Tecnopreneurial Education and its impact in India

ISSN:2278-4853 Vol 5, Issue 10-11, Oct-Nov 2016 Impact Factor: SJIF 2013=4.708
TRANS Asian Research Journals
http://www.tarj.in
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P u b l i s h e d b y : T R A N S A s i a n R e s e a r c h J o u r n a l s
AJMR:
A s i a n J o u r n a l o f
M u l t i d i m e n s i o n a l
R e s e a r c h
(A Do uble B lind Re fer eed & Re vie we d I nternat io na l Journa l)
TECHNOPRENEURIAL EDUCATION AND ITS IMPACT IN INDIA
J.Priyadharshini*; M. Selladurai**
*Associate Professor and Head, Department of Commerce,
AJK College of Arts & Science, Coimbatore, Tamil Nadu.
**Doctoral Research Scholar,
PG & Research Department of Commerce,
Periyar E.V.R. College (Autonomous),Tiruchirappalli, Tamil Nadu
______________________________________________________________________________
ABSTRACT
Government of India have initiated and introduced number of entrepreneurial and
technopreneurial events to promote business policy and induce the interest of the young
generation of the nation to become an employment providers. Unique spirit of economic support
is now moving the country and bringing changes. A sequence of motivated economic reforms
targeted the universe and stimulating foreign share has moved India into the top rank of the
rapidly growing country in Asia and Pacific region.Startuphas released the hidden strengths of
our peoples and transforming the nation with trigging force. India’s dynamic and highly
competitive private sector has long been the backbone of its economic activity. Technology and
entrepreneurship are becoming the slogans of the new millennium. In this study, we focussed on
the enormous activities which are ongoing in research and development areas and platforms for
new technologies and also resulting into the institutional background of innovating technologies.
KEYWORDS: Technopreneurship, Creativity and Innovation, Startup India,
Entrepreneurship Education
_________________________________________________________________________
INTRODUCTION
Technopreneurial education is one of the dynamic tool to endorse the economic growth of the
country which enable to accomplish the sustainable and stable development. Promoting
technopreneurship education is the mission of the country that quickens the employment group,

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income group, improving life style and eradication of poverty. Therefore every country has
concentrates to promote the technopreneurship education through its innovative policies and
incentives (Selladurai, 2016). India is one of the fast-moving and ultra-growing country in the
path of technopreneurship with multi dimensional aspects, which makes specialized financial
institutions at national and state level, technical consultancy groups and other specialized
organisations to encourage the entrepreneurship which is connected with technology and
innovations.
There is a common wisdom - both among scholars and policy makers – that considers the
formation of new firms as a positive phenomenon, per se. In this paper, we contend that this view
is fruitful and we explore an alternative interpretation that moves from considering startups as
extremely heterogeneous and often doomed to early failure (Colombelli, 2016). Asia, the largest
and mostly developing region with around 50 countries, enjoys more than 2000 BIs. Out of 2000
incubators, most of the BIs are operating in the populous countries of Asia such as China and
India (Jamil, 2016). The sociological factor that prevents development from taking place is other
people or rather other people who are static. When you try to do something new, other people
tend to react you negatively (Ziegler, 2011).
In the present situation, Government of India has initiated and introduced more number
of programme activities and well planned calendar to promote the teaching operations towards
entrepreneurial education with innovative and technical aspects. For this purpose the gazetted
officials launched lot of research institutions and technical parks with the collaboration of
leading associations. These organisations are purely amended to encourage and stimulate the
entrepreneurial intentions among the young generations of the nation. The administration have
spending huge amount of capital and energy to come up with the talents and managerial skills of
the youth to achieve in the global track. In this study we have focusedon the evolution and
progression of the entrepreneurship education in India. Similarly this study discusses the
importance and role of entrepreneurship in Indian economy. It further discusses the research and
development activities and institutions which are ready to promote the role of educational
programs and the delivery systems for broadcasting these entrepreneurship teaching and
learningpractices.
CONCEPTUAL BACKGROUND
RituparnaBasu (2014), has attempts to develop a working framework for an entrepreneurship
education ecosystem in India, supported by preliminary inputs and evidence, they are considered
as a conceptual beginning to work out an improvised design with further validation of the
concepts. He suggests the future researchers to simplify the adoption and further development of
the framework with empirical results and confirmations will not only add to the existing research
base on entrepreneurship but will also aid the policy makers of a developing nation.

