THE ROLE OF HIGH EDUCATION IN

ENTREPRENEURSHIP TRAINING IN RESPECT OF

TRANSITION ECONOMIES
ALBANIA SAMPLE

Hasan Ibicioglu
Hatice Baysal
Ahmet Sait Ozkul
University of Suleyman Demirel, Isparta, TURKEY

Abstract
Transition economies are defined as the economy tries to pass from planned
economy to market economy. These economies aim to decrease the
governments affect on markets and the want to replace these with market
units. At this point, entrepreneurs and entrepreneurship became key
elements. Transition economies must create their own entrepreneur societies
with training instead of experience, in the way of changing disadvantages
about market experience to advantage in this century where globalization
and new economic system. In this research, we try to show the importance of
entrepreneurship education for the entrepreneurship culture and
entrepreneurs in Albania. Transition economies, education and
entrepreneur’s roles at the development for the country are being shown at
the result and suggestion parts of the research.
Key Words: Transition Economies, Entrepreneurship, Entrepreneurship
Training

Introduction
The countries, going through transition economy process, usually try to set
market economy. Also, in order to be integrated to international markets,
these countries try to cut down the economic role of state and leave it for
market units through liberalization and privatization attempts. The most
serious problem is that the staffs who have never experienced market
economy, will take this duty over. Poverty underdeveloped infrastructure,
strong and rigid authority are the common problems of these countries.

91
In globalization and new economic order, transition economies have to act
fast for integration and competitiveness. Otherwise, most countries are trying
to create entrepreneur masses to benefit from this competition atmosphere.
The entrepreneurs in US who constitute 2/3 of technological innovation and
development, create new job opportunities. On the other side, more
enterprising Europe has taken action with EU Lisbon strategy.
Transition economies do not have any chance of learning entrepreneurship
by the method of trial and error. Transition economies have to create their
own entrepreneurs in order to accelerate the transition process, solve the
employment problems, take advantage of opportunities in development and
global market. At this point, training strategies, especially high education
function as a catalyst. The lessons related with entrepreneurship, which can
take place in the syllabus of universities and organizations, which raise their
entrepreneurship tendencies of young people, have an important role.
Because, the young are considered as potential entrepreneurs.
In this study, we want to show the importance of composing
entrepreneurship culture and creating entrepreneurs in Albania who applied
for the EU membership.

1. TRANSITION ECONOMIES
In 20th century, one of the most important experiences of economic systems
is transition from socialist economic model to market economy model.
Transition Economy expression is being used for the countries which were
governed by socialist economic model in the past, then adopted market or
mixed economy model. (Yavuz,2005;2- Akalın, 2002;). The countries going
through transition process can be gathered into three groups. First, Central
and East European Countries, second is Commonwealth of Independent
States (CIS) and thirdly, Asian countries like China and Vietnam who have
liberalized only their economic policies.
Transition means changing of a society with all its foundations and
rules.(Egeli, Emsen, 2002; 38-40) The countries who were ready for this
change/transformation, could complete the process in a short time and with
less cost. (Yavuz, 2005;2)
Firstly, democracy, justice and security are given importance to make
necessary economic reforms. (Melo,1997;2) All transition economy
countries made reforms regarding macroeconomic stabilization, reliability,
local entrepreneurship, privatization and social security system.
(Svejnar,2002;9-10) One of the most important problems of the market

92
economies is not having required institutional and legal substructure.
(Staehr,2005;194)

