Entrepreneurship can be defined as the process of creating value for business and social communities by bringing together unique combinations of public and private resources to exploit economic, social or cultural opportunities in an environment of change. Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. Creativity is defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Creativity is a matter of ability. The learner's creative potential has to be encouraged. Entrepreneur is the driver of creativity. Creative thinkers are like good investors into their life and future. Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. The main objective of the project is to develop entrepreneurship skills using creativity in education. To achieve this aim, the project activities will be developing ICT-based educational materials and an entrepreneurship curriculum, organizing IP programs for students and teacher training programs for teachers and principals, carrying out a research to determine the level of entrepreneurship skills of the students, publishing a book, maintaining an online education system, making movies about project activities and organizing international conference. The project which is very innovative in its nature with the emphasis of the creative practices will contribute to academic literature and develop a lecture curriculum for entrepreneurship in higher education. Methodologically, creativity in entrepreneurship has been explained through cognitive processes, attitudes motivation, existing knowledge, work environment and personality traits. By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum should enable students to think creatively and critically, to solve problems and to make a difference for the better. It should give them the opportunity to become social, creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. So, in this project, the project partnership will especially concentrate on how entrepreneurship in education can be developed using creativity for all students and shareholders of education and training community and academicians as well. The target groups of the project will be all of the shareholders of education and training process like university students, teacher trainers, educational leaders, researchers and academicians. Main activities of the program will include the need analysis researches and SWOT analysis about students' creativity and entrepreneurship skills levels, IP program for students (ICT materials, online and face to face lectures, workshops, case studies of best practices from business area), curriculum development about entrepreneurship lessons from high school to undergraduate and master levels. Curriclums will be developed based on Taba-Tyler Programming Approaches. All participants will be awarded attendance certificate and students will have 6 (six) ECTS credits and YouthPass from each IP program (Sakarya University and Lieapaja University). Moreover, international conferences will be organized to develop consciousness among students , researchers, academicians and all papers will be published to increase academic literature as well. In addition, international conferences about creativity and entrepreneurship in education will be organized, each partners will have a chance to bring some undergraduate and graduate students from their country to these conferences. Moreover, we will bring some amazing keynote speakers to the conferences and all conference papers will be published as e-proceeding book via Beyondthelimits web site to increase dissemination and multiplify effect of the project. All project activities will be shared with local media organs as news via web sites and university web pages such as habersau web portal and social media tools of the project. Moreover, a book will be published as e-version and as a hard copy. Project activities will be disseminated via university web pages and local media in all partner countries. At the end of the academic presentation of IP programs, the outputs of academic studies will be combined and will be published by each project partner. International conferences will be held in Granada University and Padova University. Each activity will be managed by a leading partner. The project will be managed based on the principle of task-oriented leadership and equal responsibility sharing. The leadership responsibilities in the project were determined on the basis of expertise and volunteering.
We aimed to develop researcher, academicians, students' and their teachers’ creativity and entrepreneurial competences via suited educational activities.With this project, it aimed to produce basic resources for researchers, academics and future generations to realize the concepts and relationships of entrepreneurship and creativity with both book chapters and online video lecture recordings. In addition to teaching creative entrepreneurship skills, which were at the center of the 21 century skills of the education system, it aimed to teach and gain how to create a creative entrepreneurial culture in future generations. Based on our aim, we proposed the following objectives: 1. As a core required competence of entrepreneurship and leadership competences, creativity would be a central capacity, at any opportunity to be promoted and stimulated. 2. Schools would be encouraged to place greater importance on entrepreneurship education and on organizing entrepreneurship activities to motivate young people to develop their potential. 3. After analysing the curricula of the partner countries, we found a low level of references to entrepreneurship and creativity competences. So, we especiallly expected to directly promote students’ development of entrepreneurship competences through creative and innovative activities to be experienced during LTT Programs (IP). 4. We tried to help our students to develop team work, managing emeotions, crativity, and organization skills etc. So, we gave some roles to our students are volountary during Ip's and Conference' organization process. 5. We believed that LTT ( IP ) programs were the optimum settings for achieving such embedment through a multi-cultural and multi-disciplinary curricular approach, summoning various partners from different subject-areas. 6. Moreover, it was great importance that innovative methods, practices variety and technics get to be applied within a “learning by doing” and intensive technological context. 7. It was our concern to envisage the competences development according to the specific needs of the age of the students. 9. Taking advantage of the preparation of the IP's, academic literature developed for the project target groups. Furthermore, we also expected the production of innovative educational resources, by the appliance and producing of ICT that would be openly accessible and supported by a sustainable working team at European level. 10. The level of international mobility of university students is low. By offering mobility options with these IP programmes, it was aimed to increase the level of empathy and tolerance by increasing the level of recognition and respect for different cultures. Realization rate of project activities is 100%