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Panigrahi (2015),has concluded that more effective measurement and evaluation of the long-
term impact of entrepreneurship education programmes on economic growth and job creation is
needed. These should be based on a broadly defined set of outcomes, not only on narrow
measures such as the number of start-ups created. For comparable data across countries, there
needs to be agreement on the definition of entrepreneurial education and on the scope of what
should be measured, and agreement on the process of data collection and on coordinating
mechanisms.
Modi P M (2014), has discussed about entrepreneurship and its history in India, its meaning, its
relation with education and how entrepreneurship education is essential and activities through
which it can be imparted to the commerce students of school. The secret of the success is mostly
dependent on entrepreneurial skills and attitude of the person concerned. Achievement to this
effort will certainly be able to convert the job seekers into job creators. Integration of
entrepreneurship education with the ongoing commerce curriculum is therefore felt as the need
of the hour.
Rehman and Yasir (2012), has explained the evolution of entrepreneurship education in India
and discusses the importance and role of entrepreneurship in Indian economy. It further talk over
the challenges with regard to the role of educational programs and the delivery systems for
distributing these entrepreneurship education programs. They tries to explain the role of research
organisations in shaping and nurturing the future entrepreneurs in India. They also discusses
whether the current curriculum taught in research and development meets the requirements of
growing entrepreneurs.
Amisha Shah (2014), has quoted that our younger generation must utilize their time, energies,
skills and knowledge to be a chief on their own independent enterprises, which can provide
employment to many in need. By observing the level of adaption, applicability, requirements and
urge of students, various ‘Udyog’ activities can be designed, adopted and built-in in the formal
education. Through her experience, she focused the outcomes and to explain the possibilities of
cheering the youth towards sustainable entrepreneurship, which can be proved as a real step near
the viable rural expansion of India.
Rajiv Joshi (2014), has endeavours to identify and classify challenges, issues, themes and
different models of entrepreneurship education. Further, it revolves around, current practices of
entrepreneurship education and ways to address challenges and issues of entrepreneurship
education. In its essence, entrepreneurship education is complex due to multi-disciplinary
approach; challenges of curriculum design and delivery; and issues and challenges of
pedagogical tools. With this, Indian academia offering entrepreneurship education programmes,
current challenges and opportunities have be examined.

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IMPORTANCE OF ENTREPRENEURSHIP EDUCATION
The Indian culture has broken in people to look down upon failure. Entrepreneurship is often
about failing and learning from those failures and starting all over again. People need to start
accepting failures and allow second chances. Most originators of failed start-ups feel that, lack of
guidance and mentorship is a major reason for their failure. An important factor lies behind
failures and less growth of some organisations is the lack of quality adviser, especially in terms
of industrial knowledge and support (Paramasivan, 2016). The subject of awareness should be
more evaluated on the environmental issues with their clients.
INDIA’S POSITION ON EASE OF DOING BUSINESS
Soure: World Bank (2015)
Education is an essential factor in defining the entrepreneurial positioning in individuals.
Education may be in the aspect of formal or informal. The informal form of learning stresses the
modulation of initial role models and strengthening patterns on the achievement and
conservation of entrepreneurial performance. Role models could be parents or peer groups that
provide socialization training in entrepreneurship. Formal education is also positively correlated
with entrepreneurship (Panigrahi, 2015). It has also been reported that entrepreneurs of healthy
units, on an average, had a higher level of education compared to those who own sick units.
Entrepreneurship education needs to gain firm ground to change the face of the economy. It is
only under such a scenario that we would witness a longer queue of job providers than job
seekers.
ENTREPRENEURSHIP DEVELOPMENT INITIATIVES IN INDIA
India has been encouraging entrepreneurship development through the Five-Year Plan since
independence. A number of institutional mechanisms have been set up in the past to encourage
entrepreneurship among the people. The Small Industries Development Organization (SIDO),
through the network of Small Industries Service Institutes (SISIs) has been a pioneer in
INDICATORS RANK (OUT OF 189)
Protecting Minority Investors 7
Getting Credit 36
Registering Property 121
Trading Across Borders 126
Getting Electricity &
Resolving Insolvency
137
Overall Ease of Doing Business 142
Paying Taxes 156
Starting a Business 158
Dealing with Construction Permits 184
Enforcing Contracts 186