ENTREPRENEURSHIP
“Entrepreneurship is the mindset and process to create and develop
economic activity by blending risk-taking, creativity and/or innovation with
sound management, within a new or an existing organization.” (Green
Paper, 2003; 6)
Cantillon, using “entrepreneur” first in Economy literature, describes it as
the person who has enterprise in unknown and risky conditions. (Foss, Klain,
2006: 4) Schumpeter realized the innovative creativity of entrepreneur, and
sees him as the leader of the company and main power of economic system.
(Praag, 2005: 19) According to Timmons Jeffrey, entrepreneur is a real
creativity person, who makes an unimportant value remarkable one.
(Lambing and Kuehl,2000, s.1). Morris describes entrepreneurship as
relations between entrepreneurs, their vicinity, and creative role of
government in economic, politic, legal, financial and social structure.
(Lundström and Stevenson, 2005: 43)
Audretsch and Thurik observe that “entrepreneurship has emerged as the
engine of economic and social development throughout the world”
(Audretsch and Thurik, 2004; 144). According to Schumpeter, the role of the
entrepreneur is a “prime cause” of economic development. Schumpeter
developed his ideas during the first decades of the 20th century when small
businesses were considered a vehicle for entrepreneurship and a source of
employment and income. (Thurik, 2007:2)
Entrepreneur is one of the most effective social actors which determine the
developing speed of a country. The increase in the number of entrepreneur in
a country means economic development and social welfare. This also means
setting stability and having hopes for future. (İbicioglu, 2006: 157)
Researches show that entrepreneurship has a positive contribution to
economic growth. (Çelik, 2006: 469) The approaches about growth of
economy, emphasizes that it is always necessary to use entrepreneurship for
development of the country. (Manuel, 2006, s. 12-13)
On the other hand, Rising unemployment rate create positive effect on
potential entrepreneursip (Harada, 2005: 302) and if the number of
entrepreneurs rises in a country, there are lots of employment/job
opportunities. (Döm, 2006: 31) If the new companies join into the market,
the rising unemployement rates decrease and lots of opportunities for new
jobs rise in a country. For example, between 1994 and 1998, in Netherlands,

93
the 8 per cent of flourishing concerns made employement rate increase about
60 per cent. (Çelik, 2006: 469)
In order to make entrepreneurship widespread, structures of entrepreneur,
values and behaviors of entrepreneurs should be accepted and approved;
even it needs to be bucked up. Such a society in which taking risk isn’t
rewarded, people will be unwilling to take risk. It is mentioned that in USA,
there is a social structure which supports entrepreneurs. This cultural
atmosphere encourages people to leave their duties, to take risk and to set up
a company. (Tusiad,2002; 52)
Today, making equality of opportunity and giving importance to improve
quality of labor force have increased the number of entrepreneurs.
Researches show that there is a strong relation between education level and
entrepreneurship. (Celik, 2006; 240) Education, in one hand, encourages
entrepreneurship and sets the substructure of entrepreneurship culture; on the
other hand, it develops qualities and competencies of entrepreneur when he
sets up a company. (Tusiad,2002; 50)

2. ENTREPRENEURSHIP EDUCATION
If the source of human quality and quantity and thought richness increase,
entrepreneurship will evolve. One of the important factors in growing of
entrepreneur individuals is “Educational Institutions”. The attitudes that the
student will encounter in his school life either demolish his entrepreneur
features and cause him to choose less risky jobs which are far from
innovation and creativity, (Iraz, 2005; 176) or contrarily, encourage
entrepreneurship and direct him to innovation and creativity.
In the surveys which were conducted on education, the difference between
the educational perception before 1920’s in USA and that after these years
was emphasized. Before 20’s, while moral values of Christianity, parents’
authority and strong guidance were affective, after that period, the
developments in the field of psychology and Freudist behavioral approaches
gained heaviness. It is pointed out that this change in educational perception
had a great contribution to entrepreneurship in USA. (Eyupoglu, 2007; 39)
An educational system which makes the reflection of individual skills and
creativity easy, will affect entrepreneurship positively. (Iraz, 2005; 176) As
the education itself is an investment, it makes development. Also, it has
functions such as preparing labor force according to needs of country,
making alternation of the structure of the economy easy, improving
economic performance and making better employment opportunities.
(Onaran, 2005; 5)

94
In traditional education, there are four main elements: Teacher, student,
education instruments and place. In the frame of these elements, the aim of
this system is to bring the information and skills which take place in
curriculum, in student. There is a simplex relationship between teacher and
student. Most of the information which has loaded into the memory vanishes
after short time. Because, it is accumulated information into the brains of
students instead of data input and output. (Eyupoglu, 2007; 24-25)
Classic school education is solution but entrepreneurship education is for
problem. The structures of classic school education and entrepreneurship
education are shown in the table below. (Klandt and Volkmann, 2006; 198)

Figure 1: Classical School Learning Versus Entrepreneurial Learning

Classic Didactics Entrepreneurial Learning
Learning from the teacher only Learning from many persons (feedback from
fellow students, social environment)
Learning from printed texts Learning throught a personal exchange of ideas,
discussions

Passive role: Student as listener Learning by doing (trial and error, feedback)
Learning throught pre- Learning by (guided) discovery
determined content
Learning in an organized, pre- Learning in an informal, flexible environment
planned environment (time,
location, conditions)
Learning W/o the pressure of Learning to achieve real goals (time pressure,
concrete goal achievement, by etc.) stimulus from the matter at hand
awarding grades

Learning problem-solving for Learning from experienced pressures due to

later problems.

