Abstract

Raising citizens who can contribute to the betterment of the existing conditions has become a critical goal. Socially-responsible entrepreneurship can play an important role in attaining this, as it works towards social and economic contributions that do not ignore or violate the rights of the other, including the environment. The aim of this qualitative research is to explore to what extent the Egyptian faculties of education focus on socially-responsible entrepreneurship education as well as the obstacles and best practices for this socially-responsible entrepreneurship education in the Egyptian context. Seven fresh graduate females from a faculty of education in a public university were interviewed. The semi-structured interviews focused on the students’ different experiences during the four university years. The findings showed that socially-responsible entrepreneurship was not introduced to the students at all; in addition, there are issues that need to be addressed in the culture of the faculty which may reflect positively on socially-responsible entrepreneurship education. The theoretical framework of this study is guided by the great Brazilian philosopher, Paulo Freire.

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Fall 1-31-2017

Submission Date

February 2016

First Advisor

Skaggs, Jennifer

Second Advisor

NA

Third Advisor

NA

Committee Member 1

Megahed, Nagwa

Committee Member 2

NA

Committee Member 3

NA

Extent

103 p.

Document Type

Master's Thesis

Rights

The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known.

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

Download

Share

COinS