Bulgaristan Üniversitelerinde girişimcilik eğitiminin metodolojik sorunları*

Yıl 2012, Cilt: 2 Sayı: 2, 73 - 79, 01.08.2012

Emil Papazov Lyudmila Mihaylova

Öz

Bir eğitim kavramı olarak girişimcilik birçok dengesizlikle nitelendirilmektedir ve bunlardan biri de, sunulan ders başlıklarıyla ilişkilidir. Girişimcinin kim olduğu, sosyal ve psikolojik profilinin neye benzediği, girişimcilerin neler yaptığı ve nelerden hoşlandığı gibi soruların cevabı üzerinde odaklanılmaktadır, bir şeyleri yapma yöntemlerine daha az dikkat edilmektedir. Eğitim alanlara sunulan gereçler sıklıkla, bu tür bilgilerin küçük veya orta büyüklükteki bir şirkete uygulanmasının zor olduğu gerçeği dikkate alınmaksızın, doğrudan yönetim teorisinden ve büyük şirketlerin uygulamasından alınmaktadır. Olgu çalışması yönteminin daha geniş bir uygulaması, girişimcilik eğitimi için daha geniş bir metodolojik temelin eksikliğini telafi etmez. Girişimcilik eğitimine ilişkin metodoloji, belirli ülkelerdeki eğitim süreci ve girişimcilik uygulamasının özellikleri de göz önüne alınarak ya girişimcilik fırsatlarının tespiti ve bunlardan istifa edilmesi için yeni bir metodolojik araç geliştirme temelinde ya da büyük şirketler tarafından kullanılan yöntemlerin benimsenmesiyle oluşturulabilir. Bu çalışma, Bulgaristandaki girişimci topluluğun belirlenen sorunlu alanlarının yanı sıra yükseköğretimin özelliklerinden bazıları ile ilişkilendirerek ülkedeki girişimcilik eğitimi metodolojisini benimseme çabalarını özetlemektedir. Yazı ayrıca, Bulgaristandaki girişimcilik eğitimi için metodolojik temeli geliştirmeye yönelik öneriler de sunmaktadır.

Anahtar Kelimeler

Ders içeriği, eğitim, girişimcilik, metodoloji.

Methodological Problems of Entrepreneurship Education in Bulgarian Universities*

Öz

As an educational concept entrepreneurship is characterized by lots of imbalances. One of them is related to the offered course topics. Efforts are focused on answering questions like who is an entrepreneur, how his or her social and psychological profile looks like, what entrepreneurs do and the like. Less attention is paid to ways of doing things. Often, the tools presented to the trainees are brought in directly from the management theory and practice of large companies, without taking into account the fact that such knowledge is difficult to implement in a small or medium-sized company. A wider application of the case study method cannot compensate for the lack of a broader methodological basis for entrepreneurial training. The methodology associated with entrepreneurship education can be formed either on the basis of developing a new methodological apparatus for detection and exploitation of entrepreneurial opportunities, or through adapting of methods used by large companies, taking into account the particularities of the educational process and entrepreneurial practice in specific countries. This paper summarizes the attempts to adapt the methodology of entrepreneurial training in Bulgaria linking it to some of the features of higher education as well as with the established problem areas of the entrepreneurial community in the country. The paper also offers guidelines for improving the methodological basis for entrepreneurial training in Bulgaria.

Anahtar Kelimeler

Course content, education, entrepreneurship, methodology.

Kaynakça

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