Taking over ideas, imitiation is permitted

Imitiating, copying prohibite
Mistakes are seen as a change to learn
Mistakes are feared, negative
Source: Klandt and Volkmann, 2006; 198.

Views in the literature on Enterprise and entrepreneurship education with

entrepreneurship support programs gained some proofs that show improving

95
work performance or encouraging entrepreneur to start business. (Peterman,
2003; 131)

Increasing entrepreneurship potential means positive direction of people’s

approach of taking risk. For this, it’s required to opportunities for people to
prove their identies, to develop strategy in this way, to supply sources and
equipment. (Eyüpoglu, 2007; 36) Learning kinds containing instruments;
work plan, student work studies, consultation with entrepreneur applications,
computer simulations, related with behaviors meetings with entrepreneurs,
environmental research life situations short area visits and video film
using.(Kuratko, 2004; 6)

One of the potential benefits which entrepreneurship education contains is

related to student’s learning job opportunities. (Henderson, 1999; 238)
Researches shows that knowing how to begin a business; increase the
possibility of becoming an entrepreneur. In UK household research, the
people who had information about entrepreneurship through friend, family
or education are seriously tend to think about of setting up a business.
(TISK, 2004; 16)

3. ENTREPRENEURSHIP IN HIGHER EDUCATION

As it affected other sectors, big changes that were gone through in last
quarter of 20th century, it affected education as well. Higher education got its
share from these changes. According to Scott, the speed of change of the
university and innovation tempo was never as high as it has been in last ten
years. In the transformation of the universities, the factors such as new
technologies, new student model (more and more varying age groups,
returning and working students, ideal of lifelong learning), new higher
education suppliers, profit targeted company universities, virtual
universities, new and more and more globalized student expectations, more
and more increasing market-focused competition and social environment
whish is full of ambition are effective and their consequences are felt.
(Erdem, 2006; 308)
Universities in the USA are generally regarded as the pioneers of academic
entrepreneurship education. As early as 1947, the foundations for
entrepreneurship education at university level were laid down in the USA
with the introduction of the first MBA course under the title ‘‘Management

96
of New Enterprises’’. In 1953, it was Peter Drucker who offered a course for
‘‘entrepreneurship and innovation’’ at the University of New York, and
whose book – published later under the same title – gained worldwide
importance. Babson College introduced the first course in entrepreneurship
in 1967. In the USA, a dynamic development process in entrepreneurship
training started in the early 1970s and is stil continuing today. Whilst in
1970 only sixteen courses on the subject of entrepreneurship were available
at US universities, by 1997 there were over 400 business schools and
universities offering at least one course in entrepreneurship, according to a
study carried out by Vesper and Gartner. By the end of 2002, more than 700
entrepreneurship programs were included in the curriculum of business
schools and universities. In April 2005 more than 1,000 entrepreneurship
programs and curricula were researched by Entrepreneur Magazine. (Klandt
and Volkmann, 2006; 195)
Similar development is seen in European and other countries as well. While
entrepreneurship courses and doctorate programs develop swiftly, the
number of conferences is increasing exponentially. Entrepreneurship
researches entrepreneur networks, the establishers who follow each other
were developed with investors.(Cooper,2003; 27) But, in European
universities, the issue of entrepreneurship is less when it is compared to
other academic disciplines. (Klandt and Volkmann,2006; 195)
Leger who was conducting researches at Paris Dauphine University
(Leger,1994)∗ showed us that the students who take courses related with
entrepreneurship are quite different from other students. Entrepreneur
students seem bolder, active, more willing to take risk, adaptable to
conditions and practical. (Fayolle, 2000; 173)
Today, modern university is integrated with all walks of life, its
responsibility towards society is inspected, its activities are directed by
society, all the institution, equipment, knowledge and man power that it has,
are assessed with an entrepreneur mentality and makes additional financial
source, and it has transformed into “Entrepreneur University” which is
managed with modern management techniques. According to Scott, increase
in the number of company universities in USA is the strongest proof of the
commercialization of higher education. Universities have begun to concern
information as a commodity which can be sold and taken place in the
market. Now it is the market that determines which courses will be given,
which researches will be supported, which student profile will be
administered and which enrollment policy will be adopted. Strategic

∗
Extra information: Leger C, (1994), Les etudints createurs: un ewemyle a
I’universite Paris- Dauphine, ANCE, Paris, 61.

