Identification and Construction of a Conceptual Entrepreneurship Competency Framework for Politics and Law Majors

XuGuang Liu; Mohd Zolkifli Abd Hamid; Mohamad Abdillah Royo

doi:10.47405/mjssh.v8i12.2615

XuGuang Liu School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malasia, Johor Bahru, 81310, Malaysia
Mohd Zolkifli Abd Hamid School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malasia, Johor Bahru, 81310, Malaysia.
Mohamad Abdillah Royo School of Education, Faculty of Social Sciences and Humanities, Universiti Teknologi Malasia, Johor Bahru, 81310, Malaysia.

DOI: https://doi.org/10.47405/mjssh.v8i12.2615

Keywords: Entrepreneurship, Competency framework, TVET, Politics and law majors, Vocational colleges

Abstract

Entrepreneurship competency is taken as a key element for personal lifelong learning, active citizenship and employ ability in the knowledge society. As for the study of entrepreneurship competency, scholars in different countries have developed various entrepreneurship competency models or frameworks. These entrepreneurial competencies are diversified in their contents or covering aspects, most of them are mainly developed with emphasis on the tilt in business or engineering majors, however, there is no specific research concerning entrepreneurship competency for politics and law majors in higher vocational colleges of political science and law, of which the training goal is cultivating political and legal talents for grassroots, making that the quality requirements and the talent training standard are different from those majors in other universities or any other vocational colleges. Therefore, constructing a set of entrepreneurship competency framework applicable for politics and law majors will make up for this gap and enrich the entrepreneurship competency content and finally broaden the deeper understanding of entrepreneurship education. The study was conducted in three phases: identification of constructs and sub constructs from the literature review and documents analysis in phase I; identification of constructs and sub constructs from interviews (n=12) in phase II; and content and face validity of the constructs and sub constructs in phase III. Data analysis was conducted by utilizing the Nvivo 12 plus software. A conceptual entrepreneurship competency framework was generated since the constructs and sub constructs were identified and classified during the research.

Downloads

Download data is not yet available.

References

Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2021). Introduction to meta-analysis: John Wiley & Sons.

Boshuizen, H. P., Bromme, R., & Gruber, H. (2004). On the long way from novice to expert and how travelling changes the traveller. Professional learning: Gaps and transitions on the way from novice to expert, 3-8.

Brereton, P., Kitchenham, B. A., Budgen, D., Turner, M., & Khalil, M. (2007). Lessons from applying the systematic literature review process within the software engineering domain. Journal of systems and software, 80(4), 571-583.

Creswell, J. W., & Clark, V. L. P. (2017). Designing and conducting mixed methods research: Sage publications.

Ericsson, K. A. (2017). Protocol analysis. A companion to cognitive science, 425-432.

Fleiss, J. L., Levin, B., & Paik, M. C. (1981). The measurement of interrater agreement. Statistical methods for rates and proportions, 2(212-236), 22-23.

Gill, P., Stewart, K., Treasure, E., & Chadwick, B. (2008). Methods of data collection in qualitative research: interviews and focus groups. British Dental Journal, 204(6), 291-295.

Guan, H., Zhang, Z., Zhao, A., Jia, J., & Guan, S. (2019). Research on innovation behavior and performance of new generation entrepreneur based on grounded theory. Sustainability, 11(10), 2883.

Harrison, R. L., Reilly, T. M., & Creswell, J. W. (2020). Methodological rigor in mixed methods: An application in management studies. Journal of Mixed Methods Research, 14(4), 473-495.

Hoge, M. A., Tondora, J., & Marrelli, A. F. (2005). The fundamentals of workforce competency: Implications for behavioral health. Administration and Policy in Mental Health and Mental Health Services Research, 32(5-6), 509-531.

Hollway, W., & Jefferson, T. (2000). Doing qualitative research differently: Free association, narrative and the interview method: Sage.

Isidro-Filho, A., Guimarães, T. d. A., Perin, M. G., & Leung, R. C. (2013). Workplace learning strategies and professional competencies in innovation contexts in Brazilian hospitals. BAR-Brazilian Administration Review, 10, 121-134.

Jansen, J. (2010). An evidence-based study on how to meet the demands for high-level skills in an emerging economy. [Doctoral Thesis], Academy of Science of South Africa.

Keohane, R. O. (2018). The new European Community: Decisionmaking and institutional change: Routledge.

Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele, UK, Keele University, 33(2004), 1-26.

Larrue, P., Guellec, D., & Sgard, F. (2018). OECD Science, Technology and Innovation Outlook 2018-Adapting to Technological and Societal Disruption. OECD.

Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563-575.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry (Vol. 75): Sage.

Lucia, A. D., & Lepsinger, R. (1999). Competency Models: Pinpointing critical success factors in organizations. San Francisco: lossey-Bass/Pfeffer.

McClelland, D. C., & Boyatzis, R. E. (1982). Leadership motive pattern and long-term success in management. Journal of Applied psychology, 67(6), 737.

Mukherjee, J., Pandita, S., Huozha, R., & Ashutosh, M. (2011). In vitro immune competence of buffaloes (Bubalus bubalis) of different production potential: effect of heat stress and cortisol. Veterinary Medicine International, 2011.

Onwuegbuzie, A. J., Leech, N. L., & Collins, K. M. (2012). Qualitative analysis techniques for the review of the literature. Qualitative Report, 17, 56.

Särndal, C.-E., Swensson, B., & Wretman, J. (2003). Model assisted survey sampling: Springer Science & Business Media.

Slocumb, E. M., & Cole, F. L. (1991). A practical approach to content validation. Applied Nursing Research, 4(4), 192-195.

Spencer, L. M., & Spencer, P. S. M. (2008). Competence at Work models for superior performance: John Wiley & Sons.

Suska, M. (2018). Entrepreneurial studies in higher education: Some insights for Entrepreneurship education in Europe. Horyzonty Polityki, 9(29), 143-156.

Venesaar, U., Antonelli, G., Dorożyński, T., Duarte, H., Kallaste, M., Riviezzo, A., . . . Santos, S. C. (2022). 7. Entrepreneurship competence among students and employees: a comparative study in five European countries. Annals of Entrepreneurship Education and Pedagogy–2023, 120.

Wechsler, D. (1950). Cognitive, conative, and non-intellective intelligence. American Psychologist, 5(3), 78.

Wilkinson, S. (1998). Focus group methodology: a review. International journal of social research methodology, 1(3), 181-203.

Yerdelen-Damar, S., Boz, Y., & Aydın-Günbatar, S. (2017). Mediated effects of technology competencies and experiences on relations among attitudes towards technology use, technology ownership, and self efficacy about technological pedagogical content knowledge. Journal of Science Education and Technology, 26, 394-405.

Zenner, L., Kothandaraman, K., & Pilz, M. (2017). Entrepreneurship education at Indian industrial training institutes–a case study of the prescribed, adopted and enacted curriculum in and around Bangalore. International Journal for Research in Vocational Education and Training, 4(1), 69-94.