Entrepreneurship defined as the process of creating value for business and social communities by bringing together unique combinations of public and private resources to exploit economic, social or cultural opportunities in an environment of change. Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. The recent events for especially quarter-century have showed that the concept of entrepreneurship and its application has drawn significant attention to the social realm and the economic marketing. Especially, the economic crisis in the EU brought forth this topic and its relevance, as the quality of life suffered with the life standards decrease, namely because of low income and huge taxes. Inflation rates doubled in many European countries, especially in the southeast and Mediterranean areas, in parallel with the raise of people's workload. Besides, the economic conditions have affected people’s living standards negatively. Such conditions make European people unhappy and some say they can not achieve life and work balance. Now, unbalanced situations affect people's quality of life and happiness level in daily and work life. Additionally to the economic crisis, Corona virus process also has affected economies and all systems more than expected. These events have made Europeans to change their perspectives to continue the economic development of their countries. While European governments have been trying to solve the crises with economic measures, there has been a significant need for education programs to address such challenges. Unfortunately, education systems did not address topics and competences such as entrepreneurship, innovation, leadership and creativity curricularly. However, one of the most important features for the new generation is being entrepreneur and innovative in life as a whole and, particularly, in work and business. Thus, School Programs was able to support the development of the new competences have become critical and the development of an entrepreneurial mindset has become embedded in policies across Europe. Previous researches have shown the essential role that education plays in the development of such mindsets and, in particular, the central role that teachers play in such process. But it required nothing less than a structural change in the approach to education, emphasizing active learning and the provision of new experiences for students outside of the classroom. We analyzed these points and convinced that new generation’s 21 century skills including entrepreneurship should be developed urgently. So, we decided to support education systems by addressing entreprenurship and creativity from international aspect, and applied this project. Creativity defined as the tendency to generate or recognize ideas, alternatives, or possibilities that may be useful in solving problems, communicating with others, and entertaining ourselves and others. Creativity is a matter of ability. The learner's creative potential has to be encouraged. Entrepreneur is the driver of creativity. Creative thinkers are like good investors into their life and future. Entrepreneurship education seeks to provide students with the knowledge, skills and motivation to encourage entrepreneurial success in a variety of settings. The main objective of the project was to develop entrepreneurship skills using creativity in education. To achieve this aim, project activities and intellectual outputs planned to realize these objectives were realized at the highest level. In this context ; 1. 16 targeted videos were professionally shot by the partners, 8 of them related to creativity and 8 to entrepreneurship, and published on the project website (http://www.beyondthelimitsproject.sakarya.edu.tr/course-movies.html) and youtube (https://www.youtube.com/@Beyond-the-limits-project ) as OPEN ACCESS. Video filming and editing was carried out by Sakarya University Distance Education Center studios and experts, and technical controls and corrections were completed with the supervision and review of the project coordinatorship.Today, all processes are evolving to online education. There are not enough videos on this topic. Therefore, these videos aim to fill the academic gaps. 2. The LTT (IP) programs planned to be held at both Sakarya University and Lieapaja University were carried out with a total of 93 participants in person participation, excluding the host. The program was 1 week online and the 2nd week in person program. Covid 19 affected organizing issues but we solved all problems taking the necessary precautions despite the obstacles of Covid 19. Hybrid education (online + face to face) has become a new approach all over the world. One of the main objectives of these LTT programs is for the new generation to learn or reinforce such educational processes. In this way, it is aimed to develop hybrid learning competencies of the new generation. 3. Although it was not in the planning, with the request of the experts of the EU National Agency in the interim report, first of all, a training workshop was held in Sakarya with the participation of approximately 60 teachers and academics on how to develop entrepreneurship through creativity in education and similar programs were tried to be carried out by other partners such as Spain, Portugal, Italy etc. in their countries. 4. In this context, Need Analysis research was conducted in all partner countries and the findings were analyzed with computer analysis programs and results shared with all in-person participants in Multiplier Events activities and with those watching live on Instagram accounts. Later, these findings were compiled into a book under the leadership of the Portuguese team under the name "NEEDS ANALYSIS RESEARCH ON THE CREATIVITY AND ENTREPRENEURSHIP COMPETENCIES LEVEL ASSESSMENT GLOBAL REPORT BOOK" and OPEN ACCESS for everyone's use at the link http://www.beyondthelimitsproject.sakarya.edu.tr/need-analysis.html It is presented as.It was aimed to determine the creativity and entrepreneurship skills in education, which are at the center of the 21st century skills needed by this student population that will form the labor market of the future, and based on these results, it was prioritized to determine the level of entrepreneurship and creativity skills of students in European countries. In this way, it is aimed to produce a prediction for other activities to be carried out. 5. Moreover, the e-book, which was promised as 16 chapters as an intellectual output, has been prepared as 17 chapters with ISBN number under the name "Creative Learning for Entrepreneurship" and the full version has been shared with you. In addition, this e-book was accepted for publication by Octaedro Editorial, the most important and international publishing house in Spain, in October 2023 and is in the process of publication. It will be published as OPEN ACCESS all over the world in March 2024. It will also be indexed by the publisher in Latin Index, Google Scholar and WoS. It is also intended to give a preliminary vision to the Currculums that are planned to be developed. 