97
planning, total quality management, methods such as ISO documents that are
used in real business world are being institutionalized in public
universities.(Erdem,2006; 310-311). Experiences in institutionalization are
open to share through consultancy.

4. THE ROLE OF HIGHER EDUCATION IN ALBANIA FOR

DEVELOPING ENTREPRENEURSHIP AND SUGGESTIONS
The Republic of Albania is situated in the South East region of Europe,
South-West of the Balkan Peninsula, along the Adriatic and the Ionian Seas.
The territory of Albania of 28 748 km2 and its population is 3,134,982
(January 01, 2005).
Before 1991, the ruling communist party directed the country's entire
economy through a series of five-year plans. All means of production were
under state control, agriculture was fully collectivized and industry
nationalized, and private enterprise was strictly forbidden. In addition a
provision of the constitution prohibited the government from seeking foreign
aid, accepting loans, or allowing foreign investments. The failure of this
command economy has forced the government to decentralize the economic
decision-making process. Restrictions on private trade have been lifted, and
the government now accepts foreign credits and investments and seeks to
create joint ventures with foreign partners. Such measures are intended to
encourage the growth of light industries, food processing, and agriculture,
but they are hampered by chronic shortages of basic foods, a failing
infrastructure, a lack of raw materials, shortages of skilled workers and
managers, low productivity, and poor labour discipline. Albania remains
Europe's poorest country.(Britannica: http://www.britannica.com/eb/article-
42635)
If Albania becomes a NATO member this year, it will gain increased
opportunities for progress due to the improvement of the country's image,
the credibility of the government and the establishment of a more secure
environment for economic development and foreign investments.
(http://www.balkantimes.com)
The number of registered unemployed persons continues to fall in 2004
compared with previous years. This number is decreased with 6 thousand
during 2004 and it is reduced with 24 thousands compared with the year
2001. The registered unemployment rate from 16.4% in 2001 falls in 14.4 %
in 2003. The number of persons who are entitled for benefits from
unemployment benefit assistance is almost the same. In the total of
registered unemployment persons, the share of age group over 35 years old

98
is higher. This figures shows the big difficulties that unemployment persons
in a certain age have to find job in the labour market. (Albania in
figures,2006 ;15) Unemployment rate (Q3 2006) 13.8%
(http://www.instat.gov.al)
Education in The Albania
Upon taking power in late 1944, the communist regime gave high priority to
reopening the schools and organizing the whole education system to reflect
communist ideology. From the outset of communist rule, the authorities
insisted on raising the cultural level of the population. Indeed, radical
improvements in educational and occupational opportunities, especially for
previously unprivileged members of Albanian society, helped strengthen
popular support for the communists. Whereas in 1945 about 80 percent of
the population was illiterate, by the end of the 1980s the authorities could
claim that illiteracy had been eliminated. However, education, like other
aspects of life in socialist Albania, was subjected to rigid centralized
planning, with the emphasis on technical education. Enrollment past
secondary school was strictly regulated, with priority given to children of
party members, and schools had little control over their curricula and
teaching staffs.(http://www.guidetocareereducation.com)
After Communism ended in Albania, old propaganda was removed from all
the schools. In the transition to democracy radical changes have been made
in education. More interest has been shifted to mathematics, sciences and the
humanities. For the first time there is discussion of civil society, human
rights, citizenship and laws, etc.
Primary education lasts 8 years. Most students continue to study secondary
education 4 more years. The academic year is divided into 2 semesters. The
scholastic year begins in September and finishes in June.
Most schools are public and financed by the government, although several
private schools have been opened recently. In Albania there are about 5.000
schools total. At the end of the 90s many schools were reconstructed to
improve learning conditions, most of the reforms were made in large cities
like the Tyrannous capital. (http://www.spainexchange.com)
The enrolments in Public Education are 96,7%, as 97,6% to the year 2002-
2003. Teachers with high education in basic education are 58% instead of
53% in 2001-2002. The highest growth in education is in secondary level by
8,3%; enrolments at nonpublic education institutions are 5,4% of total from
4% in previous year, 86% of graduated in secondary public schools are in
general schools and 10% of female graduated are in vocational schools.
During the last years the dropping out school of childrens in basic education

