Πλοήγηση ανά Συγγραφέα "Karanassios, Nikolaos"
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Τεκμήριο Co-operative banking: an alternative finance after the global crisis(2011) Karanassios, Nikolaos; Rubino, Franco; Verardi, Ferdinando; Ruffolo, GiuseppeCo-operative banking has the longest historical background in finance, while the foundations of the banking system lay on the ground of a “large scale, mutually beneficiary, liquidity buffer”. The banking system is being under a constant dispute, be it ideological, religious, philosophic, political, academic or scientific. The global financial crisis, which has been ignited by a misunderstanding between the banks shareholders, the real estate operators, the workers and the stock exchange market operators is becoming a lack of currency, mainly because the money referred to, existed only as accounting figures. The co-operative banks are using only real money in their operations. They borrow real money from their members-depositors and they lend these fiat money to their members in need for credit. Such a banking system, operating in parallel in most EU countries, is becoming an alternative source of liquidity for the SMEs and a secure deposit for the citizens. Examining the published results of a sample of co-operative banks and their similar institutions, in some EU countries, shows an increment of their volume of transactions, as the financial crisis was deepening, indicating some correlation.Τεκμήριο EU strategies to encourage youth entrepreneurship: Evidence from higher education in Greece(2006-02-01) Karanassios, Nikolaos; Pazarskis, Michail; Mitsopoulos, Konstantinos; Christodoulou, PetrosThe authors present and discuss significant aspects of youth entrepreneurship in the European Union (EU) and, especially, in higher education institutions in Greece. The structure of this paper is as follows. First, the study introduces a conceptual basis for entrepreneurship as defined in the EU and looks at entrepreneurship in the context of actions taken by the European Council and especially by the European Commission. The significance of entrepreneurship, embedded in substantial economic factors such as growth, development, employment, education and training, etc, and its objectives are then discussed, particularly in relation to students in higher education. Second, the study refers briefly to current policies of the Organization for Economic Cooperation and Development (OECD) that could influence the EU's entrepreneurship strategies. Third, the authors assess the status of youth entrepreneurship and its influence on students in the Greek higher education system, applying an empirical methodology. To explore the behaviour and attitudes of HE students towards entrepreneurship, the authors analyse data collected by means of a specially designed questionnaire. The sample selected comprised male and female undergraduate students studying in various disciplines at the Technological Educational Institute (TEI) of Serres. The results are evaluated and their implications for educational programmes at universities, TEIs, business schools, etc, are considered.Τεκμήριο Student Entrepreneurship in the Balkan context(2006) Karanassios, Nikolaos; Athianos, Stergios; Zlatintsi, ParaskeviEntrepreneurship of students is becoming a major issue for the whole of the globe, while both competition and collaborations are becoming global and getting deprived of all obstacles. Most of the national and international organizations are trying to foster the entrepreneurship of students, considering as granted that it is thought to have a strong impact on the future development and seen as the source of innovation, as well as the levers to boost the creation of wealth. The Balkan countries, in their majority, are adopting those orientations in their policies, while there is an evidence of a changing mindset, which is leading to the creation of networks and other forms of cooperation. Our team has examined this tendency, through the student voluntary associations, because it has been very difficult, if not impossible, to have statistical data representing a reliable population or even a sample with an acceptable degree of confidence. The team methodology has been limited to the categorization of a limited set of factors, commonly used by the international organizations and the European Union policy makers, as they are affecting the students in the candidate countries. The conclusions are concentrated in the negative mindset of the society and the students, the lack of entrepreneurial education and the international networking, on all the Balkan countries, Greece included.Τεκμήριο Teaching youth entrepreneurship into a european framework of analysis: evidence from higher education in Greece(2010) Karanassios, Nikolaos; Pazarskis, Michail; Mitsopoulos, Konstantinos; Chasiotou, AikateriniThe authors present and discuss significant aspects of the youth entrepreneurship in the European Union (EU). In particular higher education (HE) in Greece is taken as fieldwork of empirical analysis. Paper’s structure arranges as follows: Firstly, it introduces a complete conceptual basis for entrepreneurship as defined in the EU and looks at entrepreneurship in the context of actions taken by the European Council and especially by the European Commission. The significance of entrepreneurship (embedded in substantial economic factors such as growth, development, employment, education and training, etc.) and its objectives are then discussed, particularly in relation to students in higher education. Secondly, the study assesses the status of youth entrepreneurship and its influences on students in the Greek higher education system, applying an empirical methodology. In order to explore the behaviour and attitudes of HE students towards entrepreneurship, the authors analyse data collected by means of a special questionnaire, firstly introduced in 2005 by Karanassios et al. The selected sample comprised male and female undergraduate students studying in various disciplines at the Technological Educational Institute (TEI) of Serres. The results are evaluated and their implications for educational programmes at universities, TEIs, business schools, other educational units, etc, are considered.