6. Curriculas for High School and University levels mentioned in the intellectual output were developed and published on the website as OPEN ACCESS with ISBN number. In addition, although not committed in the project, these books were translated into Turkish and made available to all Turkish speakers as OPEN ACCESS in the world.By developing curricula based on the Taba Tyler Programming approach in accordance with the EU The ECVET standards at the undergraduate and high school level on creative entrepreneurship, which is stated among the most important competencies of the 21st century and which has started to be included in the curricula and has started to become a course directly at the postgraduate level, the infrastructure of these courses at universities and high school level would be created and a model would be presented to educators. This objective has been realized successfully. 7. Again, Multiplier Events were integrated with transnational meetings and were held at the University of Granada (2022) and the University of Coimbra (2023), taking the necessary precautions despite the obstacles of Covid 19.With 2 Multiplier Events, the international recognition of these activities was tried to be ensured within the scope of IClel conferences recognized all over the world and the project outputs and results were announced to the face-to-face participants and online participants. It was also supported by additional dissemination activities. The project which was very innovative in its nature with the emphasis of the creative practices contributed to academic literature and develop a lecture curriculum for entrepreneurship in higher education. Methodologically, creativity in entrepreneurship has been explained through cognitive processes, attitudes motivation, existing knowledge, work environment and personality traits. By providing rich and varied contexts for pupils to acquire, develop and apply a broad range of knowledge, understanding and skills, the curriculum enabled students to think creatively and critically, to solve problems and to make a difference for the better. It gave them the opportunity to become social, creative, innovative, enterprising and capable of leadership to equip them for their future lives as workers and citizens. With the project, it aimed to raise awareness about the importance of creative entrepreneurship skills, which are also at the centre of 21st century skills and are among the high-level thinking skills of students, teachers and researchers, who are the stakeholders of education, to develop programmes and to gain these skills. In addition, it stated as another important reason for application to contribute to the level of knowledge of researchers, teachers and academicians about entrepreneurship in education. So, in this project, the project partnership especially concentrated on how entrepreneurship in education developed using creativity for all students and shareholders of education and training community and academicians as well. The target groups of the project was being all of the shareholders of education and training process like university students, teacher trainers, educational leaders, researchers and academicians. Main activities of the program included the need analysis researches and SWOT analysis about students' creativity and entrepreneurship skills levels, IP program for students (ICT materials, online and face to face lectures, workshops, case studies of best practices from business area),curriculum development about entrepreneurship lessons from high school to undergraduate and master levels. Curriclums developed based on Taba-Tyler Programming Approaches using The ECVET. All participants awarded attendance certificate and students will have 6 (six) ECTS credits from each LTT (IP) programs (Sakarya University and Lieapaja University). Moreover, international conferences organized to develop consciousness among students, researchers, academicians and all papers published to increase academic literature as well. In addition, international conferences about creativity and entrepreneurship in education organized, each partners had a chance to bring some undergraduate and graduate students from their country to these conferences. Moreover, we brought some amazing keynote speakers to the conferences and all conference papers published as e-proceeding book via Beyondthelimits web site to increase dissemination and multiplify effect of the project. All project activities shared with local media organs as news via web sites and university web pages such as habersau web portal and social media tools of the project. Project activities disseminated via project web page (www.beyondthelimitsproject.sakarya.edu.tr), university web pages, social media platforms (facebook, instagram, twitter & youtube) and local media in all partner countries. At the end of the academic presentation of LTT (IP) programs, the outputs of academic studies combined and published by each project partner. International conferences organized in Granada University and University of Coimbra. Each activity managed by a leading partner and vice leading partner. The project managed based on the principle of task-oriented leadership and equal responsibility sharing. The leadership responsibilities in the project were determined on the basis of expertise and volunteering. In addition, with each activity, project participants had the opportunity to see, learn and experience the social and cultural values of the hosting partner through socio-cultural activities (Turkish Cultural Night, Latvian Cultural Night, Flamenko Show, Fado Music Concert etc) . These activities were aimed at raising awareness of the EU community, social inclusion and recognition and respect for different cultures, and the reasons for implementing this project have been well served with more and more extensive socio-cultural activities than planned. In addition, these social activities provided opportunities to develop both academic and socio-cultural cooperation opportunities among participating teachers, researchers and academics. Result:%100 conducted on this project.