99
is 1,2%. Enrolments in Tertiary Education, the highest of last ten years, are
increased by 21% from year before, especially by female. (Albania in
figures,2006 ;15) The more rapid increase in the numbers of women than
that of men enrolled in higher education institutions has brought about
improvements in the proportions by sex of the numbers of cadres who are
graduates. Whereas in 1965, women were 11.9% of the total number of
cadres, the number had increased to 34% in 36 1983. In certain specialties,
the percentage is even higher, reaching, for example, 70% for pharmacists,
48% for economists, and 45% for general physicians and industrial
chemist.(Mısja,1986; 37)
Higher Education system in Albania is a binary system. There are three kind
of higher institutions in Albania:
1. Universities 2. Academies 3. Nonuniversity high schools

All universities and academies give diplomas of university level (bachelor

degree). Only Nursing Higher School gives nonuniversity level diploma.
Nonuniversity level diploma give some university branches as well.
System of Distance Education in Albania is composed by National Centre on
Distance Education and the Departments on Distance Education at the
University of Tirana, University of Shkodra and Polytechnic University of
Tirana. This is a system integrated in the public higher education. This
system was set up on 1998 starting its activity with nonuniversity level
education. Its main activity is training in postuniversity level in economics
and social fields.
Nonuniversity level education development is one of the priorities of the
Higher Education actually. Some nonuniversity level studies offered from
different universities will be reconstructed as nonuniversity higher schools.
Nonpublic higher education will be developed in the near future.(Ministry of
education and science, Albania)
The University of Tyrant was the first University in Albania, founded in
1957. It was originally composed of 10 faculties but in 1991 it was
transformed into the Polytechnic University of Tyrant (formed form the
engineering faculty) and the main University of Tyrant, made up from the
other 7 faculties, humanities, economic, natural sciences and medicine. More
than 14.000 students attend the University and 600 professors teach there.
Since 1991, the universities have seeked to obtain more academic freedom
opening new faculties and renewing the content and structures of the
courses.

100
 Universities in Tyrant: Academy of Arts of Tyrant, University of
Agriculture of Tyrant, Superior Institute of Agriculture, Superior Institute of
Arts of Tyrant, Military Superior Academy in Tyrant, Superior Unified
Military school in Tyrant, Polytechnic University of Tyrant, University of
Tyrant, Tyrannous University of New York, V.I. Lenin Superior School,
Vojo Kushi Superior Institute of Physical Culture of Tyrant, Vojo Kushi
Institute of Physical Culture of Tyrant, Faculty of Medicine in University of
Tirana, Universiteti Europian i Tiranes (www.UniversitetiEuropian.com),
Universiteti Marin Barleti (www.umb.edu.al), Universiteti Polis
(www.universitetipolis.org/), Universiteti Luarasi (www.luarasi-univ.edu.al),
Shkolla e Filmit dhe Multimedias Marubi (www.marubifilmschool.com),
Universiteti UFO (www.ufouniversity.al). Universiteti Kristal
(www.kristal.edu.al), University of EPOKA (www.epokauniversity.com).
Universities in other cities of Albania: Egerem Çabej Pedagogical Superior
Institute in Gjirokastra, Egerem Çabej University of Gjirokastra, Superior
Institute of Agriculture of Korça, Military Superior School in Vlora,
Pedagogical Superior Institute in Shkodra, Luigj Gurakuqi University of
Shkodra, Polytechnical University of Korça.
(http://www.spainexchange.com/guide/AL-education.htm)

Figure 2: Number and percentage of institutions and students concerned, 2004

Instutions Students
Adoption of the model based All HE institutions are involved in
essentially on two cycles this process

Inclusion of doctoral studies as 7 institutions or 70% of the 535 students are

a third cycle institutions included

Adoption of ECTS Universities of Tirana. 12190 students or 33%

of students

Adoption of the Diploma All HE institutions are involved in

Supplement this process

Quality Assurance/Evaluation During the 2001-2003 evaluation at 5 About 4000 students or

