Organizational and Pedagogical Modeling of Entrepreneurship Education in Higher Education: Psychological Aspect

Abstract

The article provides an analysis of approaches to the entrepreneurship education organization at university with an example of an empirical study of its psychological and pedagogical components. The relevance of the student entrepreneurship competencies in all areas of training is due to the request for the implementation of the cross-functional principle in modern management. The basis of such formation is mastering by students of a three-level structure: the competencies fostering the development of an entrepreneur personality, creating projects and entrepreneurial interaction. A systematic understanding of students’ entrepreneurship competencies is reflected in the model of entrepreneurship learning in the framework of the university educational environment, which includes both infrastructural and psychological and pedagogical components that directly affect the personal development of students. The effectiveness of the entrepreneurship education model at the university was evaluated on a sample of 105 students of Sevastopol State University (SevGU). As a key individual psychological competence for the training of an entrepreneurial type specialist, we viewed the degree of responsibility for the results of activities (internality). The assessment of internality was carried out according to the method of diagnosing the level of subjective control, based on the concept of the locus of personality control. Comparison of the degree of responsibility of students was carried out between students majoring in management and students majoring in economics. The redesign of the educational process for management majors based on the model of entrepreneurship education at university created additional opportunities for the purposeful formation of entrepreneurial thinking among students and their development as future entrepreneurial managers. This modification of the organizational and pedagogical conditions was reflected in the results of the study. The value of internality (responsibility) on most of the presented scales is more than twice as high for management students than for economics students. The results of the study confirmed the importance of organizing entrepreneurial education at university for the development of personal qualities inherent in an entrepreneurship behavior model, gaining experience in solving entrepreneurship problems, and increasing the likelihood of successful implementation of professional activities by students.