| Abstract [eng] |
Various abilities can be attributed to entrepreneurship, in the European Commission action plan “Entrereneurship 2020” (2013), it is stated that entrepreneurship education grants the greatest investment change that Europe can receive; when studying entrepreneurship business knowledge is gained, basic skills are acquired, beliefs are formed, a person becomes creative, initiative, learns to work in a team, understands the risk and possesses the sense of responsibility. A plenty of researches analyze entrepreneurship abilities (Kuratko, 2005; Frank, 2005; Gibb, 2007; Chang, Benamraoui, Rieple, 2014) and the environment of entrepreneurship education (Kuratko, 2005; Welsh, Tullar, 2014). Entrepreneurship skills are being examined in various disciplines, therefore, when analyzing entrepreneurship conception no single discipline is dominat over others, even though the conception of entrepreneurship and the skills attached to it are complemented by special business and management knowledge (Jucevičius, 1996; Jucevičius, Urbonė, 2008). In scientific works, varying education methods are being applied to assess the entrepreneurship education (Mwasalwiba, 2010; Matlay, 2006; Cheung, Au, 2010; Klapper, Tegtmeier, 2010; Welsh, Dragusin, 2011; Neck, Greene, 2011; Welsh, Tullar, 2014, Welsh, Tullar, Nemati, 2016). |