(evaluation of programmes/ programmes at 4 Universities. 11%
evaluation of institutions) -During 2004 evaluation and
accreditation at all of the Nursery
Branches across 6 universities

http://ec.europa.eu/education/programmes/tempus/countries/higher/albania.pdf

101
Albania signed the Bologna Declaration during Berlin conference, on 2003.
During 2003 – 2005 several acts and orders were amended by the Parliament
and the Ministry of Education and Science in order to implement the
Bologna Declaration, including the study cycles, academic standards in
higher education, teaching load, financial autonomy, and university
admissions procedures. (NTO, 2005; 3)

Figure 3: Students Graduated In Tertıary Educatıon By Fıelds Of Study

Source: Albania in Figures 2006, Institute of Statistics, July 2006, Number

of pages /23.

The reforms in higher education in albania is positive development for the

country in the frame of EU partnership.

The role of the entrepreneurs is very important in transition process of

Albania. Education is needed for entrepreneurs who have market experiment
or for the new entrepreneurs. Especiallally higher education is the key for

102
entrepreneurs. Researchs show that the youngs who have education for
entreprenurship are tent to be an entrepreneur.

On the other hand, the demographic structure of population in a

country gives information about potential entrepreneurship. For instance, the
GEM-2006 study of Global Entrepreneurship Monitor (GEM), which was
conducted in 42 countries, shows that the highest rate of entrepreneurship in
age groups is between 25 and 34. (GEM,2006; 22) The Albanian population
is being considered as young population. Its average age is 31.7 years old.
Although the population growth is positive, the average age of the
population has grown. The reason of this phenomenon is because of still
high levels of emigration. (Albania in figures,2006 ;8) Albania should be
consider this potential.

We can also say that strategies for education at the Albanian

Universities are especially focus on Economy, Engineering and Agriculture.
These strategies can be shown in three dimensions.

At the first dimension, There can be activities for the youngs to

see the opportunities about entrepreneurship. These activities must include
motivational attitudes for the youngs. These activities can be named
“Entrepreneurship Day” as in Turkey’s Universities. The successful or
unsuccessful Entrepreneurs must be gathered at the universities to share their
experiences. The students at different disciplines must be show/share their
informations to the other students. Human being believes more easily the
truth that be seen by him/her. If the students see how entrepreneurs achieve,
they can also try to become an entrepreneur.

Universities and non-governmental organizations are arranging

various activities to develop entrepreneurship and to inform the young about
this issue. For instance, Turkish Industrialists’ and Businessmen’s
Association (TUSIAD), in cooperation with a university, is arranging
“Entrepreneurship Congress” every year since 2004. In such organizations, it
is created an atmosphere in which student, entrepreneur, investor can meet,
university students tell their ideas. (Aksam, 2006; 2)

103
 After the students have been motivated to be an entrepreneur. The
second dimension must include the informations about “how to be an
entrepreneur” At these sessions, the students must be informed especially
theoretical subjects. Like in some Eurepan countries “Mini-Company”
applications can be done.

Management games for simulating the stert-up and early

development phase (e.g. “EVa”: development and validation of a computer
based enterprise business gam efor the start-up and early development
phase); Project Seminars fort he development of business concepts from
business ideas (e.g. Project seminar business plan in team work and
presentations in front of experts); Case Studies: written texts, videos, life
cases, and writting of case studies; Guest talks: Successful founders of
enterprises as “live case examples” for one’s own entrepreneurial activities
(life cases).(Klandt and Volkmann, 2006; 200). In this way students are
going to learn how they can found a bussiness and also learn how they can
cooperate with the others.

At the third dimension the Master and doctorate students must do

scientific resarches at the specific areas. These students must be supported
by the government and the universities.

Conclusion

The method, which should be applied in entreoreneurship

education, is the curriculum that will be developed with inter-disciplinary
approach to improve entrepreneur skill. The behaviours, which take part in
entrepreneurship skill, such as taking risk, creativity, management skill,
human relations, strategic planning and problem solving are the behaviours
that can be gained then.