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conducting Entrepreneurship Development Programmes for various sectoral groups. National
Institutions such as the Entrepreneurship Development Institute of India (EDII), Ahmedabad;
National Institute for Entrepreneurship and Small Business Development (NIESBUD), New
Delhi; and the National Institute of Small Industry Extension and Training (NISIET), Hyderabad
are engaged in entrepreneurial activities since their inception. In addition, state level institutions
such as the Centres for Entrepreneurship Development (CED) and Institutes of Entrepreneurship
Development (IED) look after the entrepreneurial efforts in the States. The District Industries
Centres (DICs) set up at the district levels are also engaged in entrepreneurial activities.
As result of the multifaceted activities spreading around the country, awareness among S&T
persons to take to entrepreneurship as a career has been created. The academics and researchers
have started taking a keen interest in such socially and economically relevant roles and have
engaged themselves in several ventures. More than 100 organizations, most of which are
academic institutions and voluntary agencies, were drafted to the task of entrepreneurship
development and employment generation.
TECHNOPRENEURIAL EDUCATION
The education system in India is still struggling to attain a self-accomplishment. Our education
system having many streams like matriculation, cbse, angloindian etc., but the traditional
education system is destroying the mental ability of our students till now. While a great number
of universities and colleges today offering entrepreneurship courses. In that, so many having
incubation centres and many more student clubs encouraging start-ups as an entrepreneurship, a
common complaint is that research at universities is often not applicable or accessible to start-
ups or the start-up ecosystem. Technical and vocational training institutes and courses are not
currently geared towards a start-up economy. The private sector notes that the current training
offers generally out dated and out of touch with the needs of start-ups as well as modern
industry.
7 RESEARCH PARKS IIT Gandhinagar
IIT Hyderabad IISC Bangalore IIT Kharagpur
IIT Delhi IIT Kanpur IIT Guwahati
Source: Start-Up India: Action plan
Likewise, school education in India today does not promote skills and trainings for start-up. The
entrepreneurship based economies given the importance on route learning and unfashionable
programme of study that does not prepare the students with skills for a modern knowledge
economy. An outcome of the lack of adequate and appropriate skills is that entrepreneur discover
it’s difficult to access the perfect kind of employees. The private sector spends considerable
effort to retain their valuable employees, something that can be very costly in terms of time and
money for new firms. The 2014 Global Innovation Index rates India at the bottom of the BRICS

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countries and notes that the biggest issue facing the country is fully on its education system
(NitiAayog, 2015).
13 START-UP CENTRES RGIIM Shillong
NIT Goa NIT Patna NIT Silchar VNIT Nagpur
NIT Delhi NIT Agartala NIT Arunachal Pradesh MNIT Allahabad
IIT Bhubaneswar IIITDM Jabalpur IITDM Kancheepuram ABVIIITM Gwalior
Industry associations, formal and informal networks & events such as business plan competitions
have attempted across India and often provide an entry route for start-ups to the ecosystem.
Networks such as TiE and Start-up Weekend now have local associations operating across the
country. These associations are creating platforms for local start-ups to meet, share experience
and connect to the support ecosystem. These networks and platforms are able to be seen
especially in the emerging cities, where frequent learning and supported training can be easily
accessible from local set of connections (Sonne and Jamal, 2014).
TECHNOLOGY BUSINESS
INCUBATORS
NIT Calicut MNITJaipur
IIT Patna IIM Raipur NIT Rourkela MANIT Bhopal
IIT Ropar IIM Rohtak NIT Jalandhar IISER Bhopal
IIT Mandi IIM Udaipur NIT Warangal IISER Mohali
IIT Roorkee IIM Kozhikode NIT Tiruchirappalli IISER Thiruvananthapuram
TECHNOLOGY INCUBATION SYSTEM
Our government, industry and educational institutions have been practicing various techniques to
construct a natural environment for interchange of knowledge and in that way increasing
productivity and economic growth. Education and examination must be geared to significance,
competency, excellence, leadership, entrepreneurship, technopreneurship and expansion.
Educational institutions must accept extension activities and public services as a third element, in
addition to research and training (Agarwal, 2000). It is increasingly being advocated that higher
educational associations and research foundations should be involved not only in producing and
also in transforming the knowledge to the business and to the society in large.
The growth of scientific and technological culture in India has played an important role in
attracting world attention to indigenous abilities. At present, India holding a huge science and
technology infrastructure with more than 400 national laboratories, over 200 universities
including institutes of technology and about 1300 internal research and development units in the
industrial sector. Original efforts have empowered the country to make considerable progress not
only in developing the local competencies and also in adopting the unusual technologies. Six

