideas, developing an entrepreneurial mindset, and sustainable coping with work and everyday life (Venesaar et al, 2018). For better understanding, the term „competencies“ instead of “sub-competencies” is used further in the text (when meaning sub-competencies of EC).