In the world and EU, while new method searching and

developments continue to become more entrepreneur(enterprising) in the
case of entrepreneurship education, the key of competition and becoming a
powerful country, is science and entrepreneurship, even informatics

104
entrepreneurship. For this reason, in the countries going through transition
process like Albania, universities take the role of catalyst. (in this case)

References
Akalın Güneri, (2002), Türkiye’de Ekonomi-Politik Kriz ve Piyasa
Ekonomisine Geçiş, Akçağ Basım, 1. Baskı, Ankara.
Audretsch, D.B. and A.R. Thurik, 2004, ‘The model of the entrepreneurial
economy’, International Journal of Entrepreneurship Education, 2 (2), 143-
166.
Cooper Arnold, (2003), Entrepreneurship: The Past, the Present, the Future;
Handbook of Entrepreneurship Research, Book Series: International
Handbook Series on Entrepreneurship, Volume: 1, Part:1, England, 21-34.
Çelik Abdulhalim, (2006), “Bir İstihdam Politikası Olarak Girişimcilik”,
Kırgızistan-Türkiye Manas Üniversitesi İİBF Uluslararası Girişimcilik
Kongresi, 25-27 Mayıs, Bişkek, 467-476.
Döm Serpil, (2006), Girişimcilik ve Küçük İşletme Yöneticiliği, Detay yay.,
Ankara.
Egeli H. Avni, Ö. S. Emsen, (2002), “Geçiş Ekonomilerinin Makro
Ekonomik Performansları ve Kırgızistan Üzerine bir Değerlendirme”,
Küreselleşme ve Geçiş Ekonomileri Uluslararası Sempozyumu, Kırgızistan-
Türkiye Manas Üniversitesi, 2-4 Mayıs, Bişkek- Kırgızistan.
Erdem A. Rıza, (2006), “Dünyadaki Yükseköğretimin Değişimi”, Selçuk
Üniv. Sosyal Bilimler Enst. Dergisi, Sayı: 15, 299-314.
Eyüboğlu Dilek, (2007), Girişimcilik Eğitimi, MPM yayınları, No: 697,
Ankara.
Fayolle Alain, (2000), “Exploratory Study to assess The Effects of
Entrepreneurship Programs on French Student Entrepreneurial Behaviors”,
Journal of Enterprising Culture, Vol.8, No.2, June, 169-184.
Foss Kirsten, J. Nicolai Foss, G. Peter Klein, (2006), Original and derived
Judgment: An Entrepreneurial Theory of Economic Organization, SMG
Working Paper, No:8/2006, Denmark.
Global Entrepreneurship Monitor,(2006), Global Entrepreneurship, Results
report,
http://endeavor.winontheweb.co.za/Portals/74/docs/GEM_2006_Global_Res
ults_Summary_V2.pdf (Erişim tarihi: 18.06.2007)

105
Green Paper, (2003), Entrepreneurship in Europe, European Commission,
27 final, Brussels .
Harada Nobuyuki, (2005), “Potential Entrepreneurship in Japan”, Small
Bussiness Economics, Volume:25, October.
Henderson Roger and Martyn Robertson, (1999) “Who Wants to be an
Entrepreneur? Entrepreneurship as a Career”, Education+Training, Volume:
41, Number:5, 236-245.
Ibicioğlu Hasan, H. Doğan, (2006), İşletmelerde Örtülü Bilgi ve Önemi, Ekin
Kitabevi, Ankara.
Iraz Rifat, (2005), Yaratıcılık ve Yenilik Bağlamında Girişimcilik ve
KOBİ’ler, Çizgi Kitabevi, Konya.
Klandt Heinz and C. Volkmann , (2006), “Development and Prospects of
Academic Entrepreneurship Education in Germany”, Higher Education in
Europe, Vol. 31, No.2, July, 195-208.
Kuratko Donald F., (2004), “Entrepreneurship Education in The 21.
Century: From Legitimization to Leadership”, A Coleman Foundation White
Paper, USASBE National Conference, January .
Kyrö Paula, (2006) “Entrepreneurship Education and Finnish Society”,
Working Papers in Economics, Vol: 21, Issue 149-154, 63-80.
Lambing Peggy, R. Charles Kuehl, (2000), Entrepreneurship, Prentice Hall,
Second Edition, Prepared by; Özbay vd, Chapter 2.
Lundström Anders, A. Lois Stevenson, (2005), Entrepreneurship Policy:
Theory and Practice, Entrepreneurship Policy- Definitions, Foundations and
Framework, Chapter 2, International Studies in Entrepreneurship Book
Series, Volume 9, Springer US, 41-116.
Manuel Eduardo, (2006), Entrepreneurship and Economics, MPRA Paper,
No:2136, August, (online at http://mpra.ub.uni-muenchen.de/2136- March
2007).
Melo Martha De, Cevdet Denizer, Alan Gelb, Stoyan Tenev, (1997),
“Circumstance and Choice: The role of initial conditions and policies in
transition economies”, Volume 1, Policy , Research working paper ; no.
WPS 1866,
http://econ.worldbank.org/external/default/main?pagePK=64165259&theSit
ePK=469372&piPK=64165421&menuPK=64166093&entityID=00000926
5_3980313101838, erişim: Mart 2008.