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science departments have been set up under the Government of India to focus developments in
the respective areas (Menon, 2002). The most radical form of innovation, the creation of new
products using new technologies, often requires new organisational structure, innovative
financing support systems and encouraging policies of the government.
Generally, the role of science and technology institutions including parks and technology growth
centres is being part of innovation foundations to achieve functions and activities such as transfer
and publication of technology, entrepreneurship, using research findings for businesses via
offering consultation services and reducing risks of new non-governmental institutions, etc.
Considering new opportunities provided in recent years to use advanced technologies with
traditional procedures in fields such as agriculture, fabrications, energy and environment and
stronger connections with technology resources and users, universities, companies and
governmental researches will require centres next to technology parks and industrial regions
(Mahdi Moudi, 2011). A new business centre such as an ideas laboratory inside a technology
centre and science park can be beneficial.
SCIENCE AND TECHNOLOGY ENTREPRENEURS PARK (STEP)
Science and Technology Entrepreneurs Park (STEP) programme was formerly initiated by
National Science and Technology Entrepreneurship Development Board (NSTEDB) in the year
1984 holding major objectives such as, to forge a close linkage between Universities/ academic
institutions on the one hand and industry on the other, to promote entrepreneurship among
science and technical persons and to provide research support and organizational facilities to
small-scale industries.
STEP provides a re-orientation in approach to innovation and entrepreneurship involving
education, training, research, finance, management and government. It creates the necessary
climate for innovation; for sharing of ideas, experience and facilities and opens up avenues for
students, teachers, researchers and industrial managers to grow in a common trans-disciplinary
culture, each understanding and depending on others' inputs for starting a successful economic
venture.
This leads to create a "Business Trend" where increasingly science and technical people will
seek to create their own employment and provide job opportunities to others also. It involves
changing the existing approach of looking for wage employment and look for a career in small
business. To create an impact on this situation requires changes in the educational curriculum, in
the way in which occupational choice is developed, in the way in which career advice is given
and ultimately the role of small scale sector in wealth generation. The programme was initiated
to promote entrepreneurship among the technological peoples. So that, a new kind of technology
concerned with quality conscious entrepreneurs could be established. Therefore, it is predictable
that a large count of entrepreneurs come from the science and technical background.

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CONCLUSION
This study exposed the importance and need of technopreneurial education that leads the nation
towards universal competence. By creating these kind of operations, the entrepreneurial feelings
among the younger generations may be seeded and clues to wipe the joblessness completely. Our
government investing high capital through the research and development organisations and
providing proper training to the entrepreneurs. Technical institutions and the academicians
should contribute the most and play the vital role to inspire and encourage all those who are
connected with the technopreneurship society. The past scenario shows that, our nation has
achieved stunning success in producing the greatestand largest amount of technicalmanpower in
the universe. We should feel proud on producing world class entrepreneurs through the
technopreneurial process and our government would make it possible all over the nation.
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1116/03 15-11-2016
J.Priyadharshini & M. Selladurai
I am very pleased to inform you that your article/research paper titled
TECHNOPRENEURIAL EDUCATION AND ITS IMPACT IN INDIA has been
published in Asian Journal of Multidimensional Research (AJMR)
(ISSN:2278-4853) (Impact Factor: SJIF 2013=4.708) Vol.5, Issue-10-11,
(October-November, 2016).
The scholarly paper provided invaluable insights on the topic. It gives me
immense pleasure in conveying to your good self that our Editorial Board
has highly appreciated your esteemed piece of work.
We look forward to receive your other articles/research works for publication in
the ensuing issues of our journal and hope to make our association everlasting.

Tecnopreneurial Education and its impact in India

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