[雙語(yǔ)翻譯]創(chuàng)業(yè)外文翻譯--大學(xué)生的創(chuàng)業(yè)特點(diǎn)--對(duì)土耳其創(chuàng)業(yè)教育和培訓(xùn)的一些見(jiàn)解（英文）

1、Entrepreneurial characteristics amongst university studentsSome insights for entrepreneurship education and training in TurkeyYonca Gu ¨rol Business Department, Yildiz Technical University, Besiktas Kampuso Barboros

2、, Bulvari/Besiktas, Istanbul, Turkey, and Nuray Atsan Akdeniz University, Is ¸letme Bo ¨lu ¨ mu ¨ , Antalya, TurkeyAbstractPurpose – The purpose of this research is to explore the entrepreneurship pro

3、file of Turkish university students and to make an evaluation for their entrepreneurship orientation by comparing them with non-entrepreneurially inclined students.Design/methodology/approach – In this study, six traits,

4、 namely need for achievement, locus of control, risk taking propensity, tolerance for ambiguity, innovativeness and self-confidence, are used to define the entrepreneurial profile of students. The study is conducted on a

5、 random sample of fourth year university students (n ¼ 400) from two Turkish universities. The question “what are you planning to do after graduation?” was asked to students in order to discriminate between those wh

6、o are entrepreneurially inclined and those who are not. Respondents who have a response saying that “I’m planning to form my own business venture” are accepted as potential entrepreneurs. Then, the entrepreneurial traits

7、 of these students are subjected to a comparative analysis with other students who do not plan to start their own businesses, and thus are not included in the group of potential entrepreneurs. In short, a 40-item questio

8、nnaire is administered to students, with questions related to demographic variables, entrepreneurial inclination, and six entrepreneurial traits above cited (with Likert type items).Findings – The results of the t-tests

9、showed that, except for tolerance for ambiguity and self-confidence, all entrepreneurial traits are found to be higher in entrepreneurially inclined students, as compared to entrepreneurially non-inclined students. That

10、is, these students are found to have higher risk taking propensity, internal locus of control, higher need for achievement and higher innovativeness.Research limitations/implications – The study comprises fourth year stu

11、dents only, and the percentage of students in the sample who wish to be entrepreneurs is quite low (18 per cent). Also, there are only two universities included in the sample. Further study can be conducted on a wider ba

12、sis to lead to more general conclusions.Practical implications – This study provides insight into entrepreneurship education, as to which entrepreneurial characteristics can be developed to raise good entrepreneurs.Origi

13、nality/value – This study contributes to understanding the differences between characteristics of entrepreneurially inclined and non-inclined students at the edge of graduation.Keywords Entrepreneurship, Students, Educat

14、ion, Training, TurkeyPaper type Research paperIntroduction Entrepreneurship has been an important research field among economists and scholars worldwide for some considerable time. This prolonged and heightened interest

15、in entrepreneurship is prompted by several factors. First, for developed economies,The current issue and full text archive of this journal is available atwww.emeraldinsight.com/0040-0912.htmEntrepreneurial characteristic

16、s in Turkey25Education þ Training Vol. 48 No. 1, 2006 pp. 25-38 q Emerald Group Publishing Limited 0040-0912 DOI 10.1108/00400910610645716deal of activity in the field of entrepreneurship education in universities a

17、nd colleges throughout the world (Gibb, 1993; Koh, 1996; Hansemark, 1998; Thompson, 1999; Jones and English, 2004). The USA seems to take the lead in entrepreneurship education. As Kuratko (2003) noted in his study, the

18、number of colleges and universities that offer entrepreneurship courses has grown from a handful in 1970 s to more than 1,600 in 2003. Elsewhere, though, there is evidence of a growing number of Australian universities,

19、for example, offering entrepreneurship programs and in the UK business and entrepreneurial development has been listed as one of the four strategic goals for British universities (Kirby, 2004). In sum, the literature com

20、prises studies emphasizing that entrepreneurship and small business education have been rapidly promoted in education institutions in European, Asian and African countries (Brockhaus, 1991; Gibb, 1993; Ronstadt, 1987; Ko

21、h, 1996; Hytti and O’Gorman, 2004). Whilst it would not be unreasonable to suggest that entrepreneurship education in Turkey is far from being a national policy matter nevertheless, courses on entrepreneurship have recen

22、tly begun to be offered as elective courses in undergraduate business administration programs of a limited number of Turkish universities. A review of curricula of business schools in 53 state and 23 private universities

23、 has shown that 15 state universities have elective entrepreneurship course in their undergraduate curricula while seven private universities offer entrepreneurship provision. In four private universities, an entrepreneu

24、rship course is compulsory. In terms of MBA programs, nine state universities and four private universities offer elective courses on entrepreneurship. However, there is only one private university offering a major in en

25、trepreneurship and there is a young entrepreneur development program in only four universities. Reviewing masters and doctoral theses from all Turkish universities, it is possible to find only approximately 40 studies on

26、 entrepreneurship (TUSIAD Report, 2002). Furthermore, the number of proceedings on entrepreneurship so far presented to the 13-year-old National Management and Organization Conference is not more than 20. The more recent

27、 research and discussions on entrepreneurship in our literature may show that there is still a quest for what should constitute entrepreneurship education and how it should be designed. When course content is examined, i

28、t is observed that students are generally trained in “how to start your business” skills and small and medium sized enterprise management skills. However, as Kirby (2004) states the successful entrepreneur has a set of p

29、ersonal skills, attributes and behavior that go beyond the purely commercial. It is these attributes, this way of thinking and behaving, which need to be developed in students if their entrepreneurial capabilities are to

30、 be enhanced and they are to be equipped to meet the challenges of the entrepreneurial climate of the twenty-first century. On this basis, therefore, it is our contention that there is a clear need to seek to identify th

31、e personality traits and skills that make for a successful entrepreneur in order to influence the debate about the enterprise education and training curriculum with the country.Aims of the study The aims of this research

32、 were twofold. First, to explore the entrepreneurship profile of Turkish university students by taking the trait model of entrepreneurship as a basis. Second, to discuss the possible implications of this profile to the d