106
Mınıstry Of Educatıon And Scıence, Structure of Higher Education in
Albania, http://www.see-
educoop.net/education_in/pdf/structure_higher_educ-alb-enl-t05.pdf, (date:
February, 25).
Misja Vladimir, Aroile Teta and Adriatik Kallulli, (1986), Higher Education
in Albania, Monographs on Higher Education, UNESCO, edited by: W.
Vollmann, Bucharest.
NTO, (2005), Hıgher Educatıon In The Republıc Of Albanıa, September,
http://ec.europa.eu/education/programmes/tempus/countries/higher/albania.p
df, (date: March 2008)
Onaran Zahide A., (2005), “AB Sürecinde Eğitim ve Eğitimin Ekonomiye
Etkisi (Türkiye-Avrupa Analizi)”, Milli Eğitim Dergisi, Yıl. 33, Sayı: 167,
Yaz .
Peterman E. Nicole and Jessica Kennedy, (2003), “Enterprise Education:
Influencing Students Perceptions of Entrepreneurship”, Entrepreneurship
Theory and Practice, winter, 129-144.
Praag C. Mirjam Van, (2005), Successful Entrepreneurship: Confronting
Economic Theory With Empirical Practice, Edward Elgar Publishing,
UK/USA .
Staehr Karsten, (2005), “Reforms and Economic Growth in Transition
Economies: Complementarity, Sequencing and Speed”, The European
Journal of Comparative Economics, Vol. 2, n. 2, 177-202.
Svejnar Jan, (2002), “Transition Economies: Performance and Challenges”,
The Journal of Economic Perspectives, Vol. 16, No. 1. (Winter), 3-28.
Thurik Roy, (2007), Entreprenomics: Entrepreneurship, Economic Growth
and Policy, edited by D.B.Audretsch and R. Strom, Cambridge University
Press.
TİSK, (2004), AB’de Girişimciliğin Geliştirilmesi- Türkiye’ye Yol Gösteren
ilke, Politika ve Uygulamalar, No: 245, Ankara.
TUSİAD, (2002), Türkiye’de Girişimcilik, Yayın No: TUSİAD-T/2002-
12/340), Aralık.
Yavuz Hasan Bilgehan, (2005) ‘Geçiş Ekonomilerinde Ekonomik Büyüme’,
Türk İdare Dergisi,
www.icisleri.gov.tr/_icisleri/TurkIdareDergisi/UpLoadedFiles/
HasanBilgehanYavuz%2089-105.doc, (erişim tarihi: 16.02.2008), 89-105.

107
Britannica (2008). In Encyclopædia Britannica. Retrieved February 28,
2008, from Encyclopædia Britannica Online:
http://www.britannica.com/eb/article-42635, (erişim: 28.02.2008)
http://www.balkantimes.com/cocoon/setimes/xhtml/en_GB/features/setimes/
articles/2008/02/18/reportage-01, (erişim tarihi: Mart 2008)
Albania in figures, (2006), Institute of Statistics, July.
http://www.spainexchange.com/guide/AL-education.htm, (erişim tarihi:
Şubat 2008)
http://www.guidetocareereducation.com/vocational_programs.html?source=
overture_gtce_vocation&ovmtc=content&ovadid=4641254011, (erişim
tarihi: Mart 2008)
Akşam Gazetesi, Yazı Dizisi- İş Girişimi 4, 30.03.2006.
www.aksam.com.tr/haberprn.asp?a=34451,11&tarih=15.04.2006, (erişim
tarihi: Aralık 2007).

108